02 07-15.pdf google drive loading… sign in 03 16-22.pdf google drive loading… sign in educatio : journal of education volume , number 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z natural school curriculum study in order to prevent educational character education basic school level yulianti, prihatin sulistyowati universitas kanjuruhan malang ustnie@yahoo.com published: may 11, 2017 reviewed : april 5, 2017 received: march 10, 2017 abstract: the curriculum and learning are two things that can not be separated. as a plan or program, the curriculum will not be meaningful when it is not implemented in the form of learning. and vice versa, without a clear curriculum as a reference, then learning will not take place effectively (sanjaya: 2009). what is described in the curriculum should provide clues to the learning process in the classroom; and what happens in the classroom is an input that can be taken into consideration in the improvement of the curriculum. elementary school islam (sdi) surya buana malang one of the primary schools in the city of malang that has a different character from another school dinas. this study aims to find out and describe what the concept of natural school in sd surya buana malang and how its implementation in realizing the character education of elementary school students. the research method used is qualitative research method. this study used a qualitative approach with an observational case study research design related to the concept of curriculum development of sdi bilingual school sdi surya buana malang. data collection techniques are (1) in-depth interview (2) participant observation and (3) documentation study. data analysis used in this research: data reduction, data presentation, and conclusion or verification. the result of the research shows that islamic elementary school of sdi surya buana malang apply curriculum of diknas by applying the concept of the curriculum of natural school "triple r", and in developing the character of sdi surya buana malang students using liaison book between teacher and parents. keywords: curriculum, natural school, character education. introduction the curriculum is one component that has an important role in the education system because in the curriculum is not only formulated about the goals to be achieved so as to clarify the direction of education, but also provides an understanding of the learning experience that each student has. the curriculum and learning are two things that can not be separated. as a plan or program, the curriculum will not be meaningful when it is not implemented in the form of learning. and vice versa, without a clear curriculum as a reference, then learning will not take place effectively1. so it can be concluded that curriculum and learning are like two sides of one 1 wina sanjaya,. 2009. kurikulum dan pembelajaran (teori dan praktik pengembangan kurikulum tingkat mailto:ustnie@yahoo.com yulianti, prihatin sulistyowati natural school curriculum study in order to prevent educational character education basic school level volume 2, number 1, may 2017 | 159 zzzzzz currency. both are very important and need each other. what is described in the curriculum should provide guidance in the learning process in the classroom; and what happens in the classroom is an input that can be taken into consideration in the improvement of the curriculum. the description of islamic elementary school (sdi) surya buana malang as one of the formal schools that apply curriculum development that comes from the national curriculum of the ministry of national education. one of the concepts of education developed by surya buana islamic elementary school (sdi) is to combine the curriculum of the ministry and the diknas curriculum by applying the concept of curriculum development of natural schools that have different designs than other natural schools. a load of subjects given in sdi surya buana malang in accordance with the structure of the curriculum contained in the standard content with the number of hours of addition. there are 4 groups of subjects in sdi surya buana lesson year 2013/2014 ie core subjects, local content, plus subjects and self-development. a) the core subjects, including; religious education, civic education, indonesian language, mathematics, science, social studies, arts and culture, penjaskes and orkes. b) local content, including; regional languages, english and ict. c) plus courses; tilawati and rote and parents day. d) self-development the concept of this school of nature is to provide learning in children in accordance with the nature of children or in accordance with the development of child psychology 2. the jakarta school of nature develops a curriculum using the concept of spiderweb, cikeas natural school to develop the concept of moral curriculum, logic, and leadership3. bogor natural school develops the concept of learning by qudwah, experiential learning, leadership development concept with outbound training method, and development of entrepreneurship skills. while the bandung natural school develops the essence of education refers to 3 (three) main aspects: piety scientific and leadership 4. from the above explanation, the researcher is interested in conducting research on the study of curriculum in surya buana islamic elementary school (sdi) surya buana entitled "study of natural school curriculum in order to realize character education of students at elementary school level: case study at bilingual natural school sdi surya buana poor." b. discussion 1. understanding the curriculum the term curriculum was first used in the sporting world in ancient greece originating from the word courier and cure. at that time the curriculum is defined as the distance that a runner must travel. people terms it with a place race or running from start to finish 5. so that can be concluded the curriculum is a very important tool in ensuring the success of the educational process, meaning that without a good curriculum and precisely difficult to achieve the goals and objectives of education that aspired. satuan pendidikan/ ktsp ), jakarta: pt. kencana prenada media group. h 71 2 eve readety, 2008 3 www.sekolahalamcikeas.org/ accessed wednesday, march 7, 2017) 4 www.sekolahalambandung org / accessed wednesday, march 7, 2017) 5 wina sanjaya. 2009. kurikulum dan pembelajaran (teori dan praktik pengembangan kurikulum tingkat satuan pendidikan/ ktsp ), jakarta: pt. kencana prenada media group. h 3 yulianti, prihatin sulistyowati natural school curriculum study in order to prevent educational character education basic school level volume 2, number 1, may 2017 | 160 zzzzzz 2. the cornerstone of the curriculum nana sudjana mentioned that there are 3 main things that become the foundation for the implementation, development, and development of curriculum, namely: (1) philosophical platform, which is a way of thinking radically and thoroughly study philosophy about human nature, what is human, what is the essence of life human, what is the purpose of his life and so on which includes logic, ethics and aesthetics. relation to the curriculum of the three views is very necessary, especially in applying the direction and purpose of education; (2) socio-cultural bases, where the educational curriculum should and also be able to adjust even anticipate the conditions that will occur in addition to the need to adapt to the conditions of society; (3) psychological foundation, which is to educate means to change the behavior of children to maturity. all this in the process of teaching and learning is always associated with theories of behavior change children6. 3. curriculum components some educational experts point out that in the framework of curriculum development it is necessary to note some components which, according to nasution, are7: 1) objectives, 2) lesson materials, 3) teaching and learning process, and 4) assessment. while hamalik argues that curriculum development should include: 1) curriculum objectives, 2) curriculum materials, 3) curriculum methods, 4) curriculum organizations and 5) curriculum evaluation. 4. principles of the curriculum in order for the curriculum to function as a guide, then there are a number of principles in the development process. below will be described a number of principles that are considered important, as suggested by some experts, among others according to abdullah idi as follows: 1) principle of relevance; 2) principle of effectiveness; 3) principle of efficiency; 4) principles of continuity (continuity); 5) flexibility principle (dexterity); 6) goal-oriented principles; 7) principles and models of curriculum development. the conclusion in the implementation of the curriculum needs basic principles as the main reference to implementation in the learning activities. without a clear principle then the curriculum will not be done properly because the direction or purpose that is used as a guideline still does not exist. 5. the basics of the curriculum the curriculum is a dynamic teaching and learning tool that needs to be assessed and developed continuously and continuously in accordance with the existing developments in society. the development of the curriculum is a process that determines how curriculum-making will work. the following are the fundamentals of curriculum development; a). the curriculum is structured to create a national education system. b). the curriculum at all levels of education is developed with a capability approach. c). the curriculum must be in accordance with the characteristics of educational units at each level of education. d). the curriculum of elementary, secondary, and higher education is developed on the basis of national education standards for each type and level of education. e). the curriculum at all levels of education is developed in a diversified manner according to the potential needs of learners and the demands of the parties who need and have an interest. f). the curriculum is developed with attention to regional and 6 wina sanjaya. 2009. kurikulum dan pembelajaran (teori dan praktik pengembangan kurikulum tingkat satuan pendidikan/ ktsp ), jakarta: pt. kencana prenada media group. h 42 7 nasution, s. 2006. asas-asas kurikulum, jakarta: bumi aksara, cet. vii. h 53 yulianti, prihatin sulistyowati natural school curriculum study in order to prevent educational character education basic school level volume 2, number 1, may 2017 | 161 zzzzzz national development demands, potential diversity. 6. description of the natural school curriculum the concept of curriculum development of natural schools varies. the jakarta natural school develops a curriculum using the concept of web spiders, while cikeas natural school develops a moral, logic and leadership curriculum. while the sdi surya buana natural school implements triple-based curriculum "r" that is reasoning (reasoning), research (research), and religion (religion). c. closing the concept of sdi surya buana malang natural school curriculum integrates or combines general subjects with religious subjects between teachers 'and students' handbooks based on the curriculum of culture and education ministries based on the concept of triple "r" nature school that is reasoning (reasoning), research ( research), and religious (religious). the implementation of character education in natural school sdi surya buana malang is integrated into subject learning process and in extracurricular activities such as scout events, pmi and so on. character building activities are evaluated through a liaison book between teachers with parents ie, information books, imtak books, and a handbook of rote prayers that are targeted at every grade level. d. bibliography anggota ikapi kampus unesa, 2011, bunga rampai pendidikan karakter stategi mendidik generasi masa depan, unesa university press, cet.i bungin, burhan. 2007. penelitian kualitatif. jakarta: kencana prenada media group. faisal, sanapiah. 2006. penelitian kualitatif; dasar-dasar dan aplikasi. malang: yayasan asah asih asuh. moleong, lexy j. 2000. metodologi penelitian kualitatif, bandung: pt remaja rosdakarya. mulyasa, e. 2007. kurikulum tingkat satuan pendidikan. bandung: pt. remaja rosdakarya. muslich, mansur. 2007. ktsp, pembelajaran berbasis kompetensi dan kontekstual. jakarta: pt. bumi aksara. nasution, s. 2006. asas-asas kurikulum, jakarta: bumi aksara, cet. vii. sanjaya, wina. 2009. kurikulum dan pembelajaran (teori dan praktik pengembangan kurikulum tingkat satuan pendidikan/ ktsp ), jakarta: pt. kencana prenada media group. supriyadi, dedi. 2004. membangun bangsa melalui pendidikan. bandung: pt. remaja rosdakarya. samani, muchlas dan hariyanto, 2012, konsep dan model pendidikan karakter, bandung: pt. remaja rosdakarya. sajirun, muhammad. 2012, membentuk karakter islami anak usia dini, solo: pt. era adicitra intermedia, cet.i sulistyowati, endah. 2012, implementasi kurikulum pendidikan karakter, yogyakarta: pt. citra aji parama. komunitas sekolah alam. 2005. menemukan sekolah yang membebaskan. tangerang: kawan pustaka. kurikulum sekolah dasar islam (sdi) surya buana malang, 2013. yayasan bahana cita persada malang. yulianti, prihatin sulistyowati natural school curriculum study in order to prevent educational character education basic school level volume 2, number 1, may 2017 | 162 zzzzzz undang-undang republik indonesia no. 20 tahun 2003. sistem pendidikan nasional. bandung: citra umbara. zuhairini & ghofir, abdul. 2004. metodologi pembelajaran pendidikan agama islam. surabaya: um press. educatio : journal of education volume 4 , number 1, may 2019 issn : 2579-8383 (print) issn : 2579-8405 (online) volume 4 , number 1, may 2019 | 168 zzzzzz z improving vocational embroidery decoration wall skills through learning by doing model for autistic children in slb autisma yppa padang esti wahyuningsih, yarmis hasan universitas negeri padang istiwhyu44@gmail.com accepted: 10 august 2019 reviewed: september 5, 2019 published: 30 november 2019 abstract : this study discusses three students who have problems in vocational skills, making wall decoration creations. the observation shows that students have good interest and talent in embroidery. the purpose of this paper is to improve vocational skills to make creations of wall hangings through the learning model of learning by doing. the research method used was classroom action research consisting of two cycles. each cycle consists of four meetings held in several stages, namely planning, implementing actions, observing, and reflecting. data collection techniques used were observation, documentation, and tests. the results showed that the vocational learning process of making wall hangings creations for children with class x autism was carried out through learning by doing learning models. the results of the study in the first cycle have increased. at the first meeting until the fourth meeting tq scored 42.8%, 54.7%, 54.7%, and 61.9%, um earned 47.6%, 59.5%, 59.5%, and 66.6%, and na 52.3%, 61.9%, 61.9% and 69%. in the second cycle, tq scored 69%, 69%, 73.8%, and 80.9%, um earned 76.1%, 76.1%, 78.5%, and 80.9%, and na received 85.7%, 85.7%, 90.4%, and 90.4%. the conclusion is that the implementation of embroidery wall hanging vocational skills can be improved through the learning model of learning by doing. keywords: vocational, embroidery, learning by doing, autism introduction education has an essential role in social progress that preparing an educated generation, a self-contained necessary skill for life. as a national educational system, constitution no. 20 article 1, education is a planned and conscious effort to create an atmosphere of learning and instructional process to achieve the optimal educational goals. the development era that continues to experience progress, making someone who has taken formal education must have the expertise and life skills to support his life that is listed in the curriculum so that he not only has the ability in the academic field. in the community itself, life skills associated with a particular field of work are called vocational skills that educate and train students in fields of work related to the economic sector, such as trade, tourism, and others1. this vocational skills of education 1 kurniawati et al., “pemberdayaan masyarakat di bidang usaha ekonomi: studi pada badan pemberdayaan mailto:istiwhyu44@gmail.com esti wahyuningsih, yarmis hasan improving vocational embroidery decoration wall... volume 4, number 2, november 2019 | 169 zzzzzz service is provided to all students; one of them is an autistic child who has special needs. autistic children are often referred to as strange children who are busy with their world. autistic children are children who have very complex developmental problems that can be known before the age of three years including the fields of communication, social interaction and behavior 2. autistic children who gave skills have good endurance in setting and eye contact. they have receivers quickly and repeatedly. based on a preliminary study which is conducted on december 5, 2018, at slb autisma yppa padang, researchers observed during the learning process that took place on three children (tq, um, and na) class x autistic. researchers saw that tq was able to hold the needle properly and was able to insert the thread into the needle, but it was still not neat enough to sew in the pattern. similarly to um that is still less neat in sewing following the pattern but can already insert the thread into the needle. whereas na looks pretty neat in sewing following the pattern, can already hold the needle and insert the thread into the needle and attach the cloth to the ram. on the results of observing the learning of embroidery skills, it can be seen that the embroidery skills given by the teacher to students are still limited in terms of providing diverse motives and lack of continuous training so that the stitches of children still look less neat and do not follow patterns. as a result of the lack of creations on the motives make the results of child embroidery less attractive to the public and are still valued low in the market. embroidery embellishment wall skills can be given to autism children to help their motoric skills as well as the coordination of the eyes and hands of autism children. the embroidered skills hanging wall has been much in demand by the entire circle, where can decorate the house or shelter with unique and beautiful. so that embroidery embellishment wall skills can compete in the market and has the value of the economy that will be able to help children to improve the standard of living becomes better — learning the embroidery skills given by the teacher using the demonstration and lecture methods. in teaching and learning activities, students only pay attention to the explanation of the teacher who demonstrates how to embroider with the stab stitch technique. however, looks are not the optimal provision of the exercise is continuous and ongoing, it is difficult to know whether the participant students who already have embroidery skills. so the researcher and teacher want to help students in improving the vocational embroidered hanging wall skills by using learning by doing model. learners pay attention to the teachers' explanations while practicing. learning by doing a model is direct action done by students actively, both individually and in groups. learning by doing a model involves the students' participants to have concrete material experiences. direct participant involvement students in the process of learning will be a directional experience which is expected to be rooted in self-participant, vocational embroidered hangings wall improved skill in autism children can be self-sufficient in the economy to produce students that can compete and develop the positive habit in everyday life. based on the background of the study, the researcher researches with the title “improving vocational embroidery decoration wall skills through learning by doing model for autistic children in slb autisma yppa padang". masyarakat kota mojokerto,” jurnal administrasi publik (jap) 1, no. 4 (2014): 9–14. 2 ganda sumekar, anak berkebutuhan khusus: cara membantu mereka agar berhasil dalam pendidikan inklusif (universitas negeri padang press (unp press), 2009). esti wahyuningsih, yarmis hasan improving vocational embroidery decoration wall... volume 4, number 2, november 2019 | 170 zzzzzz method this research used the classroom action research model by planning, execution and collaborative reflection action.,this research was conducted at slb autisma yppa padang class x, research subjects were grade x students at slb autisma yppa padang with initials tq, um, and n a. students aged between 1720 years old. the procedure of research consists of four stages; planning, action, observation, and reflection, then accompanied by repeated planning carried out in two cycles. in planning activities, researchers are assisted by class teachers. the formulation of the problem is that the child has not been able to make creations on the results of embroidery, and the solution to the problem is to improve the wall embroidery skills with the learning by doing the learning model. planning preparation conducted by prospective researchers in collaboration with class teachers, namely: a. make a lesson plan (rpp) b. prepare an observation format c. prepare research instruments d. implement learning by using the learning by learning model to improve the creations of wall hangings e. evaluating learning stages of the implementation of the action, the researcher will act by the planning that has been made, namely improving the skills of embroidered wall hangings by using the learning model learning by doing. each cycle will be held four times. learning will be done for 2 × 40 minutes at each meeting. each meeting consists of preliminary activities or preliminary activities, core activities, and final or closing activities. researchers conducted observations using the observation format to make creations of wall hangings using the learning by learning model with the following steps: 1. the preparation of the instrument, namely the preparation of the lattice that can be understood as a reference or guideline for making instruments in making creations of wall hangings with the learning model of learning by doing. 2. documentation, in this study, the researchers used video or photo documentation aimed at studying data and obtaining information about improving vocational embroidery wall hangings. documentation is carried out on each learning activity. 3. act test aims to see or know the success or ability of children in improving wall decoration embroidery skills. assessment for work can be done using a scale of assessment, namely a score of 0: can not, score 1: can with help, and a score of 2: can. this study was analyzed with qualitative data based on test and observation results. conclusions are obtained based on data that is described by a series of words and sentences that have been grouped according to their categories. researchers not only use a esti wahyuningsih, yarmis hasan improving vocational embroidery decoration wall... volume 4, number 2, november 2019 | 171 zzzzzz qualitative approach but also use a quantitative approach. researchers used percentage quantitative data analysis techniques according to arikunto3 with the following formula: determination score: results and discussion the study was conducted in class x slb autisma yppa padang with three male students with the initials tq, um, and na. this research was carried out by carrying out a cycle in which the actions were carried out twice a week, precisely on monday, and thursday. the implementation of the actions in each cycle is carried out four times by looking at the child's ability at each meeting with a time of 2 × 40 minutes. as has been mentioned in the research lattice, that what will be achieved is to improve vocational embroidery wall hanging skills through learning by doing learning models. the new abilities of autistic children in class x slb autisma yppa padang can be seen in the diagram below: figure 1.1 graphic of children's early ability to make embroidered wall hangings from the graph above, it is known that the ability of children with autism in making embroidered wall hangings is still low, tq 42.8%, um 47.6%, and na 52.3%. the results of the initial ability show that tq, um, and na still have difficulty in making embroidered wall hangings creations especially making punctures on leaf and flower motifs. therefore, guidance is needed during the process of making these wall hangings. based on the results of the students' initial abilities, an increase is needed in making embroidered wall hangings for autism children using the learning by learning model. the implementation of the first cycle carried out as many as 4 meetings, namely on july 22, july 25, july 29, and august 1 2019. below is a graph of the results of the ability tests of each student in cycle i. 3 arikunto suharsimi, “dasar-dasar evaluasi pendidikan,” jakarta: bumi aksara (2009). esti wahyuningsih, yarmis hasan improving vocational embroidery decoration wall... volume 4, number 2, november 2019 | 172 zzzzzz figure 2.1 graph of recapitulation of the value of the ability to make creations of wall hangings through the learning by learning model in cycle i based on the graph above, it can be seen that in the first cycle, there was an increase. where tq scores from the first meeting to the fourth meeting are 42.8%, 54.7%, 54.7%, and 61.9%, while the mw scores 47.6%, 59.5%, 59.5% , and 66.6%, and na 52.3%, 61.9%, 61.9%, and 69.0%. cycle ii was held on 5 august, 8 august, 12 august, and 15 august 2019. below is a graph of the results of tests in cycle ii: figure 3.1 graph of recapitulation of the value of the ability to make creations of wall hangings through the learning model of learning by doing in cycle ii based on the results obtained from the recapitulation of the data above, it is known that the ability of children to make creations of wall hangings through the learning model of learning by doing is increasing. in the second cycle, tq received 69.0%, 69.0%, 73.8%, and 80.9%, while me earned 76.1%, 76.1%, 78.5% and 80.9 values %, and na get value of 85.7%, 85.7%, 90.4%, and 90.4%. this research is discussed based on the results of research answers about: can the embroidery wall hanging vocational skills for children with class x autism in slb autisma yppa padang be improved through the learning by doing a learning model? what is the process of improving wall hanging vocational skills through learning by doing a learning model for autistic children at slb autisma yppa padang? the following discussion of the results of the research esti wahyuningsih, yarmis hasan improving vocational embroidery decoration wall... volume 4, number 2, november 2019 | 173 zzzzzz above: 1. the process of improving vocational skills to make embroidered wall hangings through learning by doing learning models for autistic children at slb autisma yppa padang. based on the explanation of the results of the implementation of the study, it was found that learning to improve the embroidery skills of wall hangings through learning by doing a learning model for autistic children in slb autisma yppa padang has run quite well. this is seen from the communication that is established quite well between students, observers, and researchers in connection with the material discussed. autism children will more quickly accept vocational skills when given an exercise directly and repeatedly so that autism children become accustomed even though they still do not understand in theory but understand in practice. therefore vocational skills make creations of wall hangings owned by children can be improved through the learning model of learning by doing. learning by doing is one of the learning models that can be given to children with autism. learning by doing has a principle that is based on the assumption that students will get more experience with an active and personal involvement that is gained by viewing or watching content or concepts 4 . in the vocational skills of making wall hangings creations through learning by doing learning models carried out each step by step activities as follows: researchers set learning objectives, researchers provide explanations of vocational skills to make creations of wall hangings, researchers ask students to immediately jump into making creations of wall hangings in accordance with the direction and guidance of researchers. researchers are tasked with observing and guiding the work of students. researchers provide learning by optimizing direct practice so that increased vocational skills create repetitive creations of wall hangings. 2. the results of learning vocational skills make wall embroidered creations through learning by doing learning models for autistic children at slb autisma yppa padang. the results of research on improving vocational skills to make wall decoration creations through learning by doing learning model are described as follows: in the first cycle of the 21 items given in the test of the ability to make creations of wall hangings tq obtained a score of 61.9% while um earned a score of 66, 6% and na obtained a score of 69.0%. in the second cycle tq obtained a score of 80.9%, mes obtained a score of 80.9% while na gained a score of 90.4%. from the scores obtained by students, it is known that the purpose of the research to improve vocational skills is to make ornamental wall creations through learning by doing learning methods can be improved and show satisfying results, because of the advantages 4 dea rizky ananda et al., “students’ preferences toward oral corrective feedback in speaking class at english department of lambung mangkurat university academic year 2015/2016,” theory and practice in language studies 7, no. 3 (2017): 176–186. esti wahyuningsih, yarmis hasan improving vocational embroidery decoration wall... volume 4, number 2, november 2019 | 174 zzzzzz of learning by doing provide opportunities for children to actively participate or in decision making ` . the learning process that uses the learning by learning model will make students more quickly absorb or accept lessons 5. conclusion the results of the learning model of learning by doing can improve the vocational skills of wall hangings for children with autism in class x at slb autisma yppa padang. this research was conducted in two cycles, where each cycle was conducted four times. the conclusions obtained based on the results of data analysis obtained in the classroom action research on improving vocational embroidery wall hanging skills through learning by doing learning model for children with class x autism in slb autisma yppa padang, namely: 1. the process of learning vocational skills to make creations of wall hangings through the learning model of learning by doing in children with class x autism is as follows: a) planning b) implementing actions c) observations d) reflections 2. the learning outcomes of children with class x autism in making embroidery wall hanging vocational skills increase through learning by doing learning models. cycle i tq scored 62.5%, me gained a score of 67.5%, and na gained a score of 70%. cycle ii, tq, and um obtained the same score of 82.5%, while na obtained a score of 90%. suggestion based on the results of research that have been carried out by researchers, the advice that can be given to teachers, namely the results of research on learning by doing learning models can be used as one of the learning models used in learning embroidery skills. references ananda, dea rizky, emma rosana febriyanti, moh yamin, and fatchul mu’in. “students’ preferences toward oral corrective feedback in speaking class at english department of lambung mangkurat university academic year 2015/2016.” theory and practice in language studies 7, no. 3 (2017): 176–186. kurniawati, d.praptiwi, supriyono, bambang, and imam hanafi. “pemberdayaan masyarakat di bidang usaha ekonomi: studi pada badan pemberdayaan masyarakat kota mojokerto.” jurnal administrasi publik (jap) 1, no. 4 (2014): 9–14. nuryanti, lusiana. “pengaruh spiritual quotient terhadap tingkat depresi pada lansia usia 60–74 tahun.” stikes icme jombang, 2019. suharsimi, arikunto. “dasar-dasar evaluasi pendidikan.” jakarta: bumi aksara (2009). sumekar, ganda. anak berkebutuhan khusus: cara membantu mereka agar berhasil dalam pendidikan inklusif. universitas negeri padang press (unp press), 2009. 5 lusiana nuryanti, “pengaruh spiritual quotient terhadap tingkat depresi pada lansia usia 60–74 tahun” (stikes icme jombang, 2019). educatio : journal of education volume 2, number 2, november 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z the differences between certified and non-certified english teachers in the teaching and learning process roslina1, tekky geriasti pega’ bella2, fernandes arung3 1, 2, 3university of sembilanbelas november, kolaka, indonesia 1alimuddin.roslina81@gmail.com, 2tekky_geriasti@yahoo.com, 3fedyarg@gmail.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: this research was conducted to analyze the differences between certified and noncertified english teachers in the teaching and learning process. the researcher formulated the objective of the research was to find out the differences between certified and non-certified english teachers in the teaching and learning process. based on the objective of the research above, so the researcher came to analize the differences between certified and non-certified english teachers, they were one of certified english teacher in smp neg. 1 kolaka and one of non-certified english teacher in smk negeri 1 kolaka. the design of the research, the researcher used a descriptive qualitative analysis. in conducting the research, the researcher used two kinds of data collection, they were interview and observation. in analysis of the data, the researcher used techniques of data analysis by miles and huberman, namely data reduction, data display and verifying and conclusion. in representing the analysis, the researcher mentioned the findings of certified and non-certified english teachers in the teaching and learning process. furthermore, through out, the analysis, the researcher explained that certified and non-certified english teachers had some differences in the teaching and learning process. they showed differences in some indicators, they were material mastery, systematic presentation, methods application, using media, performance and motivation. based on the finding and analysis, the researcher made conclusion that certified english teacher didn’t have all indicators in his teaching and learning process. conversely, non-certified english teacher had all indicators in his teaching and learning process. in other words, non-certified english teacher had good quality than certified english teacher. keywords: differences, certified and non-certified english teachers, teaching and learning process introduction in education world, teachers were one of factors that were really needed to reach the purposes of education itself. teachers played an important role in efforts to form national character and develop the students’ potential of education development in indonesia. teachers should also have competence in any matter relating to education. in other words, teachers must be professional in carrying out their duties and responsibilities towards teaching and learning process in school and knowledge they had. teachers were required to be able to prepare, to master the material in teaching, to form the attitude and good behavior in their selves. roslina, tekky geriasti pega’ bella & fernandes arung the diff erences between certif ied and non-certif ied english teachers in the teaching and learning process volume 2, number 2, november 2017 | 215 zzzzzz in law no. 14/2005, teachers are professional educators with the primary task of educating, teaching, guiding, directing, training, assessing, and evaluating students on early education, formal education, basic education, and secondary education. two types of teachers are the civil servant and non-civil servant teachers. the non-civil servant teacher can perform functional equivalency credit number of teachers. determination of position functional the non-civil servant teachers and their credit number, it’s not limited to provide professional benefits for them, but further to establish equality of position, rank/class in accordance with applicable regulations as well as for the orderly administration on non-civil servant teachers.1 various efforts had been made by the government in improving the quality of education, they were managing facilities and infrastructure, changing the curriculum, providing a variety of training in improving teachers' professional and giving teacher certification2. teacher certification is formal proof of recognition given to teachers and lecturers as professionals. based on the definition, teacher certification can be defined as a process of recognition that a person has the competence to carry out educational services in a particular educational unit, after passing the competency test that conducted by certification body. in the other side, teacher certification is process competency test designed to reveal a person’s mastery of giving reason teacher certification.3 therefore, we needed teachers who had the maximum ability to achieve national education goals and hopefully they could improve their competence, good pedagogical, personality, social, professional and to test these competencies, the government implemented a certification for teachers4. thus, teacher as a profession had a role and duty as educators, also had a duty to serve the public in education field. professional demand was to provide optimal service to the public in education field. more specifically, teachers were required to provide professional service to students so that learning objectives could be achieved. development of these things became a global concern, because teachers had duties and roles not only providing science and technology information, but also forming the attitudes of students. teachers task was to help students to be able to adapt their challanges of life and pressures that developed within them. to prove the differences between the teachers who had been certified and teachers who had not been certified in the teaching and learning process, it was necessary to be proof accurately. in this case, there should be a survey or a study of teachers who had passed the certification and who had not been to see the differences. departing from analysis of the above presentation, the researcher was interested to find out the differences between certified and noncertified english teacher in the teaching and learning process the under the title of ―the differences between certified and non-certified english teachers in the teaching and 1 fermana. uu no. 14 tahun 2005. accessed december 15, 2015. 2 muh barid nizarudin wajdi, ―metamorfosa perguruan tinggi agama islam,‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. 3 samani, ―pengertian sertifikasi guru .” accessed on december 15, 2015. www.landasanteori.com. 4 muh barid nizarudin wajdi, ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). roslina, tekky geriasti pega’ bella & fernandes arung the diff erences between certif ied and non-certif ied english teachers in the teaching and learning process volume 2, number 2, november 2017 | 216 zzzzzz learning process‖5. research method the location of the research was smp neg.1 kolaka and smk negeri 1 kolaka. first, smp neg. 1 kolaka was one of favourite senior high school in kolaka. in this school, located was at jl. pemuda no. 305, kolaka. the headmaster of this school was purwanto, s.pd., m.pd. there were five english teachers in this school, all of them were certified english teachers. the participant 1 of this research was one of certified english teacher of smp negeri 1 kolaka. second, smk negeri 1 kolaka was one school that built long time ago. this school, located was at jl. pendidikan no. 49, kolaka. the headmaster of this school was makmur, s.ag. this research was conducted for two weeks, it started on february 2 nd-20th, 2016. for the certified english teacher (smp negeri 1 kolaka english teacher) was interviewed by the researcher on february 3 td and 18th, 2016 at 12.00-12.30 pm and 10.00-10.30 am in headmaster room and language laboratory of smp neg. 1 kolaka. then, observation on february 3 td, 2016 at 10.30 -12.00 in class viif of smp neg. 1 kolaka. for the non-certified english teacher (smk negeri 1 kolaka english teacher) was interviewed by researcher on february 10 th and 16th, 2016 at 11.30-12.30 pm and 11.30-11.50 pm in staff room of smk neg. 1 kolaka and observation on february 20 th, 2016 at 10.15-12.00 in class 2a2 of smk negeri 1 kolaka. determining the participants in this research, the researcher used purposive sampling technique, chosen with specific consideration and objectives. participants in this research were one certified english teacher and one non-certified english teacher. the first participant was a teacher who taught in smpn 1 kolaka, he was certified english teacher and the second participant was a teacher who taught in smkn 1 kolaka, he was non-certified english teacher. both of them were civil servant teachers. the participants of the research were two civil servant english teachers; certified english teacher in smp negeri 1 kolaka and non-certified english teacher in smk negeri 1 kolaka. the both of participants of the research had different level of school, it was caused the researcher wanted looking the differences of teaching and learning process without seeing the level. it meant that how those teachers taught their students by seeing the needs of them; material, media, methods, and giving motivation for their students. certified english teacher (participant 1) non-certified english teacher (participant 2) name b p address jl. pemuda (front of gelora), lalombaa, kolaka jl. alamekongga, laloeha, kolaka gender male male teaching time (years) 15 years 8 years 5 muh barid nizarudin wajdi, ―kawasan teknologi pembelajaran‖ (2017). roslina, tekky geriasti pega’ bella & fernandes arung the diff erences between certif ied and non-certif ied english teachers in the teaching and learning process volume 2, number 2, november 2017 | 217 zzzzzz data collection techniques in this research was using depth interview and observation techniques. interview technique was data collection that used a set of questions as the guideline and answered by the participants of the research orally, then the researcher would convert in verbatim transcript by written. whereas, observation technique was data collection that used observing things in this research; teacher material mastery, systematic presentation, methods application, using media, performance, and motivation, scale measurement of this research used likert scale, with range of scores between 1 to 4. data collection was done on data sources; certified and non-certified english teachers. the indicators were as reference of the result of research. in analyzing the data, the researcher used miles and huberman analysis data. the analysis data according to miles and huberman (1984) were as follow: a. data reduction data reduction, it meant summarize, choosing the main thing, focusing on the important thing, and discard unnecessary. data had been reduced would provide a clear and easier for researcher to review conduct further data collection, and look for it if required. b. data display after the data was reduced, then the next step was display data. miles and huberman (1984)6 stated ―the most frequent form of display data for qualitative research data in the past has been narative text‖. except narrative form, the data display could also be a graph, matrix, and network. researchers should always examine what had been discovered at the time of entering a field that was still tentative. c. verifying and conclusion the third step was conclusion and verification. the researcher tried to describe conclusions and to verify by searching the meaning of each signs obtained from the field. conclusion was expected in qualitative research was a new finding that had not been existed. result and discussion the analysis interview for both participants; certified and non-certified english teachers the researcher analyzed the differences between certified english teacher and noncertified english teacher in the teaching and learning process: indicators participant 1 participant 2 teacher material mastery participant 1 used english 50% 75% when he was teaching. he didn’t use english fully, because he thought his students didn’t understand what he said. it depends on students’ needs in english course. participant 1 combined between english and bahasa indonesia, after he explained the material by using english, next he translated in bahasa indonesia. he thought that by using those his student could understand and it would be effective to improve his student’s skill in 6 m. b. miles and a. m. huberman, qualitative data analysis: a sourcebook of new (california: sage publication, 1984). accessed january 12, 2016. roslina, tekky geriasti pega’ bella & fernandes arung the diff erences between certif ied and non-certif ied english teachers in the teaching and learning process volume 2, number 2, november 2017 | 218 zzzzzz english. participant 1 just focused on approach that he used in his students. he didn’t focus on how to teach well. it was looked in his statement that generally, in teaching, he needed to do some approaches on some students who needed it. because, he thought that every student was different. so, it made him to focus on just approach for his students. participant 2 stated that when he was teaching, he always used discussion as his way to serve his material. he expected his students could be more active 70% in classroom. apparently, by using discussion he thought his students could speak up more and more. be active was his goal in teaching english. as teachers could be just directing the students and they must be active. based on participant 2’s statement, he wanted his students could be more active in classroom than himself. systematic presentation participant 1 explained the usual steps he used in his teaching. first, opening, he started by greeting. for example, how are you. second, he checked the students to know who didn’t attend in his class. when the first and second steps had done, time to be explaining the material (based on kd). he delivered the material by giving understanding. but before, he reviewed the last material to remind his students. the last step was closing by giving students evaluation to know how far his students understand the material he served before. usually, it was kind of working together. then, before class’ over, he gave a homework about the material. apparently, his students could do it at home and really understand the material. participant 2 explained the steps of systematic presentation in his class. apparently, he always used discussion. perhaps, it made his students more active to speak up in english. the steps of his systematic presentation; first, he prepared the material. according to participant 2, these steps were directed by supervisors. second, his students directed praying. then, he delivered the material based on rpp and syllabus. for the assignments, he chose making groups for his students and team work assignment when it was teaching process. the last, giving the conclusion and homework for the next meeting. methods application participant 1 adopted rpp and he changed some points on it by seeing the needs of school and his students. he also participant 2 explained that rpp was just for his duty to make. in classroom, perhaps what he made before in rpp would be roslina, tekky geriasti pega’ bella & fernandes arung the diff erences between certif ied and non-certif ied english teachers in the teaching and learning process volume 2, number 2, november 2017 | 219 zzzzzz rejected adoption rpp without changing first. it meant, he warns how students need and he thought rpp was important thing when he taught. the guidance in teaching was based on rpp. he thought, in teaching, rpp was guideline to serve his material and centralized in rpp. there was exception in teaching without seeing rpp as the guideline. apparently, he still used the methods in rpp he made before, although his students would not be easy for followed. changing by seeing what his students need. for example, his priority was students’ grammar. apparently, he was a teacher who was not centralized in rpp, he followed what methods to make students understand what he served in class. using media participant 1 never used a media when he was teaching. it was a proof that a certified english teacher could not use technology of teaching media, so it could be said that teacher certification was not helping in improving ability of teacher, especially in teaching media (for the participant). actually, it was depending on the ability personality and motivation to be better teacher. participant 2 usually used a teaching media in some materials, especially technology; in-focus. he considered teaching media would help him to make his students active. participant 1 statement described he didn’t enough pay attention to teaching media as his tool to reach the goals of teaching. he was more using traditional teaching, it meant there was not a help in his class; teaching media. apparently, he didn’t use a teaching media, because he didn’t know how to operate the technology of teaching media. participant 2 chose in-focus as his teaching media in discussion and directed his student to make presentation by using the media. it made his student be more active than himself. there was another statement to support his statement before, he explained the steps to use the teaching media clearly. performance participant 1 kept communication in class. he said that it must balance. apparently, he kept the balance in 50% 50% participant 2 stated that in communication between him and his students, he must be cooperative. he was limiting his communication to his students roslina, tekky geriasti pega’ bella & fernandes arung the diff erences between certif ied and non-certif ied english teachers in the teaching and learning process volume 2, number 2, november 2017 | 220 zzzzzz communication with his students. he gave opportunity to his students to say and response about the material. to aim his students be more active 70%, while he was just 30%. apparently, he thought this way could be making his students speak up a lot in class than himself. motivation his students have different abilities in class. by seeing the condition, he directed to his students; who had better abilities than the others to help their classmates to explain the unclear material, participant 1 called them as the same age tutors. apparently, participant 1 realized by the same tutors could help their classmates in getting knowledge in class. participant 2 realized his students have different abilities and it was caused by basic of his students. apparently, by seeing his statement, he was also focus on skills of his students. it meant, basic in english was skills; listening, speaking, reading and writing, he assessed his students’ ability by seeing capability in english skills. participant 1 was guessing some students didn’t understand the material he served. so, he considered by the same age tutors could help other students to more understand. it meant, participant 1 concerns to his students. it was looked by his statements above that he chose some students to be the same age tutors to some reasons participant 2 had done a way to manage his different abilities students by combining between his students had more capability and not in a group. apparently, he guessed, by doing it his students could share the material in a group, because in his class usually discussed the material. so, he chose this way to concerns to his students. the analysis of observation for both participants; certified and non-certified english teachers the researcher analyzed the differences between certified english teacher and noncertified english teacher in the teaching and learning process. participant 1 was in average category, range of 38 – 48. it could be concluded that participant 1 had average ability in the teaching and learning process. in other side, participant 2 was in good category, range of 49 – 59. it could be concluded that participant 2 had good ability in the teaching and learning process. so, the researcher concluded that participant 2 had better quality in teaching and learning process than participant 1. the differences between certified and non-certified english teachers in the teaching and learning process. the researcher found some differences between both of them, they were: 1. teacher material mastery based on the table results of participant 1 and 2 findings, generally, they had same way to serve their material in using english. they were focus on their students’ needs. it was clear based on their statements that they used english and bahasa indonesia when they roslina, tekky geriasti pega’ bella & fernandes arung the diff erences between certif ied and non-certif ied english teachers in the teaching and learning process volume 2, number 2, november 2017 | 221 zzzzzz thought important to do. there were some comparisons in how participant 1 and participant 2 taught in classroom; participant 1 just focused on his certain approach to the students (students’ differences), he taught focus on one factor without seeing the other factors can be faced. whereas participant 2 was more complex in teaching. he focused on how to make the students be active and he warned how to serve his material by seeing the students’ needs7. 2. systematic presentation actually, participant 1 and 2 had similar systematic presentation in class. it was looked on their statements, from opening to closing. but, giving the ongoing assignments, they had their own ways. participant 1 used work together assignments, while participant 2 used group assignments. 3. methods application the researcher made conclusion about the differences between participant 1 and 2 methods application in the teaching and learning process; participant 1 was centralized on what he made before in rpp, without seeing what methods his students easy for followed. whereas, participant 2 was contrarily with participant 1’s methods application, participant 2 was more centralized on his students, not rpp he made before. 4. using media there were some differences the researcher got in using media by participant 1 and 2, such as; participant 1 never used a media when he was teaching before, because he didn’t know how to operate technology (computer or in-focus). he also just chose pictures in text book to support his teaching in classroom, apparently, he thought pictures could help students enough to understand the material8. conversely, participant 2 was one of english teachers who usually used a teaching media to help him delivering his material. to make his students more active, he chose infocus as the media and directed to his students to be steading alone to do some assignments, especially in discussion. the differences of using media were clearly looked between both of them. the researcher found what participant 2 meant, he explained that in his class, he just gave a title of topic to discuss. then, his students would make a presentation. he just described what would his students to do, they must be arranged by themselves. he trained his students to stand alone, tried to do everything by themselves. in the last, he gave conclusions and suggestions of the material. apparently, participant 2 had clear steps to deliver his students in teaching to get the goals (students would be active and standing alone). 5. performance based on the result of the findings, the researcher made conclusion that participants had different percentage in how to keep communication in classroom. in this case, participant 2 gave chances to his students to speak up a lot than himself as a teacher. conversely, participant 1 chose to make a balance communication in class with his students. 7 muh barid nizarudin wajdi, ―landasan historis perkembangan teknologi‖ (2017). 8 muh. barid nizarudin wajdi, ― المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها ,‖ at-tajdid: jurnal ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016), http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. roslina, tekky geriasti pega’ bella & fernandes arung the diff erences between certif ied and non-certif ied english teachers in the teaching and learning process volume 2, number 2, november 2017 | 222 zzzzzz 6. motivation the researcher had interviewed to get the answer from the participants of the research about their motivation; teachers concerned for students. actually, both of the participants had rather similar arguments on it. basically, both of the participants concern to their students, but in different ways. so, the researcher made conclusion about the differences between participant 1 and 2 concern to students; participant 1 made the same age tutors for students who have not enough capability in english to guide them in getting the points of material, whereas participant 2 combined his students (have more capability and not) in a group to aim his students could share knowledge about the material9. conclusion based on the analysis on the findings and discussion, the researcher concluded that there were differences between certified and non-certified english teachers in the teaching and learning process, they showed quite different results. in this case, non-certified english teacher had good quality in the teaching and learning process than certified english teacher. this is can be proved that they had their own ways to present their material, how to keep communication with their students, the media and methods they used and how to motivate their students. based on the above conclusion, it is known that teacher certification is not a guarantee of teacher quality in teaching and learning process. as for the suggestions that can be delivered; government or management teacher certification program is expected to control the performance and quality of the teachers who have participated in the program, so that what they get balanced with what they have developed in the field of profession and teachers’ play an important role in educating the nation, therefore expected for the teachers who are certified in order to always improve their better quality as an agent of change. also, for non-certified teachers, always keep the quality in the teaching and learning process and improve the ability in the field of profession (in education world). bibliography fermana. uu no. 14 tahun 2005. accessed december 15, 2015. miles, m. b. and huberman, a. m. qualitative data analysis: a sourcebook of new . california: sage publication, 1984. accessed january 12, 2016. samani, ―pengertian sertifikasi guru.” accessed on december 15, 2015. www.landasanteori.com. wajdi, muh. barid nizarudin. ― :at-tajdid ‖.المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها jurnal ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016). http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. wajdi, muh barid nizaruddin. ―arabic learning skill.‖ at-tahdzib: jurnal studi islam dan 9 muh barid nizaruddin wajdi, ―arabic learning skill,‖ at-tahdzib: jurnal studi islam dan muamalah 3, no. 2 (2016): 32–47. http://www.landasanteori.com/ roslina, tekky geriasti pega’ bella & fernandes arung the diff erences between certif ied and non-certif ied english teachers in the teaching and learning process volume 2, number 2, november 2017 | 223 zzzzzz muamalah 3, no. 2 (2016): 32–47. wajdi, muh barid nizarudin. ―kawasan teknologi pembelajaran‖ (2017). ———. ―landasan historis perkembangan teknologi‖ (2017). ———. ―metamorfosa perguruan tinggi agama islam.‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. ———. ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) development of student entrepreneurship skills in lkp kresna informatika usup, supriyono, hardika, endang sri redjeki universitas negeri malang supriyono.fip@um.ac.id, hardika.fip@um.ac.id, endang.djeki.fip@um.ac.id accepted: feb 10th 2020 reviewed: april 5th , 2020 published: may,30th 2020 abstract : the purpose of this study is 1) describe the ideal and feasible model of the allocation of an entrepreneurship education curriculum for learners at a course institution. 2) describe an ideal and feasible model of an entrepreneurship education learning strategy for learners in a course institution. qualitative research is also called naturalistic research. subjects in this study are students and alumi in course programs organized by lkp kresna informatika such as english courses courses, computer and office accounting. data collection techniques in the context of this study have a significant role considering the quality of various types of data obtained at each stage of module development. observation and documentation, interviews and tests are the data collection techniques used in this research before it will be analyzed. stages of data analysis pursued after the need for data both secondary and primary when it has been fulfilled which includes; (1) data reduction, (2) display data, and (3) conclusion drawing/verification. the results in the study conclude that to establish entrepreneurial attitude in the courses and training programs conducted by lkp kresna informatika include; 1) the prerequisite of one's attitude input and one's entrepreneurial nature in lkp kresna informatika includes; discipline, high commitment, honest, reative and innovative. 2) design learning strategies in growing and developing entrepreneurship skills of learners in lkp kresna informatika through a special approach that is called 4 in 1 or with four stages. 3) implementation of learning strategies in growing and developing entrepreneurship skills of learners in lkp kresna informatika; identification of business opportunities, entrepreneurship learning based on the development of attitudes, knowledge and entrepreneurship skills, evaluation of learning outcomes and business assistance and pioneering. . keyword: entrepreneurship skills, course programs introduction the low quality of human resources in indonesia that we often see in various news and international surveys should be our motivation, especially the government to immediately clean up. the wealth of natural resources abundant, making the indonesian people lulled. too long we are secured by the grace of nature, and just realized when the natural resources owned is getting thinning. indonesia's economic development in the future would be difficult to advance if only depend on the natural wealth. need to improve the quality of human resources. mailto:supriyono.fip@um.ac.id mailto:hardika.fip@um.ac.id mailto:endang.djeki.fip@um.ac.id educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 73 the world economic forum 1, reports that indonesia's competitiveness rating is ranked 38th and lower compared to some neighboring countries such as singapore (ranked 2nd), malaysia (24th) and thailand (37th). currently indonesia's human development index (ipm) is ranked 121st out of 187 countries. we are well below neighboring countries such as singapore (ranked 18th), malaysia (ranked 64th), thailand (103th), and philippines (rank 114). similarly, if we look at the structure of the indonesian labor force. a total of 55.3 million (46.8 percent) of primary school graduates (sd). based on these data, until here we can assume the quality of human resources is still low when compared with countries in southeast asia. government as the party who has the highest authority in the implementation of a country, basically has had some effort in improving human quality from time to time. the national education system is one such effort. the national education system itself as contained in law number 20 year 2003 article 1 concerning the national education system, is an integral component of integrated education in order to achieve educational objectives. the follow-up in the law also explains that there are three educational pathways that can be reached by the community that includes formal, informal and non-formal education channels. non-formal education as one of the educational paths in the national education system, has a very effective opportunity or potential in terms of improving the quality of indonesian human resources currently low as disclosed through previous data and facts. the non-formal education itself as defined in undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional can be defined as an educational path outside formal education which can be implemented in a structured and tiered manner2. nonformal education is organized for community members who need education services that serve as a substitute, enhancement, and / or complementary formal education in order to support lifelong education. nonformal education serves to develop the potential of learners with an emphasis on mastery of knowledge and functional skills as well as the development of professional attitudes and personalities. course and training programs when we look at the past, can basically be superior programs rather than non-formal education channels, which involve improving the quality of human resources. the existence of lean institutions and training in the end also becomes very important. the importance of the course institution as part of the national education system arrangement in human resource development is as follows. first, the course can improve the quality of knowledge, 1 “world economic forum,” in springerreference (springer-verlag, n.d.), http://dx.doi.org/10.1007/springerreference_75916. 2 r i undang-undang, “nomor 20 tahun 2003 tentang sisdiknas dan peraturan pemerintah ri nomor 47 tahun 2008 tentang wajib belajar,” bandung: citra umbara (2008). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 74 skills, and attitudes f the community as a workforce. second, the institution of the course as a complement to the shortcomings contained in the education system. third, the course institutions are able to realize the benefits of school education. the government sees the presence of the course because; (1) the increased demand of the community to improve its standard of living by acquiring practical knowledge and functional skills; (2) the limited ability of formal school institutions to respond to increased demand; (3) considering the increasing number of school dropouts and population growth. schooling, college, applying for a job is a conventional pattern that becomes a habit for almost everyone before entering the workforce. among the hundreds of thousands or even millions of job seekers who escaped about 20% and the remaining 80% are still unemployed, waiting for calls, courses, more schools, lectures or even frustration. departing the problem, the orientation of education graduates, school education path or out-of-school education, to look for work or employees is not the right choice. what needs to be developed from learners is the orientation of entrepreneurship and create new jobs for independent living. along with these demands, the course institutions not only teach vocational skills, but also possess and teach the entrepreneurship education content. thus the course able to give birth graduates who are ready to be independent as an entrepreneur. the choice to be an entrepreneur is, in fact, one of the most promising alternatives to the future life. in educating students for entrepreneurship required a specific curriculum and learning strategy. the design of the curriculum and learning strategies need to be systematically designed for bias in monitoring and measured the success rate to achieve the objectives and learning objectives. learners from courses that are mostly from disadvantaged families are large educational and labor targets. based on the problem, this research will try to study how the curriculum model and learning strategy in growing and developing entrepreneurial attitude for learners of course institution. the study, planned to be implemented in lkp kresna informatika kab. tulungagung. methods this research was completed with a development research procedure through a mixed method approach. sugiyono (2011: 18), explains that mix methods are research methods by combining two research methods at the same time, qualitative and quantitative in a research activity, so that more comprehensive, valid, reliable, and objective data will be obtained. this research was conducted at the lkp kresna informatics course institute located in kab. tulungagung or rather located on jl. yos sudarso no.108, karangwaru, kec. tulungagung, tulungagung regency east java province. data collection techniques used during the field are using observation and documentation, educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 75 interviews and tests. the analysis technique used refers to miles and huberman, that there are three stages in data processing and analysis, namely (1) data reduction, (2) data display, and (3) conclusion drawing / verification3. in testing the validity of the data researchers also use the burhan bungin approach, which includes data collection, data reduction, data display, verification and confirmation of conclusions4. result and discussion 1. data analysis of research results course and training institutions (lkp) kresna informatika is one of institutions in nonformal education units that have been long standing in tulungagung regency. lkp kresna informatika started on june 1, 1989 by drs. h. usup se. ak. mba.mm. is a founding figure rather than an institution now more than 28 years old. lkp kresna informatika in its journey has graduated students of course program on various skill fields ranging from management accounting, computer to countless number of english. a number of achievements and awards from various parties were not a few have been obtained. appreciation from the community was quite good, which is indicated by the number of students who each year experienced an increase in the number of learners not only from the district of tulungagung but also from outside such as trenggalek, blitar and kediri. the development and demands of the world of work began in 2000, lkp kresna informatika opened professional program 1 (one) year with technologybased orientation and print skilled manpower in its field which then operated until now, among others majors; a. integrated accounting and computer coursework courses b. course field secretarial management c. professional english course d. course in the field of informatics management lkp kresna informatika see the problems in the world of work as mentioned earlier, determined to equip the ability of entrepreneur to the students of the course in various skill fields in lkp kresna informatika. the entrepreneurship education program is a form of briefing of the capability or proficiency of the company as intended. the existence of the program is aimed at the graduates of the course program in lkp kresna informatika no longer fixated on only one opportunity that is looking for work but more than that they are also expected to create employment according to the skills that have been owned after the course program. 3 b miles matthew, a m huberman, and johnny saldana, “qualitative data analysis: a methods sourcebook” (sage, 2014). 4 pror dr h m burhan bungin and s sos, metodologi penelitian kuantitatif: edisi kedua (kencana, 2005). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 76 implementation of the educational program of entrepreneurship in lkp kresna informatika is conducted using 4 in 1 approach as the following figure; a. identification of business opportunities, the agency identifies business opportunities on a local, national, and international scale. identify potential local resources (products or services) that can be developed into new ventures according to market opportunities at local, national or international scale. implementation of partnership that has been executed to the parties of the industrial world (dudi), also again intensified. this is deliberately taken lkp kresna informatika to arrange materials and skills learning strategies in each field of appropriate skills as an effort to instill the attitude or skills of a wirsauahawan in learners. b. skills-based entrepreneurship learning. learning of entrepreneurship education program which is held in lkp kresna informatika as far as observation of researcher and explanation of institute use curriculum and teaching materials covering; 1) changes in mindset; 2) build the character of the entrepreneur; 3) starting a business; 4) plan the business; 5) market and develop business; 6) skill competencies that match the identification of business opportunities. evaluation of learning outcomes, to measure the achievement of learning outcomes that learners have mastered the skills and have the ability to entrepreneurship, then every field of course skills organized such as integrated accounting and computer, secretary management, professional english and informatics management, should carry out evaluation of learning outcomes to each learner. c. mentoring and business pioneering, learners of course courses in the field of integrated accounting and computer skills, management secretary, professional english and informatics management who have followed the learning evaluation of entrepreneurship education program must be given guidance to pioneer the business in accordance with the skills mastered. assistance conducted by the institution in terms of lkp krisna informatika as far as the observation of the researcher is facilitating in accessing funds to financial institutions, establishing partnerships with business partners, marketing of products, apprenticeship and so forth. this is not so that the quality of the implementation of educational programs kedisualaan initiated lkp krishna informatika runs as it should, educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 77 namely the birth of the graduates who are not oriented to be workers but already on the entrepreneur oriented. based on the results of tracking in the current year than the alumni in lkp kresna informatika as shown in the table above, we can see and observe that there are no less than 272 students who have graduated from the learning activities which then seen there are some who have worked well as entrepreneur / entrepreneur or as a worker. noted there are 214 alumni have set up business in various field either linear or not linear with the knowledge learned during follow activity of course in lkp kresna informatika. the existence of other alumni that is as a worker there are about 49 and also there are 9 people who still do not get a job or establish business activities. 2. discussion of research findings the educational program of entrepreneurship skills which has been carried out by lkp kresna informatika has the main objective of one of them is to develop entrepreneurship skill to the students. entrepreneurship as mentioned previously is the equivalent of entrepreneurship in english, unternehmer in german, ondernemen in dutch5. the word entrepreneurship itself actually originated from the french language is "entreprende" which means adventurers, creators, and business managers. the term was first introduced by richard cantillon 6. the term is increasingly popular after being used by economist j.b say 7 to describe entrepreneurs who are able to move economic resources from lower productivity levels to higher levels and generate more. efforts in fostering the skills of entrepreneurship in lkp kresna informatika as far as the observation of researchers in the field technically implemented through educational programs of entrepreneurship. the education program held in lkp kresna informatika oscillation through 4 in 1 approach that is business opportunity identification, skill-based entrepreneurship learning, evaluation of learning outcomes and assistance and business pioneering is quite effective in the context of growing entrepreneurship skills in learners. this is evident from the number of professions alumni that the majority are entrepreneurship. this amount is more than the profession in the realm of workers and who are still in job search or unemployed. based on these facts, until here the educational program entrepreneurship 5 albert sydney hornby et al., oxford advanced learner’s dictionary of current english, vol. 1428 (oxford university press oxford, 1974). 6 emile james and richard cantillon, “essai sur la nature du commerce en général,” revue économique 4, no. 5 (1953): 771, http://dx.doi.org/10.2307/3497121. 7 philippe schwob, “traité d’économie politique,” politique étrangère (1938). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 78 held by lkp kresna informatika quite effective and successful course in cultivating a person's skills in entrepreneurship. a learner can certainly be said to grow his entrepreneurial skills when able to take risks not to work as a worker but to decide to start entrepreneurship and it is evident as seen on the alumni tracking recapitulation table which shows that the entrepreneurship profession is more dominant in every year. departing from the exposure of data on the results and analysis of research, as included in the results of the above interviews, we can understand together that the entrepreneurship education program that has been held by lkp kresna informatika quite effective and successful. it is seen when we see how to dominate his entrepreneurial profession compared to workers or unemployment if of course see recapitulation rather than tracking alumni from 2013 until 2016. the same is also reinforced by comments or opinions from some informants who are alumni of lkp kresna informatika with a diverse year and a range of skills that are considered relevant and capable of representing the opinions of other informants. conclusion lkp kresna informatika as far as the observation of the researcher of course after going through various long process, have succeeded to grow and develop entrepreneurship skill to learners. it certainly can be proved by the domination of the entrepreneurial profession often outperformed the alumni who become workers or unemployed or have not found a job in each year of his generation, if referring to the recapitulation of tracking alumni that routinely done by the institution since the beginning of the implementation of entrepreneurship education program. the main conclusions that we can draw based on the formulation of the problem and the results of analysis and discussion in this study are as follows: 1. the prerequisite of one's attitude input and one's entrepreneurial nature in lkp kresna informatika includes; honest, intelligent, trustworthy, conveying knowledge and sincerity. 2. design of learning strategies in developing and developing entrepreneurship skills of learners in lkp kresna informatika through a special approach that is called 4 in 1 or with four stages. 3. implementation of learning strategies in developing and developing entrepreneurship skills of learners in lkp kresna informatika; identification of business opportunities, entrepreneurship and skills learning, evaluation of learning outcomes and assistance and business pioneering. success in growing and developing the skills of entrepreneurship that have been implemented by lkp kresna informatika certainly not apart from some deficiencies that is educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 79 possible when these shortcomings are immediately improved open the opportunity to be more successful in the implementation. the expansion of partnership networks especially with banks or similar capital firms needs to be intensified so that learners who have unique or potential ideas or ideas in the context of entrepreneurship can be of little help considering their initial constraints are about capital. acknowledgment the author as well as the researchers in this research journal would like to say thank to all parties, especially the lecturers and all educators, education to lkp lresna informatika, who contributed so that the research journals conducted in the institution of training and courses (lkp) kresna informatika finally done. the authors also want to say many thanks to the family and friends for their support so far. bibliography bungin, pror dr h m burhan, and s sos. metodologi penelitian kuantitatif: edisi kedua. kencana, 2005. hornby, albert sydney, anthony paul cowie, alfred charles gimson, and albert sydney hornby. oxford advanced learner’s dictionary of current english. vol. 1428. oxford university press oxford, 1974. james, emile, and richard cantillon. “essai sur la nature du commerce en général.” revue économique 4, no. 5 (1953): 771. http://dx.doi.org/10.2307/3497121. matthew, b miles, a m huberman, and johnny saldana. “qualitative data analysis: a methods sourcebook.” sage, 2014. schwob, philippe. “traité d’économie politique.” politique étrangère (1938). undang-undang, r i. “nomor 20 tahun 2003 tentang sisdiknas dan peraturan pemerintah ri nomor 47 tahun 2008 tentang wajib belajar.” bandung: citra umbara (2008). “world economic forum.” in springerreference. springer-verlag, n.d. http://dx.doi.org/10.1007/springerreference_75916. educatio : journal of education volume 4 , number 2, november 2019 issn : 2579-8383 (print) issn : 2579-8405 (online) volume 4 , number 2, november 2019 | 200 zzzzzz z effectiveness of flip chart media in increasing abilities of wudhu for mild mental retardation children suci wulan dari1, megaiswari2 1 2universitas negeri padang, indonesia wsuci357@gmail.com, mega_biran@fip.unp.ac.id accepted: 10 august 2019 reviewed: september 5, 2019 published: 20 november 2019 abstract : this research reveals that a mild mental retardation child does not yet know the proper ablution procedures, this is seen when the researcher observes when the child takes ablution 'before performing midday prayer in congregation, when taking ablution' the child only performs carelessly not according to correct ablution 'procedure. this study aims to prove whether the flip chart media is effective in enhancing the ability to perform ablutions' mild retarded children. the research method in this research is a single subject research (ssr), with the designation a-b-a. measure and collect data at baseline conditions (a1), provide intervention (b) using flip chart media and provide baseline conditions (a2). the data analysis technique uses a visual graph analysis. measurement of variables using a percentage of the number of instruments. the results showed that there was an increase in the ability to perform ablution in a positive manner, where the baseline conditions (a1) and intervention (b) overlap was 0%, and the baseline conditions (a2) and intervention (b) overlap was 57.14%. the smaller the percentage of overlape, the better the effect of intervention /treatment on behavior change. based on these results it shows that the flip chart media is effective in enhancing the ability to perform ablutions' mild retarded children. keyword: flip chart, wuddhous, lightweight. introduction education in schools aims to make the teaching and learning process develop the abilities and potentials of children, so that children have good character, noble character and the necessary skills . one important education that must be taught is religious education. the purpose of religious education is to support students to have spiritual strength. seeing the importance of religious education for mankind, the religious values must be instilled in individuals, both through education in schools or direct teaching obtained from the family, community and surrounding environment, in depdiknas1 that learning of 1 r i depdiknas, “peraturan mendiknas nomor 22 tahun 2006 tentang standar isi,” jakarta: depdiknas mailto:wsuci357@gmail.com mailto:mega_biran@fip.unp.ac.id volume 4 , number 2, november 2019 | 201 zzzzzz zzzzzz islamic material, namely worship. worship material submitted for basic education among children's praying. prayer is the pillar of religion and form of communication with god's servant2 , in prayer there are things to do and considered one wuddhou, s before the prayers the first thing to do is wuddhou. wuddhou is purifying from a small hadast and washing certain parts of the body, namely the face, hands, head and feet before facing allah swt3 , when performing ablution' there are provisions that must be done which are a single unit, including intending, washing both hands to the wrist, gargling, cleaning the nostrils, washing the face evenly, washing the left and right hands up to the elbows, sweeping the head, washing both the outer and inner ears, washing both legs to the ankles , where activities this is done three times and the last is reading prayers4 . wuddhou 'is a legal requirement in prayer so that it cannot be left to all muslims including children with intellectual disabilities. children with intellectual challenges are those that are real barriers, retardation of intellectual ability is far below average so experience obstacles and difficulties in academic, social, and communication5. developmental children also experience difficulties in terms of abstract nature, lack of experience, lack of concentration, forgetfulness and lack of initiative (asmadi, 2013) . limitations of intellectual development experienced by mentally retarded children cause children difficulties in learning ablution 'so that children lack knowledge of the uses and procedures for ablution', therefore in learning should use magnetic media, so that children have an interest in education and know what ablution and how to do ablution 'right is. the media that will be used in this study is the flip chart. flip chart learning media are sheets of paper that resemble albums or calendars measuring 50 x 75 cm or smaller sizes 28 x 21 cm as a flipbook arranged in a sequence that is bound at the top 6. flip charts are visual media that provide information symbolically. presentation of data on flip charts varies, some in the form of pictures, letters, diagrams, and numbers. media flip chart is divided into two types, the first is white flipchart which blanks sheet of paper that is ready to be filled with information about learning, which in writing will use stationery such as markers. both massages flipchart, which includes learning information prepared beforehand that it can be text, images, graphs, charts, and others. assessment result to mild mental retardation of children in slb ypplb padang, earned a percentage of 22.22% capability where there are aspects of the ablution 'you have not done the child, including the child can not read the prayer wuddhou, do not wash the hands properly , don't rinse your mouth properly, don't wash your nostrils, don't wash your face properly, don't wash your hands properly, haven't reached your elbows, don't rub your head properly, don't rub your ears and wash your feet just carelessly, even if the child can do some of (2006). 2 ummi ayanih, dahsyantnya shalat dan doa ibu (pt niaga swadaya, 2010). 3 zahra zainun nisa, “konsep pengelolaan air dalam islam,” jurnal penelitian 14, no. 1 (2017): 77–88. 4 muhammad idrus, “makna agama dan budaya bagi orang jawa,” jurnal fakultas hukum uii 30, no. 66 (2007). 5 markis yunus susanti and mega iswari, “efektivitas media pita garisbilangan dalam meningkatkan kemampuan penjumlahan bagi anak tunagrahita ringan kelas div/c di slb limas padang,” jurnal penelitian pendidikan khusus 2, no. 3 (2013). 6 rudi susilana and cepi riyana, “media pembelajaran: hakikat,” pengembangan, pemanfaatan dan penilaian, bandung (2009). volume 4 , number 2, november 2019 | 202 zzzzzz zzzzzz the ablutionary procedures 'the child only carries out carelessly not according to the rules of ablution' and does not do it three times. the child only does one up to two times, and there are even ablutions that children do not do, such as washing the palms, washing the nostrils, and rubbing the ears. method the method the researchers use a type of research experiments in the form of singlesubject research (ssr) to know how the magnitude of the effect of a treatment that is given to subjects who do it repeatedly with a time-specific, then the research is to use the design aba. the aba design has advantages, viz the strengthening of the evidence that treatment ( treatment ) were given to the target is indeed causing impact changes that much better . design this phase of the baseline will be repeated as many as two times. aba design is the development of ab design. in the design, aba will show the relationship because of the result between variable x and variable y 7. the main procedures of aba design can be described as follows: baseline 1 intervensi baseline 2 target behavior (a1) (b) (a2) picture 1 design procedure (a1) (b) (a2) based on the image , which becomes the baseline first (a1) is the ability to perform ablutions' time before given treatment / intervention, and after the data is stable, further to the phase of the intervention (b), which provides treatment by using the media flip chart, and then continue to the baseline second (a2), i.e., look at the ability of children in ablution ' after not using flip chart media. the technique of collecting data uses an act. tests deeds yes, it saw the ability of children to perform ablutions '. then the results of a researcher in the insert into the data collection format with techniques of collecting the data percentages. the data collection format was in the form of research instruments in both baseline and intervention conditions . the measuring instrument used is a percentage that can indicate the number of occurrences of a behavior or event compared to the overall likelihood of a behavior or event occurring multiplied by 100% percentage of child ability = results and discussion results the study was conducted as many as 15 observations, from july 16 to august 8, 2019. the acquisition data during observations at baseline conditions (a1) for four times by giving a test 7 juang sunanto, koji takeuchi, and hideo nakata, “pengantar penelitian dengan subjek tunggal,” universitas tsukuba: crice (2005). volume 4 , number 2, november 2019 | 203 zzzzzz zzzzzz of action to children is 9 items of ablution 'ability, where at the first meeting the child only do 1 item that is washing your face three times. the meeting of two to four children only did 2 items namely washing their faces three times and rubbing their heads three times, because the data obtained were stable where the ability of children on the second to fourth day got the same results, the researchers proceeded to the intervention condition. observation of the intervention condition (b) for seven times using flip chart media, at the first meeting the child intervened doing 3 items of ablution 'procedure, namely washing his face three times, rubbing his head three times and washing his legs three times. the second meeting of children can do 5 items including reading intentions with basmallah, washing the face, rubbing the head, washing both ears and washing both feet three times. the third meeting of children can do 7 items, namely reading intentions with basmallah, gargling three times, washing the face, washing both hands to the elbows, rubbing the head, washing both ears and left and right feet three times each. the fourth meeting of the child's ability to decline, children only do 6 items ablution procedures' that is reading intentions with basmallah, gargling three times, washing the face, rubbing the head, washing both ears and left and right feet with each of them three times. the meeting of five to seven children has increased where children can do 7 of 9 items of ablution procedures' including reading intentions with basmallah, washing the palms three times, gargling, washing the face, washing the left and right hands to the elbows, rubbing the head and washing the head both legs with each activity carried out three times, because the data on the intervention conditions are stable, where at the meeting five to seven children's abilities are the same,baseline (a2). baseline conditions (a2) during four observations were carried out without any treatment, in this condition the ability of children from the first day to the fourth day is the same, where the child can do 7 of the 9 items of ablution procedures' including reading intentions with basmallah, washing the palms three times, gargle, wash your face, wash your right and left hands up to your elbows, wipe your head and wash your legs three times, because the child's ability is stable from the first to the fourth day, the researchers stopped observation. baseline conditions (a1) in carrying out 9 items of ablutionary ability, in the first observation the child received a score of 11%, in observations two, three and four children scored 22%. the intervention condition (b) was carried out seven times. children are given treatment using flip chart media . the results obtained in the intervention conditions were 33% first observation, second observation 56%, third observation 78%, fourth observation 67%, fifth to seven observations scored 78%. baseline conditions (a2) from the first observation to the last child obtained a score of 78%. k ondisi beseline (a) seen that the mean level is 19.25 has an upper limit of 20.9 and a lower limit of 17.6 while in intervention conditions (b) has a mean level of 66.86 and an upper limit of 72.71 and a lower limit of 61.01 while in beseline conditions (a2) has a mean level of 78 and a limit above 83.85 and the lower limit 72.15. volume 4 , number 2, november 2019 | 204 zzzzzz zzzzzz comparison graph for each condition can be seen below: grafik . the tendency stability data to the inability t ata c ara b erwudhu ' information : : mid date : split middle : estimated trend directions : b above the top : m ean level : b top down discussion the research method uses the type of experimental research in the form of single subject research (ssr) aims to find out how much influence from a treatment that is given to the subject that is done repeatedly with a certain time, then this study uses the design of aba 8 . the first condition (a1), where researchers only observed the ability of children in the ablution procedures performed four times with 9 items of ablution procedures, including intending, washing both hands to the wrist, gargling, cleaning the nostrils, washing the face evenly, me ncuci hand right and left up to the elbows, sweep the head, wash the outer and inner ear as well as me ncuci both feet up to the ankles with each item is performed three times 9 . the first meeting the child only did 1 of 9 items of ablution 'procedures so as to get a percentage of 11%. the meeting of two to four abilities of children is the same, where the child can do 2 of 9 items, thus obtaining a percentage of 22%, after the data is stable at the meeting of two to four researchers continue on the intervention condition (b) . 8 ibid. 9 idrus, “makna agama dan budaya bagi orang jawa.” volume 4 , number 2, november 2019 | 205 zzzzzz zzzzzz the second condition of the intervention (b) is the giving of an intervention using flip chart media which is done 7 times observation. flip chart is a sheet of paper in the form of an album or calendar with a size of 50 x 75 cm arranged in order and then bound at the top (susilana & riyana, 2009) , on the first day intervention conditions children can do 3 items of ritual ablution 'so that the percentage gets 33%, the second day the child does 5 items with a percentage of 56%, the third day the child can do 7 items with a percentage of 78%, the fourth day the child's ability decreases, the child can only do 6 items, so that he gets 67% percentage, the fifth day to seven the ability of the same child, the child can do 7 items, thus obtaining a percentage of 78%, because the child's condition is stable from the fifth day to seven the researcher continues on the last condition that is after being given an intervention (a2), where the conditions these researchers no longer provide interventions and ask children to perform ablutions' correctly and independently without the help of researchers. this activity was carried out four times, where the first meeting until the fourth ability of the same child is the child can do 7 of the 9 items ablution procedures so as to obtain a percentage of 78%, because the child's ability is stable, the researchers stopped observations . based on the analysis of existing data, it can be explained that the ability of children to perform ablutions 'before being given an intervention using flip chart media is still low, but after being given treatment using flip chart media , the percentage of children's ability to perform ablutions' increases and after treatment with flip chart media stopped, the percentage of children's ability in ablution procedures' obtained stable results, this shows that flip chart media can improve ablutionary ablution ability of mild retarded children , because flip chart media has advantages so that children have an interest in the learning process including present learning messages in a concise and practical manner, can be used in any learning method, can be used anywhere, in making the material relatively inexpensive and can increase student activity and motivation to learn (susilana & riyana, 2009) , then also be proven from the results of analysis between conditions which can be seen a tendency toward increase in i ntervensi (b), and shows stable results at baseline (a2). stability obtained for the baseline (a1) 11-22, the intervention phase (b) is 33-78 to level the percentage change ordinances berwudhu 'that ben a r increases, then the stability of the tendency of the data is unstable, while the stability of the data obtained at the baseline (a2) is 78-78 with a level of change in the percentage of ablution procedures that are stable. conclusion the conclusions obtained from the results of this study are that flip chart media can improve the ability to perform ablutions for mild retarded children. this media makes it easier for children to understand the procedures for ablution and makes children not easily bored, because it is not far from the world of children who combine images with writing. improvement in the ability to perform ablution 'can be seen from the initial conditions (a1) , in this condition the researcher only observed four times where the percentage of the ability of children from the first day to the fourth is 11%, 22%, 22%, 22%, because the data on the condition (a1) is stable from the second to the fourth day, the researcher proceeds to the intervention condition (b). k ondisi intervention (b) seven times with improved results , where on the first day the percentage of children's ability to 33%, the second 56%, third day 78%, the fourth day 67%, the fifth day to seven the ability of children the same, namely 78%, because the child's ability is volume 4 , number 2, november 2019 | 206 zzzzzz zzzzzz stable on days five to seven, researchers continue on the last condition , namely the condition after being given an intervention (a2) . k ondisi is performed four times and the results are stable , where the ability of the child from the first day until the fourth is 78% , so the total of all conditions is 15 times. the results showed that there was an increase in the ability to perform ablution 'positively, where the baseline condition (a1) and intervention (b) overlap was 0% and the baseline condition (a2) and intervention (b) overlap was 57.14%. based on these results it shows that the flip chart media is effective in enhancing the ability to perform ablutions for mild retarded children. suggestion 1. for future researchers, this research can be used as guidelines and guidelines as well as a source of knowledge about mild retarded children in improving the ability to perform ablution '. 2. for teachers, the results of research on media flip chart can be used as a medium of interest to intermediaries in delivering learning to the students, in this case to the learning system how ablution ' . references ayanih, ummi. dahsyantnya shalat dan doa ibu. pt niaga swadaya, 2010. depdiknas, r i. “peraturan mendiknas nomor 22 tahun 2006 tentang standar isi.” jakarta: depdiknas (2006). idrus, muhammad. “makna agama dan budaya bagi orang jawa.” jurnal fakultas hukum uii 30, no. 66 (2007). nisa, zahra zainun. “konsep pengelolaan air dalam islam.” jurnal penelitian 14, no. 1 (2017): 77–88. sunanto, juang, koji takeuchi, and hideo nakata. “pengantar penelitian dengan subjek tunggal.” universitas tsukuba: crice (2005). susanti, markis yunus, and mega iswari. “efektivitas media pita garisbilangan dalam meningkatkan kemampuan penjumlahan bagi anak tunagrahita ringan kelas div/c di slb limas padang.” jurnal penelitian pendidikan khusus 2, no. 3 (2013). susilana, rudi, and cepi riyana. “media pembelajaran: hakikat.” pengembangan, pemanfaatan dan penilaian, bandung (2009). educatio : journal of education volume 3, number 1, may 2018 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z how the students perceive on the use of cooperative learning in teaching speaking netty huzniati andas universitas sembilanbelas november kolaka ilamsmommy8631@gmail.com accepted: march 10, 2018 reviewed: april 10, 2018 published: may 20, 2018 abstract: cooperative learning is teaching method in which students work in a small group to achieve a joint goal. this study aimed to investigate students’ perception toward cooperative learning in improving their ability to speak. this research employed qualitative research design. there were six (6) intermediate students in progress english course center as participants in this research. those participants were selected through purposive sampling technique. to gain the data, interview and students’ field diary were used. the result of both questionnaire and students’ field diary were positive, which means students showed a good response when teacher taught them by using cooperative learning. students no longer felt anxious in speaking, they were not afraid anymore to express their idea, and they become an active participant in group discussion. this study concluded that students supported the use of cooperative learning on teaching speaking. keywords : cooperative learning, speaking ability introduction speaking skill is important to teach due to the large number of students who want to study english in order to be able to use english for communicative purposes. richards and renandya's 1state that the large number of language learners in the world have a greatest increasing in learning english in order to develop proficiency in speaking. moreover, the students of second foreign language education programs are considered successful if they can communicate effectively in the target language. in the teaching of english, however, speaking skill is considered to be difficult one, and in order to be able to communicate effectively the learners are required to know its grammatical and semantic rules. learners must also acquire the knowledge of how native speakers use the language in the context of structured-interpersonal exchange, in which many factors interact2. therefore, it is difficult for efl learners to speak the target language fluently and appropriately. as the ability to speak english is very complex task considering the nature of what is 1 jack c richards and willy a renandya, methodology in language teaching: an anthology of current practice (cambridge university press, 2002). 2 s. rahayu et al., “the professional competency teachers mediate the influence of teacher innovation and emotional intelligence on school security,” journal of social studies education research 9, no. 2 (2018). mailto:ilamsmommy8631@gmail.com netty huzniati andas how the students perceive on the use of cooperative learning in teaching speaking volume 3, number 1, may 2018 | 10 zzzzzz involved in speaking, not all of the students in an efl speaking class have the courage to speak. sato (2003) found that the students of english were not highly competent in speaking because of their fear of making mistakes. the same finding was also shared by another research which conducted by hua3, she found that the students fail to join the english discussion because of their vocabulary problems and fear of making mistakes resulting in their inability to speak english well. in addition, she stated that the students felt english were stressful activity especially if they had to perform some class activities using english. many researchers had conducted a research to find out how students perceive when they taught by using cooperative learning especially in teaching speaking. juhana 4 found that students were enjoying the teaching and learning process when the teacher used cl in teaching speaking. the students’ psychological factors such as shyness, anxiety, lack of confidence and lack of motivation as the biggest obstacle for the students in speaking activity was coped with cl. this finding suggested that the teacher should be more aware on the use of cl to help students’ to overcome their hindrance to speak in english class. the teacher strategy also must be taken into account to build up the students’ ability in speaking, for instance the way of the teacher in stimulating and encouraging the students in learning english, moreover in learning activity the teacher was demanded to provide a good environment for the students in order they attained the target language, and the teacher should have enough knowledge or skill to be applied in the classroom, whereas speaking skill that includes vocabulary, pronunciation, and grammar were quite different from the students’ mother tongue. those findings above were open our eyes that speaking is not an easy task. it is not simply prompting the students’ involvement to interact with others, nevertheless recognizing how the students’ perceive when they wanted to speak were more valuable and inevitable. therefore, this research carried out an issue to inquire dealing with the students’ perception on the implementation of cooperative learning in teaching speaking. this research did not investigate the students’ perception on speaking activity likes juhana, koichi sato, and jin yan hua did5. nonetheless, this study concerned to find out how the students’ perceive when they were taught speaking by using cooperative learning. in hope, this research led the teacher to provide an effective strategy to create competent speakers of english. the reason why researcher applied cl instruction in speaking activity because it had been proclaimed as an effective instructional method in promoting linguistic development of learners of english as a social language6. in line with kagan7, revealed that cooperative learning 3 dana m basnight-brown et al., “monolingual and bilingual recognition of regular and irregular english verbs: sensitivity to form similarity varies with first language experience,” journal of memory and language 57, no. 1 (2007): 65–80. 4 juhana juhana, “psychological factors that hinder students from speaking in english class (a case study in a senior high school in south tangerang, banten, indonesia),” journal of education and practice 3, no. 12 (2012): 100–110. 5 koichi sato, “improving our students’ speaking skills: using selective error correction and group work to reduce anxiety and encourage real communication.” (2003). 6 spencer kagan and spencer kagan, cooperative learning, vol. 2 (kagan cooperative learning san juan capistrano, ca, 1994). 7 robert e slavin, “research on cooperative learning and achievement: what we know, what we need to know,” contemporary educational psychology 21, no. 1 (1996): 43–69. netty huzniati andas how the students perceive on the use of cooperative learning in teaching speaking volume 3, number 1, may 2018 | 11 zzzzzz provides students with the ability to socialize with others, in which they work together in small group to accomplish the joint goal, help each other to complete the task, the students perceive that they can achieve their learning goals if all the members of their group also attain their goals, and so much more. it may be contrasted with competitive learning in which the students work against each other to achieve an academic goal and individualistic learning where the students work by themselves to accomplish an academic goal and they do not cooperate with each other to get the goals. as the great benefit of cooperative learning in language skill, the researcher attempted to find out students’ perception on cl, how the students perceive when their teacher applied cl in teaching speaking. an understanding of students’ perception will lead to the possibility of more effective teaching learning strategy. as revealed by oxford8 to find an effective strategy in teaching speaking, students need to write down a note about what strategy of learning used and to describe their language strategies freely. when allowing students to clarifying their feeling on the course content for instance in speaking, the students can openly tell what they want, they obstacle they find in learning, and a lot of things. the teacher, therefore can give them feedback or help students to reduce the difficulties found. interested in applying learning strategies, then it will lead to the employment of learning strategies in their whole activities. if the previous studies tend to focus on how the strategy can promote students’ speaking performance and also how this strategy correlate to the students’ speaking performance. since it is also important to examine students’ perception, therefore this study is conducted to investigate how the students perceive the use of cooperative learning strategy. research method this research used qualitative research design which aimed to find out students’ perception on the implementation of cooperative learning in teaching speaking. as hancock 9 explains that in qualitative studies, the key concern is to understand the phenomenon of interest from the participants’ perspective, not the researchers’. the participant in this study were six students whose age was around 16 years old. these respondents were taught speaking by using cooperative learning strategy for several meeting that had been organized by the researcher. in selecting the subject, the researcher applied purposive sampling technique. according to sugiyono 10 purposive sampling is the most common technique in qualitative research. the researcher used two kinds of instrument, they were questionnaire and interview. the questionnaire was used to gain the students‘ perception toward cooperative learning on their speaking performance. moreover, interview was used to clarify the information got in questionnaire. in data collection, the researcher administered questionnare two times. first was at the 8 jonathan law and elizabeth a martin, “oxford dictionary of law,” j. law, ea martin.–[seventh edition].– oxford: oxford university press (2009). 9 beverley hancock, elizabeth ockleford, and kate windridge, an introduction to qualitative research (trent focus group, 2001). 10 prof sugiyono, “metode penelitian kombinasi (mixed methods),” bandung: alfabeta (2015). netty huzniati andas how the students perceive on the use of cooperative learning in teaching speaking volume 3, number 1, may 2018 | 12 zzzzzz first meeting before the students were taught using cooperative learning, and the second was in at the 7th meetings as the last meeting of the training. after collecting the result of students‘ questionnaire, interview was conducted. it was supposed to gather more in depth data about students‘ feeling and also to investigate more students‘ point of view that might be less or not covered in questionnaire. to make the participants were easier to share their idea about how the felt when the teacher taught them used cooperative learning, furthermore, they were permitted to use english or mix their language in english with bahasa. to analyze the data the researcher used three steps they were; reading, describing, and classifying. first was reading, here the researcher read and write about all field note, transcript respondents comments to get an initial sense of the data. the second was describing, it involves developing comprehension secription of participants, setting, and the phenomenon being studied. the description were based on the collected observation, interview result, and field diary. the purpose of this step was to provide a narrative pcture of the stting of an event that take palce in it. the last was claasifying, the purpose of this step was to categorize the data, to organize and to group the data into the theme. result and discussion the results of questionnaire have shown that the students seemed to support the cl in teaching particularly in speaking. it can be seen in the students’ response below: item number 3 : implementasi cooperative learning memudahkan saya untuk belajar berbicara bahasa inggris. figure 19: the diagram of frequency of each scale for item number 3 the data and the diagram showed that, the students mostly strongly agree with the statement that the implementation of cooperative learning make them easy in learning speaking. there were 4 (66,67%) students confirmed strongly agree and there were 2 (33,33%) students confirmed agree with the statement. with respect to their feelings about cl, most of the students found this instruction good and useful for them. regarding the usefulness of cl, all of the students agreed that teaching speaking through cl was useful for them in various ways. most students thought that they were netty huzniati andas how the students perceive on the use of cooperative learning in teaching speaking volume 3, number 1, may 2018 | 13 zzzzzz being able to speak english well after the implementation of cl in teaching speaking, in which most of the students’ problem in speaking had been solved when they taught through cooperative learning. in cooperative learning, the students not only affect in their ability to speak, but also the students obtain many ideas and information from other students. it found in the data below: question 4 : jika anda menyukai cara guru mengimplementasikan metode cooperative learning, pada bagian manakah yang anda sukai/senangi? fl : yang paling saya sukai kita dapat lebih akrab dengan teman dan memotivasi untuk belajar speaking dan saat membacakan topic dan teman-teman tertarik dengan topik saya. jm : ketika kita berdiskusi dengan teman tentang sesuatu hal sehingga sangat memotivasi kita untuk mengeluarkan pendapat dan berbicara dalam bahasa inggris. from two descriptions above, the students admitted that sharing opinion and idea from one another is the activity they like most in cooperative learning. it was because there was a process of exchanging information from each student in a group, therefore, they learn the assign material better before sharing it with other. this such a thing make the students become responsible to their own duty for the requirement to accomplish the joint task. as stated by johnson & johnson (1996, p 48) that in cooperative learning each individual team member is responsible for learning the material and also for helping the other members in the group. after the students attended the teaching english through cooperative learning, all of them agreed that cl affected their ability to speak. it can be found in the data below: question 6 : apakah anda tertarik untuk belajar speaking setelah guru mengajarkan bahasa inggris dengan menggunakan metode cooperative learning? ni : ya, bahkan sangat tertarik karena dengan cooperative learning banyak manfaat yang didapatkan seperti kepercayaan diri dan menambah kosakata dalam bahasa inggris. af : ya karena dengan guru mengajar dengan menggunakan metode itu, saya tidak merasa takut ataupun malu saat ditanya ataupun saat menjelaskan materi saya. jm : ya, karena dengan belajar bahasa inggris dengan menggunakan cl memotivasi kita untuk lebih aktif berbicara dan berpikir bersama jika ada hal yang kurang diketahui. in the data above, the students admitted that they had a chance to learn and memorize a lot of new vocabularies when discussed or shared idea with their friend, the students became netty huzniati andas how the students perceive on the use of cooperative learning in teaching speaking volume 3, number 1, may 2018 | 14 zzzzzz more active in speaking because they were not afraid to make some mistakes when expressing the idea or opinion within the group, in addition, there were an increasingly friendship intimate among the students which made them feel relax and enjoy the class. this happened because the students had got social skill which was allowed them to mingle with other member in the group 11 in the current study, students’ positive feelings might derive from their learning experience through cl for several meetings. to conclude, there were some points from the questionnaires were worth noting. the first was, the findings from the present study suggested that teaching speaking using cl improve students’ ability in memorizing new vocabularies and it guided students to produce idea or opinion easily. some activities in cl, such as interview each other and discussion made the students put their positive feelings towards the implementation of cl teaching speaking. in conclusion, the finding indicated that teaching speaking through cooperative learning was responded positively by the students and the implementation was highly recommended. conclusion this study concluded that there was a positive perception of students’ when they were taught speaking by using cooperative learning. the students found the beneficial of applying cooperative learning in their speaking, they, therefore, supported the application of this strategy. in addition, this research revealed that cooperative learning is a good teaching strategy to improve students’ speaking ability that helps the intermediate learners of epcc to achieve the learning goal. through cooperative learning, the students perceive that they were be able to communicate idea clearly, to be able to understand the idea of their friend easily, the students were able to interact with others in a group, etc. bibliography basnight-brown, dana m, lang chen, shu hua, aleksandar kostić, and laurie beth feldman. “monolingual and bilingual recognition of regular and irregular english verbs: sensitivity to form similarity varies with first language experience.” journal of memory and language 57, no. 1 (2007): 65–80. hancock, beverley, elizabeth ockleford, and kate windridge. an introduction to qualitative research. trent focus group, 2001. juhana, juhana. “psychological factors that hinder students from speaking in english class (a case study in a senior high school in south tangerang, banten, indonesia).” journal of education and practice 3, no. 12 (2012): 100–110. 11 slavin, “research on cooperative learning and achievement: what we know, what we need to know.” netty huzniati andas how the students perceive on the use of cooperative learning in teaching speaking volume 3, number 1, may 2018 | 15 zzzzzz kagan, spencer, and spencer kagan. cooperative learning. vol. 2. kagan cooperative learning san juan capistrano, ca, 1994. law, jonathan, and elizabeth a martin. “oxford dictionary of law.” j. law, ea martin.– [seventh edition].–oxford: oxford university press (2009). rahayu, s., n. ulfatin, b.b. wiyono, a. imron, and m.b.n. wajdi. “the professional competency teachers mediate the influence of teacher innovation and emotional intelligence on school security.” journal of social studies education research 9, no. 2 (2018). richards, jack c, and willy a renandya. methodology in language teaching: an anthology of current practice. cambridge university press, 2002. sato, koichi. “improving our students’ speaking skills: using selective error correction and group work to reduce anxiety and encourage real communication.” (2003). slavin, robert e. “research on cooperative learning and achievement: what we know, what we need to know.” contemporary educational psychology 21, no. 1 (1996): 43–69. sugiyono, prof. “metode penelitian kombinasi (mixed methods).” bandung: alfabeta (2015). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 150 zzzzzz z vocational school curriculum development design in the era of the 4.0 industry revolution nurima sari, supadi, siti zulaikha state of jakarta university nurimasari30@gmail.com accepted: august 10th 2020 reviewed: september 5th 2020 published: november 20th 2020 abstract: this study uses a qualitative research type method, namely the literature study. data collection is sourced from several theories obtained from secondary data, namely journal articles, the internet, and books. the results of the literature study show that in the design of vocational curriculum development in the industrial revolution era 4.0, it is necessary to form a monitoring and evaluation team, be literate in technology, use learning designs, and improve 21st-century skills such as critical thinking and problem-solving; communication and collaboration; creativity and innovation; and engagement with industry partners. keyword: curriculum, development design, industrial, revolution era 4.0 introduction indonesia is currently in the era of the industrial revolution 4.0 (ri4). some of the fields that have changed ri4 are the social, political, and economic fields. research conducted by the world economic forum and the global agenda council forum in schwab klaus1, concludes that the advances made by new technologies that integrate the physical, digital and biological worlds have influenced all disciplines, economics, industry, and government. ri4 made the times change, from initially using human power to using machine power to do various things like today. many jobs will be lost, while economic needs will continue to increase. one of the educational institutions contributing to facing this global competition is a vocational high school (smk). the databox information in jayani 2 sourced from bps in may 2019 describes the open unemployment rate (tpt) that occurs at several levels of education such as sd, smp, sma, smk, diploma i / ii / ii, and university). smk graduates recorded the highest unemployment rate in 2019. 1 klaus schwab, the fourth industrial revolution (currency, 2017). 2 “lulusan smk mendominasi tingkat pengangguran terbuka | databoks,” accessed december 1, 2020, https://databoks.katadata.co.id/datapublish/2019/05/07/lulusan-smk-mendominasi-tingkat-pengangguranterbuka. mailto:nurimasari30@gmail.com educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 151 zzzzzz z fig.1 tpt by education level from lowest to highest graduate (february 2017-february 2019) when viewed based on education level, smk graduates informed that the highest tpt was 8.63% in february 2019. this shows that there is a workforce that is not absorbed. the data states that the unemployment rate for smk graduates in february 2017 was 9.27%, in february 2018 it was 8.92%, and in february 2019 it was 8.63%. although the tpt for smk graduates decreases every year, the tpt is still the highest among education levels at smk graduates. the above statement is supported by rusdianto3 which states that the number of unemployed is increasing. the government already has a focus on addressing ri4. the government is still facing obstacles and it needs to work hard in realizing the road map to make indonesia 4.0. among these obstacles are uneven infrastructure, lack of understanding of the leaders of distraction to create new jobs using a disruption strategy. one of the smk roadmaps is perfecting and aligning the smk curriculum with competencies according to the needs of graduate users (link and match) which is reflected in the implementation of the 2013 curriculum (k13). one of the most important fields to respond to ri4's needs is education. in this case, the curriculum is one part of educational development that determines the quality of human resources (hr) who have the knowledge, attitudes, and skills to participate in the opportunities, challenges, and needs of the industrial revolution. the curriculum will direct the content and teaching methods to achieve these goals. 21st-century learning is defined as learning that provides skills to students, commonly referred to as 4c, which includes: (1) communication (2) collaboration, (3) critical thinking and problem solving, and (4) creative and innovative. it aims to improve the quality of education to answer challenges, both internal challenges to achieve the 8 (eight) national education system (snp) and external challenges, namely globalization. 3 eko risdianto, “analisis pendidikan indonesia di era revolusi industri 4.0,” bengkulu: universitas bengkulu. diakses dari https://www. researchgate. net/profile/eko_risdianto/publication/332415017_analisis_pendidikan_indonesia_di_era_revolusi_in dustri_40/links/5cb4509b4585156cd7993519/analisis-pendidikan-indonesia-di-era-revolusi(2019). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 152 zzzzzz z taking into account the current state of indonesia which is currently in the ri4 era, educational institutions need to consider their role in developing the four intelligences (contextual, emotional, mental, and physical) mentioned by the previous swab in students. one of the formal education pathways that have prepared graduates to have excellence in the world of work is smk. facing this big challenge, education, smk must be demanded to change. this is in line with research conducted by bps 4 which states that the highest unemployment rate is smk graduates, namely 11.24 percent. this is of course a concern for policymakers. because, according to presidential regulation number 41 of 2015 concerning the grand design of teaching factory development, vocational education has not been able to realize its initial goals. the aim is to help bridge the gap that exists between the industry and the world of education. one way to deal with ri4 is the awareness of students in mastering skills or skills to produce a professional workforce. the education system that can answer these challenges is a competency-based vocational education system that links and matches the industry. education that can produce a workforce with special abilities according to the needs of each industry. the process of curriculum preparation and curriculum design is needed. the dynamic development of the times demands that human resources can meet the needs of the world of work and direct all educational activities to achieve goals. there needs to be a review in the curriculum. the context in this case is curriculum development. curriculum development is carried out through the design of smk curriculum development following the competency requirements in ri4. based on this background, the focus of this article is to find out the design of smk curriculum development in facing ri4. industrial revolution (ri4) schwab stated that we can only face the challenges of the industrial revolution with the meaning: "if we mobilize the collective wisdom of our minds, hearts, and souls. to do so, i believe we must adapt, shape, and harness the potential of disruption by nurturing and applying four different types of intelligence” 5. we need to move the mind, heart, and soul together to nourish and apply the four intelligences, including mind, emotional, soul, and physical. this intelligence needs to be prepared by the education sector; both basic education, secondary education, and higher education. in this context, education plays a role in creating graduates who have the intelligence to face the world of work in the ri era4. based on the above statement, ri4 has a huge impact on changes to the world revolution in both the digital and non-digital industries. this requires very thorough preparation to face ri4, especially in the field of education, both at the levels of basic education to higher education. smk education (vocational high school) vocational education is secondary education that prepares students to work under law no. 20 of 2003 concerning the national education system states that vocational education is education that prepares students to be able to work in certain fields (the republic of indonesia, 2003). 4 badan pusat statistik, n.d., accessed october 30, 2017, https://www.bps.go.id/publikasi/view/4238. 5 schwab, the fourth industrial revolution. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 153 zzzzzz z besides, finch and crunkilton6 in dwi also state that the main objective of learning at smk is "to prepared students for successful employment in the labor market"7. this means that students are prepared to become successful workers in the labor market. in line with that, in government regulation number 19 of 2005 concerning snp article 26 paragraph 3 explains that the competency standards of graduates in vocational secondary education units aim to increase intelligence, knowledge, personality, noble character, and skills to live independently and follow further education by vocational. the hope of the competency standards of these graduates can lead students to become independent individuals to become workers in certain fields. in facing the challenges ri4 smk must continue to develop dynamically and be able to provide competency-based education so that education is relevant in smk and the world of work. there must be guidelines and activators so that smk can map future challenges and needs. the implementation of 21st-century learning is expected to produce graduates from a productive generation who have great quality and skills. to face ri challenges 4. the hardening of the smk curriculum prioritizes the suitability of technological developments and conformity with the real needs of the business world and industry. this alignment refers to the need for new types of skills such as contextual intelligence, emotional intelligence, mental intelligence, and physical intelligence. the types of skills that are outdated are updated by new skills that can shape smk graduates in the face of job field turbulence. alignment of graduate competencies with industrial needs, accompanied by structuring and strengthening of expertise programs. alignment can be seen in the development of the smk curriculum. so far, the government has overcome this by issuing a policy that there must be a revitalization of smks with competencies according to the needs of link and match graduate users by looking at various perspectives. the most important thing is to innovate the smk curriculum through curriculum development. why should there be an innovation in the smk curriculum? because of the quality of smk graduates, in particular, is determined by a curriculum designed to be work-ready. based on some of the explanations above, it is confirmed that smk is a vehicle for preparing students to build knowledge, skills, behavior according to their interests and talents to become someone ready to work. this is the hope of many stakeholders that smk graduates are ready to use for job opportunities. thus, it is pointed out that the competence of smk graduates is relevant to the availability of job opportunities. methods this research is a type of literature study research by looking for references from theories that are relevant to the cases or problems found. the data source used is secondary data from journals, articles, previous research, and internet sites that are per the problem to be studied. the method used is the descriptive analysis method, namely by collecting, preparing, and analyzing 6 curtis r finch and john r crunkilton, curriculum development in vocational and technical education. planning, content, and implementation (eric, 1999). 7 “teaching factory: arah baru manajemen sekolah menengah kejuruan di indonesia alexius dwi widiatna google books,” accessed december 1, 2020, https://books.google.co.id/books/about/teaching_factory.html?id=jogqdwaaqbaj&redir_esc=y. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 154 zzzzzz z the data under study. result and discussion vocational school curriculum development design in facing ri 4 monitoring and evaluation team according to andriani 8, stating that in curriculum development it is necessary to match the implementation of the learning process with the design of curriculum development. it is necessary to form a curriculum team and a monitoring and evaluation team with certain criteria to be able to compare the two things. the results of the implementation and design of the curriculum development are to be able to create a graduate profile under the curriculum design and meet the demands of dudi (business and industry / pt with stakeholder wishes following the school's strategic plan. technology according to hadromi, suwahyo, md, & setiaji9, , the characteristics of work skills to prepare ri4 by compiling innovative learning systems such as adjusting the learning curriculum, technology, operational technology, internet, and big data analysis. these things are integrated to produce vocational graduates who are competitive and skilled, especially in data literacy, technology literacy, and human literacy. according to triyono10, one of the characteristics of ri4 is the presence of technology that has integrated into the society which will affect the performance of vocational education that is preparing graduates for work. conditions like this need to increase teacher competence. especially in terms of curriculum development. what educators need to do is that teachers need to learn to change quickly, cooperate with industry, recognize new competencies needed by the industry, manage students, provide career guidance through the use of big data so that they can adapt to current ri4. learning design blended learning method according to verawadina et al.11, , the vocational education curriculum needs to apply the blended learning method that integrates face-to-face and online learning to build students into independent learners and master ri4 competencies such as data literacy, technology literacy, and human literacy. besides, the teacher's role is important in delivering flexible learning in determining learning models, learning designs, and motivation to produce graduates with optimal 8 tuti andriani, “pengolahan ikan pati menjadi makanan variatif dan produktif di desa sawahan kecamatan kampar utara kabupaten kampar,” jurnal kewirausahaan 13, no. 1 (2014): 1–16. 9 hadromi et al., “employability skills for high school students according to the needs of industry 4.0,” proceedings of the 1st vocational education international conference (veic 2019) (atlantis press, 2019), http://dx.doi.org/10.2991/assehr.k.191217.026. 10 moch bruri triyono, “tantangan revolusi industri ke 4 (i4. 0) bagi pendidikan vokasi,” proceeding semnasvoktek 2 (2017): 1–5. 11 unung vera wardina, nizwardi jalinus, and lise asnur, “kurikulum pendidikan vokasi pada era revolusi industri 4.0,” jurnal pendidikan 20, no. 1 (2019): 82–90, http://dx.doi.org/10.33830/jp.v20i1.240.2019. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 155 zzzzzz z performance. in revitalizing curriculum content, the government, educational institutions, and industry need to work together to produce a work-ready impact on graduates according to industry needs. skills according to ayu 12, to be able to improve students' understanding in facing ri4 is to revitalize the curriculum into the k13 national curriculum that adapts to 21st-century learning. 21st-century learning integrates skills, attitudes of understanding knowledge, and information and communication technology. there are three important aspects of 21st-century learning: 1) life and career skills; 2) learning and innovation skills; 3) information, media, and skills. there are aspects of skills in learning innovation including a) critical thinking and problem-solving; b) communication and collaboration: c) creativity and innovation. these skills need to be possessed by students in facing ri4. also, according to lase 13, he explained that curriculum development in the ri4 era needed to complement the abilities of students and teachers in several skills. student skills include skills that are explicitly seen, of course, academic abilities in the stem field, ict learning (internet of things, big data, and computers as well as entrepreneurship and internships, life skills together, think critically and creatively. invisible skills such as interpersonal skills, skills think globally, as well as media and information literacy, besides, the skills a teacher needs to possess are technology-friendly attitudes, collaboration, being creative and taking risks, considering face-to-face and online learning for all teachers who decide to conduct learning. according to winch 14, several categories are needed in designing the curriculum. these categories can be seen from the skills, abilities, project management, knowledge, and personal characteristics that are relevant to the job (competence). this is very important as curriculum designers, especially vocational curricula. one of the categories in the curriculum design framework is job-appropriate skills. in this context, the skill in question is intelligence to face ri4 which is needed by work. industry partners also, according to laguador & ramos 15, industrial partners value the competence of graduates in terms of the relevance of student knowledge and skills in research and work discipline, communication skills, computer skills, while the least entrepreneurial skills are obtained. industry partners love employees, who are loyal and committed to their jobs and functions. responsible team member; with strong moral values and high professionalism. employers select graduates who are proactive, trainable, cooperative team players, and who can assume all responsibilities easily and results-oriented individuals with a full appreciation of the achievement 12 putu eka sastrika ayu, “keterampilan belajar dan berinovasi abad 21 pada era revolusi industri 4.0,” purwadita: jurnal agama dan budaya 3, no. 1 (2019): 77–83. 13 delipiter lase, “pendidikan di era revolusi industri 4.0,” sundermann: jurnal ilmiah teologi, pendidikan, sains, humaniora dan kebudayaan 1, no. 1 (2019): 28–43, http://dx.doi.org/10.36588/sundermann.v1i1.18. 14 christopher winch, “towards a framework for professional curriculum design,” journal of education and work 28, no. 2 (2015): 165–186, http://dx.doi.org/10.1080/13639080.2014.1001335. 15 jake m laguador and leon r ramos, “industry-partners’ preferences for graduates: input on curriculum development,” journal of education and literature 1, no. 1 (2014): 1–8. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 156 zzzzzz z of the company's mission. higher education graduates need to have competence in skills, attitudes, and behavior. illustrations learning models • the kwu-kop model, according to other research in curriculum development to improve entrepreneurial skills it is necessary to use a learning model. one of the learning models according to nurbudiyani16, , the development of the kwu-kop model is divided into two activities, the first is pre-development including the investigation stage, the design stage, the realization stage. second, the model manual includes lesson plans, modules, job sheets, and evaluation tools • teacherpreneur model, according to prihadi 17, one of the vocational learning models prepared to face the ri4 era in the main design is the teacherpreneur model which was originally composed of only three pillars, including competence, creativity, and effectiveness into four pillars with additional collaboration under the demands of the 21st century. • model ho2s4c, also, one of the curriculum development designs within the framework of the higher-order skills 'four cs' (hos4c) model according to siswanto et al.18, is 1) creativity; 2) critical thinking; 3) communication; 4) collaboration is necessary for vocational training. the results of his research state that hos4c is a soft skill development of human resources (hr) which includes activities, objectives, methods/techniques, social dynamics, and psychological outcomes. this model can be called the human resources development model in the ri4 era to improve career development skills for vocational and professional education in any field. discussion vocational school curriculum development design based on law number 20 of 2003 concerning snp, article 36 states that: (1) curriculum development is carried out by referring to national education standards to realize the goals of national education; (2) the curriculum at all levels and types of education is developed with the principle of diversification according to the education unit, regional potential, and students; (3) the curriculum is prepared according to the level of education within the framework of the unitary state of the republic of indonesia. (4) provisions regarding curriculum development as referred to in paragraph (1), paragraph (2), and paragraph (3) shall be further regulated by a government regulation. government regulation number 19/2005 article 17 paragraph 1 states that the curriculum at the level of sd / mi / sdlb, smp / mts / smplb, sma / ma / smalb, smk / mak, or other equivalent forms is developed by the educational unit, potential area / 16 iin nurbudiyani, “model pembelajaran kewirausahaan dengan media koperasi sekolah di smk kelompok bisnis dan manajemen,” jurnal pendidikan vokasi 3, no. 1 (2013), http://dx.doi.org/10.21831/jpv.v3i1.1577. 17 wisnu rachmad prihadi and herminarto sofyan, “pengembangan model teacherpreneur pada sekolah menengah kejuruan,” jurnal pendidikan vokasi 6, no. 2 (2016): 230, http://dx.doi.org/10.21831/jpv.v6i2.9553. 18 budi tri siswanto, putu sudira, and wardan suyanto, “pengembangan higher order skills four cs (hos4c) pendukung industri kreatif,” laporan penelitian (2013). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 157 zzzzzz z regional characteristics, socio-culture of the local community, and students. revitalizing the curriculum by developing a new curriculum, namely curriculum 2013 (k13). the development of this curriculum is legally supported by permendikbud number 20 of 2016 concerning graduate competency standards (skl) which states that every graduate of primary and secondary education units has competence in three dimensions, namely attitudes, knowledge, and skills. according to afrina, et al in verawadina, jalinus, & asnur (2019), the current curriculum preparation refers to the indonesian national work competency standards (skkni) or international standards. one of the 2017-2025 indonesian vocational development policy roadmaps, namely where the curriculum is too general in vocational schools. so that curriculum development is carried out by smk which is tailored to the needs of the ri era4. according to suryani, karmila; jalinus 19, states that to realize skl in the face of ri4 curriculum changes to meet stakeholder needs by reconstructing cpl and cpmk; reviewing the profile of graduates under the demands of the job market with advances in knowledge in the ri era4; rearranging materials, strategies, evaluation techniques under the dikti curriculum guide; accommodate different individual abilities; holding workshops for educators in making lesson plans following the demands of the ri era4. from this explanation, it can be concluded that the snp, pp, skkni, cpl, and cpmk reconstruction as a juridical basis for curriculum development for the vocational education level. curriculum development needs to be adjusted to the competencies in the ri4 era, such as reviewing the profiles of graduates who are ready to work according to ri4 conclusion based on the results and discussion, it can be concluded that in the design of curriculum development in the ri4 era, a monitoring and evaluation team is needed, teachers and technology literate students use learning designs such as the blended learning method and learning models such as kwu kop, teacerpreneur, and ho2s4c and skills. following the 21st century, namely a) critical thinking and problem-solving; b) communication and collaboration: c) creativity and innovation and engagement with industry partners. references andriani, tuti. “pengolahan ikan pati menjadi makanan variatif dan produktif di desa sawahan kecamatan kampar utara kabupaten kampar.” jurnal kewirausahaan 13, no. 1 (2014): 1–16. ayu, putu eka sastrika. “keterampilan belajar dan berinovasi abad 21 pada era revolusi industri 4.0.” purwadita: jurnal agama dan budaya 3, no. 1 (2019): 77–83. finch, curtis r, and john r crunkilton. curriculum development in vocational and technical education. planning, content, and implementation. eric, 1999. hadromi, suwahyo, m d saputra, and b setiaji. “employability skills for high school students according to the needs of industry 4.0.” proceedings of the 1st vocational education international conference (veic 2019). atlantis press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.026. laguador, jake m, and leon r ramos. “industry-partners’ preferences for graduates: input on 19 wardina, jalinus, and asnur, “kurikulum pendidikan vokasi pada era revolusi industri 4.0.” educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 158 zzzzzz z curriculum development.” journal of education and literature 1, no. 1 (2014): 1–8. lase, delipiter. “pendidikan di era revolusi industri 4.0.” sundermann: jurnal ilmiah teologi, pendidikan, sains, humaniora dan kebudayaan 1, no. 1 (2019): 28–43. http://dx.doi.org/10.36588/sundermann.v1i1.18. nurbudiyani, iin. “model pembelajaran kewirausahaan dengan media koperasi sekolah di smk kelompok bisnis dan manajemen.” jurnal pendidikan vokasi 3, no. 1 (2013). http://dx.doi.org/10.21831/jpv.v3i1.1577. prihadi, wisnu rachmad, and herminarto sofyan. “pengembangan model teacherpreneur pada sekolah menengah kejuruan.” jurnal pendidikan vokasi 6, no. 2 (2016): 230. http://dx.doi.org/10.21831/jpv.v6i2.9553. risdianto, eko. “analisis pendidikan indonesia di era revolusi industri 4.0.” bengkulu: universitas bengkulu. diakses dari https://www. researchgate. net/profile/eko_risdianto/publication/332415017_analisis_pendidikan_indonesi a_di_era_revolusi_industri_40/links/5cb4509b4585156cd7993519/analisispendidikan-indonesia-di-era-revolusi(2019). schwab, klaus. the fourth industrial revolution. currency, 2017. siswanto, budi tri, putu sudira, and wardan suyanto. “pengembangan higher order skills four cs (hos4c) pendukung industri kreatif.” laporan penelitian (2013). triyono, moch bruri. “tantangan revolusi industri ke 4 (i4. 0) bagi pendidikan vokasi.” proceeding semnasvoktek 2 (2017): 1–5. wardina, unung vera, nizwardi jalinus, and lise asnur. “kurikulum pendidikan vokasi pada era revolusi industri 4.0.” jurnal pendidikan 20, no. 1 (2019): 82–90. http://dx.doi.org/10.33830/jp.v20i1.240.2019. winch, christopher. “towards a framework for professional curriculum design.” journal of education and work 28, no. 2 (2015): 165–186. http://dx.doi.org/10.1080/13639080.2014.1001335. badan pusat statistik, n.d. accessed october 30, 2017. https://www.bps.go.id/publikasi/view/4238. “lulusan smk mendominasi tingkat pengangguran terbuka | databoks.” accessed december 1, 2020. https://databoks.katadata.co.id/datapublish/2019/05/07/lulusan-smkmendominasi-tingkat-pengangguran-terbuka. “teaching factory: arah baru manajemen sekolah menengah kejuruan di indonesia alexius dwi widiatna google books.” accessed december 1, 2020. https://books.google.co.id/books/about/teaching_factory.html?id=jogqdwa aqbaj&redir_esc=y. educatio : journal of education volume 2 , number 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z classroom management information technology mohammad syahidul haq universitas negeri surabaya mohammadhaq@unesa.ac.id published: may 15, 2017 reviewed april 8, 2017 received: march 7, 2017 abstract: development of information technology in the field of education today can not be avoided. in the learning process is now not limited to space and time with the presence of information technology. to realize quality of learning, information technology is one aspect of classroom management. many strategies are offered in classroom management to realize learning objectives. e-learning is a solution in the management of information technology-based classes are much used in various educational institutions. with many advantages, e-learning supports virtualbased learning process. keywords: classroom management, information technology, e-learning introduction the development of science and technology (science and technology) in the current era of globalization has evolved. the science and technology development occurs in a variety of fields, one field of education, namely with the advent of advanced technology equipment that can improve the achievement of learners to deal with global competition. one way to improve the achievement of learners can be done through effective classroom management. an educator must have the skills to manage class. the teachers required to have teaching skills, teaching and learning strategies appropriate to the material to be delivered. according dardjo sukardja (dedy 2007) there are basically three things that must be possessed by the educator in dealing with any situation, including facing global competition. the third thing is the personality of steady, broad capabilities and adequate professional capability. in the face of global competition educator should be able to follow the development of information technology very rapidly. in line with what said by hugheset 1 "teachers should be more innovative and productive in their duties. teachers should not stutter technology and able to communicate the full 1 a. yunanto, , 2015. issues of information and communication technology education. available at: http://www.apyusa.com/2015/11/isu-isu-pembelajaran-teknologi.html#. mailto:mohammadhaq@unesa.ac.id mohammad syahidul haq classroom management information technology volume 2, number 1, may 2017 | 152 zzzzzz technology in everyday life. options available technology options that can be accessed for the teacher provided enough variety. in essence, all of it can be used as an attempt to improve the activity and creativity of learning ". in the description educators should take advantage of information technology to support learning. the presence of information technology can enhance teaching and learning activities in class. their learning much more dynamic information technology by making use of the media as a source of learning. besides, with the presence of information technology can shift people's paradigm shift from the traditional education system education system based cyber learning. in this case the conventional learning will be developed into an online learning by using e-learning. with the presence of e-learning is the learning process is not limited to space and time can be accessed anywhere and anytime. harnessing device with laptop, pc, smartphone and others connected to the internet network. management'sdiscussion 1. classroom classroom management is one of the cultivated fields in the field of management education. in the management class then there is the term "classroom management" which is commonly known by the public. as professionals, educators demanded to manage classes that create and maintain the condition of learning to achieve the goal of teaching. according amatembun2 "classroom management is the effort made by teachers to create and maintain and cultivate the motivation to learn to achieve the goals that have been set". meanwhile, according to usman "effective classroom management is an absolute prerequisite for the effective learning process". classroom management is seen as one of the most important aspects in the implementation of fundamental learning system for educators. in life in the classroom, especially in the learning process, the relationship between educators and learners should be harmonious. educators and students can be equally utilized and complement each other in the learning process, so that participants can engage actively in achieving the objectives of teaching and learning. based on the above, the function of classroom management is crucial at all 2 kamil, m.z., 2010. manajemen pengelolaan kelas dalam menngkatkan prestasi belajar siswa di sekolah alternatif qoryah thayyibah salatiga. universitas muhammadiyah yogyakarta. mohammad syahidul haq classroom management information technology volume 2, number 1, may 2017 | 153 zzzzzz because of the activities of educators in managing the class includes activities to manage student behavior in the classroom, creating a climate of socio-emotional and manage the group process, so that the teachers' success in creating the conditions that allow, the indicator learning process takes place effectively. of the various terms above, it was concluded that classroom management is the effort made by educators to create and maintain conditions optimal learning so that students feel comfortable, feeling of belonging and feel at home learning in the classroom, and the creation of such conditions are expected student performance bias increase in teaching and learning process. so effective classroom management is an absolute prerequisite for the implementation of an effective process of teaching and learning. some institutions have proved, with bold overhaul of the management class that the average conventional method adopted by most of the educational institutions and replace by providing innovative tailored to the needs of the students, so that eventually they were able to help the students reach the potential that exists within themselves as well as the boost student achievement. 2. information technology according to the gary j. anglin3, defines the technology is the application of the behavioral sciences and other natural and applying knowledge and to solve the various problems faced by humans. development of information technology many side benefits but there is also a downside. for that before the implementation of information technology-based learning learners should be given a basic understanding of the nature and impact of information technology development. according to sukiono for managing the information technology-based classes there are three basic components that must be prepared, including infrastructure, human resources as well as the content or application4. a. infrastructure development of information technology infrastructure in indonesia beginning in 1995 and began growing it center since 2000. the network infrastructure used is a 3 umi syafifah balqis, 2009. implementasi teknologi informasi dalam manajemen berbasisi sekolah di ma ali maksum krapyak bantul yogyakarta, yogyakarta: universitas islam negeri sunan kalijaga. 4 sukiono, b., 2014. pembelajaran berbasis proyek. jurnal pendidikan, 2. mohammad syahidul haq classroom management information technology volume 2, number 1, may 2017 | 154 zzzzzz lan(local area network)that connects between computers in a school building, a wan(wide area network)and the internet that allows the establishment of a wireless network to connect education offices to schools. by using wan and the internet is expected to facilitate the flow of communication and optimize data access and information among educational workers so that data and information is more optimal, smooth, effective and efficient. b. human resources hr development which will support the implementation of ict-based learning has been carried out from 1999 through socialization. since then a lot of training of ict such as internet training, vocational it,networking, multimedia training, computer skills and information management to java education national network as well as training jardiknas. it has also prepared a formal education to increase the competence of teachers. c. content and applications e-learning e-learning is literally an acronym of e & learning. e is the electronic'm learning= learning process, so e-learning is electronic learning system, using electronic media, internet, computer and multimedia files (sound, images, animation and video). 3. e-learning definition of e-learning by ardiansyah5 is a learning system that is used as a means for the learning process is carried out without having to meet directly between teachers and students. e-learning in its broadest sense to encompass learning is done in electronic media (internet) either formally or informally. e-learning is formally example is learning to the curriculum, syllabus, subjects and tests are set and organized according to the schedule agreed upon relevant parties (managing e-learning and learners themselves). lessons like these are usually high and the level of interaction required by the company to its employees or distance learning is managed by universities and companies (usually consulting firms), which is engaged in the provision services of e-learning to the public. application for creating e-learning can be acquired for free(open source project)or paid(commercial). 5 ardiansyah, i., 2013. eksplorasi pola komunikasi dalam diskusi menggunakan moddle pada perkuliahan simulasi pembelajaran kimia, bandung: universitas pendidikan indonesia. mohammad syahidul haq classroom management information technology volume 2, number 1, may 2017 | 155 zzzzzz a. characteristics of e-learning according to rosenberg the characteristics of e-learning is a network, which makes it able to fix quickly, store or retrieve, distribute, and learning and information sharing6. meanwhile, according to nursalam & ferry efendi is 1) utilize the service of electronic technology; 2) utilize the power of the computer (digital media and computer networks); 3) using the teaching materials which is independent (selflearning materials) and then stored in a computer, so it can be accessed by lecturer and students anytime and anywhere. 4) utilize the learning schedule, curriculum, the results of the learning progress, and matters relating to the administration of education can be viewed at any time on the computer7. b. benefits of e-learning according to (pranoto et al., 2009) the benefits of e-learning are as follows: 1) the use of e-learning to support the implementation of the learning process can improve the absorption of the material to teach students; 2) increase the active participation of students; 3) increase the active participation of students; 4) increase self-learning ability of students; 5) improving the quality of teachers and training materials; 6) increase the ability to display information to the information technology device, where the device is extremely difficult to do. c. the advantages of e-learning according to (judge 2012) the advantages of learning electronic or often called e-learning, among others are: 1) availability of the e-moderating in which teachers and students can communicate easily through the internet facility on a regular basis or whenever the communication is done without being limited by distance, place, and time. 2) teachers and students can use the teaching materials structured and scheduled over the internet. 3) students can learn (reviewing) teaching material at any time and anywhere if 6 maharani, l., 2016. blended learning dalam pembelajaran. available at: http://lasmimr.blogspot.co.id/2016/05/blended-learning-dalam-pembelajaran.html?view=flipcard&m=1. 7 nursalam & ferry efendi, 2008. pendidikan dalam keperawatan, jakarta: salemba medika. mohammad syahidul haq classroom management information technology volume 2, number 1, may 2017 | 156 zzzzzz necessary given teaching materials stored in the computer. 4) when students require additional information pertaining to material he had learned, he can access the internet. 5) both teachers and students can conduct discussions over the internet that can be followed by a large number of participants. 6) the changing role of the student from passive to active. 7) relatively more efficient. for example, for those who live far from the university or conventional schools can access it. meanwhile, according to sudirman, some of the advantages of e-learning compared with traditional instruction is as follows8: 1) e-learning can shorten the learning time and make the cost of study is more economical 2) e-learning enables easy interaction between the learners with the material or materials, learners with teachers and fellow learners. 3) learners can share information and be able to access the learning materials at any time and repeatedly, with such conditions that learners can further solidify its control of the learning material 4) presence of the teacher is not absolutely necessary 5) guru will be easier to do alternative learning materials that according to the latest demands of the development of science, expand-right away or do research to improve insights, and control the activities of learners. 6) students can learn or review materials at any time and where sa-ja if necessary given teaching materials stored in the computer. 7) the changing role of the students who usually passive to active. d. disadvantages of e-learning in classroom management technology utilization in this case using e-learning cannot be separated from a variety of shortcomings. various crackling according to bullen as said ikhsan9, among others: 1) lack of interaction between teachers and 8 sudirman, n.l., 2012. kelebihan dan kekurangan e-learning. available at: http://nurlindasudirman.blogspot.co.id/2012/01/kelebihan-dan-kekurangan-e-learning.html. 9 ikhasan, c., 2014. pemanfaatan e-learning dalam pembelajaran. mohammad syahidul haq classroom management information technology volume 2, number 1, may 2017 | 157 zzzzzz students, or even between the students themselves; 2) the tendency of ignoring the aspect of academic or social aspects and instead encourage the growth aspects of business / commercial; 3) the process of learning and teaching tends towards training rather than education; 4) the changing role of the teacher from the original master conventional learning technique, also demanded to know the technique of learning using ict; 5) students who do not have a high learning motivation is likely to fail; 6) not all of the available internet facilities; 7) lack of power know and have internet skills; 8) lack of mastery of computer languages. conclusion class management is the effort made by teachers to maintain and create optimal learning conditions so that learners feel comfortable, feel at home belonging and learning in the classroom, and the creation of such conditions expected student achievement can be increased in learning process. along with the rapid development of information technology educators should be able to develop a method of teaching. many institutions evaluated conventional learning systems into modern learning. one method used is the use of e-learning in the learning process. many of the advantages offered by using e-learning, but also there are weaknesses in the use of elearning. with the development of information technology learning is not limited to space and time, can be done at home, at school and anywhere with the help of an internet connection. bibliography ardiansyah, i., 2013. eksplorasi pola komunikasi dalam diskusi menggunakan moddle pada perkuliahan simulasi pembelajaran kimia, bandung: universitas pendidikan indonesia. hakim, z., 2012. kelebihan dan kekurang e-learning. available at: http://www.zainalhakim.web.id/kelebihan-dan-kekurangan-e-learning.html. ikhasan, c., 2014. pemanfaatan e-learning dalam pembelajaran. kamil, m.z., 2010. manajemen pengelolaan kelas dalam menngkatkan prestasi belajar siswa di sekolah alternatif qoryah thayyibah salatiga. universitas muhammadiyah yogyakarta. maharani, l., 2016. blended learning dalam pembelajaran. available at: http://lasmimr.blogspot.co.id/2016/05/blended-learning-dalampembelajaran.html?view=flipcard&m=1. mohammad syahidul haq classroom management information technology volume 2, number 1, may 2017 | 158 zzzzzz nursalam & ferry efendi, 2008. pendidikan dalam keperawatan, jakarta: salemba medika. pranoto, alvini & dkk, 2009. sains dan teknologi, jakarta: pt gramedia pustaka utama. sudirman, n.l., 2012. kelebihan dan kekurangan e-learning. available at: http://nurlindasudirman.blogspot.co.id/2012/01/kelebihan-dan-kekurangan-elearning.html. sukiono, b., 2014. pembelajaran berbasis proyek. jurnal pendidikan, 2. umi syafifah balqis, 2009. implementasi teknologi informasi dalam manajemen berbasisi sekolah di ma ali maksum krapyak bantul yogyakarta, yogyakarta: universitas islam negeri sunan kalijaga. yunanto, a., 2015. isu-isu pembelajaran teknologi informasi dan komunikasi. available at: http://www.apyusa.com/2015/11/isu-isu-pembelajaran-teknologi.html#. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 131 zzzzzz z exploring the infringing behaviours of students inside a university classroom: a research study from the teacher’s vantage point rakhshinda jabeen, shaista hassan chashoo, dr.najmus sarifa english language centre, college of science king khalid university, abha , saudi arabia rwahla7@gmail.com, shaistachashoo@yahoo.com, najmus.sarifa@gmail.com accepted: may 17th 2020 reviewed: september 5th , 2020 published: november 20th 2020 abstract: the infringing behaviour of students is defined as a set of undesired and objectionable behaviour that hampers the flow of teaching-learning activities inside the classroom. the student's problematic behaviour is something related to the student's disposition and temperament. this research intends to investigate how university teachers perceive student’s misbehaviour and throws light on the underlying causes behind these undesired behavioural traits. this research is based on a descriptive survey. in this research, 50 teachers teaching undergraduate students in various departments of king khalid university have participated. the authors have collected the data manually by filling two sets of a questionnaire. the result of the study shows: what are some common inappropriate behaviour that a teacher encounters, and why a student displays various types of misbehaviours? the findings of this study will help to develop the establishment of a wellmanaged classroom. keywords: classroom management, disrupting behaviour, infringing behaviour, misbehave, problematic behaviour. introduction undesirable behaviour is one of the attributes related to a student’s personality that influences both the class and the fellow students negatively. the students often show objectionable behavioural traits inside the classroom. these undesirable behaviours cause a disturbance inside the class and further hinder the learning process. it is not only annoying for the teachers but also creates a compromising situation for the learners that makes the whole learning environment irritating, exasperating, and tiresome. in such cases, the teachers need to be active and apply classroom management strategies that can affect student’s behaviour and improve the functioning of the class. maintenance of discipline in the classroom is a challenging issue. if encouraged in classrooms, then students will learn more etiquette, politeness, and will acquire self-control. the most common behaviour problems and traits noted in the students are disobedience, rudeness, non-attentiveness, daydreaming, and at times rule-breaking activities like unpunctuality, not completing the tasks, and verbal aggression are also present. it is necessary to highlight that all the misconducts by the students are not always serious. the misbehaviours of students are mild to severe. the authors have included such mild to severe classroom behavioural items in this study. talking to classmates and not completing homework are mild misconducts. whereas showing mailto:rwahla7@gmail.com mailto:shaistachashoo@yahoo.com mailto:najmus.sarifa@gmail.com educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 132 zzzzzz z rudeness to the teacher and disturbing the classroom setting is counted as problem behaviours or disruptive behaviours. sometimes the misbehaviours like bullying other students, verbal abuse and quarrelling with teachers are also noted inside the classroom. these are serious and challenging behaviours. whatever type of misconduct is, it irritates the teacher, and the learning process slows down, and sometimes the learning outcomes are meeker. to overcome certain situations, the teachers need to be active, resourceful, and build a friendly student-teacher relationship to involve the learners in the learning process and guide them to work as a team. this study sets forward the teacher's observations on what are the common behavioural problems seen in university students and what are the possible causes behind it. the researchers have explored the teachers’ perspective in detail and further suggested some remedies to cope with student’s infringing behaviour inside the classroom. problematic behaviours and its repercussion in the classroom – a review in an educational institution, a teacher needs to employ proper classroom management approaches to avoid undesired behaviours on the part of the students. education is not only about bookish knowledge but also a mode for the students to restore positive behaviours. according to özer, bokurt, and tuncay 1, education focuses to reiterate unacceptable student’s behaviours and assist students to procure positive behaviours. so, to achieve such educational goals, it’s important to create an ideal learning environment, which a person can accomplish through the positive attitude shown by every member in the classroom. while discussing problematic behaviours, it is necessary to know what behaviour is and what underlies misbehaviour. johnson 2 defines behaviour as the action, reaction, and function of a person directed by his or her motives. aydin3 stressed that individual needs are the key to human behaviour. these needs form simulations to fulfil them, which further create motivation, and this motivation drives a person to show certain behavioural traits. aydin4 said student's misbehaviours are the ones that hamper teaching and learning activities in class and influence it negatively. while talking about student’s problematic behaviours sun and shek5 mentioned that problem behaviours are the behaviours that include rule-breaking, defying the implied norms or beliefs, being unsuitable in classroom environments, and distressing teaching and learning. problematic behaviours while educating students in the classroom are a crucial problem as it not only affects teaching and learning but also stresses the teachers. “students misbehaviours retard the smoothness and effectiveness of teaching and also impede the learning of the student and his/her classmates”. arbuckle and little6 referred misbehaviour to: “an activity that causes distress for teachers, interrupts the learning process and that leads teachers to make 1 bayram özer, necati bozkurt, and abdulkadir tuncay, “i̇stenmeyen öğrenci davranışları ve öğretmenlerin kullandıkları başa çıkma stratejileri,” turkish journal of educational studies 1, no. 2 (2014). 2 stephen e johnson, “behavioural safety theory: understanding the theoretical foundation,” journal of professional safety 48, no. 10 (2003): 39–44. 3 ayhan aydin, “sınıf yönetimi,” ankara: anı yayıncılık (1998). 4 ibid. 5 rachel c f sun and daniel t l shek, “student classroom misbehavior: an exploratory study based on teachers’ perceptions,” thescientificworldjournal 2012 (2012): 208907, https://pubmed.ncbi.nlm.nih.gov/22919297. 6 christie arbuckle and emma little, “teachers’ perceptions and management of disruptive classroom behaviour during the middle years (years five to nine).,” australian journal of educational & developmental psychology 4 (2004): 59–70. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 133 zzzzzz z continual comments to the students”. kyriacou and martin 7 defined student misbehaviour as “any behaviour by pupils which interferes with the smooth running of a lesson”. finn et al8 commented that student’s misbehaviours are the ones that mess-up the teaching and learning process or hinder the organized functioning of the class. misbehaviour inside a classroom is something unavoidable. there are different reasons as to why a student misbehaves. aydin9 stated that different students with variegated characters may show problematic behaviours for various reasons. bull and solity10 said that a student’s misbehaviour is the outcome of some past experiences inside or outside the classroom. stephens and crawley11 pointed out that at times the students misbehave not because of his or her identities but because of the teacher’s attitude towards the students. sometimes indistinct classroom rules or an unbalanced classroom atmosphere also adds to student’s misbehaviour. a university classroom constitutes a diverse group with students from different family settings and socioeconomic environments; sometimes this diversity gives rise to undesired behaviours inside the class. it is a big challenge for a teacher to maintain a well-managed classroom. classroom management is a key feature for generating effective teaching and learning process. as harmer 12 mentioned, that the productiveness of the teacher and his/ her guidance relies on how effectively a classroom is managed. in this research, the authors have provided a set of recommendations to manage the classroom disrupting behaviours. the researchers in the past have also presented many models to help teachers in creating positive behaviours inside the classrooms. a famous model that is highlighted by researchers is socialization model. it indicates that the teachers have to be caring and socializing with the students like their families do13. methods this study is based on a descriptive survey and there are two parts of this survey questionnaire. first part of the questionnaire focuses on some common problematic behaviours of students which almost all the university teachers face inside the classroom. the second part of the survey investigates the common causes behind the disruptive behaviour of the students. majority of the university teachers favoured the existence of some factors behind these challenging behaviours of students. the items in both parts of this study are intended to measure the perspective of the university teachers, who belong to the different specialties but every day they face few infringing students inside their classrooms. these students behave differently and 7 chris kyriacou and josé luis ortega martín, “beginning secondary school teachers’ perceptions of pupil misbehaviour in spain,” teacher development 14, no. 4 (2010): 415–426, http://dx.doi.org/10.1080/13664530.2010.533481. 8 jeremy d finn, reva m fish, and leslie a scott, “educational sequelae of high school misbehavior,” the journal of educational research 101, no. 5 (2008): 259–274, http://dx.doi.org/10.3200/joer.101.5.259-274. 9 aydin, “sınıf yönetimi.” 10 shirley bull, phillip feldman, and jonathan solity, “classroom management” (routledge, 2013), http://dx.doi.org/10.4324/9781315002439. 11 paul stephens and tim crawley, becoming an effective teacher (nelson thornes, 1994). 12 w joellen, “the historical evolution of theories and conceptual models for nursing,” rie (1988). 13 j wilkinson and m meiers, “managing student behaviour in the classroom,” last modified 2007, accessed november 30, 2020, https://www.researchgate.net/publication/44296277_managing_student_behaviour_in_the_classroom. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 134 zzzzzz z are noticed by the class teachers. secondly, the items in the second half of the questionnaire measure the teacher’s point of view in finding out the reasons for such behaviours. sampling and tools this research article is based on the survey opinions of the teachers of king khalid university, teaching undergraduate level, belonging to different departments (business administration and management, computer science, english, arabic, chemistry, physics, mathematics, and islamic studies) and diverse nationalities. the total number of participants is 50, and a simple random sampling technique is used to collect the data. the questionnaire is filled manually by each instructor, and it proves the authenticity and originality of the data. the participants got sufficient time to crosscheck and confirm their opinions professionally. procedure: the data intended to analyze has used a likert scale. there are five likert response items (strongly disagree, disagree, i don’t know, strongly agree, and agree). the first part of the questionnaire is measuring the university teacher’s opinions in detecting some intricate and baffling behaviour inside their classrooms. the likert scale data is analyzed in ms excel shown in table 1. the percentage of each response item is present in table1. after analysis, the results are presented in the form of a graph (figure 1), to demonstrate the percentages of each response. the second part of the questionnaire also measures the opinions of the university teachers, who agreed to the provided reasons for the student’s incongruous behaviours. in this part, there are also five likert response items (strongly disagree, disagree, i don’t know, strongly agree, and agree). the data obtained for this part of the questionnaire is also analyzed in ms excel shown in table 2. the percentage of each response item is also highlighted in table 2. results and discussion the objective of the authors is to prove that almost all university instructors face some challenging behaviours of the students inside their classrooms. these troublesome behaviours affect the teachers, and they wish to find the reasons behind it. there may be various psychological and social reasons for the student’s complex behaviours inside the classroom. the authors have tried to gather the opinion of the participants on some basic reasons behind these behaviours of the students. table: 1what are some problematic and challenging behaviours faced by you in the university classroom response items total strongly disagree (%) disagr ee (%) i don't know (%) strongly agree (%) agree (%) total (%) 1coming late or leaving early 50 4% 4% 4% 68% 20% 100% educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 135 zzzzzz z table: 1. some problematic challenging behaviours in the classroom in the above table 1, most of the respondents found “cheating” as the challenge inside the classroom i.e. strongly agrees (90%). the second major issue that the respondents highlighted is “drowsiness and making face” i.e. agree (78%). then 76% of the respondents agreed that students “sitting with legs on chairs” also pose a challenge to the instructors. 74% of the respondents found the students “staring and indifferent” in the classroom. “cell phone usage during the lecture” by the students also caused a problem to the instructors and they strongly agreed (70%) to it. another vexing attitude is “coming late or leaving early” is also strongly agreed by 68% of the respondents. sometimes “sniping remarks” from the side of the students also cause trouble for the teachers and 62% of the respondents have agreed to it. another 58% of the respondents have disliked the “side conversations” by the students inside the classroom. “disregard of deadlines” and “interrupting the lectures rudely” is also chosen as the major problematic behaviours of the students inside the class. in table 1, the range (percentage) strongly disagrees and disagree lies between 0%10percent, which is very low. the range of neutral or “i don’t know” responses lies between 0%4percent, which is very low. so, it is clear that the ten items mentioned in table 1, are considered as problematic and challenging in the opinion of the respondents. the respondents have either strongly agreed or agreed to them. table: 2-why do you think some students behave badly in the university? response items total strongly disagree (%) disagree (%) i don't know (%) strongly agree (%) agree (%) total (%) 2cell phone usage in class during lecture 50 6% 0% 2% 70% 22% 100% 3side conversations 50 6% 2% 4% 30% 58% 100% 4disregard for deadlines 50 4% 2% 0% 46% 48% 100% 5sniping remarks 50 4% 0% 4% 30% 62% 100% 6cheating 50 4% 0% 0% 90% 6% 100% 7sitting with their legs on chairs 50 4% 2% 0% 18% 76% 100% 8drowsiness and making faces 50 4% 2% 0% 16% 78% 100% 9staring and indifference 50 4% 2% 0% 20% 74% 100% 10-interrupting the lecture rudely 50 4% 10% 0% 42% 44% 100% educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 136 zzzzzz z 1do not like the teacher 50 2% 8% 0% 12% 78% 100% 2get bad results in exam 50 4% 2% 2% 14% 78% 100% 3angry about something 50 4% 2% 10% 14% 70% 100% 4get bad comments in class assessments 50 4% 4% 0% 10% 82% 100% 5hang around with others who misbehave 50 4% 4% 18% 10% 64% 100% 6showing off in front of peers 50 2% 2% 22% 8% 66% 100% 7having problems at home 50 2% 0% 4% 14% 78% 100% 8don’t like university 50 2% 10% 46% 4% 34% 100% 9find the assessments challenging 50 2% 0% 30% 4% 64% 100% 10teachers ignore them 50 2% 14% 8% 2% 72% 100% 11boring or lack of motivation in lectures 50 8% 0% 0% 4% 88% 100% 12feeling detached to a subject 50 2% 8% 4% 6% 80% 100% table: 2.reasons of student’s problematic behaviours in the above table 2, the respondents have given their opinion on the provided causes of the student’s problematic behaviours inside the classroom. the majority of the participants have agreed (88%) on the very important and most commented issue that is “boredom and lack of motivation in lectures”. the second reason for the incongruous behaviour of the students is “getting bad comments in-class assessments” i.e. agreed by 82% of the respondents. thirdly, another reason for the student’s complex behaviour is: “feeling detached to the subject” i.e. agreed by 80% of the respondents. it’s wonderful to know that 78% of the respondents have agreed on three major psychological causes behind the bad behaviour of the students. these three causes are: they don’t like the teacher (it may be in any respect like personality, teaching style, behaviour, etc.), “get bad results in an exam” and “have problems at home”. it is apparent in table 1 that 66% and 64% of the respondents have agreed on the reason for “showing off in front of the peers”, “hanging around with others who misbehave”, and “finding the assessment challenging”, respectively. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 137 zzzzzz z the range of strongly disagree and disagree lies between 0%-14%, which is not remarkable as compared to the percentage of those respondents who agreed to the provided items. in this table, few things are notable, that the respondents have logically chosen the response “i don’t know” where they are not clear to judge the given item. it is also apparent that in table 2, the percentages have increased gradually from left to right column. the objective of the authors is to take the opinion of the participants in favour of some main factors causing the baffling and complex behaviours of the students inside the classroom. this objective is achieved and proved by the respondents by agreeing to all the provided items. disciplinary actions recommended to the university teachers almost all university teachers face continuously interrupting and misbehaving students, during their lectures. these behaviours are specific to some students, and they continue such disruptions in the classroom for a long time. there is another situation that the teachers have to face, suddenly a student disrupts and disturbs the teaching process. so, both long terms planning and prompt management are needed to solve such issues. issues that need prompt action by the teachers and strategies to overcome sometimes during the teaching process, two students start chatting, this is possible to spread to six students. rudeness by one student can eventually become rudeness by several. in this case, prompt action is required. delaying a response from a teacher is inappropriate in such a situation. there are a variety of responses and actions that a teacher can adopt for sudden interruptions. the authors have recommended some possible actions here but none are effective all of the time. it depends on the teacher’s wisdom and alertness to choose proper disciplinary action on the misconduct of the students. a. ignoring misbehaviours this technique works sometimes. for example, a student stays silent and well behaved throughout the class and suddenly he/she whispers to the neighbouring student. the teacher should ignore this. as long as such action doesn’t bother others, ignoring it is wise enough. in another example, if a student changes the seat, pushes the chair, passes a remark in a low tone, starts staring around, and should also be ignored by the teacher until it disrupts the other students. if these behaviours become frequent and more students start doing this, the teachers need to think about some serious disciplinary action on it. b. gesturing nonverbally only a gesture, using eye contact or body language without speaking may also help to control the disturbing behaviours of the students. for example, if a student interrupts the class by using a loud voice, raising a hand, or even standing in the class, can be just stopped by a glance or hand movement, etc. sometimes if few students start to chat, secretly check their cell phones or cheat from the next student, the teacher moving closer to that student or gesturing with the hand can stop him /her. a risk of relying on nonverbal cues is that some students may not understand their meaning or may ignore them. in this situation, the teacher needs to think of another disciplinary action. c. praising positive behaviours educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 138 zzzzzz z this technique, of praising good and positive behaviours inside the classroom, will inspire the rudely behaving students. the teachers should praise more instead of scolding the students. this will attract other students to behave well, to gain attention and appreciation. the teachers can also offer positive rewards (like giving break time, allowing to party etc.) to maintain interest and civility inside the classroom. this technique is similar to the “ripple effect”. the technique is mentioned by kounin14, he described that you can correct the behaviour of one student by influencing others. d. maintain a good relationship with the students a teacher in modern and progressive age is only a facilitator in the learning process, not a frowning, scolding dictator. the teachers should maintain a good relationship with the students. for this purpose, instead of standing on the rostrum, the teacher should walk inside the class, instruct the students in their class work, pass encouraging remarks to the keen and hardworking students, etc. this gesture will gain respect, and the students will start loving the teacher. once this healthy and friendly relationship develops, the infringing behaviours will stop. long term planning and disciplinary actions with strategies to implement sometimes, the students persistently misconduct inside the classroom, the teachers need some strategies that are more active and assertive. first of all, the teacher needs to identify the root cause of the student’s continuous misconduct. secondly, the teacher needs to remind the students of the classroom rules and expectations, without being harsh. a carefully planned first meeting, clear syllabus, and relating to students on a personal basis can help establish a positive atmosphere and avoid problems that may arise from confusion about guidelines for classroom behaviour15 . the first task of the teacher is to explore the problems that cause a student to behave weirdly inside the classroom. there are various factors that the authors have included in the research questionnaire also. there may be personal or family problems, health problems adjustment issues, and academic difficulties, etc. in every campus the supportive services are available, and such students can be referred to the appropriate committees to solve these issues. as far as the teachers are concerned, they may use the following long-term strategies to minimize the disruption inside the classroom. a. decrease anonymity in large classes, the teachers face a variety of disrupting and challenging behaviours. they should try several strategies to build a connection with students. for example, teachers should learn the names of the students and use them often. just make them realize that they are in your list of preferences. another thing is that during and after class, try making small one-on-one talk with the students, especially with those who show any misconduct in the classroom. the teachers should use their office hours in the best possible way. increase their interaction with the 14 jacob s kounin, “discipline and group management in classrooms.” (1970). 15 mary dean sorcinelli, “promoting civility in large classes,” engaging large classes: strategies and techniques for college faculty 44 (2002): 57. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 139 zzzzzz z students during office hours, especially in the starting weeks of the semester. assure the students that you are always there to help them in difficult lectures. b. give and take the feedback and encourage learning some student’s incivilities are due to the instructor’s incivilities. the teachers should not stay aloof from the students. the teachers should provide quick feedback after each assessment or assignment. taking student’s feedback is also important. a class representative can provide the student’s feedback and their concerns to the teacher. this strategy is helpful and creates an environment of mutual interaction and trust between the teacher and the student. the teacher needs to promote active learning to present himself/herself as a role model. the teacher should enter the class on time, with full preparation and confidence. this strategy will involve the students in the classroom, will motivate them, and reduce infringing behaviours. the involvement and engagement of learners in the process further promote a better learning environment. several other classroom strategies can help university teachers to create a smooth and well-behaved atmosphere in the classroom. conclusion it is vivid that the students do not behave badly without any reason. the participants in this study have agreed on the common behavioural issues in the classrooms. despite belonging to different departments, the participants have faced some common behavioural problems inside the classrooms. this point is arguable in the sense that regardless of the subjects under study, some students show misconduct in the classroom. it further opens up the discussion that there are some outside factors as well as inside factors responsible for disrupting behaviours. these factors or reasons may arouse immediately inside the classroom and maybe continuously piling up for a long time. to build up a classroom free from any disruption and annoying situation, the teachers should come forward and take necessary precautions to avoid the student’s misconduct and if such a situation arises in the class, devise effective plans of management. finally, the authors would recommend exploring the reasons for the misconduct of the students, which will show the direction to take the relevant disciplinary actions. it is also notable that in some institutions, the management, the environment, work overload, and monotonous teaching methodologies are also contributing to the undesirable behaviours of the students. the institutions, departmental heads, relevant disciplinary committees, and the class teachers all need to address such behavioural issues collectively. references arbuckle, christie, and emma little. “teachers’ perceptions and management of disruptive classroom behaviour during the middle years (years five to nine).” australian journal of educational & developmental psychology 4 (2004): 59–70. aydin, ayhan. “sınıf yönetimi.” ankara: anı yayıncılık (1998). bull, shirley, phillip feldman, and jonathan solity. “classroom management.” routledge, 2013. http://dx.doi.org/10.4324/9781315002439. finn, jeremy d, reva m fish, and leslie a scott. “educational sequelae of high school misbehavior.” the journal of educational research 101, no. 5 (2008): 259–274. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 140 zzzzzz z http://dx.doi.org/10.3200/joer.101.5.259-274. joellen, w. “the historical evolution of theories and conceptual models for nursing.” rie (1988). johnson, stephen e. “behavioural safety theory: understanding the theoretical foundation.” journal of professional safety 48, no. 10 (2003): 39–44. kounin, jacob s. “discipline and group management in classrooms.” (1970). kyriacou, chris, and josé luis ortega martín. “beginning secondary school teachers’ perceptions of pupil misbehaviour in spain.” teacher development 14, no. 4 (2010): 415–426. http://dx.doi.org/10.1080/13664530.2010.533481. özer, bayram, necati bozkurt, and abdulkadir tuncay. “i̇stenmeyen öğrenci davranışları ve öğretmenlerin kullandıkları başa çıkma stratejileri.” turkish journal of educational studies 1, no. 2 (2014). sorcinelli, mary dean. “promoting civility in large classes.” engaging large classes: strategies and techniques for college faculty 44 (2002): 57. stephens, paul, and tim crawley. becoming an effective teacher. nelson thornes, 1994. sun, rachel c f, and daniel t l shek. “student classroom misbehavior: an exploratory study based on teachers’ perceptions.” thescientificworldjournal 2012 (2012): 208907. https://pubmed.ncbi.nlm.nih.gov/22919297. wilkinson, j, and m meiers. “managing student behaviour in the classroom.” last modified 2007. accessed november 30, 2020. https://www.researchgate.net/publication/44296277_managing_student_behaviour_in_th e_classroom. educatio : journal of education volume 2 , number 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the effectiveness of the method of gi with electronic workbench study to improve activities and results student devit etika sari stai mifahul 'ula kertosono nganjuk devitetikasari@gmail.com published: may 15, 2017 reviewed april 17, 2017 received: march 12, 2017 abstract: effectiveness of cooperative learning model gi(group investigation)with ewb(electronic work bench)in increasing student activity and learning outcomes is research that aims to know the management of learning, student activities and student learning outcomes during the learning process takes place in class x tav 1 in smk negeri 1 lengkong. the results showed that the activity of students in each round encounter improvement. activities include learning students' visual activities, writing activities, drawing activities, oral activities, bike activities and emotional activities. averages of student activity that arise during the learning process is visual activities in the 1st round by 59.7% in the 2nd round by 76.9% and amounted to 87.6% 3. writing activities in rounds 1 53.7% in the 2nd round by 72.7% in the 3rd round of 86.1%. drawing activities in round 1 of 0% in the 2nd round by 84.7% and amounted to 95.1% 3. o ral activities in the 1st round of 36.25% in the 2nd round 80.6% and amounted to 86.2% 3. motor activitiesin the 1st round by 53.5% in the second round of 80.6% in the third round of 85.9%. emotional activities in the 1st round by 66.7% in the 2nd round sebesar80,6 3% and amounted to 91.7%. assessment of student learning outcomes in the study include tests of performance and portfolio assessment using cooperative learning gi(group investigation)with ewb(electronic work bench)proven effective in increasing student learning outcomes evidenced by the level of mastery learning students is increasing at each revolution is round 1sebesar 69.4% .in second round of 86.1% and by 94.4% to 3. keywords: cooperative learning group type investigations, ewb(electronic work bench), student activities, student learning outcomes introduction education is one of the important things that cannot be separated from human life, as the development of science and technology. education is one of the container activities that could be used to develop science and technology. in support the development of science and technology requires an understanding and mastery of the underlying science. many people who play an important role in the success of education both formal and nonformal. not only students and teachers but parents, school, education authorities and the cultures, the environment also determines the success of a quality education. in the learning process, students always get a new information, the information is mailto:devitetikasari@gmail.com devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 137 zzzzzz continuously into the brain through the senses. most of the information was stored in shortterm memory (short term memory) that is easily forgotten, in order to survive long or enter into long-term memory (long term memory) it is necessary to process the information and technical repetition innovative delivery of content and attract students. according to bruce, jeff, and gordon, while studying the field of new material, the most important task is to learn the words and meaning an important sense, the languages that may related with the field. when studying the chemistry we have to learn the names of the element or elements of its structure and properties. further, when we studied basic electronics, then we need to learn elements that affect the structure of the formation of an electric field to avoid an accident in which every day.1 good sources of academic and popular sources has been agreed that the ability to remember is fundamental to the effectiveness of the intellectual. in stark contrast to other activities that are trivial and passive, memorize, understand and keeping in an active activity that is quite challenging. capacity in obtaining information in a more meaningful and make it easier to eventually get back into action is the result of of learning is good. most importantly, individuals can improve this capacity to memorize, understand and understand the material so they can be recalled in the future. 2 there are several kinds of learning strategies that can be applied so that the student is given the material they are learning. according to nur (2000), which is a strategy of memorizing (strategic rehearsal), elaboration strategies (note taking, analogy, pq4r methods), the organization's strategy (making the frame (outlining),mapping (mapping)), and metacognitive strategies. in addition there are several strategies that can be applied to increase the activity of students in learning that is cooperative. and many types of cooperative were: jigsaw, stad, gi and much more.3 several kinds of learning strategies mentioned above, the most frequently performed elaboration strategies that students are taking note (record-keeping). that is because without notes and repeating the material that has been taught, most people are only capable of small bits of material that they read or hear on the previous day. recording an 1 bruce, s., jeff, h., and gordon, r. digital video in the classroom: communication skills for future resources profesionals. (journal of forestry, 2005), 103,1. pg 41-46. 2 ibid. 3 mohamad nu, strategi – strategi belajar (surabaya :unipress, 2000), 31. devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 138 zzzzzz effective and assisted by the appropriate methods and media can formed easily store information and recall it when needed. based on observations, some many students have a notebook and write down what the teacher taught. most note that the students are not effective because they are trying to write down what the teacher says. they were not able to identify important ideas that need to be noted. this condition is the result of weak students remember the material they have learned in class and will ultimately affect student learning outcomes. the average results of study on competence "electronics engineering" reached 60. this value includes still far from the minimum completeness criteria that has been set is 75. based on interviews conducted in class x smk 1 lengkong tav obtained information that a lot of students who are less understand the basic concepts of electrical ac or dc. in addition, students are also difficult to distinguish between ac and dc current and is hard to remember the lesson that has been done and not be afraid to practice directly to the rectifier circuit electronics. therefore, there should be innovations in learning that is able to raise the students' understanding (mastery of the material) and the learning process so that it can be remembered for a long time or long term memory. teachers are still many who use the lecture method, resulting in a monotonous and tedious learning. and rarely teachers to innovate to learning more fun so that students are motivated to study harder. mastery of the competency of teachers in general are still limited, and there are some teachers who concurrently two or more subjects that do not focus on developing competence. therefore, it results in student learning outcomes. according to buzan and barry, there are four shortcomings of system standards make a note or notes that during this time the students, namely: 1) obscure keywords, as keywords are often listed in a different page and obscured by the words that are less important, 2) making it difficult to remember, because the record monotone (one color) visually boring, 3) a waste of time, because it requires rereading the notes unnecessary and should look for key words, 4) failed to stimulate the creativity of the brain.4 a student has the ability to think comparatively high, but on the other hand they have several disadvantages, among others: (a) the class atmosphere and motivation are impressed not live so that learning takes place in one direction. (b) the method used 4 buzan, e., tony, k., & barry, h. the mind map book: memahami peta pikiran. drs.alexander sindoro,trans. (british: bbc wordwide limited. 2004.), 50-59. devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 139 zzzzzz monotone creations with instructional media that seem boring. (c) students pay less attention to the teacher's explanation at the time for learning. (d) the concentration of poor students focus on learning as a rectifier diode. (e) students are less proficient in making decisions that affect the learning unsatisfactory learning outcomes. (f) lack of awareness of student learning as a rectifier diode subjects. to improve and overcome the deficiencies in remembering and learning materials in the long term and effective activity of students in the learning process then can we use the gi cooperative learning model (group investigation) with ewb(electronic workbench)to enhance the activity and student learning outcomes, this makes the students were able to see the whole picture briefly, simulate, practice materials, and creates a mental link that helps to understand and remember. discussion according to slavin (2005) study is the change in individual behavior caused by experience. learning is a process of interaction of learners with educators and learning resources in a learning environment. learning is the assistance provided educators to be a process of knowledge acquisition and knowledge, mastery of skills as well as the formation of attitudes and beliefs on learners. in other words, is a process to help students to learn well.5 quality and effective learning depends on student motivation and creativity of teachers. learners are motivated and supported by teachers who are able to facilitate these motivations will lead to the successful achievement of learning targets. learning target can be measured through changes in attitudes and abilities of students through the learning process. good instructional design supported by adequate facilities, appropriate and effective methods, coupled with the creativity of teachers will make learners more easily reach the target of learning in effective learning. a. aspects of learning aspects aspects involved in learning that includes attitudes of teachers, instructional materials, instructional media, learning methods greatly affect the interest, 5 robert e, slavin. cooperative learning : theory, reserach and practice. london : allymand bacon. terjemahan narulita ysron. (bandung : nusa media. 2005). 57. devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 140 zzzzzz motivation and student learning outcomes. learning is a process conducted by an individual to obtain a behavior change balls retained earnings, as a result of individual experiences in interaction with the environment. aspects aspects which form the basis of the understanding is: 1) learning as a an attempt to achieve a change of behavior. this principle means that the learning process is the change in the behavior of the individual. 2) learning outcomes characterized by changes in overall behavior. 3) the learning process happens because of something that encourages and there is something of interest to be achieved. 4) learning is an experience. according soetarno, a learning process will take place with effective if the information learned can be remembered well. with an effective learning behavior with the appropriate and effective teaching and the learning process is expected to produce humans humans who have the characteristics: (1) an independent person, (2) an effective learner, (3) a productive worker. for this to happen, there are four quality of learning in the learning that must be developed in learners, namely: (1) learning to do, (2) learning to learn, (3) learning to do, (4) learning to live together.6 effective learning is learning that lesson planner can achieve the target that has been determined. therefore, effective planning of learning which are set criteria in accordance with the target of achieving a degree of contextual and environmental measurement by teachers. so effective learning that can be viewed in terms of process and outcome. in terms of process, learning is considered effective if students are involved actively carry out the stages of the learning procedure. and that, on the effective if mastered by students as indicated by the value of student evaluations. forms of learning changes can be observed through three aspects, 1. cognitive aspects of aspects that include mental activity (brain), namely: knowledge(knowledge),understanding(comprehension),application(application),analysis(an alysis). 2. effective aspects aspects related to attitudes and values. affective aspects include character 6 soetarno, joyoatmojo.pembelajaran efektif : pembelajaran yang membelajarkan.( surakarta: uns presss. 2011). 47. devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 141 zzzzzz behaviors such as feelings, interests, attitudes, emotions, and values. the characteristics of affective learning results will appear on the learner in a variety of behaviors, including: receiving or attending (receive or of the notice), responding (respond / liveliness) valuing(value), organization(arrange or organize). 3. psychomotor aspects. psychomotor remains the domain associated with the skills (skills) ability to act after someone accepts a particular learning experience. psychomotor learning outcomes is actually a continuation of the cognitive learning (know something) and affective learning outcomes (which had appeared in the form of tendencies to behave). psychomotor is associated with physical activity, such as running, jumping, painting, dancing, and laboratory productive activities. cooperative learning is the formation of small groups that students can work together to maximize their learning process and learning from each other. cooperative learning is an alternative to something that is believed to be the over-emphasis on competition that is commonly practiced in education in general. in cooperative learning, students have a dual role as an expert on the subject being taught at the same time the authorities in the classroom. in this case, teachers design and deliver the learning task group, manage time and resources, and to monitor the students' learning. cooperative learning means that learners cooperate in pairs or small groups to share their role in achieving the learning objectives. learners are more concerned with learning through working groups than to learn on their own. according fatt, design assessment for each model of student learning, for students visually using tests that require visual interpretation of the diagram, the students appropriate auditory test is an oral examination, while students kinesthetic better use of test-oriented tasks.7 johnson and johnson stated that cooperative learning will be successful if students work together to complete the learning objectives together. every student achievement can learn if other group members also have reached their learning achievement. three factors make popular cooperative learning, among others: (a) cooperative learning is based firmly in various theories. (b) more than 900 research studies that validate the effectiveness of cooperative learning than competition and individual effort. (c) various cooperative model 7 fatt. jpt understanding the learning style of students : implication for educators. the international journal of sociology and social polic. 2000. 31-45. devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 142 zzzzzz can be used by teachers, its use ranging from concrete and certainly arrive at the concept and flexible.8 according to anderson student should have the ability to use resources from the textbook or from the library to learn more about the lesson topic and then share with other students in the group. so that the cooperative learning activity of students is absolutely necessary to obtain the learning outcomes they want.9 according to ibrahim dkk, learning of cooperative model developed to achieve at least three important learning objective, which is the result of academic learning, acceptance of diversity, and the development of social skills. (a) the results of an academic study, namely: some experts argue that this model excels in the development of understanding difficult concepts by students. the developers indicate that the structural model of cooperative awards have been able to improve research students on academic learning related learning outcomes. (b) acceptance of diversity, namely: important effect in cooperative learning model is the widespread acceptance of the different people according to their race, culture, gender, social class, ability or lack of ability. cooperative learning provide opportunities for students of different backgrounds and working conditions sati interdependent to each other on joint tasks. and through the use of cooperative reward structure, learn to appreciate one another. (c) the development of social skills, namely: the purpose of the third reel cooperative learning is to teach students the skills of cooperation and collaboration. this skill is very important to have in the community because most of the work being done in organizations depend on each other and the community culturally diverse. 10 1. cooperative learning type group investigation (gi) type group investigation is one type of selection in cooperative learning approach. more specifically, slavin suggested that investigation as the investigation step by notes or record the fact a fact subject to review in order to obtain answers to questions questions about an event or character. 11 8 johnson, dw, and johnson, rt cooperative larning method : a-meta analysis. journal of research in education fall 2002, vol.12, no.1 9 rodney p, anderson. team disease presentation : a cooperative learning activity for large classroom. the american biology teacher. 2001. vol. 63,1. pg 40 43 10 ibrahim, dkk. pembelajaran kooperatif. (surabaya :unesa university press. 2000). 7. 11 robert e, slavin. cooperative learning : theory, reserach and practice. london : allymand bacon. terjemahan narulita ysron. (bandung : nusa media. 2005). 77. devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 143 zzzzzz investigation or inquiry as a learning activity that gives students the possibility to develop students' understanding through various activities and the correct results in accordance traversed by students. investigations relating to the activity observed in detail and assess systematically. so the investigation is the investigation carried out by someone or the person's next student to communicate the results of placement, can compare with the acquisition of another person, because in an investigation can be obtained by one or more results. thus will be familiarized to further develop the curiosity to know. this will make students more active thinking and sparked the idea or ideas and can draw conclusions based on the discussion in the classroom. 2. syntax cooperative learning type group investigation (gi) type group investigation is one type of selection in cooperative learning approach. more specifically, slavin (2005) suggested the stages in implementing cooperative learning investigated following groups are syntax or steps cooperative learning model type group investigation are: 1) stage grouping(grouping) that stage of identifying the topics to be investigated and to form groups of investigation by members each group of 4-5 members. a) students observe the source, choose the topics, determine the categories of subject matter. b) students join in learning groups based on their chosen topic or interesting to investigate. c) teacher limit the number of members of each group between 4-5 students. d) teachers help in gathering information and facilitating the setting. 2) stage planning(planning) planning stage learning tasks. at this stage the students plan together about: a) what did they learn? b) how do they learn? c) who and do what? d) for what purpose they studied the topic? 3) stage research(investigation) investigation phase is the implementation phase of the investigation the students. at this stage the student performs the following tasks: devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 144 zzzzzz a) students gather information to analyze the data and make inferences related to the issues under investigation. b) each member of the group to give feedback on each activity group. c) student exchange, discuss, clarify and unify ideas and opinions. 4) phase organizing(organizing) that final report preparation stage. at this stage activities of students as follows: a) students analyze and evaluate the information that has been obtained in the third stage is the investigation stage. b) each student in the group to plan how the information is summarized and presented in the form of interesting about the project they like the material to be presented to all students. c) representative of the group formed a committee in charge of coordinating the plans presentation. 5) stage presentation(presenting) stages: stage presentation. class learning activities at this stage are as follows: a) presentation of the whole class group in the form of variations in the presentation. b) the group that was not involved as a presenter actively engaged as a listener. c) listeners evaluate, clarify and ask questions or responses topics. 6) stage evaluation(evaluating) in the process of evaluation of teachers and students in learning are as follows: a) students combine inputs and the topic of the work they do and about the experience. b) teachers and students collaborated, evaluation of learning has been implemented. c) assessment of learning outcomes should evaluate students' level of understanding.12 3. cooperative learning strengths and weaknesses of type group investigation (gi) some of the advantages of cooperative learning type of gi(group investigation) is as 12 ibid. 78 devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 145 zzzzzz follows: 1) in the ongoing process of learning students can work freely. 2) giving students the spirit of initiative, express their ideas or ideas, creative and active. 3) improve the confidence of students learning in collaboration between groups. 4) students can learn to solve and deal with a problem. 5) learning to communicate with either systematically both with teachers and students. 6) learn to respect the opinions of others. 7) improving students' active participation in making a decision. in addition there is an excess in the learning process using a model of cooperativetype group investigation but also a weakness the weakness of some of them: 1) at least the material conveyed on one meetings 2) provide an assessment of personal difficulty 3) not all topics suitable for cooperative learning model types group investigation. in the context of learning, innovation carried out by the researchers aim to develop student activity during the process so that the value of increased student learning outcomes. with increasing student activity makes thinking students are higher than ever. learning activities are activities that are both physical and mental. piaget (in sardiman, 2001) explains that one child was thinking all he did. without action means the child is not thinking. therefore, in order children to think for themselves then it should be given the opportunity to do their own. 13 classification of activity indicates that school activities are complex and varied. if a wide range of these activities can be created in schools of the school will be more dynamic, not boring and really become the center of maximum learning activity. in learning to note how the involvement of students in the organization of knowledge, whether they are active or passive. characters students in general do not distinguish between men and women in terms of feminine or masculine character. character boys and girls portrayed in the likeness of involvement in either of science activity or practice. many types of activities that can be done by the students during the lesson. in this regard, paul b. dierich (in sardiman, 2004) classifies students in learning 13 sardirman am interaksi dan motivasi belajar mengajar. (jakarta : pt raja grafindo persada. 2001). 55. devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 146 zzzzzz activities are as follows. 1) learning activities include: hearing the explanation, discussion and so on. 2) visual activities, including: reading, watching images, demonstrations, experiments, observing the trial of others, and so on. 3) writing activities, including: notes, write reports, do the problems, and so on. 4) drawing activities include: drawing, graphics, diagrams and etc. 5) oral activities, including: ask, advise, expression, and so on. 6) motor activities include: conducting experiments, making construction or models, and more. 7) emotional activitiesinclude: interest, bored, happy, brave, calm, and so on.14 in this study, the activity of which is used in this study include: (1) listen / observe and try learning software that is aired by the teacher. (2) students are active discussions about the material and practice in learning software that has been provided by the teacher. (3) the students work together in groups that have been created by teachers in learning group investigation.(4) discuss / ask with fellow students in the group to answer questions in an investigationcarried out. (5) students are actively involved in the investigation.(6) students present their report about main ideas and conclusions of the investigationcarried out. 4. pebelajaran ewb(electronic work bench) ewb (electronic work bench)is one type of software electronicused to simulate the workings of an electrical circuit.15 the need for electrical circuit simulation is to test whether the electrical circuit that can be run properly and in accordance with the theoretical approach used in electronic books, without having to make it a real electric circuit. keep in mind, simulations were done using ewb is a simulation that produces output that is ideal. the point output is not affected by factors such as interference (known as noise in electronics) as well as the disruption that often occurs in the electrical circuit that actual (real). benefits ewb is helping students to visualize concepts fully and clearly, then ensure effective education and ongoing usability. feature learning feature ewb electronics workbench 14 ibid. 76. 15 irwan,a. electronic workbench. tersedia. (http://artikel-komputer1.blogsport.in/2011/07/electronicworkbench-512-software.html.15 oktober 2014). http://artikel-komputer1.blogsport.in/2011/07/electronic-workbench-512-software.html http://artikel-komputer1.blogsport.in/2011/07/electronic-workbench-512-software.html devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 147 zzzzzz electronics workbench (ewb) is a software used for testing and experimental electronic circuits. electronics workbench (ewb) consists of a menu reference, sources, basic, diodes, transistors, analog ics, mixed ics, digitalics, indicators, and many more menu contained on ewb software interactive simulation-based research and licensed free(freesoftware). on the menu sources thesedescribing sources such as including battery, ac voltage source, vcc source, and fm source. menu basic describe component electronics work bench (ewb). example: resistors, capacitors, relays, switches, and transformers.menu digitalics describes the logic gates such as and, or, nand and others others. in designing electronic circuits sometimes sometimes we have to try a series of circuits that we have made, it is certainly very menguntungkn and very important if we try use simulation software. electronics workbench (ewb) is specially designed for assembling electronic circuits and schematics that can be tested in a virtual (simulated). which provided a fairly complete menu of active and passive components, analog and digital components. in addition electronics workbench (ewb) is also equipped with a fairly complete measuring instrument that is ossiloscope, digital avo meter, digital tester and multiple output devices. based on the results of research on the activities of the student in the application of effectiveness of cooperative learning model gi(group investigation)with ewb (electronic work bench), obtained six categories of activity studied. visual activities are student activity in reading diode components, read avometer and measuring ossiloscop etools, see the power point and video broadcast and listen / pay attention to teacher's explanation. reading activities and reading component measuring instrument can be observed at the meeting four, five, seven and eight. while the video showing the activities look and listen / pay attention to the teacher's explanations could be observed at the meeting of the first, third and sixth. and the activity in each cycle is always increasing, evidenced by the results of the first round by 59.7% in the 2nd round by 76.9% and by 87.6% to 3 prove that it is a cooperative method gi (group investigation) with ewb (electronic work bench)give students experience a good visualization of the teaching on the subject of applying the semiconductor diode as a rectifier. writing activities, include noted explanations teacher, work on the problems, write job sheet/ reports. take note of the teacher's explanation can be observed during the first devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 148 zzzzzz meeting in the cycle of the effectiveness of cooperative learning model gi(group investigation)with ewb (electronic work bench) during teacher presentation to the class, while the activity of writing reports and doing about post-test can be observed at any the end of the study persiklus meeting. and writing activities in the cycle or the 1st round 53.7% in the 2nd round by 72.7% in the 3rd round of 86.1%. this shows that the effectiveness of cooperative learning model gi(group investigation)with ewb (electronic work bench) proved to be effective to increase the activity of writing activities in teaching on the subject of applying the semiconductor diode as a rectifier. this is reinforced by the theory suggested by anderson (2001) that the team learning requires the active involvement of learners as well as to develop the ability to work dala team or group. drawing activities include drawing components and layout of the circuit. activities draw components and layout of the circuit can be observed during the first phase of cycle 2 and 3 of the application of the effectiveness of cooperative learning model gi(group investigation)with ewb (electronic work bench) is planning practices make rectifier circuit halfwave, full wave and automatic headlights. at cycle 1 at 0% or yet to appear this activity, in the 2nd round by 84.7% and amounted to 95.1% 3. oral activities include the ability of students to ask, argue and presentations in class. a student activity that needs to be often trained to do the presentation to the class in order to create confidence. results of round 1 at 36.25% in the 2nd round 80.6% and amounted to 86.2% 3. this suggests that the cooperative learning model gi (group investigation)with ewb (electronic work bench) effectively improve students' ability to speak, argue and discuss in learning. motor activities is the activity of the students doing the measuring and assembly of a series that has already determined the teacher. this activity can be observed at the meeting to four to eight with the application of the cooperative learning model gi type (group investigation) with ewb (electronic work bench). on cycle to one motor activities results of 53.5%, in round 2 of 80,6%, in round 3 of 85,9%. emotional activities is activities that illustrate the emotions of students seen with passion and enthusiasm in following the instruction. cycle or round 1 of 66,7% in round 2 .6% and sebesar80 to 3 of 91,7%. based on the results of the research study results of students on the effectiveness of cooperative learning model gi type (group investigation) with ewb (electronic work devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 149 zzzzzz bench) student learning outcomes obtained in the 1sebesar round of 69.4%. in round 2 of 86.1% and 94.4% of 3rd cycle, this one hasn't been categorized has been completed, because the value of obtained is still low and have not exceeded the prescribed standards researcher, that is because the classical > 88%. this is because there are some students who have yet to understand the material that has been explained by the teacher. in the second cycle of classical thoroughly percentage of students increased and improved. this percentage can be said to be "completely" because it is said to be complete if the percentage of classical thoroughly > 85% reach (in accordance with the indicators of success established by the researcher). on this second cycle students are able to understand the material being taught the teacher and follow the instruction in the learning set by the teacher. though the result has exceeded a percentage of thoroughly of classical set by researchers but researchers still feel less and still much to be improved so the researchers decided to proceed to the third cycle. on the third cycle of thoroughly of classical learning results have already exceeded the standard expected by researchers. percentage has increased from cycles two and can be categorized "discharging", because it had already reached 85%, increase > results of student learning of the cycle one, two, and three with the application of the cooperative learning model gi type (group investigation) with ewb (electronic work bench) proved to be effective at increasing the activity of students and student learning outcomes in electronics engineering competence on the subject of applying semiconductor diode as rectifier. conclusion based on the results of the study entitled the effectiveness of cooperative learning model gi type (group investigation) with ewb (electronic work bench) to enhance student learning outcomes and activities can be said to be effective, because the activity of the students in the learning process has increased, with cooperative learning model gi type (group investigation) with ewb (electronic work bench) the activity of the students observed include visual activities, writing activities, drawing activities, oral activities , motor activities, emotional activities. from this it can be argued that the application of the cooperative learning model gi type (group investigation) with ewb (electronic work bench) can make students more active in following the process of learning. assessment of student learning outcomes in this study by using cooperative learning type gi (group investigation) with ewb (electronic work bench) proved to be effective to improve the devit etika sari the effectiveness of the method of gi with electronic workbench study to improve activities and results student volume 2, number 1, may 2017 | 150 zzzzzz results of student learning is evidenced by the level of thoroughly studying students who achieve 85%, increased from before the menggunkaan method. based on the conclusions above, the implications can be drawn from this study is a cooperative learning type gi (group investigation) with ewb (electronic work bench) needs to be done for other subjects in order to increase the activities of students in learning and improve student learning outcomes. bibliography bruce, s., jeff, h., and gordon, r. 2005. digital video in the classroom: communication skills for future resources profesionals. journal of forestry. 103,1. pg 41-46. nur, mohamad. 2000. strategi – strategi belajar. surabaya: unipress. buzan, e., tony, k., & barry, h. 2004. the mind map book: memahami peta pikiran. (drs.alexander sindoro,trans). british: bbc wordwide limited. slavin, robert e. 2005. cooperative learning : theory, reserach and practice. london : allymand bacon. terjemahan narulita ysron. bandung : nusa media. joyoatmojo, soetarno. 2011. pembelajaran efektif: pembelajaran yang membelajarkan. surakarta: upt penerbit dan percetakan uns (uns presss). fatt. jpt 2000. understanding the learning style of students : implication for educators. the international journal of sociology and social policy. 20, 11/12. pg 31 – 45. johnson, dw, and johnson, rt 2002. cooperative larning method : a-meta analysis. journal of research in education fall 2002, vol.12, no.1 anderson, rodney p. 2001. team disease presentation : a cooperative learning activity for large classroom. the american biology teacher. 63,1. pg 40 43 ibrahim, dkk.2000. pembelajaran kooperatif. surabaya :unesa university press. sardirman am , 2001. interaksi dan motivasi belajar mengajar. jakarta : pt raja grafindo persada irwan, a. (2000). electronic workbench. tersedia : http://fullsearching.blogspot.com/2009/07/contoh-soal-membuat-rangkaian-lampu.html (15 oktober 2014). http://fullsearching.blogspot.com/2009/07/contoh-soal-membuat-rangkaian-lampu.html educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z implementasi pendidikan karakter melalui budaya religius dalam mengembangkan soft skill siswa di sekolah dasar nurani rahmania, maulidatul khoiriyah stai miftahul ula nganjuk nuranirahmania@gmail.com accepted: 10 august 2020 reviewed: september 5, 2020 published: 20 november 2020 abstract: efforts to build character in accordance with the culture of this nation are not only carried out through a series of teaching and learning activities in schools, but also through habituation in life. such as religious, honest, disciplined, responsibility and so forth. in reality many students have extensive knowledge of science and technology but do not have soft skills in them. as a result students are only good at memorization and gain little skill when entering society. in realizing education in accordance with the ideals of the nation, the implementation of character education in schools is very necessary because the school is a forum in shaping the character of students. this study aims to (1) describe the implementation (2) describe supporting factors and inhibition factors of character education implementation through religious culture in developing the soft skills of students at sd ar rahman kertosono. this research uses descriptive qualitative method approach. data sources obtained through interviews, observations and documentation. in analyzing data researchers reduce data or summarize the main data, clarify and conclude the data obtained. this research uses source triangulation by conducting interviews with informants and then re-examine the data received by conducting interviews with other informants. the results showed that the implementation of character education at sd ar rahman kertosono is through religious culture in accordance with the values of character education and mission vision of sd ar rahman. in addition, sd ar rahman also has a special program that contains assessments of students' non-academic activities. in the implementation of character education, students are always monitored and supervised by teachers and parents through performance books or connecting books. there are several supporting factors and factors inhibiting the implementation of character education through religious culture in developing students' soft skills including from the school, parents, students and external factors. the application of character education at sd ar rahman kertosono has a very significant impact on students because students will unwittingly get used to doing positive things and applying them in daily life both in home life, school and society at large.. keyword: character education, religious culture, soft skills introduction the progress of a nation depends heavily on the quality of human resources. quality human resources will affect the quality of a nation's standard of living. education is a very important role in improving the quality of human resources. according to law no. 20 of 2003 on the national education system article 3 which confirms that national education serves to develop the ability and form dignified national character and civilization in order to educate the life of the nation, aims to develop the potential of learners to become human beings who believe and fear god almighty, noble character, healthy, knowledgeable, capable, creative, independent and mailto:nuranirahmania@gmail.com educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 176 zzzzzz z become democratic citizens and responsible1. based on the law, it is clear that the purpose of national education is not to educate children intellectually, but also to develop their personality as a whole. the challenges of global life today require children, young people and people who have the personality, independence, creativity and passion to adapt and change lives, not just the younger generation who master technical knowledge, but weak personality2. character building of students can be done one of them through religious culture approach. where religion contains teachings about various noble and noble values for man. religion also has a very close relationship with character education. culture, education and religion itself are three areas related to each other. all three relate to the level of values that are very important to human beings in aspects of their lives.3 but in reality the education system in indonesia is still relatively weak in building an independent attitude and work ethic of students. many students have extensive knowledge of science and technology but do not have soft skills in them. as a result, students are only good at memorization and get a little skills when they have entered the community. this condition is a result of the over-theoretical lessons in the school. therefore, in the implementation of education in schools should apply more soft skills, because education is not only in schools, but there are human opportunities in interacting in their living environment. therefore soft skills are very important given in the process of education andlearning. this research refers to the results of research that has been done on character education. this is supported by several research results related to the implementation of character education in developing students' soft skills. some of them are as follows:: 1. eva ratna furi's research (2013) with a title “implementasi pendidikan karakter melalui budaya religius di sekolah dasar islam terpadu nurul ummah trenggalek”. this study focuses its study on the application of character education through religious culture in nurul ummah trenggalek integrated islamic elementary school. the conclusion of this research is that the process of implementing character education through religious culture in sdit trenggalek has been carried out properly. especially the internalization of religious values that are so inherent in students. while the difference with this research is that the research will be researched focused on character education through religious culture in developing students' soft skills, this research was conducted at the elementary school level at sd ar rahman kertosono. the equation is that both examine the implementation of character education at the elementary school level.4 2. penelitian heni nur alifah (2017) with the title “pengembangan soft skill dalam membentuk akhlak santri di pondok pesantren wali songo putri ngabar ponorogo”. this research focuses its study on the development of soft skills in shaping santri morals in pondok pesantren. the conclusion of this research is the development of soft skills in shaping the morality of santri pondok pesantren wali songo in accordance with the education system in boarding schools, namely printing human beings balanced between academic, moral and soft skills in accordance with the vision, mission and 1 undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional. (jakarta:transmedia pustaka, 2007), 5 2 dyah kumalasari, agama dan budaya sebagai basis pendidikan karakter di sekolah. (yogyakarta: suluh media, 2018), 13 3 ibid, 58 4 eva ratna furi, “implementasi pendidikan karakter melalui budaya religius di sdit nurul ummah trenggalek”, (skripsi, malang: program sarjana universitas islam negeri maulana malik ibrahim, 2013) educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 177 zzzzzz z objectives of boarding schools. while the difference with this research is that the research will be researched focused on character education through religious culture in developing students' soft skills, this research was conducted at the elementary school level at sd ar rahman kertosono. the equations both examine the development of soft skills in accordance with the vision, mission and objectives of an institution.5 3. muhamad mahfud (2014) with the title “program pendidikan karakter dan pemaknaan pengembangan soft skill di smk nu gresik”. this research focuses its study on character education programs at nu gresik vocational high school. the conclusion of this research is that students' soft skills can develop well through several character education programs. demonstrated by student achievement and the increasing skills of graduates in the world of work. while the difference with this research is that the research will be researched focused on character education through religious culture in developing students' soft skills, this research was conducted at the elementary school level at sd ar rahman kertosono. the equation is both studying about character education and soft skill development. methods this research uses qualitative method as research procedure that produces descriptive data in the form of written or spoken words from people and observable behavior. to obtain the data, researchers described or gave an overview of the application, supporting factors and inhibition of the implementation of character education through religious culture in developing the soft skills of students at sd ar rahman kertosono in the form of written/spoken words from informants such as principals, waka curriculum, teachers, students of sd ar rahman kertosono6.. results and discussion sd ar rahman is a school under the auspices of the ar rahman institute of islamic and social education. sd ar rahman seems to have a high commitment in instilling and applying character education through religious culture in developing students' soft skills. this can be seen from the implementation of character education through islamicvalues. in the context of education in schools, one of the fundamental characteristics of education is religious values. it can be seen from the vision and mission of sd ar rahman which is to become an outstanding institution that is islamic supported by reliable human resources, innovative, adequate facilities in a conducive environment and prepare learners to become a good person, high academic ability and character and useful for people, nations or countries in accordance with its development.7 in organizing the education of ar rahman elementary school not only prioritizes the realm of iq or knowledge, but also fosters spiritual intelligence, emotional intelligence and social intelligence. at the time of class increase, the assessment is not only seen from the academic aspect but non-academic value, namely the moral aspect is also a consideration of the school. in monitoring students' activities while at home or at school, sd ar rahman uses student performance books. in addition, the performance book also serves as a means of liaison between parents and the school. sd ar rahman also has a special rapot which contains an assessment of non-academic activities such as assessment of mukhafadzoh activities, special skills, school 5 heni nur alifah, “pengembangan soft skill dalam membentuk akhlak santri di pondok pesantren wali songo putri ngabar ponorogo”. (skripsi, yogyakarta: program sarjana universitas islam negeri sunan kali jaga yogyakarta, 2017) 6 lexy, what's going on? j. moleong. qualitative research methodology. ( bandung: pt remaja rosdakarya, 2016), 4 7 dokumentasi sd ar rahman educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 178 zzzzzz z activities and activities while in school.8 in implementing character education, sd ar rahman has a special learning program that includes three main programs, supporting programs and excellent programs. the main programs include subject coaching, life skill development based on eq and iq as well as extracurricular coaching. supporting programs include javanese culture, english language, practical worship learning, memorization of daily prayers, memorization of short letters and tayyibah sentences. ar rahman elementary school's flagship programs include overnight cottage programs (pondas), ramadan huts (pondan), super tahfidz programs, studying the qur'an ummi method, professional recognition, outbound and outdoor education, body and dental health examinations, monitoring child development, coaching talented students, full day school, motivation building and character education.60 these programs are carried out by sd ar rahman with the aim of developing sq, iq and eq students' abilities. based on the documentation of religious values applied at sd ar rahman is divided into two categories, namely religious attitudes and religious behavior. 1. religious attitudes include participating in the celebration of islamic holidays which include the celebration of isra' mi'raj, the commemoration of the prophet's maulid, ramadan huts, qurban festivals, hajj rituals and hijri new year commemorations. 2. religious behavior includes reading asma'ul husna, praying dhuha, dhikr morning, muroja'ah juz 30, studying the qur'an ummi method, translation of the qur'an tamyiz method, praying before and after learning, reading prayers on each will do work, and other religious activities carried out everyday. with this habituation is expected to build a sense of age, tolerance and soft skills of students.64 in applying character education, sd ar rahman has development activities through religious culture that includes routine activities, spontaneous activities and exemplary activities. implementation of character education through religious culture in developing the soft skills of students at sd ar rahman is to apply the values of character education, namely: social care one of the values of character education through religious culture in developing student soft skills applied at sd ar rahman are : 1. social care. activities that reflect the value of social care, namely in the activities of ramadhan huts (pondan) the students distribute ta'jil and zakat. students are given the opportunity to distribute ta'jil and zakat with the aim that students can get to know who is entitled to receive the gift. 2. love of the fatherland, the application of the value of love in ar rahman elementary school is through flag ceremony activities held every monday, singing mandatory songs and regional songs at the end of each lesson, participating in the un competition or road movements, carnivals or marches held by the government of kertosono sub-district and organizing a competition in commemoration of the indonesian independence day. 3. discipline, the application of disciplinary values at sd ar rahman is through various means including rewarding disciplined students and providing educational punishment to students who break the rules. for example, if the student says dirty then the punishment is to read istighfar 30 times, if not doing the task then must memorize verses of the qur'an and daily prayers to add memorization. 4. mandiri, the application of independent values at sd ar rahman is through various activities such as children's cottage activities overnight (pondas), ramadan cottage activities (pondan), habituation of combing hair, arranging shoes, arranging supplies and washing cutlery. this activity is carried out so that students can live independently. 8 interview educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 179 zzzzzz z 5. honestly, that is to state what it is, open, consistent between what is said and what is done, courageous because it is true, trustworthy and not cheating. an example of applying the value of honesty in ar rahman elementary school is not taking items that do not belong to him, always giving announcements if they find goods or money. this is one of the application of honesty value in students. conclusion from the discussion on the implementation of character education through religious culture in developing the soft skills of students at sd ar rahman kertosono above, researchers can conclude as follows: implementation of character education through religious culture in developing students' soft skills at sd ar rahman is carried out in several ways, including: a) the implementation of character education at ar rahman kertosono elementary school is cultivated and inserted in all subjects and applied in every activity in the school. both inside and outside the classroom.b) the implementation of character education through religious culture in developing the soft skills of students at ar rahman kertosono elementary school is through habituation. c)implementation of character education through religious culture in developing the soft skills of students at sd ar rahman kertosono is to carry out development activities through religious culture such as routine activities, spontaneous activities and exemplary activities. d) implementation of character education through religious culture in developing the soft skills of students at sd ar rahman kertosono is to apply character values such as religious values, social care, discipline, independent, honesty, creative,healthy and clean, responsibility and gotong royong.e)in monitoring student activities while at home and at school, sd ar rahman kertosono uses perfomansi books or connecting books. f) sd ar rahman kertosono has a special rapot that contains an assessment of students' non-academic activities. g) ar rahman kertosono elementary school has a special learning program that is the main program, excellent programs and supporting programs. references baedowi, ahmad, dkk.. manajemen sekolah efektif. jakarta: pt pustaka alvabet. 2015 bafirman.. pembentukan karakter siswa. jakarta: rencana. 2016 hamid, abdullah.. pendidikan karakter berbasis pesantren. surabaya: imtiyaz. 2017 kementerian pendidikan nasional badan penelitian dan pengembangan pusat kurikulum dan perbukuan.. pedoman pelaksanaan pendidikan karakter. jakarta: departemen pendidikan dan kebudayaan. 2011 kementerian pendidikan nasional badan penelitian dan pengembangan pusat kurikulum dan perbukuan.. pengembangan pendidikan budaya dan karakter bangsa. jakarta: departemen pendidikan dan kebudayaan. 2010 kumalasari, dyah.. agama dan budaya sebgai basis pendidikan karakter di sekolah. 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memperkenalkan sosiologi. jakarta : cv. rajawali. 1989 arikunto, suharsimi. prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. 2006 yusuf, syamsu. dasar-dasar pembinaan kemampuan proses belajar mengajar. bandung: cv andria. 1993 taufik,. pembelajaran bahasa arab mi. surabaya: uin sunan ampel. 2016 the new oxford illustrated dictionary, (oxford university press, 1982). usman, uzer. menjadi guru profesioanl. bandung: pt remaja rosdakarya. 2002 gerungan, w.a. psikologi sosial. bandung: pt erisco. 1996 soemanto, wasty. psikologi pendidikan landasan kerja pemimpin pendidikan. jakarta: rineka cipta. 2012 winarno surahmad,. pengantar penelitian ilmiah metode dan teknik bandung: tarsito. 2008 04 23-36.pdf google drive loading… sign in educatio : journal of education volume 4 , number 2, november 2019 issn : 2579-8383 (print) issn : 2579-8405 (online) volume 4 , number 2, november 2019 | 207 zzzzzz z the effectiveness of the direct learning model in improving vocational skills in making flowers from onion skins for children with light mental retardation indri ansih, zulmiyetri universitas negeri padang, indonesia indriansih@gmail.com accepted: 10 august 2019 reviewed: september 5, 2019 published: 20 november 2019 abstract : the background of the problem in this study is to see the vocational ability to make flowers from onion skins for light mental retardation children in slb perwari padang. the problem found was that the child had not been able to make flowers from onion skins that had never before been taught to children. the purpose of this study is to prove whether the direct learning model can improve the vocational ability to make flowers from onion skins for light grade viii c children in perwari padang slb. this type of research is an experimental research that is by using quasi-experimental or also called quasi-experiment with a single group design that is onegrup pretest-posttest design, with research subjects of five light mental retardationchildren. the abilities assessed by pretest and posttest were processed and compared using the wilcoxon sign rank test. so it can be concluded that the direct learning model is effective in improving the vocational skills of making flowers from onion skins for light retardation in perwari padang slb. the results of this study could be taken into consideration for teachers to be able to use direct learning models in improving children's vocational skills, especially in teaching how to make flowers from onion skins. keywords: flowers from onion skin, direct learning, mental retardation introduction special education is an education that caters to children with special needs such as children with visual impairment, hearing impairment, intellectual impairment, mental retardation, and autism. one part of children with special needs who need to get skills programs is mental retardationchildren. children with intellectual disabilities, according to somantri1, children who have low or average intelligence and have specific characteristics so they cannot have abstract thinking, convoluted, and adjust to their environment. based on the grouping of mental retardation is divided into three parts, namely: light, moderate and severe mental retardation. those who are classified as soft mental retardationchildren, still have below-average abilities, they need educational services both in academics and non-academic fields because mental retardationchildren can even be educated, trained, and mentored so that children can be directed more in non-academic areas. as a result of these limitations, light retardation children 1 sutjihati somantri, “psikologi anak luar biasa” (bandung: refika aditama, 2006). mailto:indriansih@gmail.com volume 4 , number 2, november 2019 | 208 zzzzzz zzzzzz need to be given special education and guidance so that children can develop the abilities they have. children with intellectual disabilities need services to develop their interests and potentials optimally and demand fulfillment to maintain their lives. it requires effort that must be done by the teacher so that children can meet their needs so that children have specific skills that can be used as a source of their income and are not too dependent on others, in other words, the children can be more independent. one of the abilities that can be given to lightly retarded children is vocational skills. vocational skills are skills that are given as part of the process of acquiring life skills given by teachers in class or at school to introduce students to the world of work and provide learning to have an attitude of respect for the results of work that has been done. it is also useful for practicing independence, socializing, and emotional self-learners. learning skills in schools are designed by adjusting the abilities, needs, and potential of students so that later, students can follow the learning skills provided. it is hoped that by teaching vocational skills, children with special needs will be able to produce a product that can one day be a source of income to meet the living needs of children with intellectual disabilities and children can open a home-based business that can make money. it is also useful for practicing independence, socializing, and emotional selflearners. learning skills in schools are designed by adjusting the abilities, needs, and potential of students so that later, students can follow the learning of the capabilities provided. learning skills provided at school are taught by teachers using a variety of models, strategies and learning methods that are tailored to learning objectives given skills. the direct learning model according to suprijono2, is a teaching approach model that can help students learn and master the necessary skills and obtain information step by step. in direct learning, the teacher explains the knowledge and skills in conducting guided training and provides opportunities for children to do independent practice so that children can find real experiences about a particular material by following the steps given and getting information that can be taught step by step. through direct learning models, teachers can measure the ability of children's understanding of learning and provide opportunities for all children to do further exercises, through particular attention to the application of more complicated situations or doing it in everyday life. direct learning models are usually used to teach skills, including crafts making skills. goods crafts that used products that can still be used for works such as newspapers, plastic bottles, cardboard and much more. not only used items that can be used even to the trash that is no longer suitable for use, especially kitchen spice waste which is often underestimated but with a little skill the kitchen spice waste that is already unfit for use such as onion skins, peanut skins, corn husks and many more more that can be used and can be turned into an exciting work for example such as a craft in the form of a brooch and flower arrangements that are so elegant, beautiful and beautiful. this craft can produce high selling points.skill ) in the field of skills. one of the skills that can be taught to children is to make flowers that are made from kitchen waste namely garlic skin. usually the onion skin is discarded or burned, at this time the onion skin is used as a material for making crafts because the content is easy to obtain and the making is not too difficult so that mentally retarded children can do it 2 agus suprijono, “cooperative learning (edisi revisi),” yogyakarta: pustaka belajar (2015). volume 4 , number 2, november 2019 | 209 zzzzzz zzzzzz and the child can understand that used goods or kitchen waste can still be used again. based on the preliminary study, the researchers conducted at slb perwari padang on monday, march 4, 2019, in class viii c, five children consisted of four boys and one girl. researchers make observations in the teaching and learning process of art and culture lessons, at that time the child is making flowers from aqua glass and making clocks from plastic spoons, in general during the process of learning skills, the teacher only gives that skill, and the teacher occasionally teaches making skills from used goods, but these skills are very rarely done, and that is often done at the time of learning children's abilities are told to exercise outside, and the child is left alone doing what the child wants to do. based on the results of interviews with teachers that for the time being only taught the skills to make bags from used goods to make flowers from glass aqua bottles only. the school organizes activities for self-development or the development of children's interests and talents, which are carried out every saturday. in this activity children are seen only playing that there should be a lot of activities to do, some children also do this activity such as children making skills of making bags from used goods and making flowers from equal glass bottles, even that activity is not done routinely every week but only done once a month. in this activity, many children do not participate and most children play, sit and do the activities they want. based on interviews conducted by researchers with homeroom teachers that children have never been taught the skills to make flowers from the necessary ingredients of garlic skin. previously, the children only made skills from the basic components of aqua glass flannel cloth bottles. with the skills that are already lightly retarded to which children can develop their vocational skills, the activities of making flower skills from onion skins can be carried out. from the results of a child's motor assessment that researchers conducted, the results were obtained that the child's motor did not experience problems or disorders so that it can be used to make simple vocational skills such as cutting, folding, and arranging flowers. children can do this skill. from this, the researchers were interested in teaching vocational skills to make flowers from the necessary ingredients of kitchen waste namely garlic skin. not only used items can be used as flowers, but kitchen waste can also be used, for example, we can turn corn skin into flowers, because in this day and age many people are competing in making handicrafts from used goods or kitchen waste that can be processed into handicrafts. attractive and economical so they can produce high selling points. so, we can use garlic skin as a material for making skills, namely making jasmine flowers from the essential ingredients of onion skin. making flowers from the essential components of onion skin is not difficult, the material used is also easy to obtain. method the study was conducted in class viii at slb perwari padang with five students. the research was carried out during the development activities on saturday and at recess on monday, tuesday, wednesday, and thursday. data collection is carried out by established research instruments and data collection techniques. the data obtained by researchers based on students' ability to perform vocational skills activities to make flowers from onion skins were processed according to data analysis techniques using the wilcoxon sign rank test formula. according to sugiyono3 , the value obtained next is to use the wilcoxon sign rank test formula. to make data processing easier, previously, it is necessary to enter 3 drs sugiyono, “metode penelitian kuantitatif dan kualitatif r&b” (jakarta: alfabeta, 2010). volume 4 , number 2, november 2019 | 210 zzzzzz zzzzzz the pretest and posttest values into the table to see the initial abilities and the final abilities studied. the material given during the pretest and posttest is to test how the subject's initial ability and the ultimate ability of the item after being treated with a direct learning model. result and discussion the results of data collection in making flowers from onion skins can be seen in the following table: table 4.1. results pretest and posttest no. subject pretest value (x1) postest value (x2) 1 ad 43 75 2 ft 32 57 3 al 53 82 4 bm 43 71 5 sr 36 64 amount 207 349 from table 4.1 we can define the percentage of pretest or initial ability and ability after being given treatment or posttest. 1. pretest value data the following is a statistical description of the pretest value : table 4.2 pretest results n minimum maximum the mean std. deviation pre test 5 32 53 41.40 8019 valid n (listwise) 5 based on table 4.2 is known that the highest score of al is 53, and the lowest value on the pretest results was ft of 32. while the average pretest value of the five subjects was 41.40. 2. posttest value data the following is a statistical description of the posttest results : based on table 4.3, it is known that the highest al value on the posttest results was 82, and the lowest value on the posttest results was ft of 57 while the average posttest value of the five subjects was 69.80. after knowing the value of the pre-test and post-test results, the next step is to determine the rank or rank of the research subjects before being given treatment (x1) and after being given treatment (x2) to be analyzed using hypothesis testing with wilcoxon sign rank test test analysis. in testing hypotheses, it takes conditions in the study of data generated by comparing the asymp sig. (2 tailed) with a significance level (α). the significance level used in the analysis is 0.05 or 5%. the terms of hypothesis testing are as follows: table 4.3 posttest results n minimum maximum the mean std. deviation post test 5 57 82 69.80 9680 valid n (listwise) 5 volume 4 , number 2, november 2019 | 211 zzzzzz zzzzzz table 4.4 hypothesis testing requirements hypothesis asymp. sig . (2 tailed ) significance level ( a ) conclusion zero hypothesis: the direct learning model is effective for improving vocational skills in making flowers from onion skins for mentally retarded children at slb perwari padang > 0.05 0.05 the null hypothesis was rejected alternative hypothesis: the direct learning model is effective for improving vocational skills in making flowers from onion skins for light retarded children in slb perwari padang <0.05 0.05 alternative hypothesis accepted. to prove the hypothesis of a direct learning model that can improve the ability to make flowers from onion skins, the wilcoxon sign rank test was used. wilcoxon sign rank test analysis results show the following: table 4.5 analysis test results posttest-pretest z asymp.sig. (2-tailed) -2,032 a .042 a. based on negative ranks. b. wilcoxon signed ranks test the wilcoxon sign rank test between the pretest and posttest shows that the resulting value z count = -2.032 with the probability of asymp sig (2-tailed) = .042. probability values obtained through the analysis test are then compared with the probabilities that have been set α = 0.05, so the probability of z count is less than the probabilities set (0.042 <0.05). therefore the calculated z probability value from the wilcoxon signed ranking test is smaller than the probability set at 5% ( a= 0.05), and from the results of descriptive analysis obtained an average pretest 41.40, and posttest 69.80 it can be said that the direct learning model is effective for improving vocational skills making flowers from bawang skin for lightly retarded children in perwari padang slb. thus in a study that reads: "the effectiveness of direct learning models in improving vocational skills of making flowers from onion skins for lightly retarded children in volume 4 , number 2, november 2019 | 212 zzzzzz zzzzzz slb perwari padang" can be accepted. discussion this study discusses the effectiveness of direct learning models in improving vocational skills in making flowers from onion skins, by light mental retardationchildren in slb perwari padang. according to suprijono4 the direct learning model is a teaching model in which the lessons are taught directly to all students, and the teacher is actively involved in delivering the contents of the lesson. efendistates that mental retardationchildren who are light or able to educate our children who are unable to participate in regular school programs, but he still has abilities that can be developed through education even though the results are not optimal5. in this study an increase in children's ability to improve vocational skills to make flowers from onion skin after being given treatment using direct learning models6. this can be seen from the comparison of the results of the pretest and posttest that the researchers have done, which is done 8 times with the pretest conducted two meetings in completing the stages of making flowers to see the initial ability of each student in making flowers from making onion skins. from the results of the pretest furthermore given treatment or treatment using the direct learning model as many as 5 meetings, for the treatment stage or treatment is not assessed. in the third stage, the posttest, which is the child's final ability to make flowers from onion skin, is done 1 time. from the results of the comparison of the percentage of pretest and posttest seen an increased comparison of the ability to make flowers from the skin of onions for children with mental retardation class viii c in perwari padang slb after being treated using direct learning models. research with direct learning models conducted by researchers to increase vocational skills blinding interest from onion skin looks increased when compared between pre-test and posttest values and can be proven through the wilcoxon sign rank test where z count = -2.032 and asymp.sig (2-tailed) = 0.042, means z count >asymp.sig. (2-tailed) thus ho is rejected and ha is accepted. conclusion this research was conducted at slb perwari padang, which aims to teach the skills of making flowers from onion skins in light mental retardationchildren grade viii c using a direct learning model. the collected data were analyzed using the wilcoxon sign rank test where the pretest and posttest showed that the value generated z count = -2.032 with the probability of asymp sig (2-tailed) = .042. probability values obtained through the analysis test are then compared with the probabilities that have been set α = 0.05 so that the probability of z is calculated less than the established probability (0.042 <0.05). thus ho is rejected, and ha is accepted. references 4 suprijono, “cooperative learning (edisi revisi).” 5 robert p ingalls, mental retardation: the changing outlook (wiley new york, 1978); p t rajagrafindo persada, f n kerlinger, and moh nazir, “adriana, d.(2011). tumbuh kembang dan terapi bermain pada anak. jakarta: salemba medika. agus efendi.(2005). revolusi kecerdasan abad 21. bandung: alfabeta chaplin, jp (1981). kamus lengkap psikologi (kartini kartono trans). jakarta” (n.d.). 6 achmad habibullah, “kompetensi pedagogik guru,” edukasi: jurnal penelitian pendidikan agama dan keagamaan 10, no. 3 (2012). volume 4 , number 2, november 2019 | 213 zzzzzz zzzzzz habibullah, achmad. “kompetensi pedagogik guru.” edukasi: jurnal penelitian pendidikan agama dan keagamaan 10, no. 3 (2012). ingalls, robert p. mental retardation: the changing outlook. wiley new york, 1978. persada, p t rajagrafindo, f n kerlinger, and moh nazir. “adriana, d.(2011). tumbuh kembang dan terapi bermain pada anak. jakarta: salemba medika. agus efendi.(2005). revolusi kecerdasan abad 21. bandung: alfabeta chaplin, jp (1981). kamus lengkap psikologi (kartini kartono trans). jakarta” (n.d.). somantri, sutjihati. “psikologi anak luar biasa.” bandung: refika aditama, 2006. sugiyono, drs. “metode penelitian kuantitatif dan kualitatif r&b.” jakarta: alfabeta, 2010. suprijono, agus. “cooperative learning (edisi revisi).” yogyakarta: pustaka belajar (2015). efendi. (2005). introduction to the psychopedagogic of children with disabilities . malang: earth literacy. sugiyono (2014). educational research methods quantitative, qualitative, and r&d approaches . (alfabeta, ed.). bandung suprijono a. (2015). cooperative learning . (arcitra, ed.). yogyakarta. somantri, ts (2006). extraordinary child psychology . (ss rose herlina, ed.). bandung educatio : journal of education volume , number 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z implementative design professional learning community (plc) to improve performance of educators muhammad mahfud stai al-azhar gresik mahfudmuhammad90@yahoo.co.id published: may 15, 2017 reviewed april 01, 2017 received: march 05, 2017 abstract: this research study focused on the design shape plc held at foundation of darul ihsan and its relation with the improved performance of educators. implementative designs are applied in compliance with the five major elements plc (focuson learning, collaborative culture, collective inquiry into research, professional learning by doing, and all the members mutually accountable for targeted result). implementation of plc refers to the six strategies that have been designed that is reflective dialogue, de-privatization of practice, collective focus on student learning, collaboration, shared norms and values, and optimalization of golden triangle. this last strategy becomes a different matter with the implementation of plc in general. optimization of the golden triangle in question is do the synchronization between the three elements play items, namely education actors educators, students, and parents. synchronizing the form of collaborative engagement and cultivation of a sense of belonging between elements on the basis of trust and sincerity and monotheism. keywords: professional learning community, collaborative action, golden triangle. introduction admittedly, there are many ways to improve the performance of educators or teachers in performing their duties and responsibilities. like, welfare incentives, so that they focus on preparing / planning, implementing, and evaluating learning process that will, medium, or already implemented. or, it could also, through provisioning of new knowledge (in learning service),in the form of training, workshops, to be involved in the educational seminar events. until a more idealistic, namely; foster a sense of belonging to the institution where a teacher to devote their knowledge. this last effort, usually, carried by a model of transformative leader, namely; a leader who puts the transfer of abstract values, rather than material. theoretically, the terms of performance, in the world of education, understood as the work of a person, whether it is in terms of qualitative or quantitative. in the world of education as well, said the performance is defined and measured by several components; first, academic mailto:mahfudmuhammad90@yahoo.co.id muhammad mahfud implementative design prof essional learning community (plc) to improve performance of educators volume 2, number 1, may 2017 | 17 zzzzzz qualification. second, education and training. third, the teaching experience. fourth, planning and implementation of learning. fifth, assessment. sixth, academic achievement. seventh, the resulting work in professional development. eighth, participation in scientific forums. ninth, organizational experience and involvement in the community. tenth, the award obtained as an educator.1 the components of standards teacher that are performing well above, often, serve as the basis for qualifying a professional teacher. although, in reality, the mentioned standards, be handled in ways that achieve the goals desired pragmatic. so it is not surprising, if post qualification or often known as certification, performance of teachers who either changed drastically, as prior to the convening of certification. this is evident from the results of various studies stating that insentivication giving welfare to improve the performance of teachers can not run optimally, as well as expected. therefore, in some developed countries, the post-certification and standardization of professional teachers, educational institutions 'required' to implement the concept named "professional learning community /culture"(plc). the goal is simple, namely; sustainsibility maintain performance which have been proposed by the government, based on standardization as mentioned earlier. in some studies, in this way, as disclosed by richard dufour, is intended to create awareness of teachers or educators in terms of collaboration(collaborative action),share knowledge and experience (shared values),and share the responsibility to produce the intended purpose. as the plants when his professionalism taught briefing or education.2 david barnard said that, the responsibility of an educator is not necessarily restricted to the normative standards set by the government, but also closely related to the individual responsibility as a professional teacher. standardization is a collective assessment instruments, whereas individual responsibility as an educator, is a value that is on top of everything.3 professional learning community or culture hereinafter referred to as plc, one might say, come from the paradigm that, first, the school woke up from elements of the community. secondly, schools will never be able to evolve, if there is no common vision and mission of the school community.4 those that thought, plc is a further step for the leadership of educational 1 tim peneliti balitbang kota medan, laporan hasil penelitian ; penelitian mengenai pemberian tunjangan prof esi terhadap kinerja guru sd, smp, smu dan smk di kota medan. (medan: badan penelitian dan pengembangan kota medan 2011), 1-74 2 richad defour, what is prof essional learning community (new york; nes press, 2004), 1 3 david barnard, “research by the hay group in highly effect ive teachers and school leaders”, dalam professional standard for teachers and school leaders (new york; routledgefalmer, 2004), 42 4 bruce joyce, changing school culture through staff development (ascd yearbook, 2000), 6 muhammad mahfud implementative design prof essional learning community (plc) to improve performance of educators volume 2, number 1, may 2017 | 18 zzzzzz institutions to unify the competency for educators in the school.5 in simple terms, the plc serves as a character-building competencies that must be owned by a teacher at school or a particular institution. plc also be an open space for fellow teachers to share their experiences and knowledge related to teaching and learning, student discipline, and the achievements that have been or have not been obtained by a particular teacher. in essence, the plc is an advanced program for professional educators, so that they can make the process of sharing among professional teachers, and the teachers who want to up the process of standardization of professionalism of teachers. in indonesia, the grouping components into a separate community of professional teachers in schools are extremely rare. professional teacher associations in schools, (read: the process of working together), in general, tend to be pragmatic. that is, they a re professional teachers gathered when the individual performance reporting process; whether it is related to the learning process, or other components which become a professional teacher assessment is based on existing instrumentation. very hard to find, this professional teachers do the sharing of knowledge, experience, and other aspects of the build. even if there is any association, in hypothesis researchers, the event was initiated and organized by the principal (principal ship). this assumption is quite reasonable. prior to this research theme composed, islamic high school (stai) al azhar, menganti, gresik, in 2014, in collaboration with the district education council. gresik, conducting research related to the influence of educator professional allowance (tpp) on the performance of teachers in schools. one hypothesis tested is whether there is a change of teachers who have received the welfare benefits, in terms of performance and behavior patterns as a teacher. research results indicate that, professional teachers (read; certified) did not change much in terms of behavior and performance. the certified teachers, tend to perform his duties in accordance with the standards that have been instructed. for instance, a full teaching in some classes, writing papers, or make the administration of learning.6 in conclusion, the certified teachers tend to measure their performance based standards. if it is met, then they tend to neglect the other activities. therefore, it is in its recommendation, the research team stai al-azhar give an appeal to the stakeholders education policy in gresik, to include the development of program professional 5 ibid, 7 6 resume laporan penelitian tim peneliti stai al azhar menganti gresik bekerjasama dengan dewan pendidikan kab. gresik. laporan ini juga sudah dipublikasikan di jurnal kependidikan islam ftk uin sunan ampel surabaya edisi 5 volume 2. tahun 2015 muhammad mahfud implementative design prof essional learning community (plc) to improve performance of educators volume 2, number 1, may 2017 | 19 zzzzzz learning culture or the community. the reason is simple, that teachers are certified to do the sharing of knowledge based on the experience of training, workshops, or seminars attended lessons during the process of obtaining a certificate of professional teachers. on the other hand, this professional teachers can pass on experience to other teachers who still / currently the process of obtaining the professional title. in fact, sharing together can motivate other teachers who are still far from a professional (read: new teacher). observational, there are several stages of this standard so that the plc can be implemented in general; first, leaders need education agency collaborative and transformational. second, for a collective understanding to share between all of the elements or the academic community that is under the auspices of educational institutions. third, policy support. fourth, the system managerialism effective and efficient. all components implementable is what will be the core object of this study, so it can be used as a foothold generalist for other educational institutions, implementing professional culture collection in educational institutions. discussion plc implementable concept in the world of education in indonesia, is still rarely implemented. perhaps, it could be said. it is most visible on the surface is the association or associations of educators based on; a profession that was involved (pgri), subjects of teaching (mgmps), religious organizations (pergunu), and level of education unit. for that reason, the tendency of a growing research was, more likely to analyze, on the roles of associations and organizations previously mentioned. in fact, since the 2000s, after the rule of global standardization of professional teachers, plc an indicator of the success of leadership education institutions (principal ship) district and school level in developed countries. this is evidenced by some scientific studies as follows: howard green, the professional standards for teachers and school leaders,.7 this book is an expert view on education standardization of global teachers (teachers worldwide standardization). in general, this scholarly book describes how should the behavior of an educator and leader of educational institutions. simultaneously, theoretical education experts in this book also gives advice and recommendations to the leaders of educational institutions treat teachers who have reached the prescribed professional standards. carol b. mullen, the handbook of leadership and professional learning communities,.8 not 7 howard green et all, professional standard for teachers and school leaders (new york; routledgefalmer, 2004) 8 carol b. mullen et all, the handbook of leadership and prof essional learning communities (new york; pallgrave muhammad mahfud implementative design prof essional learning community (plc) to improve performance of educators volume 2, number 1, may 2017 | 20 zzzzzz much different from previous books, this book is more likely to form the proceeding plc development implementable strategies in schools, based on observations of principals from all over the world. in the prologue mentioned, that the process of unification of the professional teacher behavior in the form of a separate cultural community is very important to not be influenced by other teachers. thus, the professional teachers become isolated community of fellow professional teachers, and as facilitators for other teachers who still towards standardization of professional teachers. penelope j ward & michael sc educator as learners; creating a professional learning community in your school.9 this book, compared with the previous books, more nuanced plc implementation. for example, in the book described, process and tools how to implement the plc. in the context of the process, there are levels of professional teachers formed a community identity, interpret the action learning at community level, and sharing capabilities and capacities of the knowledge of all teachers. in the aspect of the tools that are used, for example, is described through terms of open space (openness), think, fair, and share (to think, to be fair, and want to share). the concepts of these tools and processes used to build a community of professional educators. kathleen richard hopkins, teaching how to learn in what to learn culture,.10 if previously, directing research studies on aspects of the theory to implementation, based on the experiences observed practice. then this book is more inclined to the personal experience of being rewritten, in an effort to build a community of professional teachers in the institution. in this book mentioned the author's personal experience as a teacher more than a dozen years. men-sharing community development ideas with other teachers, and many other experiences, until he was appointed as a leader in a school. from the results of the literature review above, it can be concluded that the plc is a follow up of the design process of standardization of professional teachers. does it begin on the initiation of a professional teacher, or through policy (school policy) is done by the leaders of educational institutions. the results of these studies the exposure of the above, it was revealed that the contribution is very significant. resulting in performance that is also within the required standards. in addition, if examined in comperehensip, it is inevitable that a distinction educator professional and non-professional by the community, will ignite conflict in educational micmiland, 2009) 9 penelope j ward & michael sc educator as learners; creating a prof essional learning community in your school (virginia; ascd pub, 2000) 10 kathleen richard hopkins, teaching how to learn in what to learn culture, (usa; john wiley and sons inc, 2010). muhammad mahfud implementative design prof essional learning community (plc) to improve performance of educators volume 2, number 1, may 2017 | 21 zzzzzz institutions. therefore, the role of a leader or the head of the school is very urgent, to compromise the interests of individuals and groups, into a shared vision broader institutional development. this type of research is qualitative. meaningful qualitative research, all of the issues that will be explored is holistic, describe a particular phenomenon by relying on research procedures that produce descriptive data in the form of words written or spoken of people and behavior as a whole. this research is fundamentally dependent on human observation (researchers) in its own region and in touch with these people in his language and terminologies.11 in the context of this study, the use of this type would serve as the imaging process workflow, strategies, and form a holistic design developed by foundation of darul ihsan, menganti, gresik, in improving the performance of professional educators who are under the auspices of the foundation. in addition, through this study, can be imaged important roles performed by each of the social actors in the internal institutions. of these types, the researchers will use a phenomenological approach-antroprologis.12 phenomenological approach will be used to explore the data that is individualized, from the leadership of formal educational institutions, chairman of the foundation, and individual professional teachers at darul ihsan foundation, menganti, gresik. meanwhile, anthropological approach will discuss what looked and seen from the dialectical tension in darul ihsan foundation, menganti, gresik. in this study, there are two sources of data or informant division of research: first, informants and primary data. that is chairman of the foundation, principals, and professional teachers. the data (administrative documentation) is a program of work, the structure organization plc, and other data that relates directly to the plc strategy in this institution. second, the secondary. secondary informant is the school committee, supervisor and service controller. the secondary data is other information that supports this research. data collection techniques used in this study is structured interviews, participant observation, and documentation. structured interviews conducted dig primary data on a research theme. participatory observation conducted to gain insights into the implementation of the plc. documentation conducted to explore a variety of research supporting data. 11 sudikin munir, metode penelitian: membimbing dan mengantar kesuksesan anda dalam dunia penelitian,(surabaya: insan cendikia, 2005), 6 12 pendefinisian dua pendekatan di atas, lihat : ismail nawawi, metode penelitian kualitatif (jakarta; dwiputera pustaka jaya, 2012), 79-80 muhammad mahfud implementative design prof essional learning community (plc) to improve performance of educators volume 2, number 1, may 2017 | 22 zzzzzz data analysis technique used is descriptive analysis techniques follow the path of miles and huberman. the groove is data reduction, data display, and verification and conclusion drawing. in the data reduction phase, researchers conducted a process of living in and living out. at this stage of the display, starts by looking for patterns, themes, relationships plc implementation and ends with draw conclusions on field findings. the conclusion was initially still very tentative, vague, and doubt, then we get the data, become more grounded. this activity is the process of checking and verifying the correctness of data has been collected, so that the conclusions obtained in accordance with a research focus. implementable design plc conducted at darul ihsan foundation has fulfilled the requirement of raw stages of the implementation of the plc. first, foundation of darul ihsan led by a leader who is collaborative and transformational. it can be seen from the l iveliness of leadership in coordinating, monitoring, and evaluation of all programs. second, learning community that is under the auspices of the foundation also has a collective consciousness for sharing between all elements. this is evidenced by their enthusiasm they are in following all the programs and not only that, they also take their own time to give each other feedback and corrections to the academicians. third, all programs are decided upon and executed supported fully with policy leaders to strengthen the sustainability of the program, and the fourth, foundations managerial systems running effectively and efficiently with the distribution and execution of tasks in a systematic and collaborative. plc programs are conducted at the foundation of darul ihsan also meets the standards of professional learning (professional learning standard) which is five essential elements that must exist in the plc program. the five elements are: focus on earnings, collaborative culture, collective inquiry into research, professional learning by doing, and all the members mutually accountable for targeted result. five basic elements are contained implicitly in programs designed by the foundation of darul ihsan as guidelines for the implementation of plc. plc implementative design used by foundation of darul ihsan is a design development of the design are used as a benchmark paideia inc. canada consulting group,(1990).if they formulate five strategies, namely, reflective dialogue, de-privatization of practice, collective focus on student learning, collaboration, and shared norms and values, then the strategy undertaken by foundation of darul ihsan by adding the points seeded the optimalization golden triangle. the first strategy is reflective dialogue. implementation of this strategy in the form of activities that are of mutual correction and build on each other both in terms of teaching, knowledge, and skills. implementation of this strategy can be done by way of critical friend group muhammad mahfud implementative design prof essional learning community (plc) to improve performance of educators volume 2, number 1, may 2017 | 23 zzzzzz (cfg), study group (sg), and learning observation (lo). cfg is done by regular weekly meetings. at the meeting discussed some shortcomings, progress and things should be improved in teaching, which essentially educators teaching activities should be increased. sg is done by sharing knowledge on various matters relating to students, both on the skills learned, study, the level of emotion, soft skills, as well as all matters relating to the characteristics of the students, such as hobbies, aspirations, and vision-mission , sg this becomes important because as educators who perform well, it must know the characteristics of learners. with the sg carried out on a monthly basis is the educators will be more aware of the characteristics of learners and will be easier to determine the precise learning strategies. the last way is lo. lo in question are educators make the learning process as a team and mutually observe each other, both observation implementation of learning, student activities, the effectiveness of the strategy, the media, as well as the learning method is being conducted. with the existence of this lo, educators are expected to reflect the learning. the second strategy is a collective focus on student learning. implementation of this strategy is done by the data analyze (da), curriculum mapping (cm), the common assessment (ca), slice (sl), and decision making (dm). da is referred to in this strategy is the analysis of achievement data learning outcomes of students who then made topic of conversation collectively to find solutions to improve the outcome of learning. so all the talk that is done collectively must be based on the data. from these data will be used to formulate several findings and then find a solution to achieve improved learning achievement. cm applied by way of outlining the curriculum. curriculum applied; there are two models of the national curriculum and curriculum boarding school. national curriculum used is a modified curriculum with practical principles, effective, efficient, and oriented learning is fun. indeed, not the entire national curriculum is modified. for a while the only subjects of the un and several other supporting subjects. achievements already done is to create midi (mathematics islam darul ihsan, bi2di (english and indonesia darul ihsan), and paidi (natural sciences islamic darul ihsan). for the curriculum of islamic boarding schools, more emphasis on two aspects that can read the book and can practices worship amaliah. cm is done by standardizing assessments. standards assessment prepared collectively and increasingly collaborative, meaning that the assessment is done jointly by teachers cognate based on standards that have been agreed. after the program as assessment done then the next step is to do the sl. sl is done by spending time together to correct and check out all the assessment that has been given to the muhammad mahfud implementative design prof essional learning community (plc) to improve performance of educators volume 2, number 1, may 2017 | 24 zzzzzz learners. by sitting together and give each other feedback, then scoring the test results will be more objective in the absence of selective logging. the last step is the dm, this step performed each class will rise. par a educators get together and talk about learners eligible for a grade, or take conditional, or up to move. dm was carried out as the top semi-annual monitoring and evaluation. dm was also used as a platform for educators to exchange arguments on the development of learners from various aspects. the third strategy is de-privatization of practice. implementation of this strategy is done by peer coaching (pc),lesson study (ls), and cross-educator (ce). pc is done by equipping educators teach a variety of skills. this is done either carried out independently by a colleague or by inviting coaches from the outside or the idia iswara. one of the coaches that were presented, namely mr. julius ade rizky of buzan international. the provision of training is not limited to only a moment, but educators are also required to practice and implement the experience that has been gained and create innovative development. ls is done by means of collective learning plan (team). these lesson plans are made, implemented, observed, monitored, and evaluated collaboratively with the aim of improving learning outcomes more optimal. how namely ce, this step is a continuation of the ls. if ls composed and performed by a team, then the ce done by inviting teachers to act ls team outside that had been developed by the team. this is done to give the experience to nonprofessional educators or new teachers are still in the learning phase. with the inclusion of new teachers in an ls is expected to improve the performance of teachers and provide an opportunity for new teachers to keep learning and growing. in addition, the ls also demanded that the learning is done by educators more professional. the fourth strategy is collaborative, or work together. this strategy is done by having the vertical and horizontal (hvt), mentoring (me), interdisciplinary unit and project (iup), and group problem solving (ps). collaborative strategies is the spirit of the plc, because the plc to keep in mind is l (learning),so the nature of the teacher teaching is really about learning. the process of learning is not only applicable to educators and learners but all the elements in nature is the foundation of learning (learning). hvt is performed by professional educators relationships among and between professional educators and new educators. although it has been done by the plc program implementable in the foundations, educators, especially those already certified professional educators also have other allied colleagues or called by mgmps. teachers menprofessional has an obligation to share the knowledge gained from professional organizations serve targeted to muhammad mahfud implementative design prof essional learning community (plc) to improve performance of educators volume 2, number 1, may 2017 | 25 zzzzzz educators, especially new teachers. furthermore, hvt also be done by inviting lecturers in foundations to provide information and knowledge regarding the development of learning and education. as a form of the collaboration process, the educators are required to attend a mentoring program (me). me program made to the new educators by educators for educators senior and senior by the monitoring and evaluation team with the plc program by means of direct mentoring and collaborative involvement in a variety of ways, especially in terms of learning. the next way is iup. how this is done because of the vision of the foundation are to collaborate between worldly and hereafter. a vision espoused that "steady imtak and excellence science and technology" vision is the basis for the implementation of iup. iup execution pattern is to how to collaborate with educators from various clumps to talk, organize and plan the curriculum in accordance with the vision. from this iup is created midi, bidi, and paidi as discussed in the previous section. iup also a vehicle for professional educators to do a fourth way that problem solving (ps). so in addition to the team produced any learning model form in accordance with the vision, the team members also chat and discuss the various problems encountered and to find a solution. the fifth strategy is shared norms and values. implementation of this strategy is carried out by means of vision activity (via),guiding principles (gp),value activities (va), and common rituals and strategies (crs). in order for educators to understand the full vision of the foundation, it is necessary to via. understanding of what is meant here is the knowledge of teachers and education personnel about vision. steps taken by way of direct involvement of educators in preparing all plc program based on the vision. the introduction of the vision itself is done by socialization. by way of a via also do the drafting of the short-term, long-term plan and strategic plan plc program is being and will be implemented. the next way is guidance principles (gp). good program must have rules and operational procedures are clear. therefore, the way gp is needed in the implementation of the plc. gp made by the policy makers and the personnel in the monitoring and evaluation team. monitoring and evaluation team independently create and prepare the next gp made signs in apply programs plc. any planning conducted by teams plc must pay attention gp already passed. thus, the gp is the controller of all the plc program. are the planning and execution of the plc is in conformity with the vision and mission, whether the result of discussions and partnerships are already compliant, it must refer to the gp. muhammad mahfud implementative design prof essional learning community (plc) to improve performance of educators volume 2, number 1, may 2017 | 26 zzzzzz the next way that value activities (va). va is a small group activity by discussing the values that must be owned and practiced by the learners and students. the results of this small team discussion include moral values, the values of attitude, the values of characters and religious values that should be showing up as the achievements of the plc program. va can be done by providing a model to students, ranging from psychomotor acts, verbal syntax, and a wise and creative ideas. the next way is common rituals and strategies (crs). as the peak of the implementation of the plc program, the crs is a surefire way to give impression and awards to actors who have sacrificed plc ideas, energy, time, and commitment to the success of the plc. crs is done by giving some grace. categories that have been made in the conferment of the day the best gift, the award in the team, and the grace of remembering your services. crs is done to provide motivation and confidence to the team in order to continue the program and perform more creativity for improvement over the maximum. these five strategies above, still cannot measure how much design implementation of plc conducted at darul ihsan foundation. therefore, in order to achieve measurable results then added a sixth strategy is optimalization golden triangle hereinafter referred to as the golden triangle. what is meant by the golden triangle here are teachers / educators, students / learners, and carers / parents. optimizing the golden triangle is a superior strategy execution in the foundation darul ihsan plc. concrete steps are carried out in this strategy that involves directly the persons who are in the golden triangle. the term golden triangle appears on the assumption that the spear of educational success are the three elements. educators without their learners will not be able to run programs that have been compiled. learners will not be able to get treatment in learning syntax when no educator. likewise with careers / parents cannot leave their children (learners) if there is no educator. this is the fulcrum of the plc are implemented in the foundation of darul ihsan. to optimize the performance of educators already include the five previous strategies. likewise, the optimization of learners also include in them. but the leaders also wanted their emotional touch and so the performance more professional educators. not only professionals naked eye, but also professional performance based on the sincerity. this refers to the soul of panca cottage as pillars, foundation, and signs. working collaboratively is also an embodiment of the panca soul cottage is ukhuwwah and togetherness. it is this last point that is the basis of the existence of implementation of plc in foundation of darul ihsan, because with the muhammad mahfud implementative design prof essional learning community (plc) to improve performance of educators volume 2, number 1, may 2017 | 27 zzzzzz togetherness – working together (community) – then it will be created a conducive atmosphere and sportsmanship. the third element of the golden triangle i.e. careers/parents of students. to optimize the ways carers carried out namely by involving them in the implementation of learning. if educators need a gp in the discharge of his duties, then the guardian of the students should also look at the gp informed party foundation of. one form of gp is namely book liaison, dial books, monitoring children's book. connecting book used for the means of the parents and the foundation of to know the development of the learning learners in academics while the dial plan book sense is used for the development of learning in the field of religious students. as for the book was used as a information media monitoring from parents to the foundation of children's learning activities about when at home. the books required by careers so that all information about the learners in full swing. six strategies described above will automatically improve the performance of educators. by working together and creating a conducive learning environments educators will be more performance then looks and more professional. not only that, even the four competencies that must be owned by the teachers, namely: competency, competencies, personality pedagogy, social competence, and professional competence will automatically be sharpened and guidance for educators implementing professional learning community, because the nature of teaching is learning. plc programs are good will not run properly if the culprit is not out all in implementation. therefore, it takes 6 d program initiated in order to run properly. 6 d is: desire, decision, determination, discipline, deed, and development. desire is the main requirement in carrying out all the programs especially plc because desire is a strong desire to continue learning and studying everything related to the program is executed. once you have a strong desire to next terms i.e. decision i.e. taking decisions to try, then the perpetrator programs should also be conscientious in practicing or determination. furthermore, the offender must also discipline in running the program (discipline), the next offender also actually implement all programs (deed) so all programs that are designed and prepared really well implemented not just discourse, the latter, after the principals actually do all programs then the offender must also dare to do the development and innovation of the more visionary (development). conclusion muhammad mahfud implementative design prof essional learning community (plc) to improve performance of educators volume 2, number 1, may 2017 | 28 zzzzzz plc as an advanced program of post acquisition professional degrees for educators is a vehicle for continuing to improve the professionalism and performance of educators. the principle of plc working collaboratively is very possible for educators to sharing knowledge, norms, and value. as the group plc (professional learning community) then the fulcrum in the program is in the letter l (learning) so the fact of implementation of plc in an institution is the vehicle of learning. educators communicate with each other and learn to improve the quality of the lesson, educators learn how to assess and criticize each other instruction each, and so on. implementation of design plc at the foundation of darul ihsan includes six main strategies, namely reflective dialogue, collective focus on student learning, de-privatization of practice, collaboration, shared norms and value and optimization of the golden triangle. all the chief has been running well and impacting significantly to performance improvement of educators. as a material consideration for interested stakeholders to implement the program of the plc in the institution, it must be ensured the perpetrator programs should really meet the 6 d (desire, decision, determination, discipline, deed, and development) . bibliography defour, richad. what is professional learning community. new york; nes press, 2004. green, howard et. all. professional standard for teachers and school leaders. new york; routledgefalmer, 2004. hadi, sutrisno. metodologi research. yogyakarta: fakultas psikologi ugm, 1983. hopkins, kathleen richard. teaching how to learn in what to learn culture. usa; john wiley and sons inc, 2010. joyce, bruce. changing school culture through staff development. ascd yearbook, 2000. mullen, carol b. et. all. the handbook of leadership and professional learning communities. new york; pallgrave micmiland, 2009. munir, sudikin. metode penelitian:membimbing dan mengantar kesuksesan anda dalam dunia penelitian. surabaya: insan cendikia, 2005. nawawi, ismail. metode penelitian kualitatif. jakarta; dwiputera pustaka jaya, 2012. nazir, moh. metode penelitian. jakarta: ghalia indonesia, 2000. suharsimi arikunto. prosedur penelitian: suatu pendekatan praktek. jakarta, rineka cipta, 2006. muhammad mahfud implementative design prof essional learning community (plc) to improve performance of educators volume 2, number 1, may 2017 | 29 zzzzzz ward, penelope j & michael sc educator as learners; creating a professional learning community in your school. virginia; ascd pub, 2000. ramayulis. ilmu pendidikan islam, (jakarta: kalam mulia, 2011). sille, philip and rosalyn shute. child development: thinking about theories, (usa: oxford university press inc, 2003). tirtarahardja, umar. ilmu pendidikan islam (edisi revisi), (jakarta: rineka cipta, 2005). yamin, moh. sekolah yang membebaskan perspektif teori dan praktik membangun pendidikan yang berkarakter dan humanis, (malang: madani, 2012). yusuf l. n, syamsu. psikologi perkembangan anak & remaja, (bandung: pt remaja rosdakarya, 2012). educatio : journal of education volume 2, number 2, november 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z the relevance and implications of metacognitive strategy to reading comprehension in efl classroom eka rizki amalia the institute of pesantren kh. abdul chalim (ikhac), mojokerto ekarizkiamalia@ikhac.ac.id accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: metacognitive strategy plays a significant role in solving students‟ problem in learning english as a foreign language by being applied to some teaching and learning activities. its strength is on realizing and optimizing students‟ awareness upon their own learning. by perceiving their own knowledge, students have control of what they have in mind and can regulate it to achieve certain purposes. this is how they can maximize their learning. in reading skill, students are always demanded to understand the texts they are reading. thus, applying metacognitive strategy to reading activity will foster the students‟ comprehension respectively. this literature review discusses the relevance and implications of metacognitive strategy to reading comprehension in efl classroom. keywords: metacognitive strategy, reading comprehension introduction reading is a receptive skill which plays a very significant role in students‟ learning process. since the very beginning of learning process, students are demanded to have the ability to read written material. this is aimed at gaining information and needed the knowledge to support their learning proces1s. pardede (2013)2 asserted that for efl students, reading is the most crucial skill to master because of several reasons. first, students mostly can perform reading skill better than other skills such as listening, speaking and writing. they can quite understand written material which they cannot discuss orally or write it with equivalent accuracy. second, reading only needs minimum requirements3. different from speaking skill which sometimes needs partner or writing skill which needs a lot of guidance and time to practice, all what is needed to perform reading skill is only a text and motivation to read. the third is, reading is a service skill. once the students learn how to read effectively, it will help them to learn 1 devit etika sari and muh barid nizarudin wajdi, “the effectiveness of the method of gi with electronic workbench study to improve activities and results student,” educatio : journal of education 2, no. 1 (2017): 136–150, http://www.ejournal.staimnglawak.ac. id/index.php/educatio/article/view/22. 2 parlindungan pardede, “a review on reading theories and its implication to the teaching of reading,” uki elt and edu, (2013). 3 muh. barid nizarudin wajdi, “ المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها ,” at-tajdid: jurnal ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016), http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. eka rizki amalia the relevance and implications of metacognitive strategy to reading comprehension in efl classroom volume 2, number 2, november 2017 | 273 zzzzzz effectively by reading4. according to floris and divina (2009),5 another important role of reading for efl students is that it facilitates the improvement of english abilities and knowledge. many studies have shown that efl students who read english text more seem to acquire english much better than those who do not (floris and divina, 20096; hunt and beglar, 20057). nation (1997)8 stated that without being exposed much to reading materials in class, efl students are not probable to make much progress. when these students read english textless, they are not well accustomed to english then they get difficulty in understanding english text once they have it9. even though students have already exposed to english text quite often, there is still a problem whether they understand the text they are reading or not. most students have to read a certain text more than once to understand it. it will not be a problem if the purpose of reading is only to get specific information explicitly stated in the text. but this will be a problem if their purpose of reading is to get the main idea of the text, since it needs full understanding or commonly known as comprehension. unfortunately, many students are unable to comprehend texts, even though they can decode or find the meaning of the texts fluently .10 most often the students are just doing the activity of reading as they are demanded to do so. this situation is not supportive of the students as they actually have to understand what they read to get the idea and needed information which will support their understanding of the text they are facing. thus, learning to read with understanding or we can call as reading with comprehension is a very important skill to master. what the students need is to have good reading proficiency which will lead them to become a good strategic reader11. many strategies and techniques have been proposed as a solution to enhance students‟ reading comprehension skill, one of them is metacognitive reading strategy. the metacognitive reading strategy is considered effective to facilitate students reading comprehension in the field of second/foreign language studies.12 many research then attempted to create taxonomies of metacognitive reading strategy to facilitate reading comprehension. 4 muh barid nizaruddin wajdi, “arabic learning skill,” at-tahdzib: jurnal studi islam dan muamalah 3, no. 2 (2016): 32–47. 5 flora debora floris and marsha divina, “a study on the reading skil ls of efl university students,” teflin journal 20, no. 1 (2009): 37-47. 6 ibid. 7 alan hunt and david beglar, “a framework for developing efl reading vocabulary,” reading in a foreign language 17, no. 1 (2005): 23-59. 8 i. s. p. nation, “l1 and l2 use in the classroom: a systematic approach,” tesl reporter 30, no. 2 (1997): 19-27. 9 muh. barid nizaruddin wajdi, “pendidikan ideal menu rut ibnu khaldun dalam muqaddimah,” jurnal lentera : kajian keagamaan, keilmuan dan teknologi 1, no. 2 (september 30, 2015): 272–283, accessed october 24, 2017, http://www.ejournal.staimnglawak.ac.id/index.php/lentera/article/view/49. 10 joanna p. williams and j. grant atkins (eds.), the role of metacognition in teaching reading comprehension to primary students (new york: routledge, 2009). 11 arasy alimudin et al., “the factors affecting land prices in housing location in sidoarjo regency,” international journal of society development and engagement 1, no. 1 (2017): 2597–4777. 12 mohammad reza ahmadi, hairul nizam ismail and muhammad kamarul kabilan abdullah, “the importance of metacognitive reading strategy awa reness in reading comprehension,” english language teaching 6, no.10 (2013). eka rizki amalia the relevance and implications of metacognitive strategy to reading comprehension in efl classroom volume 2, number 2, november 2017 | 274 zzzzzz result and discussion the basic concepts of metacognitive strategies the term metacognition was first coined by flavell referring to “one‟s knowledge concerning one‟s own cognitive processes.”13 in line with this, metcalfe and shimamura (1994) describe it as the knowledge about how someone perceives, remember, think, and act upon what he/she knows. other scholars define it as knowing about knowing. the first knowing represents the awareness of the second knowing, that is, the understanding of different factors to complete a certain task, such as the state of one‟s knowledge and abilities .14 so, it can be said that having the metacognitive ability, one can be said to have awareness, knowledge, and control of what he/she has in mind and can regulate it to achieve certain purposes.15 metacognitive strategies are regarded as “high order executive skills that make use of knowledge of cognitive processes and constitute an attempt to regulate one‟s own learning by means of planning, monitoring, and evaluating” (hartman, 2001; zhang and seepho, 2013). pang (2008) asserts metacognitive strategies as the “monitoring and regulative mechanism that readers consciously use to enhance comprehension.”16 in reading, metacognitive strategies are selfmonitoring and self-regulating activities which focus on both the process and the product of reading.17 the metacognitive process involves cognitive effort which consists of knowledge about and regulation of cognitive processing (cubukcu, 2008). it affects the success of comprehension. pang (2008) mentions about metacognitive strategic competence which reflects readers‟ monitoring and control of reading strategies. hartman (2001) asserts that students who are aware and in control of their metacognitive reading behaviors can take advantage because they can monitor their comprehension, clarify difficulties and restore the process when it fails. the correlation between metacognitive strategies and reading comprehension to apply the metacognitive strategies, the teacher should give the students systematic instruction about the concept of metacognition and learning strategies. this will help the students comprehend the new strategies better and know how to apply them to different reading tasks. this is in line with what cubukcu (2008)18 has investigated. he conducted a study which the students had been taught metacognitive strategies for reading. the results of the study have confirmed that reading comprehension could be developed through systematic instruction in 13 j. h. flavell, “metacognitive aspects of problem-solving,” in l. b. resnick, the nature of intelligence 12, (1976): 231-235. lawrence erlbaum associates. 14 sabina kleitman, lazar stankov, carl martin allwood, sarah young and karina kar lee mak, “metacognitive self-confidence in school-aged children,” in m. m. c. mok (ed.), self -directed learning oriented assessments in the asia-pacif ic (new york: springer, 2013). 15 dakwah kultural, “dakwah kultural, karya „ ulama indonesia kajian untuk menangkal radikalisme agama muh. barid nizaruddin wajdi 1,” lentera 1 (2016): 37–54. 16 jixian pang, ”research on good and poor reader characteristics: implications for l2 reading research in china,” reading in a foreign language 20 no. 1, (2008):1-18. 17 lian zhang and sirinthorn seepho, “metacognitive strategy use and academic reading achievement: insights from a chinese context,” electronic journal of foreign language teaching 10, no. 1 (2013): 54-69. 18 feryal çubukcu, “how to enhance reading comprehension through metacognitive strategies ,” the journal of international social research 1, no. 2 (2008). eka rizki amalia the relevance and implications of metacognitive strategy to reading comprehension in efl classroom volume 2, number 2, november 2017 | 275 zzzzzz metacognitive language learning strategies19. the model of instruction helped the students to know why, when, and how to use the strategies or known as declarative, conditional (conceptual) and procedural knowledge (veenman, 2005,20 hartman, 200121). gradually, they start to think metacognitively about the strategies they could use to improve reading comprehension to become not merely readers but also strategic readers. researchers argued that metacognitive process should be taught in order to improve metacognitive knowledge, monitoring, and control of all readers and also to create active, strategic and proficient comprehenders. the process cannot occur automatically without being learned and practiced. since readers are expected to comprehend the material they are reading, they need strategies to be applied to better comprehend the text. in relation to reading comprehension, forrest-pressley and waller (1984) mentioned that metacognitive aspects of comprehension which involve knowing when one has understood a text he/she has read, knowing what one does not understand, and being able to use this knowledge to monitor comprehension. accordingly, zhang and seepho (2013)22 asserted that metacognitive strategies in reading are those strategies designed to increase readers‟ knowledge of awareness and control upon their reading process, to improve their reading comprehension, and to evaluate whether they have succeeded in their attempt to comprehend. forrest-pressley and waller (1984) mentioned that the ability to monitor comprehension depends on what a reader knows about his/her own comprehension processes. thus, it can be said that metacognition is the trigger for other processes that are necessary for understanding.23 having this ability, students will know what strategies to be best used in certain condition and instruction, when, how and why using those strategies. students will also have the ability to select the most appropriate reading strategy for different passages and eliminate what are unnecessary. this will save time and students can take the benefits of it for completing another task. as previously mentioned, metacognitive strategies have positive effects on reading comprehension. students can control their reading so they know what to do and what to avoid in maximizing their reading activity that it can attain what has been targeted before. it can also motivate and encourage the students to read more and understand better because they are in control of their reading activity, and thus promote reading comprehension. ahmadi et al. (2013)24 stated that metacognitive strategies for reading which consist of 19 yuli choirul ummah and muh barid nizarudin wajdi, “dismantling paradigm book ta’limul muta’allim,” educatio : journal of education 1, no. 2 (october 30, 2016): 1–10, accessed october 21, 2017, http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/26. 20 m. v. j. veenman, “the assessment of metacognitive skil ls: what can be learned from multi method designs?” in c. artelt, and b. moschner (eds), lernstrategien und metakognition: implikationen fur forschung und praxis , (2005): 75-97 (berlin: waxmann, 2005). 21 hope j. hartman, “developing students' metacognitive knowledge and skills,” in hope j. hartman (ed.), metacognition in learning and instruction: theory, research and practice (new york: springer-science business media, b.v., 2001). 22 zhang and seepho, “metacognitive strategy use and academic reading achievement: insights from a chinese context.” 23 ruth h. maki and michael j. mcguire, “metacognition for text: findings and implications for education”, in t. j. perfect and b. l. schwartz (eds.), applied metacognition (cambridge: cambridge university press, 2004). 24 ahmadi et al, “the importance of metacognitive reading strategy awareness in reading eka rizki amalia the relevance and implications of metacognitive strategy to reading comprehension in efl classroom volume 2, number 2, november 2017 | 276 zzzzzz planning, monitoring, and evaluation can be utilized to promote the monitoring and regulation of the student‟s cognitive ability. cognitive and metacognitive ability is closely related because metacognitive ability, like metacognitive strategies, regulates and monitors cognitive ability. chamot and kupper (1989)25 proposed some cognitive strategies which can be applied for reading, they are: predicting based on prior knowledge, analyzing text organization by looking for specific patterns, self-questioning, making a summary, taking notes by writing down the main idea and specific points, translating, making inference, and transferring. some cognitive strategies are similar to metacognitive reading strategies, as hartman (2001)26 suggests, they are skimming, activating relevant prior knowledge, constructing mental images, predicting, self-questioning, comprehension monitoring, summarizing and connecting new material with prior knowledge. the implications of metacognitive strategy to reading comprehension israel et al (2005)27 related reading comprehension with cognitive and metacognitive strategies by defining it as a constructive process which readers use to comprehend a text. other research (allen, 200328; evans, 2008)29 suggest a framework of metacognitive reading strategies, which includes pre-reading, while-reading and post-reading activities. oxford (1990)30 proposed three sets consisting of centering, arranging and planning, and evaluating. while pintrich (1999)31 offered planning, monitoring, and regulating. accordingly, o'malley et al. (1985)32 stated that “metacognitive strategies involve thinking about the learning process, planning for learning, monitoring of comprehension or production while it is taking place, and self-evaluation of learning after the language activity is completed”. other researchers (hartman, 2001; o'malley and chamot, 1990; zhang and seepho, 2013) simplified it to planning, monitoring, and evaluating. these are in line with what lems, miller, and soro (2010)33 proposed about reading comprehension, which requires the use of strategies before, during and after reading. in metacognitive strategies, these three phases are integrated with planning, monitoring, and evaluating. 1. planning comprehension.” 25 a. u. chamot and l. kupper, “learning strategies in foreign language instruction,” foreign language annals 22, no. 1 (1989): 13-24. 26 hartman, “developing students' metacognitive knowledge and skills.” 27 susan e. israel, cathy collins block, kathryn l. bauserman and kinnucan-welsch, kathryn, metacognition in literacy learning (new jersey: lawrence erlbaum associates publishers, 2005). 28 s. allen, “an analytic comparison of three models reading strategy instruction,” international review of applied linguistics 41 (2003): 319-338. 29 s. evans, “reading reaction journals in eap courses,” elt journal 62, no. 3 (2008): 240-270. 30 rebecca l. oxford, language learning strategies (massachusetts: heinle & heinle publishers, 1990). 31 p. r. pintrich, “the role of motivation in promoting and sustaining self-regulated learning,” international journal of educational research 31, (1999): 459-470. 32 j. m. o'malley et al, “learning strategies applications with students of english as a second language,” tesol quarterly 19, (1985): 285-296. 33 kristin lems, leah d. miller and tenena m. soro, teaching reading to english language learners: insights f rom linguistics (new york: the guilford press, 2010). eka rizki amalia the relevance and implications of metacognitive strategy to reading comprehension in efl classroom volume 2, number 2, november 2017 | 277 zzzzzz according to zare-ee (2008)34, planning involves the selection of appropriate strategies and the allocation of resources that affect performance. this benefits the students to prepare before reading a text. o'malley and chamot (1990) categorized that this phase into advance organizers, directed attention, functional planning, selective attention, and selfmanagement. some researchers offer some activities in this phase. ahmadi et al (2013)35 suggested making a prediction before reading, sequencing reading strategy, and allocating time or attention before beginning a task. schmitt (2005)36 proposed previewing, predicting, questioning and activating prior knowledge activities. pintrich (1999) suggested setting goals, skimming, and generating questions before reading a text. the activities chosen should be based on what it is that the students need to achieve. as o'malley and chamot (1990) stated that more specific activities in planning may be influenced by the goals which were seen as most useful for performing a task. 2. monitoring monitoring is a strategy which analyzes the information as the reading is in progress.37 the purpose is to improve the efficiency and effectiveness of the reading. in this monitoring activity, students can check whether their reading is on the track. this is what o'malley and chamot (1990) called as self-monitoring. they can decide whether they will maintain their reading activity as it is or make changes related to how well the reading strategies they use support their comprehension. schmitt (2005) offered some activities to be conducted; they are confirming predictions, making new predictions, checking understanding, noticing mismatches and problem-solving. pintrich (1999) suggested tracking of attention while reading a text and self-testing using questions about the text material to check understanding. monitoring activity is so important that weinstein and mayer (1985)38 regarded all metacognitive activities as part of monitoring comprehension where students check their understanding of goals they make by themselves. 3. evaluating evaluating is the appraising of the conclusion and regulatory process of the students‟ reading.39 it is examining the whole reading process students have conducted. in this phase, students can check what they have accomplished, how they accomplished, what they have not accomplished, why they could not accomplish, what they should do upon their reading, and so on. this is a self-evaluation stage (o'malley and chamot, 1990). through this, 34 a. zare-ee, the relationship between cognitive and meta-cognitive strategy use and efl reading achievements (the first regional conference on english language teaching and literature (eltl-1), tehran, iran: faculty of foreign language and literature, islamic azad university, roudehen branch, 2008). 35 ahmadi et al, “the importance of metacognitive reading strategy awareness in reading comprehension.” 36 maribeth cassidy schmitt, “measuring students' awareness and control of strategic processes,” in s. e. israel et al (eds.), metacognition in literacy learning (new jersey: lawrence erlbaum associates, 2005). 37 ahmadi et al, “the importance of metacognitive reading strategy awareness in reading comprehension.” 38 c. e. weinstein and r. f. mayer, “the teaching of learning strategies,” in m. c. wittrock. (ed.), handbook of research on teaching (3rd ed) (new york: macmillan, 1985), 315-329. 39 ahmadi et al, “the importance of metacognitive reading strategy awareness in reading comprehension.” eka rizki amalia the relevance and implications of metacognitive strategy to reading comprehension in efl classroom volume 2, number 2, november 2017 | 278 zzzzzz students can investigate what strategies which best work during reading activity and evaluate whether they have achieved their reading goals. the students can fulfill these tasks by rereading the text to confirm (problem solve), self-correcting errors, attempting/rejecting solutions, and deliberate problem solving.40 other activities are re-evaluating personal‟s aims and conclusion.41 the framework of metacognitive strategies in reading comprehension process lems et al (2010)42 suggested reading comprehension activity to use three strategies of before, during, and after reading, which by zhang and seepho (2013) and ahmadi, et. al. (2013) are integrated into metacognitive reading strategies of planning, monitoring, and evaluating. look at the table below. metacognitive process & its sub-categories metacognitive strategies in the academic reading comprehension process planning (pre-reading) advance organizer determine the nature of the reading task set one‟s reading goals plan the objectives of reading sub-tasks organizational planning plan the content of each task, the parts of specific reading tasks plan the strategies for completing the tasks elaborate the prior knowledge connected with the reading tasks selective attention focus on a specific task by sequencing the strategies to complete the tasks select the appropriate reading strategies for the specific tasks self-management apply one or more specific reading strategies relevant to the specific task adjust reading strategies for achieving goals monitoring (while reading) comprehension monitoring check one‟s understanding, accuracy and appropriateness of the over-all reading task/process check one‟s own abilities and difficulties in each reading task production monitoring check whether the reading strategies learned from class can solve the comprehension problems trace the selected reading strategies and adopt alternatives when it 40 schmitt, “measuring students' awareness and control of strategic processes .” 41 ahmadi et al, “the importance of metacognitive reading strategy awareness in reading comprehension.” 42 lems et al, teaching reading to english language learners: insights f rom linguistics. eka rizki amalia the relevance and implications of metacognitive strategy to reading comprehension in efl classroom volume 2, number 2, november 2017 | 279 zzzzzz metacognitive process & its sub-categories metacognitive strategies in the academic reading comprehension process is not working evaluating (post-reading) self-assessment make an assessment of whether one succeeds in the reading goal self-evaluation evaluate how well one learned to read evaluate the reading strategy use self-reflection reflect one‟s own problems whether he/she needs to go back through the reading process for a better understanding there are some metacognitive reading strategies proposed by zhang and seepho (2013)43 which were adapted from chamot and o‟malley (1989)‟s which are then divided into three steps of planning, monitoring, and evaluating which consist of nine main categories, they are advance organizer, organizational planning, selective attention and self-management for planning step, comprehension and production monitoring for monitoring step, and self-assessment, selfevaluation and self-reflection for evaluation step. advance organizer category consists of determining the nature of the reading task, setting one‟s reading goals, and planning the objectives of reading sub-tasks. in implementing these reading strategies in class, there are some activities which can be done, for example by considering the previous success with the similar tasks and identifying the purpose of the assigned tasks, activating the background knowledge to get a general idea, previewing the questions or the instructions, and trying to predict the contents of the text from the title. organizational planning category consists of planning the content of each task, planning the strategies for completing tasks and elaborating the prior knowledge connected with the reading tasks. these strategies can be done by some activities, for example by coming up with a list of reading strategies which will probably be used, scanning the text first and concentrate on what will be read, reading the task before reading the text, and reading the text before reading the task. selective attention category focuses on a specific task by sequencing the strategies to complete the tasks and select the appropriate reading strategies for the specific tasks. these can be done by determining the major points which will be paid attention to, such as the headings and sub-headings, the topic sentence, and the text structure, and recalling weak points in reading comprehension and trying to comprehend when reading begins. self-management category consists of applying one or more specific reading strategies which are relevant to the specific task and adjusting reading strategies for achieving goals that have been set before. these can be done by locating the task questions in the specific paragraph 43 zhang and seepho, “metacognitive strategy use and academic reading achievement: insights from a chinese context.” eka rizki amalia the relevance and implications of metacognitive strategy to reading comprehension in efl classroom volume 2, number 2, november 2017 | 280 zzzzzz of the text and planning before reading. other activity can be also by writing additional information or details which can help the students comprehending the texts. comprehension monitoring category consists of checking one‟s understanding, accuracy and appropriateness of the overall reading task/process and checking one‟s own abilities and difficulties in each reading task. there are some activities which can be done to complete these strategies, for example, first reading for the general ideas of the text, paying selective attention to the information predicted and required in the task, verifying inference of the previous paragraph and predicting what will come in the next paragraph, finding ways to overcome the problems when get stuck with difficult vocabulary, finding ways to concentrate on reading even when there are many distractions around, refocusing concentration on reading through the text and task, underlining the difficult sentences and words and trying to understand them, skipping words or sentences which are not understood, translating sentence by sentence while reading, focusing on one specific goal at a time, keeping reading even if having difficulty and constantly checking the understanding of the text, and regulating reading speed according to the given time and length of the text. production monitoring category consists of two strategies, they are checking whether the reading strategies learned from class can solve the comprehension problems, and tracing the selected reading strategies and adopting alternatives when it is not working. these strategies can be done by some activities, for example using reading strategies to help comprehend the text better, searching for the answers for the task questions, thinking of ways to solve reading problems even when they are very difficult, considering whether the reader understand the beginning and the ending of the text correctly, choosing appropriate reading strategies to solve immediate reading problems, and changing the strategies if they cannot help in accomplishing the reading comprehension task. self-assessment consists of making an assessment of whether one succeeds in the reading goal. this strategy can be done by realizing that the major concern is coming with the better understanding by accomplishing the task, checking to see if the reading strategies are helpful for the text comprehension, enjoying discussing with classmates for the difficult points and exchanging the reading experience to get a more effective reading method to achieve the goal, and using the reader‟s own reading plan for judging how well he/she read. self-evaluation consists of two strategies; they are evaluating how well one learned to read and evaluating the reading strategy use. these strategies can be done by referring to the reading goal to evaluate if the reader achieve it, setting a higher reading goal such as comprehension level for next time based on what works best this time and what the reader thinks he/she should keep or change and being able to use the characteristics of a good reader as criteria to evaluate the reader‟s own reading. the last category of metacognitive reading strategy is self-reflection, which consists of reflecting one‟s own problems whether he/she needs to go back through the reading process for a better understanding. this strategy can be done by some activities, for example, spending time to motivate the reader him/herself to improve the reading even if he/she finds that he/she does a poor job, spending time reflecting on the reader‟s reading performance, and recalling and summarizing the reading strategies to see what might the reader keep or change to make an eka rizki amalia the relevance and implications of metacognitive strategy to reading comprehension in efl classroom volume 2, number 2, november 2017 | 281 zzzzzz improvement on his/her reading next time. as previously mentioned, the nine categories of metacognitive strategies are grouped into three steps of planning, monitoring, and evaluating. each step of metacognitive strategy benefits reading comprehension process if they are organized and done appropriately. pintrich (1999:461)44 mentions that planning activity functions to “help the learner plan their use of cognitive strategies and also seem to activate or prime relevant aspects of prior knowledge, making the organization and comprehension of the material much easier”. in planning activity, there is predicting which involve activating prior knowledge of the reader. this is one of the topdown processes which helps the reader to construct pre-understanding upon the text he/she is going to read. this can benefit the reader to prepare his mental state to face reading text. another activity besides predicting is setting up goals before reading, which is considered as most useful for performing a task (o'malley and chamot, 1990)45 since the reader is aware of what he/she is going to accomplish by performing the task. when the reader has goals to accomplish, he/she seems able to extract and remember specific information from a text with little incidental learning (forrest-pressley and waller, 1984)46 because the focus of reading activity has been previously decided. however, in the absence of goals, the information remembered is variable and likely to change. monitoring activity enables students to check whether resources and knowledge they have are sufficient and being well used, whether their ability is sufficient and appropriate and whether they are doing what they have planned before.47 in this phase, students can check whether their reading is on the track. when they find some activities are not appropriate, they can do several things to get it back on track. for example, as lems et al (2010)48 suggested, by doing rereading, retelling, paraphrasing, looking for alternative explanations, looking for a connection to our experience, looking forward or backward in a text, checking the illustration, or stopping and asking questions to them. the last is evaluating. this step is when the evaluation of all strategies takes place. in this phase, students can evaluate whether they have achieved the goal of their reading, whether they have applied the strategies appropriately, and whether they need to go back reading for a better understanding. this phase correlates a lot with the planning phase because this phase determines whether the planning has been arranged and organized well or not. this phase also determines whether the whole reading activity meets its target and considered successful or not. conclusion based on the explanation above, we could conclude that metacognitive strategy had impact on students‟ reading comprehension achievement. it promoted students‟ reading 44 pintrich, “the role of motivation in promoting and sustaining self-regulated learning.” 45 j. michael o'malley and anna uhl chamot, learning strategies in second language acquisition (cambridge: cambridge university press, 1990). 46 donna-lynn forrest-pressley and t. gary waller, cognition, metacognition, and reading (new york: springerverlag, 1984). 47 b. d. slife and c. a. weaver, “dep ression, cognitive skill, and metacognitive skill in problem -solving,” cognit. emotion 6, (1992): 1-22. 48 lems et al, teaching reading to english language learners: insights f rom linguistics. eka rizki amalia the relevance and implications of metacognitive strategy to reading comprehension in efl classroom volume 2, number 2, november 2017 | 282 zzzzzz performance as well as their ability to maximize their reading effectively. by accustoming using metacognitive strategy in their reading activity, students would become skilled and were in their process to become good and strategic readers. strategic readers had the ability to plan, monitor, and evaluate their reading automatically, as represented by three steps of metacognitive strategy activities. by doing so, they get the most from their reading and further achieve the targeted score. bibliography ahmadi, mohammad reza, ismail, hairul nizam and abdullah, muhammad kamarul kabilan. “the importance of metacognitive reading strategy awareness in reading comprehension.” english language teaching 6, no. 10 (2013). allen, s. “an analytic comparison of three models reading strategy instruction.” international review of applied linguistics 41 (2003): 319-338. chamot, a. u. and kupper, l. “learning strategies in foreign language instruction.” foreign language annals 22, no. 1 (1989): 13-24. çubukcu, feryal. “how to enhance reading comprehension through metacognitive strategies .” the journal of international social research 1, no. 2 (2008). evans, s. “reading reaction journals in eap courses.” elt journal 62, no. 3 (2008): 240-270. flavell, j. h., “metacognitive aspects of problem-solving.” in resnick, l. b. the nature of intelligence 12, (1976): 231-235. lawrence erlbaum associates. floris, flora debora and divina, marsha. “a study on the reading skills of efl university students.” teflin journal 20, no. 1 (2009): 37-47. forrest-pressley, donna-lynn and waller, t. gary. cognition, metacognition, and reading. new york: springer-verlag, 1984. hartman, hope j. “developing students' metacognitive knowledge and skills .” in hartman, hope j (ed.). metacognition in learning and instruction: theory, research and practice. new york: springer-science business media, b.v., 2001. hunt, alan and beglar, david. “a framework for developing efl reading vocabulary.” reading in a foreign language 17, no. 1 (2005): 23-59. israel, susan e., block, cathy collins, bauserman, kathryn l. and kathryn, kinnucan-welsch. metacognition in literacy learning. new jersey: lawrence erlbaum associates publishers, 2005. kleitman, sabina, stankov, lazar, allwood, carl martin, young, sarah and mak, karina kar lee. “metacognitive self-confidence in school-aged children.” in mok, m. m. c. (ed.). selfdirected learning oriented assessments in the asia-pacific. new york: springer, 2013. lems, kristin, miller, leah d. and soro, tenena m. teaching reading to english language learners: insights from linguistics. new york: the guilford press, 2010. maki, ruth h. and mcguire, michael j. “metacognition for text: findings and implications for education.” in perfect, t. j. and schwartz, b. l. (eds.). applied metacognition (cambridge: cambridge university press, 2004. nation, i. s. p. “l1 and l2 use in the classroom: a systematic approach.” tesl reporter 30, eka rizki amalia the relevance and implications of metacognitive strategy to reading comprehension in efl classroom volume 2, number 2, november 2017 | 283 zzzzzz no. 2 (1997): 19-27. o'malley, j. m. et al. “learning strategies applications with students of english as a second language. tesol quarterly 19, (1985): 285-296. o'malley, j. michael and chamot, anna uhl. learning strategies in second language acquisition cambridge: cambridge university press, 1990. oxford, rebecca l. language learning strategies. massachusetts: heinle & heinle publishers, 1990. pang, jixian. “research on good and poor reader characteristics: implications for l2 reading research in china.” reading in a foreign language 20 no. 1, (2008):1-18. pardede, parlindungan. “a review on reading theories and its implication to the teaching of reading.” uki elt and edu, (2013). pintrich, p. r. “the role of motivation in promoting and sustaining self-regulated learning.” international journal of educational research 31, (1999): 459-470. schmitt, maribeth cassidy. “measuring students' awareness and control of strategic processes.” in israel, s. e. et al (eds.) metacognition in literacy learning (new jersey: lawrence erlbaum associates, 2005. slife, b. d. and weaver, c. a. “depression, cognitive skill, and metacognitive skill in problemsolving.” cognit. emotion 6, (1992): 1-22. veenman, m. v. j. “the assessment of metacognitive skills: what can be learned from multi method designs?” in artelt, c. and moschner, b. (eds). lernstrategien und metakognition: implikationen fur forschung und praxis, (2005): 75-97. berlin: waxmann, 2005. weinstein, c. e. and mayer, r. f., “the teaching of learning strategies.” in wittrock, m. c. (ed.). handbook of research on teaching (3rd ed). new york: macmillan, 1985. williams, joanna p. and atkins, j. grant (eds.). the role of metacognition in teaching reading comprehension to primary students. new york: routledge, 2009. zare-ee, a. the relationship between cognitive and meta-cognitive strategy use and efl reading achievements. the first regional conference on english language teaching and literature (eltl-1), tehran, iran: faculty of foreign language and literature, islamic azad university, roudehen branch, 2008. zhang, lian and seepho, sirinthorn. “metacognitive strategy use and academic reading achievement: insights from a chinese context.” electronic journal of foreign language teaching 10, no. 1 (2013): 54-69. alimudin, arasy, partomi simangunsong, muh barid, and nizaruddin wajdi. “the factors affecting land prices in housing location in sidoarjo regency.” international journal of society development and engagement 1, no. 1 (2017): 2597–4777. kultural, dakwah. “dakwah kultural, karya „ ulama indonesia kajian untuk menangkal radikalisme agama muh. barid nizaruddin wajdi 1.” lentera 1 (2016): 37–54. sari, devit etika, and muh barid nizarudin wajdi. “the effectiveness of the method of gi with electronic workbench study to improve activities and results student.” educatio  : journal of education 2, no. 1 (2017): 136–150. http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/22. ummah, yuli choirul, and muh barid nizarudin wajdi. “dismantling paradigm book ta‟limul muta‟allim.” educatio  : journal of education 1, no. 2 (october 30, 2016): 1–10. accessed october 21, 2017. http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/26. eka rizki amalia the relevance and implications of metacognitive strategy to reading comprehension in efl classroom volume 2, number 2, november 2017 | 284 zzzzzz wajdi, muh. barid nizaruddin. “pendidikan ideal menurut ibnu khaldun dalam muqaddimah.” jurnal lentera  : kajian keagamaan, keilmuan dan teknologi 1, no. 2 (september 30, 2015): 272–283. accessed october 24, 2017. http://www.ejournal.staimnglawak.ac.id/index.php/lentera/article/view/49. wajdi, muh. barid nizarudin. “ :at-tajdid ”.المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها jurnal ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016). http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. wajdi, muh barid nizaruddin. “arabic learning skill.” at-tahdzib: jurnal studi islam dan muamalah 3, no. 2 (2016): 32–47. educatio : journal of education volume 1 , number 2, november 2016 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z kinesthetic role in motorist learning mukhlisin stai mifahul ‘ula kertosono nganjuk mukhlisinendemic@gmail.com accepted : 11 july 2016 reviewed : 07 september 2016 published : 15 november 2016 abstract: this article describes the role of kinesthetic in motor learning. it starts with a definition that kinesthetic is generally regarded as "a feeling or awareness" of body position and body movement. but there are four factors are seemingly quite common in definitions of kinesthetic: positioning of body segments, precision of movement, balance, and spatial orientation. any appropriate reference explaining the reception and transmission of kinesthetic information during movement has not yet been determined to the satisfaction of all reviews those working in this area. traditionally, it has been assumed that the proprioceptor in the muscles represents the source of kinesthetic. the possibility of improving the capability of the kinesthetic organs of sense has been a subject of considerable interest in discussions among instructors of physical education. but there is, as yet, no convincing evidence that kinesthetic can be improved. it is generally stated, though, that the more one practices in repeating a certain movement, the more skillful one becomes in making that movement. one can feel, however, that "feeling" and "balance", as the main elements of kinesthetic, can be improved through practice increased frequency and or creation of a conducive condition.. keywords: kinesthetic, positioning of body segments, precision of movement, balance, and spatial orientation introduction the phrase indicates potential motor skills above reinforced by some athletes following statement. experienced golf players say "that felt good" when he was able to do a blow beautifully. powerful baseball bat said "iknew it the moment is "after he hit the ball and the home run. the phrase "feel your stroke", known as the standard instructions for the athletes swimming coach before mailto:mukhlisinendemic@gmail.com mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 30 zzzzzz getting into the water to enter the race. another phrase is given a gymnast named ernest sanangelo who said:"ithink of routine before my event. i check up and think of what i'm going to do. then they call me for my first event. i jump up to the apparatus and think of my first moves -and that is all. the rest is taken care of by my kinesthetic sense. i go through what i have been practicing in my workouts -and that is all.1 the essence of the above statement can be formulated into the questions as follows: if we can control the movement without kinesthetic feedback ?, or more operations can be expressed with words what guides the movement of the arm, joints, and fingertheir fingers, so it can move is always appropriate to all high velocity and direction ?. implicitly ernest san angelo has stated that to obtain optimal motor performance required preparation kinesthetic feeling. kinesthetic feelings are often expressed as muscle or motor feeling, even quite popular as well as the six senses(the sixth sense),since known as extrasensory perception of the five senses is known today. moderate to describe the feeling of muscles, tendons, and joints, including awareness the number of muscle fibers voltage, in the form of stretching and contraction, often used terminology somatic sensations2. kinesthetic are often also called proprioception refers to the sensation and perception of the body and head movement. although this capability is often overlooked as one of the senses human, kinesthetic important as a source of feedback and always provide sensory information to the central nervous system on matters related to the characteristics of the movement, such as the direction, position in space, speed, 1 frost, reuben b. 1971. psychological concepts applied to physical education and coaching. london: addison-wesley publish-ing company. p 104 2 frost, reuben b. 1971. psychological concepts applied to physical education and coaching. london: addison-wesley publish-ing company. p 40 mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 31 zzzzzz and muscle activation 3. in the motion control model "close the loop" kinesthetic information significant role. at the time of one's actions with this model made possible correction movement using kinesthetic information. meanwhile, in the model "open of loop" like doing fast movements or movement of ballistic all controlled by a central command, without involving kinesthetic feedback, one cannot be corrected motion for a limited time, although kinesthetic feedback provided .4 problems kinesthetic has piqued the interest of experts air-years-old. experts have a lot to show the existence of taste-an kinesthetic this, and have also done a variety of experimental approaches to determine the role of kinesthetic in controlling action coordinated, however, in relative terms is not widely known by practitioners in the field of physical education and sport are outside the scientific field. the gap is over until the emergence of a number of research kinesthetic happened in the last few years. according oxendine less favorable view of the existence of the role of kinesthetic perhaps as a result of the following factors: (1) problems and differences of opinion in the definition of kinesthetic; (2) difficulties in making measurements; (3) problems associated with the separation of other kinesthetic sensing of influence5 (. to act assessment of the benefits and role contained in this capacity, the discussion will be carried out gradually from the definition of kinesthetic, the rationale being used, measurements were carried out, the 3 3 magill ra 2001. motor learning: concepts and appications. singa-pura: mcgraw-hill book co. p 75 4 magill ra 2001. motor learning: concepts and appications. singa-pura: mcgraw-hill book co. p 76 5 oxendine, joseph b. 1968. psychology of motor learning. new york: appleton, century– croft. p 291 mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 32 zzzzzz development of kinesthetic, relations between variables kinesthetic and motor performance, and its implementation in teaching physical education and sport. definitions kinesthetic kinesthetic word, first used by bastian, comes from two greek words meaning "moving" and "sensation". in various references, kinesthetic word often used interchangeably with proprioception, because according sherington of proprioception sense include motion together to feel the stress, pressure, strength, and body orientation of the space without involving any movement6. many scholars have attempted to define kinesthetic, which of its use each viewpoint. for example, smith defines kinesthetic information about "the joint receptors", while others propose a meaningful concept wider than the concept that is very limited. for example, gibson argues that kinesthetic should be viewed as"the obtaining of information about one's action" to ignore sensory modalities(thesensorymodalities).proprioseptor kinesthetic regard comes from an idea that is not quite right, because the information related to the movement can be found through various sensory systems .7 to enrich the discourse on the definition of kinesthetic in this paper put forward the views frost et al. frost said the kinesthetic is awareness or perception of the position and motion of the body as well as other body parts 6 6 sage gh 1984. motor learning and control: a neuropsychological approach. dubuque, iowa: wm. c. brown publishers. p 106 7 sage gh 1984. motor learning and control: a neuropsychological approach. dubuque, iowa: wm. c. brown publishers. p 178 mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 33 zzzzzz are sourced from feeling the muscles, tendons, joints, and other tissues 8. further explained that the sensory nerve endings help to things that berkenaaan with the position and orientation of the space. proprioseptor receive stimuli from the internal organs are internal, while exteroceptor receive stimuli from the external environment. proprioseptor role to guide and coordinate the whole movement of late, but generally act as stimuli which presents information on the central nervous system, as was done by exteroceptor.9 the same definition is expressed by oxendine:"the kinesthetic sense is generally considered to be "feel" or awareness of body position and body movement. however, the definition more specific and carefully offered by other experts may help to clarify the scope of capacity contained in the capability which is the object of this study. scott kinesthetic defines as: "... the sense roommates enables us to determine the position of segments of the body, reviews their rate, extent, and direction of movement, the position of the entire body, and the characteristics of total body motion10. another definition by stating that the proposed magruder kinesthetic are: (1) the ability to recognize muscular constrictions of a known amount;(2) the ability to balance; (3) the ability to assume and identify body position; and (4) the ability to orient the body in space11. phillips and summers showed kinesthetic perception as "the conscious awareness of the individual of the of the position of the parts of the body during voluntary movement", and the last presented is howard and templeton opinion. 8 8 frost, reuben b. 1971. psychological concepts applied to physical education and coaching. london: addison-wesley publish-ing company. p 99 9 9 frost, reuben b. 1971. psychological concepts applied to physical education and coaching. london: addison-wesley publish-ing company. p 104 10 oxendine, joseph b. 1968. psychology of motor learning. new york: appleton, century– croft. p 291 11 oxendine, joseph b. 1968. psychology of motor learning. new york: appleton, century– croft. p 291 mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 34 zzzzzz howard and templeton, said kinesthetic is the discrimination of the positions and movements of body parts based on information other than visual or auditory. fast excitatory arise due to changes in long voltage, pressure, and power comes from the influence of gravity, the relative movement of the body, and muscle contraction. it is concluded that the discrimination position of body parts, discrimination movement, and the amplitude of the movement of body parts generated active and passive12. after noticing some definitions suggested by experts in the above, it can be noted in some agreements may developed as common sense kinesthetic. it seems like there are four factors that commonly arise in the various statements of the experts, namely: (1) the position of the body segments; (2) the accuracy of the motion; (3) balance; and (4) the orientation of the space. this concept offers a basis for developing a test for measuring kinesthetic doing. tests kinesthetic always developed, although it has many concepts that have kinesthetic documented, which in turn is expected to result in a list of more specific elements kinesthetic ability. basic kinesthetic most senses depend on stimulation from outside the body. for example, the eyes, nose, ears, skin, and taste bud receptors receive external stimuli. but the air-kinesthetic senses different from the five senses which have been called the first, kinesthetic feeling dependent on internal stimulation. the nerve endings-called spindle (spindless) or proprioseptor located in muscles, tendons, 12 sage gh 1984. motor learning and control: a neuropsychological approach. dubuque, iowa: wm. c. brown publishers. p 68 mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 35 zzzzzz and ligaments, seems to be a means of coordinating the movement of the body. there captors labyrinthine are located in the inner ear is a regulator of the body's balance. ability of coordination and balance, both of which are essential elements kinesthetic senses. the above explanation is reinforced by d. allen phillips and james hornak stating that the sense organs or taste-tetik kines is proprioseptor covering certain sensory receptors in the muscles, tendons, joints and tools are located vestibular in the inner ear13. further described by sugiyanto that each receptor me-had its own function in conjunction with the position and movement of the body. the main function of muscle spindle activity to back-aids postural reflexes and maintain muscle tension. prescription-tor joints is important for the perception of the position and movement of the joints, and tools vestibular useful for maintaining balance and interpretation of lateral movement, horizontal and verticals14. to clarify what exactly is the basis kinesthetic, it can be stated that in the beginning not all experts agree kinesthetic senses explained using physiological basis. traditionally it is assumed that proprioseptor in muscles stimulated by contraction or stretching of the muscle cells. furthermore, pro-prioseptor in tendon and ligament stimulated by stretching or movement that comes from the contraction of muscles. a constant flow of stimulus from the receptor gives the possibility for learners to sense the position of the body without using the senses of sight, and more learners will be able to perform a coordinated movement and adjust to the antigravity sensation of awareness even(conscious of 13 ---------------------. 1980. motor learning and human performance: an application to motor skills and movement behavior. new york: macmillan publishers co., inc. p 252 14 sugiyanto. 1984. pengaruh penggunaan videokaset, kualitas model gerakan, kelompok umur, jenis kelamin dan persepsi kin-estetik (disertasi). jakarta: fps-ikip jakarta. p 122 mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 36 zzzzzz sensations)of the receptor. flow think with physiological above approach is supported by cooper and glassow. both experts in kinesthetic sensory receptors have been identified as the muscle spindle, golgi tendon organs and blood cells(corpuscles)pacini (oxendine, 1968: 292). it is said that each receptor is stimulated by changes in voltage, and further nerve impulses(nerve impulses)forward to cerebral cortexl which acts as a basis for sensation and perception kinesthetic. there are 4 types of nerve endings receptors, three of which relate to the feelings of the position and movement, while the free nerve endings (and pacini blood cells) are sensitive to the harsh pressure. briefly described kinesthetic resources, but as what has been said before that there is a difference of view early in connection with this problem. rose and mount castle expressed his doubts to stretch receptors in muscles provide information on the movement or position. the two experts were stating: "... it appears that classical proprioceptors contribute may not at all to the arousal of 'proprioceptive' sensations" gardner also expressed confidence that"muscle spindless do not play an important role in kinesthetic reception", and further says that has primary responsibility for kinesthetic ability is ruffini nerve endings and blood cells pacini(pacinicorpuscles). therefore, a proper source for the reception and transfer of kinesthetic information during the motion cannot be determined satisfactorily for all parties working in this field. in conversations definition has been stated that the balance or equilibrium is one important element in kinesthetic, of course, this balance is closely linked to overall kinesthetic. since the learners aware of the occurrence of a change in mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 37 zzzzzz position, should he be able to also be aware of the position and movement of the head. receptors labyrinthine located in the ear is activated by a change in position or movement of the head in relation to the overall body movement. when an external force throws the body of learners, it would the ability to form good posture or maintain proper position. and this situation is evidence of the exercise of the function of the receptor usage. effectiveness of motor performance depends not only on the coordination of body movements alone, but also on body balance control. thus, eventually it can be stated that the receptor assumed to be part of the mechanism kinesthetic. measurement kinesthetic research kinesthetic broadly divided into two categories. first, the form of studies related to pemi-recovtest and measurement, and the second one comes to the relationship between the kinesthetic and the performance of the motor or motor learning process of learners. further studies evaluating the existence of relations between the two variable above, are encouraged to be associated with the measurement of the material. kinesthetic concepts relatively easily defined, but it is different with weights and measures, it is very difficult to measure effectively kinesthetic. therefore, the definition of an existing kinesthetic seen as more consistent than the tests that have been developed. although many evaluation tools used for measuring kinesthetic, most of the test do not have a steady validity. some experts familiar with this field conclude that kinesthetic sense is not mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 38 zzzzzz the capacity of a general nature, but rather leads to a combined specific elements, as stated by oxendine that:"the kinesthetic sense is not a general capacity. rather, it is composed of specific elements" 15. for this purpose, scott suggests some special abilities that can be used to determine the kinesthetic senses. capability that is intended is: (1) the muscular contractions of a known amount;(2) balance ability;(3) ability to assume and identify body position;(4) the precise use of the hands; and 5 orientation of the body in space16. in addition there are other researchers scott who developed a list of special abilities though somewhat different. the concept of thinking that must be followed in this context is: when performing measurements kinesthetic senses must measure a number of different capacities in self-learners. for this not only requires the test items, but some test items. in its efforts to conduct measurements of the many elements that involved in the kinesthetic, the researchers have devised a test battery consisting of 15-25 test items. usually indicated a very low correlation between the tests used. this low correlation to form the belief that there is no single capability or a single test items are quite capable of covering the overall kinesthetic sense. results analysis’s kinesthetic measurements showed that the majority of battery test is designed to measure the ability of: (1) functions as static and dynamic arm; (2) the function of the legs and thighs; 15 oxendine, joseph b. 1968. psychology of motor learning. new york: appleton, century– croft. p 293 16 oxendine, joseph b. 1968. psychology of motor learning. new york: appleton, century– croft. p 293 mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 39 zzzzzz (3) balance and; (4) vertical and horizontal motion of the arm. measure against various capabilities beyond done with the assumption that the senses of sight and taste cannot be included in the measurement. no single test is adequate to measure all characteristics of kinesthetic. a second problem encountered in measuring kinesthetic is as difficult to take measurements of the characteristics / other properties, which stretches from the problems of intelligence until the motor skills. almost impossible to choose beads of the same and new tests for all learners. research has shown that the performance of the tests used in the measurement can be improved through practice kinesthetic. therefore, the results of testing conducted kinesthetic will raise questions that are fundamental, such as: are learners perform kinesthetic tests with good results, due to the sensory capacity high or experience in the following test results in the past, or perform other similar activities. although few studies done on this subject, one thing that needs to be addressed is the understanding that performance is affected by factors heredities kinesthetic and the environment. typical tests that are kinesthetic requires the subject to perform the following types of activities. a. duplicate or assume space, position or angle provided with arms and legs b. demonstrate accuracy of arm movements to the horizontal and vertical planes c. using the amount of power given to the against resistance measured d. leaping according to the distance and elevation that has been granted e. walk on a particular track special way a. throwing an object to improve accuracy and knowing the distance mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 40 zzzzzz b. touching or designate a specific goal) phillips and summers describes the position or straightness measurement technique(alignment) of the body. in the study, the research subjects were blindfolded with a cloth and asked assumptions standing position. a spotlight is put in front of the subject so that the reflection radiated into a board which has been characterized by varying degrees of size. subject scores are determined by the amount of the variability in the desired position. the same technique is used when the subject stood facing the board which has been characterized by levels of measurement at a distance from the body's fingertips. here the subject assumes a different arm positions, and measurements were carried out varies from the desired positions. in summary, efforts to develop kinesthetic tests have result conclusions stated that there some specific elements that need to be combined into a test battery that's adequate for measuring kinesthetic. although some of these elements have been identified by some researchers, but to determine the best tool in the measurement, each item element still not getting the deal. since kinesthetic assumed to depend on proprioseptor andreceptors, labyrinthine it is generally concluded that the test should not involve kinesthetic sense of vision. finally, several tests used to kinesthetics have shown reliability-bag level is high, although the validity of the test can not be set relationship kinesthetic and motor performance measurement at the start of talks kinesthetic stated that category to two related studies the correlation between the kinesthetic and motor performance. below are presented some results of the study as evidence of scientific studies that have been conducted by researchers in this field. although only based on a few studies, the results are expected to be used for doing withdrawal kinesthetic mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 41 zzzzzz generalization to problems. several investigators have reported that there is a high correlation between test performance kinesthetic and general motor skills. also stated that a high score in kinesthetic more at-produced by learners status of athletes compared to non-athletes learners. however, this conclusion as the study is limited by the validity of the tests that have not been tested. phillips and summer reporting relationship between the ability to learn the motion in the sport of bowling and kinesthetic. phillips and classify 115 summer college student in a group of fast and slow by the bowling appointed score-right in the exercise period (the period of exercise performed 24 times). further tests involving kinesthetic given position size to the whole subject. researchers reported that kinesthetic memo-possess a higher correlation in the early stages of learning the sport motion of bowling rather than at the final stage. in the study researchers also reported kinesthetic perception of differences between the arms were chosen and not. it is suggested that the habit of using the arm can produce perceptual difference. another study using objects bowling done by greenlee. greenlee found an association between dynamic balance and bowling, but no relationship was found between kinesthetic size, strength and static balance with the ability bowling . mumby develop tests that require the subject maintains constant pressure on moving objects. mumby give this test to 21 students who follow wrestling lessons, and reported that a better wrestler obtain a higher score. finally, mumby concluded that wrestling ability associated with sensitivity to pressure and ability to react accurately (oxendine, 1968: 295). phillips testing out some kinesthetic size to 63 students in golf lessons. reporting that there is a mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 42 zzzzzz relationship between the size of certain kinesthetic and ability "putting" ,but otherwise there are no or little to do with performance "driving" 17. clapper provide kinesthetic tests daughter middle school students, which are grouped into socio-economic level of low, medium, and high. the test involves the ability to designate the points target (target pointing),lift arm(arm rising),spreading finger(finger spreading),and the balance on the ball(ball balancing).clapper reported that there is a low correlation between the ability to learn movements and score accumulation test battery. if the test items are analyzed individually produced significant discoveries. also reported that the performance test items used in the study can be developed in a little more exercise. wiebe reported that college athletes had higher scores on a 21-point follow kinesthetic tests than non-athletes). taylor in his research get a successful outcome male athletes into college basketball teams that scored kinesthetic higher when compared to candidates who failed to become a member of the team . gross and thompson reported in his research that athletes have better dynamic balance, capable of faster swimming pool and have the ability to better overall when compared with the balance athlete ugly. young investigated the relationship between the kinesthetic and some form of movement that was elected in gymnastics and sports. the study group consisted of 37 female students perform tests of motion that involves the movement of arms and legs, throwing, kicking, hitting, squeezing, and balance. although the validity of the test kinesthetic used in research to get some questions, researchers conclude that there is a positive correlation between the 17 oxendine, joseph b. 1968. psychology of motor learning. new york: appleton, century– croft. p 295 mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 43 zzzzzz kinesthetic and some typical movements used in gymnastics and sports. roloff provide a test of motor skills are developed scott and 8 points kinesthetic tests for the 200 students who take physical education lessons. students as research subjects reflect the different levels of ability. the results showed that among the two tests bettered has a positive relationship. role off concluded tests used in research have merit in the development of kinesthetic, more role off developed a regression equation to the points test battery consisting of arm raising, weight shifting, arm circling, and stick balance18. , norrie physical education students divide into groups of good and bad physical ability. kinesthetic battery test given to each group. having evaluated by instructors found that there is a positive correlation between these tests and motor. to further refine kinesthetic insight into the problems, in this work will be presented some research that's getting results opposite to the research that has been mentioned earlier. for example witte reported no relationship between the size and capability of positional kinesthetic the ball rolling for the student sons and daughters of elementary school classes 1 and 2. it is also stated there was no difference between students' kinesthetic size sons and daughters comparing the level of effectiveness measurement rollo golf skills between traditional methods and teaching using kinesthetic perception. the conclusion states there is no difference between the two approaches used in the lawyer-golf doctrine (drowatzky, 1975, 184)19. hill-conludes in his research that there is no correlation between the type of kinesthetic and learn the simple motor tasks 18 oxendine, joseph b. 1968. psychology of motor learning. new york: appleton, century– croft. p 298 19 drowatzky, john n. 1975. motor learning principles and practices. minneapolis, minnesota: burgess publishing company. p 184 mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 44 zzzzzz either complex. similarly stated by sisley that there is no relationship between the kinesthetic and levels of one branch of the sport of basketball, bowling and tennis (drowatzky, 1975: 184). similarly, few studies have been carried out by some experts, who until now still not getting the results are consistent, however, there must be an advantage to drawn from the differences in the results of research that has been presented, which allows us to obtain a reference think that is argumentative. development of kinesthetic possible sensory ability to develop kinesthetic learners has been an interesting debate among the experts of physical education. none the less, the possibility capacity development through practice basic sensory seems is still something vague. there has been no scientific evidence which stated conclusively kinesthetic can be improved. just in general it can be stated that the more repetitive activities, the more skilled learners also undertake activities that are repeated. widdop in his research showed that ballet training to develop the ability to position the limbs and late-conscious learners limb position. there is little doubt as to the activity or action is given able shape better kinesthetic. nonetheless seems widdop research, as well as other researchers, show only on certain types of movements and positions that can be learned by learners . although the assumptions stated kinesthetic basic capacity cannot be developed through training programs, seems to take part in motor activity has mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 45 zzzzzz other advantages. body control, balance and motor skills better will be produced from a wide variety of activities(wide spread activity). more and more learners do response and position movement, the more many possibilities to develop behavioral skills necessary movement in days to come. therefore, students who take part in a variety of dance, gymnastics and other sports, will likely be able to point higher score in kinesthetic. general development in motor skills as it seems to give the development of kinesthetic owned. in fact, it only represents the development of skills that will be duplicated or transferred to the same skills in days to come. implementation kinesthetic in teaching physical education and sport kinesthetic learners with a sharp feeling seem to remember the correct motor movement is easy, because the sensation in the position to receive information from proprioceptors. for example the typing lessons. as described above, when the following subjects at the beginning of learners develop awareness of feelings by doing touch to any letter in the typewriter keys. once the sensation is set, then learners can press a key type in which it calls the proper radius without notice. the fingers should not be too often knocked among key type or double-lock type at the same time. the same kinesthetic knowledge applied also by the possibility of a piano player or a motorist who can pedal acceleration or brake pedal without using the senses of sight. skill and ease in motion sport with which learners assume certain positions or execute motion certain evidenced by this kinesthetic level. therefore, learners with quality kinesthetic high can easily perform the repetition of the mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 46 zzzzzz starting position in the movement ran in track athletics, kick appropriately in football, or the attitude of hitting in baseball, even though at the beginning of the execution of occasional done incorrectly. in an effort to execute correctly learners should be able to feel the movements involved clearly. to obtain high effectiveness and consistency in the lawyer-teaching of physical education and sport, sensory clues learners should be guided. instructions teachers or coaches who do immediately to help achieve the formation of the correct movement. although even so, the final analysis the formation of the movement must be known with certainty by learners. learners should develop the feeling to swing, throw, jump, or other movements correctly. in many situations, the teacher's instructions or trainer necessary for the effective performance of early activities such as gymnastics, dance, or some other activity. learners must always remember the sensation of movement made to duplicate it the next time. teacher or coach can help raise awareness of kinesthetic movement required learners to a particular response. the more so for clear and natural sensation which learners receive no guidance, teachers should help students in conceptualizing the movement for more acknowledgement awareness of sensation. reception power greater sensation very assist students in reviewing the performance generated and mentally rehearse the next performance. tools often used by teachers to improve the movement in accordance with the mechanics and consciousness responses of learners. body mechanics techniques to "balance the book" who have understood the students outside of the head, while the movement up and down stairs, sitting and standing, or walking around the room is a method that should be run. mechanical motion in sports shortly utilization factor to cover heavy weapons including golf clubs, a mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 47 zzzzzz club baseball, or tennis racket to help learners develop what developed continued movement(follow-through) accordingly .club golf and ball base heavy will strengthen learners to perform advanced motion and perhaps experience this response is a first-time experience. one time the right moves to do, teachers can be very helpful in alerting learners acquire the sensation. by basing on the description that has been done, what is contained in this work can be stated briefly as below. kinesthesia expressed as muscle feeling or feeling motorist , which are generally closely linked with the position of the body segments, the accuracy of motion, balance and spatial orientation. basic kinesthetic experts still being debated, but for discussion in this work it is assumed that proprioceptor, through receptors in muscles, tendons, joints and tools inside the ear vestibular is a source of kinesthetic research in the kinesthetic broadly divided into two categories. the first study relates to choice test and measurement; and a second study concerning the relationship between the kinesthetic and motor performance. tests kinesthetic that there still needs to be developed, especially regarding the issue of the validity of the test. research presented show the results have not been consistent. a group of researchers says there is a positive relationship between test kinesthetic and motor performance and other groups found the air different results. efforts to develop the ability kinesthetic learners is still the talk of the experts. assumptions used me-stated their doubts about the possibility of the mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 48 zzzzzz development of the ability of kinesthetic learners, because at least not until this work is presented not obtained conclusive scientific evidence that kinesthetic can be improved through practice. in this context, it can be the said heredity factor prominent role. on the other hand can clearly be perceived that the "feeling" and "balancing" the main element kinesthetic ability can be improved through increasing the frequency of practice, or the creation of a favorable climate. in other words, it can be stated that environmental factors determine the occurrence of kinesthetic skill development. one fact difficult to resist showing elements of "feeling" and "balancing" is a capability that is needed in physical education and sport. references drowatzky, john n. 1975. motor learning principles and practices. minneapolis, minnesota: burgess publishing company. frost, reuben b. 1971. psychological concepts applied to physical education and coaching. london: addison-wesley publish-ing company. oxendine, joseph b. 1968. psychology of motor learning. new york: appleton, century–croft. phillips d. allen dan hornak james e. 1979. measurement and physi-cal education. new york: john wiley and sons. magill ra 2001. motor learning: concepts and appications. singa-pura: mcgrawhill book co. marteniuk rg 1976. information processing in motor skills. new york: holt, rinehart and winston. sage gh 1984. motor learning and control: a neuropsychological approach. dubuque, iowa: wm. c. brown publishers. mukhlisin kinesthetic role in motorist learning volume 1, number 2, november 2016 | 49 zzzzzz singer robert n. 1975. motor learning and himan performance: an application to physical education skills. new york: mac-millan publishing co., inc. ---------------------. 1980. motor learning and human performance: an application to motor skills and movement behavior. new york: macmillan publishers co., inc. sugiyanto. 1984. pengaruh penggunaan videokaset, kualitas model gerakan, kelompok umur, jenis kelamin dan persepsi kin-estetik (disertasi). jakarta: fps-ikip jakarta. educatio : journal of education volume 1 , number 2, november 2016 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z education reform towards the future development of nation devit etika sari stai mifahul 'ula kertosono nganjuk devitetikasari@gmail.com published: october 20 2016 reviewed: september 13 2016 accepted: august 11 2016 abstract: global era is a challenge for seizing competitive quality among nations. the challenge become an agenda for an education system realizing able to answer some requirement for development. education is the main pillar of development actually, functional decadence of education h ~ 9ccurred within erosion in the process of striking objective of education: reformation is urgent, in terms of education system, the learning of personal education, the existence of education personals. reformation in the three elements should be synergic and progressing mission / visions for education leading to the purpose of human development, generating human who are intelligent, piety, scholarly, humanistic, adaptive, independent, moralized, fair, and populism. some effort for realizing the objectives are the responsibility of government, schools and society. thought this writing, it is discussed some issues of education reformations by converting aspects of institutions, professionalism of education personals, and their relation to the future development of nations. keywords: educations reformation. introduction education is a process of humanization (humanizing). through education, people are able to develop themselves with others. within the context of education that might only be understood when human social seen as individual and social figures interactively. interactions are causing issues for human resource investments can not be separated from the interests of society and the nation as a whole. the forms can not be separated from the educational praxis educational goals, values, and issues of cultural identity adopted. the devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 88 zzzzzz education part of the process of community life. therefore, the development of education can not be separated from social change of a nation. education is one of the basic tasks of the state. the government is obliged to organize institutionally through schools from elementary through college level. nation building and social change will be interdependent with the education program launched by the government in anticipation of the development of local governments in the global era. one consequence of globalization is the advancement of science and technology that will change rapidly to the demands of the world of education. advances in technology led to certain jobs are no longer needed, and for jobs demanding new skills stink. they were not able to adjust to be marginalized and schools can be said to be missed. to that educational institutions should make changes to the anticipatory learning process on the development of global demand. the development of science and technology is also an impact on the labor market. in the medium to long term, the increase in labor quality can only be achieved through adjustments in national education programs with the needs of global economic development. improving the quality of labor is one of the functions of national education. the function of education in addition to meet the labor market, also must be able to instill intellectual abilities, spiritual and emotional attitude of the younger generation to prevent silting of life. because the modem life force due to global flows containing the excesses of moral decadence, educational orientation, should able to anticipate these consequences. the influence of modernization more urgent to be anticipated especially if it is associated with susceptibility to a society that is being felt transition from feudal-agrarian societies toward democratic-industrial society. life processes in the transition period a lot of values that have not been established or no normative benchmark. the educational process should be based on the culture devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 89 zzzzzz of the nation society. therefore, education reform efforts can not be separated from issue of improving people's lives and human values. education can be seen as a cultural transformation, which is to transfer values, knowledge, wisdom and skill that has been crystallized in the preceding from society to society later. education, presented by educational experts, as written by the liang gie is "any process, orin formal formal, that helps develop the potentialities of human beings, including reviews their knowledge, capabilities, behavior patters and values".1 thus, education has the main task: develop a scientific attitude, scientific thinking, values and shape human behavior can play a role in the modern world. therefore, through education, the government is responsible for the future of indonesia. education makes intelligent, knowledgeable, humane, independent, moral, pious and populist. meanwhile, the education experience decadence orientation in achieving its goals. the tendency of education is oriented to the fulfillment of field. side of the formation of national character a touch less meaningful. education is often interpreted as transfer of knowledge. if so, education is only capable of feeding only, not to the purpose of education as wrote in law no. 20 year 2003 article 1, "education seeks to develop the potential of students to have the spiritual power of religion: self-control, personality, intelligence, character and skills needed him, society, nation and country".2 curriculum with changes in grain organization not optimal learning materials to meet the demands in giving provision for students to be able to live independently and adaptively in the global era. the facts show that the unemployment rate from year to year increase. according to reports voice 1 the liang gie, science education in indonesia a suggestion (yogyakarta: pubib, 1998), 44. 2 law of the republic of indonesia no. 20 of 2003 article 1. national education system (bandung: image umbara, 2003) devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 90 zzzzzz updates, monday, june 10, 2002, the number of educated unemployment continues, estimated that each year the number of unemployed will more than 2.5 million.3 from the above it for a future nation-building, education reform is an urgent need to do. nations that want to advance is the nation's attention to education. education is the main pillar in building the nation in the future. the government's efforts in improving the education already stated in guidelines, 2003, namely: "the realization of the system and the educational climate of national democratic and quality in order to strengthen noble character, creative, innovative, resourceful nationality, intelligent, healthy, disciplined and responsible, skilled, and mastering science and technology in order to develop the quality of indonesian people ". these ideals can be realized through the process of education. as the implementation of the alternative paradigm that could be raised in education among other things that: 1) education as a process of educating generations of development, 2) education as a means of moral formation, character, 3) education as a tool of the establishment of the nation's consciousness, 4) education as a tool to lift the social status ,4 in this case then education as a vehicle for education and dedicated to multiple destinations. educational paradigm can be developed along with the development needs of the nation, which is influenced by both internal and external environments. the global era will affect educational demands, which ultimately will affect the future development of the nation's profile. profile of nationbuilding the future related to education, by djohar mentioned among others: 1) education should be able to mobilize the intellectual revival of learners, 2) education should be able to build a child's independence, 3) education should be able to establish the identity of the child, 4) diversification of education 3 trans team, news mass media (www.nakertrans.go.id,accessed on march 28, 2016). 4 wahono, capitalism education (yogyakarta: student library, 2001), 2. http://www.nakertrans.go.id/ devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 91 zzzzzz which produce seed, 5) the diversification of education can only be developed with their educational autonomy.5 if nation-building is associated with the qualification of human resources, by djohar mentioned among others: 1) freedom from ignorance, 2) describe modern humans were cultured, 3) have the motivation to move forward, 4) have a paradigm of life perspective, 6) have an ethos works and discipline high, 7) have a high commitment to togetherness. the above criteria should be standard or orientation in reform efforts.6 in order for the nation to survive in the face of the global era revival of education should be able to mobilize the intellectual potential of the nation. not only that, to develop the character necessary to develop the intelligence of quantum(quantumquotient),which includes three aspects: intellectual, emotional and spiritual intelligence.7 intellectual means everything associated with rational thinking, logical and mathematical. emotional intelligence related to emotions and personal and interpersonal. spiritual intelligence with regard to everything beyond the intellectual and emotional (religious factors). it has been inevitable that the global era brings new changes in education. in the era of the indonesian people will enter or be part of the nation the world's population. to be in the global community does not happen turmoil of culture(culturalschok),younger generations need to see the nation's existence in relation to other nations community and her problems. through education students need to experience to child that indonesia does not stand alone. public safety and the glory of the nation will be greatly influenced by other nations in the world therefore also relates to an educational format to give 5 djohar, reform and the future of education in indonesia (yogyakarta: yogyakarta teachers' training college, 1999), 165. 6 djohar, reform andfuture,204. 7 agus nggermanto, quantum quotient ( bandung: nuance wise, 2002), 22. devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 92 zzzzzz awareness of learners to instill awareness insight, national, regional and international awareness. awareness insight into regional / international will have an impact on the process of modernization and have implications for education. as a nation that has a personality that must anticipate and reject the kinds of modernization that do not fit with the character of the nation. childbirth education so that a new generation capable nation menfilter modernity influence education must be able to establish or provide the wisdom of the nation. the fields of science that terkmt with the formation of national character must be a sharp focus and do redefinition of its existence to anticipate the flow of modernization and information that has been taking place in the course of time lead to the worldsystem. education should produce good-quality scientists, intellectual and moral. however, amid talk of the existence of education, in reality there is still a discourse that people still doubt the educational function emitter forming it, the character of the nation. evidence, in bureaucracy is still no indication of extensive corruption, still found some bureaucratic pathologies, many immoral actions, and krirninal in society. it seems teijadi decadence education in its function as a force kulturai emitter human form of development in accordance with the education act no. 20 of 2003, article 3: "national education serves to develop the ability and character development and civilization of the nation's dignity in the context of the intellectual life of the nation, is aimed at developing students' potentials to become a man of faith and devoted to god almighty, noble, healthy, knowledgeable , capable, creative, independent, and become citizens of a devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 93 zzzzzz democratic and responsible ".8 educational orientation in its implementation should be comprehensive, holistic approach to fulfilling the lives of social man can not be separated from the global community. the education process needs to be charges that come into contact with the problems of development of culture, values, global insight, without prejudice to the field of science that became specialized expertise. one of the basic principles of education is education that can prepare students not only for merniliki a particular profession but includes also the understanding to resolve the problems faced in life. education policy harns prepare students to face the three tasks of life: 1) to live(tomake aliving),2) to develop life bennakna(tolead a meaningfullife),3) to also glorify life(toenablelife), for the future, the orientation of education is not enough to meet the demands on the labor market, but more importantly is how education is finding the wisdom to solve new problems as a result of industrialization and information.9 various problems in education have been demanding education observers to immediately see the reality of education that has been going on. during this time there is a gap between the orientation of education tend to meet pasartenagakeijadengan formation in order to make sense of life and glorify life. tiilak one if there is a discourse that capitalism ongoing education in indonesia. it became a discussion wahono in the book "capitalism education between competition and justice '' people tend to assume through education, the future will be bright. people experiencing an imbalance in the educational process, which is what you want to achieve through education with the 8 law of the republic of indonesia no. 20 of 2003 section 3. the national education system (bandung: image umbara, 2003) 9 mochtar buchori, anticipatory education (yogyakarta: doubleday, 2001), 51. devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 94 zzzzzz involvement in education.10 these conditions by kleden, as cited tanuwijaya in his paper titled "toward integrative experience mission of education as a human resources development", said that "there is a gap between scientific knowledge educated man with a scientific attitude everyday. as a result, teijadi gap between what is desired / expected with what was done. "educationreform needs to touch new issues related to preparing learners to be able to live a life in a society coming tumultuous. all this is happening" orientation education on success life(successinlife),as a result of education as a commodity ".11 then refonnasi education needs to be directed not only to success in life, but it also includes glorifying life(toenabellife).the success in certain professions (rnisalnya: lawyers, businessmen) do not necessarily carry on life which berrnakna. life berrnakna a result of the introduction of self and knowledge of how menyatakanjati ourselves meaningfully in the environment of life in society. to that end, the curriculum needs to charge the materials that come into contact with human values / social justice. in addition, it is necessary mernikir kan also of learning the right approach to get to the achievement of that vision. educational phenomenon that has lasted inspire contemplation barn in back issues of education. education in the era of industrialization towards and sampaj on education in the era of inforrnasi carry the idea to do reforrnasi. education reform has an idea of improvements to education towards the desired change in an effort to achieve the goal.12 reforrnasi turns out necessary to change the education system which is able to create growing conditions contextual thinking activity with current and future problems of life. as stated by federico mayors in uny rector annual report: the future is not fated, but will 10 wahono, capitalismeducation,xi-xv. 11 wahono, capitalism education, 6. 12 mochtar buchori, educationanticipatory,21. devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 95 zzzzzz be fashioned by our values, thought, andaction.therefore, education reforrnasi not only find a solution to the current conditions, but also anticipate future education for the future of life issues are the result of changes made in the present. education is a strategic vehicle for print quality human in meeting challenges in the global era and capable berkompetisidengan other nations. provision of education is the responsibility of humanitarian and cultural strategies in order to maintain the life of mankind berrnartabat. rnenjadi reform efforts focus on improving education to meet the demands of the future of the nation's culture as a populist and humanist, among others related to the factors that affect the quality of education. the tendency of the paradigm of the nature of education as the flow of conservatives that: "the essence of education is to preserve the values that exist and defend the values and traditions that have been adopted. while walking also flow experimentalists and behaviorism, the view that education must always make the human individual to have personal behavior which efektifsehingga adjust to the political system and economic structure ".13 therefore, the education process is not free from the influence of political interests, social, and economists, education policy should no wisdom in determining priorities chosen in educational decision making. in this regard it periu do repositioning of the role of education as an educational mission mandated by the lines lines of state policy of 2003, namely that the embodiment of the system and the educational climate of national democratic and quality in order to strengthen noble character, terarnpil and master of science and technology in order to develop manusiaindonesia quality. many aspects are involved, either directly or indirectly, in influencing the quality of education. things that affect the quality of education, including: 13 wahono, capitalism education, vi. devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 96 zzzzzz 1) hardware: buildings, laboratories. library, 2) soft ware: curriculum, learning systems, 3) brain ware: teachers, leaders and anyone associated with the field of education.14 education reform process should include all elements of the above so tejjadi synergy that brings towards improvement. all this has been carried out repair and renewal. but the challenges of globalization rnenghadapi need emphasis back to the condition being beijalan to do interventions surigguh seriously by education policy makers. reforms in the field of education learning process becomes an important part of educational personnel that need to be given in the hands of experts kependidikanlah energy learning it can make a prospective educator (teacher / lecturer) qualified and professional. kependidkan force is the backbone of the nation's development. the implication impact on quality learning process for the young generation, the successor of development. learning education personnel should refer to the professional level of prospective educators which are demanded in the global era. learning materials related to the ability of both theoretical and technical professionals need renewal in the formulation. is the substance of the charge of each area of expertise (curriculum, course structure, teaching methods and approaches of educational personnel) already covers aspects required to prepare candidates aspekyang educational staff ready to welcome the nation's future. surely this is a very urgent reform agenda. another problem is the problem of professional teacher certification. competence approach educators need to think acountabilitas.institutions which are actually authorized to provide quality assurance on a professional level education personnel. it will be associated with the institution user(user),associations / professional organizations. certification must clearly indicate the qualification skills of prospective teachers, and accountable. 14 base, improve educationinequality,vol. 07-08, 2002, 62. devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 97 zzzzzz certification also reflect the expected quality standards, both at national and international level. it seems important redefinition of professional teachers and teacher professional indicators setting standards, both national and international levels which in turn will affect and followed up on the learning process. for quality assurance, certification are not valid forever, no time period for refurbishment. along with the renewal of the certification, also conducted tests of competence to a variety of abilities related to learning. if in a certain time period of education personnel concerned does not meet the standards of competence tokind-specific skills, are given training, which resulted the compliance needed in the global market. referring to the idea makmur muis in his paper: "national competency standards charged intemasional", manpower needed in the global marketplace include: 1) have the quality and high competitiveness, 2) capable of doing development and innovation: initiative, creativity, confidence, responsibility responsibility, mobility,loyal to the organization.15 with respect to accountability and professionalism of the staff, the innovation of the existence of academic staff into a serious study. sarason thinking in teaching as a performance art that teaching is a performance art(performanceart),involves the direct attachment, dramatic and arouse the students, not only with computer support. sarason recommended that "teacher education professional talent harns attention more carefully". for the frontier; krutmen prospective teacher education needs through election procedure involving audition. furthermore, sarason stated that: "it is impossible to create the conditions productive learning for students when it is not owned by a professional teacher. from thought sarason entails an understanding that education reform also involves the education agency educational personnel. in 15 sutan makmur muis, "national competency standards international loaded", managementdevelopment,no. 21n11997, 35. devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 98 zzzzzz other writings: the predictable failure of educational reform, sarason state that educational change effort is not resolved separately between leadership, curriculum, teaching strategy and organization. if the reform of these elements is done separately, could be failure. 16 matters related to the above issues is the problem of recruitment of teacher. cooperation between institutions of personnel (lptk) with the department of education needs to be fostered intense, to do with the possibility of changing the name of the course / subject or information needs of education . or increase in educational research. the corporation to anticipate gap or different perceptions between the disciplines required by the education authorities specification field output (graduates) lptk. the vagueness and ambiguity will impact on the recruitment of academic staff that could eventually become a problem in the allocation of the energy required. on the other hand the government and education policy makers both high school or institutions thirst more concerned about the profession of education personnel. because the future of the nation, one needs a touch of educators who are good and professional. they have obligations and deliver the nation to build a dignified nation high. leadership of the government, especially in the field of education needs to reassess how much the role of educational institutions and professional educational staff education personnel. a concern on education personnel through increased welfare, career development and assurance through improved assistance for the improvement of facilities in educational institutions (schools, colleges). in the end will make the educational policy in favor of the interests of nation-building education understanding. in relation to the development of the nation, currently developing paradigm of education is oriented approach to improving human resources (hr). to be in tune with what is becoming a demand in the field of education 16 john a. palmer, thinkers education (yogyakarta: window, 2003), 250-252. devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 99 zzzzzz is to improve the ability of intellectual, emotional and spiritual in an attempt to make an intelligent man, bereft of decency and self-hence the term improvement of human resources in educational contexts seems considered less appropriate. due to the term implied that humans equaled with other resources (machines, capital) in the production unit. associated with the use of the formulation of human resource development, wahono said that man can not be equated with commodity items and are treated equal inmaximization. outputif you use this approach, means calculating the educational benefits of the investment costs and the hash upahlgaji money received by learners when entering the world of works, the approach needs to be clarified in terms of the approach to education as "human engineering". empowerment(empowerment)means that human being is autonomous, its potential can developed. education and the system is oriented to human electivity with all its capabilities and potential.17 use of the term education is an effort to 'enhancement' of human resources, ultimately will lead to education as well as a tradable commodity. the next implication is the existence of capitalism education. education will only lead to the goal of capitalist economy, education proverbial as factory workers. capitalism education will lead to expensive school conditions, competition unhealthy educational institutions. education has suffered erosion of its role, which can lead to decadence educational function. this would be contrary to what the vision of education, among others, that education is for the people. conclusion a strategic approach to building the nation through education. the phenomenon lasted education gives an indication of unhealthy, education is not 17 wahono, capitalism education, 90. devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 100 zzzzzz optimal development of human resulted aspired. in reality happens decadence educational function causing the education discourse is commodity, education towards the education of capitalism. therefore, education reform efforts, namely the return of the function of education to the mission, as set forth in law rind. 20 2003. reformation effort of education includes: 1. the development of educational standards and monitoring and reporting of national achievements implemented a standardization bodies, assurance and quality control of education, 2. educators has professional commitment to improving the quality of education. devit etika sari education reform towards the future development of nation volume 1, number 2, november 2016 | 101 zzzzzz references agus nggennanto. quantum quotient. bandung: nuansa cendekia. 2002. basis. pendidikan meningkatkan ketidakadilan. volume 07-08. 2002. departemen pendidikan nasional uny. laporan tahunan rektor uny pada dies natalis xxxvii. yogyakarta: uny. 2002. djohar. reformasi dan masa depan pendidikan di indonesia. yogyakarta: ikip yogyakarta. 1999. mochtar buchori. pendidikan antisipatoris. yogyakarta: kanisius. 2001. palmer. 50 pemikir pendidikan. jogjakarta: jendela. 2003. sutan makmur muins. "standar kompetensi nasional bennuatan lntemasional", manajemen pembangunan. no. 21n1.1997. the liang gie. pendidikan ilmu di indonesia sebuah saran. yogyakarta: pubib. 1998. tim trans. berita mass media. (online) (www.nakertrans.go.idlberitamass media), diakses tanggal 28 maret 2016. undang undang republik lndonesia no. 20 tentang sistem pendidikan nasional. bandung: citra umbara. wahono. kapitalisme pendidikan. yogyakarta: pustaka pelajar. 2001. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 141 zzzzzz z the effectiveness of online collaborative learning on student writing skill 1uci nur maulidah 2imam nur aziz the institute keislaman abdullah faqih 1mauliye67@gmail.com 2imamnuraziz@gmail.com accepted: august, 12th 2020 reviewed: september 11th 2020 published: november 20th 2020 abstract: online collaborative learning is learning that focuses on group cohesiveness with the success of the process. the inspiration that drives this assessment is to investigate the impact of the use of online collaborative learning on students' ability to write descriptive texts. it's done in mts. bustanul ulum in the second class of juniors to find out whether online collaborative learning is effective learning, researchers used pre-experimental methods where information was calculated using the statistical formula of the t-test. the consequence of exploration was that the mean of the pre-test was 60.4063, and the mean of the post-test was 84.4688. from the questionnaire, there were students who agreed with the online collaborative learning method that had helped them in writing descriptive text. it can be concluded that student achievement increases when they are educated by collaborative learning online. keyword: online collaborative learning, writing, descriptive text. introduction the worrying dropout rate of schools and study programs has an impact on the educational context this year. writing ability is one of the factors for writing progress to improve the quality of academic writing. 1 in teaching english, writing is still part of the syllabus ". 2 writing is the practice of composing words in which individuals express their feelings, thoughts, sentiments, and beliefs. 3writing in a readable form may be used as a contact medium. writing can improve the critical thinking of students. 4 in general, by having students arrange, summarize, and incorporate and synthesize diverse components into a cohesive whole, writing will teach critical thinking. 5 as mentioned 6 that “when students complain about how difficult it is to write in a second language, they talk not only about the difficulty of putting the right words and using the correct grammar but also about the difficulty of finding and expressing ideas in a new language.7 online collaborative learning to develop knowledge-building processes, interaction, and 1 émilie tremblay-wragg et al., “writing more, better, together: how writing retreats support graduate students through their journey,” journal of further and higher education 00, no. 00 (2020): 1–12, https://doi.org/10.1080/0309877x.2020.1736272. 2 yanuarti apsari, “reflective reading journal in teaching writing,” indonesian efl journal 4, no. 2 (2018): 39, https://doi.org/10.25134/ieflj.v4i2.1374. 3 (rizki, nouvaldi, and apsari, 2020) 4 imam nur aziz, “the concept of language environment : a descriptive study at madrasah aliyah keagamaan gresik,” journal of chemical information and modeling 53, no. 9 (2013): 1689–99. 5 masoumeh shiri aminloo, “the effect of collaborative writing on efl learners writing ability at elementary level,” journal of language teaching and research 4, no. 4 (2013): 801–6, https://doi.org/10.4304/jltr.4.4.801806. 6 jawaher alsubaie and ali ashuraidah, “exploring writing individually and collaboratively using google docs in efl contexts,” english language teaching 10, no. 10 (2017): 10, https://doi.org/10.5539/elt.v10n10p10. 7 imam nur aziz and yuli ani setyo dewi, “the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik,” edukasi: jurnal pendidikan islam 7, no. 2 (2019): 1–23. mailto:mauliye67@gmail.com educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 142 zzzzzz z student participation in the learning environment. 8 the learning took place during several meetings consisting of discussion forums and designing projects in the social media environment. 9 collaborative learning is not just an exchange of data from teachers to students, but the presentation of students with new concepts that are in the domain of their understanding. 10 in collaborative learning, the metacognitive abilities of members are taken into account without the assistance of the professor during the process; students must turn to one another, or outside sources, to overcome boundaries, empowering recognition of their wrong assumptions. crosscultural collaborative learning builds knowledge through interaction, 11 builds teamwork, engages in group assignments, and negotiates with peers and online classroom instructors. 12 this gives students the opportunity to be critical of their own views, respond to different and challenging views of peers, and to have a shared understanding. 13 this strategy is an effective activity that can help students write well without fearing being wrong because doing it in groups and making students more enthusiastic about learning from mistakes. finally, the researcher selected 32 students in second grade at mts bustanul ulum who had difficulty understanding text descriptive writing skills in the teaching and learning process using the whatsapp group to develop their writing skills. review of literature a. collaborative learning collaborative learning takes place in a "learning atmosphere in which individual learners support and contribute to a group's emerging knowledge pool; stresses peer interactions as learners work together to build learning groups" 14. the term "collaborative learning" refers to the theory of learning by 15, precisely the proximal growth zone (zpd) in which during this learning phase a mutual understanding can be established. "in the online world, "...collaborative learning involves the same basic characteristics as collaborative on-site learning, but usually unfolds differently" 16. terms also used interchangeably are group learning and co-operative learning. although the words have identical meanings, there are distinct distinctions. "as the teacher may 8 xusen cheng et al., “an experimental study of satisfaction response: evaluation of online collaborative learning,” international review of research in open and distance learning 17, no. 1 (2016): 60–78, https://doi.org/10.19173/irrodl.v17i1.2110. 9 wenting chen and shulin yu, “implementing collaborative writing in teachercentered classroom contexts : student beliefs and perceptions,” language awareness 0, no. 0 (2019): 1–21, https://doi.org/10.1080/09658416.2019.1675680. 10 ismael challob, nadzrah abu bakar, and hafizah latif, “collaborative blended learning writing environment : effects on efl students ’ writing apprehension and writing performance” 9, no. 6 (2016): 229–41, https://doi.org/10.5539/elt.v9n6p229. 11 (nykopp, marttunen, and erkens, 2019) 12 jimmy zambrano et al., “effects of group experience and information distribution on collaborative learning,” instructional science, no. 0123456789 (2019), https://doi.org/10.1007/s11251-019-09495-0. 13 khalil motallebzadeh and farideh samadi, “the effect of using online collaborative tasks on incidental vocabulary learning of impulsive vs. reflective iranian efl learners,” international journal of applied linguistics and english literature 6, no. 6 (2017): 127, https://doi.org/10.7575/aiac.ijalel.v.6n.6p.127. 14 m g moore and g kearsley, “distance education: a systems view of online learning (3. baskı). new york: cengage,” muhasebe ve vergi uygulamaları dergisi, 2012. 15 lev s vygotsky, “mind in society (m. cole, v. john-steiner, s. scribner, & e. souberman, eds.)” (cambridge, ma: harvard university press, 1978). 16 elizabeth f barkley, k patricia cross, and claire h major, collaborative learning techniques: a handbook for college faculty (john wiley & sons, 2014). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 143 zzzzzz z assume, online community practices do not "automatically result in interactive experiences" or online collab this technical determinism is collaborative learning that has a side effect on the emergence of modern and emerging technological channels or is the belief when students interact far more, there will eventually' 17. the role of the teacher is "important in the improvement of processes of efficient cooperation" 18 most for ongoing probes emphasis on online collaborative learning all about learning to teachers, especially online collaborative learning from a student viewpoint, the resources used to facilitate collaborative learning, and the ability of instructors to adapt to student need to provide these learning opportunities 19centered on evaluating the preparation of learners collaborative learning assisted by machine (cscl) by the growth of a system incentives for interactive learning, collaborative behaviors, and online learning skills measurement. additional areas of the latest analysis have been provided with the use of social media, mendeley, and interactive worlds, investigating what students are doing collaborate, if academic student success is enhanced, and how or not instruments assist students in the interactive learning online 20 a void the latest science issues the experiences of faculty on the application of collective learning online. there is a need for additional study with greater exposure to how to support the willingness of teachers to apply innovative and collaborative working practices "there is also a need to provide teachers with unique tools to orchestrate collaborative teaching practices, encourage these methods in institutional and work culture, and a "need to emphasize the autonomy of the skills of teachers to implement innovative and collaborative working methods" 21 b. online learning "the junction of distance education, human-computer interaction, educational technology, and cognitive science lies in online education". another facet to be included in this list is instructional architecture. the guidance from the classroom sets the. the norm for offering online classes that provide academic quality and integrate "sound cognitive and educational values" 22. external encounters with classmates and professors during a typical facial expression course were usually translated into email addresses, conversations, and forums while online learning was in the early 1990s, with far less overall interaction 23 there was no time or space for constructive engagement and teamwork in these content-heavy, independent research classes. the online classroom teacher can consider the prerequisite knowledge possessed by the pupil in a learner-centered sense 24. in a constructivist learning environment, these prerequisite strengths 17 trena m paulus, rebecca payne, and lisa jahns, “‘ am i making sense here?’: what blogging reveals about undergraduate student understanding.,” educational psychology & counseling publications and other works, 2009, 2. 18 raija hämäläinen and katja vähäsantanen, “theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning,” educational research review 6, no. 3 (2011): 169–84. 19 neus capdeferro and margarida romero, “are online learners frustrated with collaborative learning experiences?,” international review of research in open and distributed learning 13, no. 2 (2012): 26–44. 20 waleed al-rahmi, mohd shahizan othman, and lizawati mi yusuf, “the role of social media for collaborative learning to improve academic performance of students and researchers in malaysian higher education,” the international review of research in open and distributed learning 16, no. 4 (2015). 21 hämäläinen and vähäsantanen, “theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning.” 22 jorge larreamendy-joerns and gaea leinhardt, “going the distance with online education,” review of educational research 76, no. 4 (2006): 567–605. 23 jan van bruggen, “theory and practice of online learning,” british journal of educational technology 36, no. 1 (2005): 111–12. 24 t anderson, “towards a theory of online learning in t. anderson (ed.) the theory and practice of online learning (pp 45-74). edmonton, canada” (athabasca university press. retrieved from http://biblioteca. ucv. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 144 zzzzzz z are not overlooked; instead, greater targets integrate entry-level goals, and scaffolding is given as appropriate 25. as provided by 26, many functional consequences for the improvement of online learning are a significant part of the student-centered framework. these consequences have training include students online how to read, providing resources for enhancing spontaneity and evolving architecture, articulating and maintaining online culture preferences, and seeking to consider all students in online learning environments. c. online collaborative online collaborative learning as expressed by the current of air stressed learning through victimization completely different sources; a student-centered activity that is conducted online. the key feature of this sort of learning is the interaction among the members of the cluster the head of this sort of learning is copied back to works of 27 with relevancy social art movement. in general, not solely will collaborative learning need social interactions 28, however additionally the utilization of psychological feature, social, and psychological feature processes. 296 social art movement is considered the most theoretical framework during this study. 30 placed stress mostly on collaborative learning outcomes by asking that the analytical reasoning talents of students improved. several research-backed the beneficial outcome of the acquisition partnership. 31 for instance, notice collaboration and efficient consider wiki understanding and sense of inclusion in a very group of efl students. collaboration is generally seen as providing a good result on the social facets of learners. it lets learners withstand the intensive learning process and reach a goal. d. whatsapp messenger the technology of information and communication (ict) influences the field of education tremendously. the use of icts in education, especially language acquisition and learning, is a constructive reaction to the growth of ict in the third millennium 32. in the field of ict, there has been a recent movement called the social network. many identified the social network and were commonly seen as relating to networked resources that enable individuals to meet, communicate, and exchange thoughts, objects, and interests 33. this social network has opened up new possibilities for teacher-learner connections and partnerships. the use of social networks is becoming common in daily communication. in particular, social networking apps such as facebook, twitter, linkedin, and many others have become cl/site …, 2008). 25 (aqda, hamidi, and ghorbandordinejad, 2011) 26 (stodel, thompson, and macdonald, 2006) 27 vygotsky, “mind in society (m. cole, v. john-steiner, s. scribner, & e. souberman, eds.).” 28 barry j zimmerman, “a social cognitive view of self-regulated academic learning.,” journal of educational psychology 81, no. 3 (1989): 329. 29 vygotsky, “mind in society (m. cole, v. john-steiner, s. scribner, & e. souberman, eds.).” 30 david e francis, a review of online collaborative learning: theory and practice, canadian journal of learning and technology / la revue canadienne de l’apprentissage et de la technologie, vol. 31, 2005, https://doi.org/10.21432/t2pk6b. 31 you su et al., “moving literature circles into wiki-based environment: the role of online self-regulation in efl learners’ attitude toward collaborative learning,” computer assisted language learning 32, no. 5–6 (2019): 556– 86, https://doi.org/10.1080/09588221.2018.1527363. 32 said fathy el said abdul fattah, “the effectiveness of using whatsapp messenger as one of mobile learning techniques to develop students’ writing skills.,” journal of education and practice 6, no. 32 (2015): 115–27. 33 anderson, “towards a theory of online learning in t. anderson (ed.) the theory and practice of online learning (pp 45-74). edmonton, canada.” educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 145 zzzzzz z phenomenally popular in the field of connectivity 34. whatsapp is the latest famous social network. whatsapp messenger is a proprietary, multiplatform mobile instant messaging service. besides text messages, users can also send pictures, video, and audio media messages to each other 35. whatsapp encourages its members to use their internet access to send each other messages. whatsapp is like a cell phone messaging service. the prevalence of smartphones is rising and whatsapp is available for nearly all smartphones. e. writing writing is one of the most essential skills students must develop in foreign languages. 36 notes that trends in esl and other foreign languages in teaching writing are integrated with other skills particularly listening and speaking. for example, students can gather knowledge from radio, television, journals, the internet, and personally engage with specialists about a related subject as their teachers are asked to write in conjunction with those topics. writing is the last output after students constantly learn separate acts. 37 specifies that writing is the final result after students practice multiple writing phases independently before. good writing means good grammar, material, intent, and reader referred to. 38 illustrates the phases of learning and give students a better view of the value of writing for good writing. methods in this study, the researcher used quantitative research that applied a pre-test and post-test plan. (latief,2013) stated that experimental research is the main research to test theories that relate to cause and effect. this research design wants to know class problems related to language learning. a pre-test was given to students before treatment. after that, the post-test will be given to students to find out how to improve students' skills in writing skills. the design states that the teacher gives them a pre-test before using online collaborative learning methods, then gives them a post-test after encouraging them to generally use online collaborative learning. result and discussion this section provides careful info and knowledge gathered throughout the data checking procedure. watching the distinction motivation and skill by writing descriptive text before and once mistreatment online collaborative learning by utilizing the t-test. before conniving the t-test, the analyst tries to the distinctiveness of the data. . 34 akhmad riyanto, “english language learning using whatsapp application,” akhmadrianto, love for all, hatred for none. wordpress, the splendid theme, 2013. 35 fattah, “the effectiveness of using whatsapp messenger as one of mobile learning techniques to develop students’ writing skills.” 36 paula gillespie et al., writing center research: extending the conversation (routledge, 2001). 37 carolyn s wallace, brian b hand, and vaughan prain, writing and learning in the science classroom, vol. 23 (springer science & business media, 2004). 38 ken hyland, disciplinary discourses, michigan classics ed.: social interactions in academic writing (university of michigan press, 2004). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 146 zzzzzz z the analysis of t-test table 1 – paired samples statistics mean n std. deviation std. error mean pair 1 pre test 60.406 3 32 7.65321 1.35291 post test 84.468 8 32 6.08533 1.07574 illustrations from the table over, the score of the pre-test and the post-test demonstrated that the mean of the pre-test was 60.4063 and the mean of the post-test was 84.4688. it implies that the score of the post-test was higher than the score of the pre-test. table 2 – paired samples correlation paired samples correlations n correlati on sig. pair 1 pre test & post test 32 .772 .000 the table above shows the connection between the pre-test and post-test was r= 0.772 with a likelihood (sig) = 0.000. this implies the pre-test and the post-test had a solid relationship since r esteem was near 1. as per 39, r = 0.10 was little impact, r = 0.3 was medium impact and r = 0.5 was huge impact. table 3 – paired samples test paired samples test paired differences t df sig . (2tail ed) mean std. deviatio n std. error mean 95% confidence interval of the difference lower upper p a i pre test post test 24.062 50 4.87216 .86128 25.81910 22.30590 27.93 8 31 .00 0 39 andy field, discovering statistics using ibm spss statistics, statistics, 2013. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 147 zzzzzz z r 1 from the table, the noteworthy worth (sig. 2 followed) was 0.000, the worth < 0.05, subsequently was critical and t acquired was 27.938 at the noteworthy degree of 0.05 and the level of opportunity 31. it implies that there was noteworthy recorded as a hard copy elucidating text utilizing online gamification learning. 40 has expressed, “if the value is less than 0.05 then the means of the two conditions are significantly different”. discussion the objective of this study is to know the effectiveness of teaching writing after being taught by online collaborative learning at students of mts bustanul ulum. to gain the objectives of the study, the researcher conducts an experimental study with the design preexperimental research one-group pretest-posttest design. based on the research method, the study was done in two steps. in the first step, the researcher knows the students' writing ability by administering the initial test. in the initial test, students are ordered to do a test by working on essay questions. the results of the pre-test scores of all students are below 70. it can be concluded that the writing ability of student mts. bustanul ulum is low. the mean pretest score was 80. the second step was giving treatment to the students. the researcher gave two materials "descriptive text and the narrative text" while undergoing treatment with the help of the google classroom application. students are very enthusiastic to learn it. as previously stated, the t-test was used to verify the major difference in the findings obtained by one party. analysis of results reveals that the t-count is higher than the t-table (10, 88>2, 14). the alternative hypothesis (ha) is then appropriate and the null hypothesis (ho) is dismissed. it indicates that there are major variations in scores between students before and after teaching using picture media. the alternative hypothesis (ha) is supported based on observations and the null hypothesis (ho) is denied. from the aforementioned description, the usefulness of writing in education and learning has a positive impact on decent writing, making it easy and loves to write without pressure. this can be achieved when knowledge and information can be fully learned and preserved with enjoyable learning. conclusion teaching writing skills through online collaborative learning is effective. because there is any significant difference in the achievement of the students’ score before and after taught by online collaborative learning. the result of static computation using the t-test shown that the result of the pre-test and post-test was 10, 88. the table with a significant level of 5% and df 14 was 2, 14. so, was greater than (10,88> 2, 14). from the data analyzed above, it can be concluded that ha was accepted and ho was rejected. 40 andy field, discovering statistics using spss (2nd ed.)., discovering statistics using spss (2nd ed.)., 2005. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 148 zzzzzz z references al-rahmi, waleed, mohd shahizan othman, and lizawati mi yusuf. “the role of social media for collaborative learning to improve academic performance of students and researchers in malaysian higher education.” the international review of research in open and distributed learning 16, no. 4 (2015). alsubaie, jawaher, and ali ashuraidah. “exploring writing individually and collaboratively using google docs in efl contexts.” english language teaching 10, no. 10 (2017): 10. https://doi.org/10.5539/elt.v10n10p10. aminloo, masoumeh 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of smk halimatus sa’diyah stai cendekia insani thusy_198718@yahoo.com published: may 15, 2017 reviewed april 17, 2017 received: march 12, 2017 abstract: this study aims to develop proper learning material theoretically on the lesson plan, student worksheet, student handbook and pretest and posttest on the subject of waste management matter with student respond supporting science learning. this research uses part of dick and carey model and trial design using one group pretest-posttest design with quantitative descriptive, qualitative descriptive analysis techniques. the research conducted at the critical thinking, creativity nurul huda situbondo. measured research parameter cover validity teaching material, the implementation of teaching material, the result of learning and student of response. the result of research showed that the developed teaching materials fall in average of validity suitable criteria, the learning mastery of students showed high value, the student’s response were included in excellent category, and the obstacles during learning process were caused by the student were never involved in learning process using guided inquiry so they felt as a new experience. based on the result of data analysis, it can be concluded that learning material with guided inquiry used in course of study of ipa (biology) to increase the result of learning waste items. keywords: learning material, waste items, guided inquiry and learning outcomes. introduction according to: 1) law no. 14 year 2005 article 10 on teachers and lecturers, which states that in performing the tasks of professionalism, teachers are obliged to make lesson plans, performing the learning process, as well as assess and evaluate the outcomes; 2) ministerial regulation of national education no. 41 year 2007, which states that every teacher in the educational unit, obliged to prepare complete and systematic lesson plans. lesson plans are compiled for each indicator that can be implemented in one meeting or more. based on the statement above, a professional teacher will be able to become a facilitator in providing the mailto:thusy_198718@yahoo.com halimatus sa’diyah the development of learning-based guided inquiry on waste materials to enhance students learning results students of smk volume 2, number 1, may 2017 | 126 z required skills of learners, thus the quality of teachers is the central point of education which is based on the learning process 1. various efforts have been made by the government to improve the professionalism of teachers through various activities, both regional and national. the results are often cannot be directly applied in the field, for various reasons, for example, the lack of supporting infrastructure. in attempting to improve student achievement, researchers have conducted pre-study to collect and assess the three lesson plans of the science teachers in situbondo. these aspects are examined in creating lesson plans, namely: (1) the clarity of learning objectives (not ambiguous and contains one behavioral learning outcomes), (2) suitable with the basic competencies indicators, (3) the suitability of the indicators with the objective of learning they represent, (4) the selection of teaching materials (in accordance with the purposes and characteristics of learners), (5) the selection of teaching methods according to the learning objectives, (6) source selection / learning media (in accordance with the objectives, materials, and characteristics of learners) , (7) the clarity of learning scenarios (the steps of learning activities: introduction or initial activity, core and closing), (8) suitable evaluation instruments with the objective of learning / indicators, and (9) completeness of the evaluation instruments (question, keys, scoring guidelines) (directorate general of higher education ministry of national education, 2009). the results of all three lesson plans assessment by an expert can be concluded that the average skills of chemistry teachers in situbondo in planning lesson plans can be categorized not good enough, so they should be given a coaching or training on creating and implementing the lesson plans. a model of training used to make better-prepared teachers in performing professional teaching is guided inquiry. guided inquiry is teaching strategies designed to guide students how to research issues and questions based on facts. goal of study the general objective of this study is to produce developed learning media based on guided inquiry on the subject of "waste" to improve vocational students’ learning process. 1 departemen pendid ikan nasional direktorat jenderal manajemen pendidikan dasar dan menengah direktorat pembinaan sekolah menengah kejuruan. 2013. standar kelulusan. jakarta: depdiknas halimatus sa’diyah the development of learning-based guided inquiry on waste materials to enhance students learning results students of smk volume 2, number 1, may 2017 | 127 z method there is two data collecting method used in this study: observation method, collecting data about components/aspects of lesson plans and its implementation. test, the outcomes of student learning were collected by the test method. this data is used to determine if there were any improvements. technical analysis of the data is using descriptive qualitative and quantitative descriptive. data analysis was performed after the researcher had obtained all the necessary data to determine the completeness of learning objectives, the completeness of the individual, and the classical completeness. research result and discussion guided inquiry learning media developed by researcher consist of lesson plan implementation, student worksheet, and learning outcomes sheet, students teaching materials. such media have been reviewed and validated by experts. lesson plans assessment results include (1) the purpose teaching, learning phase, timing, and method of presentation with decent ratings; (2) student worksheets assessment results, which includes instructions, eligibility contents, procedures, and questions, shows that the worksheet is feasible to use. reliability assessment of lesson plans and student worksheet is reliable and after a revised had been done, lesson plans and student worksheet are proper to be used by the researcher. the assessment of content, language along with written question of student test and learning outcomes are categorized well, and with a little revision. the result of reliability calculation of the instrument for content validity and reliability of the instrument for language and writing question shows the two instruments is reliable. in managing the study, the researcher conducted the stages well. in the beginning of activity, researcher delivers the learning objectives; attract the attention and interest of the students through a series of initial motivation and knowledge, linking students with the material to be taught. at main activities, the researcher has delivered the material well, demonstrating knowledge step by step. by the time students do activities, researcher toured around to observe and guide students who are having trouble, checking the understanding of the individual or group through question and answer. if students make a mistake, immediate feedback is given so that the same mistake will not happen again. material consolidation is done through giving tasks as well as advanced training. at the end of the activity, researcher guided students to make halimatus sa’diyah the development of learning-based guided inquiry on waste materials to enhance students learning results students of smk volume 2, number 1, may 2017 | 128 z conclusions and reminded the material that will be studied at the next meeting. the test results showed student learning achievement indicators for 94.44% of the 36 students who follow the study. lesson plan (rpp) assessment of lesson plan and student worksheets by experts, after a revised, declared eligible to be carried out in class. the results of the lesson plan and student worksheet reliability assessment shows that the instruments used were reliable. validity of the content, language, written question are categorized good enough, and after a revised, student achievement test sheets can be used. the calculation reliability of the instrument for content, language validity, and written question shows that the two instruments are reliable. results of the lesson plan assessment by an expert, after revised, declared eligible to be carried out in class. lesson plans and student worksheets assessment are reliable. the validation of student achievement test sheets assessment indicates that the content, language and written question are categorized quite valid, after a revised, student achievement test sheets can be used. instrument for content, language and written question is valid. from the calculations, the average coefficient reliability of lesson plans is 77%. the assessment results of the lesson plan and student worksheets developed by a researcher showed that, after a revised, lesson plan and student worksheet are feasible in the classroom. content, language validity, and written question are categorized quite valid. after a revised, learning outcome sheet can be used. the result of instrument reliability assessment for content, language, and written question is reliable 2. students teaching materials students teaching material in this study is a handbook for the student as reading the material and as a learning guide for learning process in the classroom or self-study. developed students teaching material used by students to do their tasks during the learning process and deepen their understanding. the result of student textbook reliability calculation showed a high 2 dick, w., carey, l., & carey, j. o. 2009. the systemat ic design of introduction 7th ed. new jersey: pearso n education. halimatus sa’diyah the development of learning-based guided inquiry on waste materials to enhance students learning results students of smk volume 2, number 1, may 2017 | 129 z level of reliability, that is 87%. it means that students handbook can be used in the learning process because borrich (1994) stated that student handbook is categorized good and can be used for learning activities because it has reliability coefficient more than 75%. students worksheet (lks) developed students worksheet is guidance for the student to build their knowledge and to give a chance for the student to do or plan their activities, and also giving them a chance in behaving and communicating with their study lesson. the result of student textbook reliability calculation showed a high level of reliability, that is 75%. it means that students handbook can be used in the learning process because borrich (1994) stated that student handbook is categorized good and can be used for learning activities because it has reliability coefficient more than 75%. the result of student test developed test is in the form of 9 multiple choices and 3 fill-in question compiled based on indicator and learning objective in order to obtain information about student’s mastery on the subject: waste. the result of test validation, generally the rater declared that the test is usable after a few revisions. the assessment from the two raters declared that the test is valid with a few revisions, the suggestion to improve the test, writing refinement and in cognitive aspect had been done so the test can be used and in accordance with the suggestion of the two raters. tryout result implement ability lesson plan lesson plan based on guided inquiry was categorized good, as well as the result of implementation lesson plan in classroom revealed that the researcher was able to carry out guided inquiry based learning, and to achieve classical and individual minimum completeness i.e. for each criterion by 75% and 85%. the improvement of students learning result reached indicator 82%, from 36 students that followed the lesson. the result of the reliability of lesson plan instruments is reliable3. description of learning process using guided inquiry method can be seen as a whole. the average score of every tryout ii in the first meeting is 3,13, a second meeting is 3,25 and a third meeting is 3,25, all of the meetings included in the good category. the ability to manage the learning process using guided inquiry in the second meeting had increased if we compare it with 3 clifford edwards,. h. 1997.”promoting student inquiry”. proquest educational jurnal, hal 18. halimatus sa’diyah the development of learning-based guided inquiry on waste materials to enhance students learning results students of smk volume 2, number 1, may 2017 | 130 z the first meeting. the analysis result showed that the average score of the two raters is 3,8 which is good. the result of a learning process based on guided inquiry was categorized good, and the researcher can conduct learning process based on guided inquiry in the classroom well enough. assessment instrument of lesson plan at the first, second and third meeting is reliable, completeness indicator reached 81,25%, 87,5%, 81,25%. based on individual and classical minimum completeness criteria i.e. each criterion by 75% and 85% showed that 36 students followed the learning process. the result of student test student mastery of the subject material in handling waste is tested by the resulted of paper study. the mastery test of the subject does twice, that are a first test (pretest) and last test (postest). the resulted of cognitive tests showed completeness learning indicator on the first test and the last test have a clear difference, that is at the beginning of test all grain of indicator didn't complete because of the percentage value less of 75%. the completeness of learning indicator after the learning process is categorized 100% completed because the value reached or more than 75%. pretest or first test didn't complete 100% because of the average of value under 75%. at posttest or last test from 36 students are categorized completely with value percentage more or same with 0,75 or 75% in learning waste issue. the individual completeness right answer of student 75% and a class said completely in learning (classical completeness) if in the class there are 85% students who have completed studies. appropriate with subject of kkm (ipa) biology in smk nurul huda paowan situbondo, so the individual completeness is 75 and the completeness in classical is 85% the completeness indicator of learning at first and last test have a clear difference that is at the beginning of test all grain of indicator didn't complete because of the percentage value less of 75% or only 31,02%. the completeness indicator of learning after learning process is categorized 100% completed because the value reached or more than 75% or with value 90,28%. all students have completed in learning with individual completeness and effective resulted of classical completeness with result 100% and complete in classical. halimatus sa’diyah the development of learning-based guided inquiry on waste materials to enhance students learning results students of smk volume 2, number 1, may 2017 | 131 z all students have individual completeness and classical psychomotor learning outcomes students learn individually with the results between 75-92%, and thoroughly classical with a value of 89%. based on completeness which got from learning device development and guided inquiry method on cognitive individual completeness, effective individual completeness student, and individual psychomotor student completeness is categorized completely. the thing can be seen from increasing of student ability which is counted by using analysis with a normal gain average of pretest and posttest obtained. the normal gain of resulting student's ability showed 0,8 means that increasing which is reached by a student getting treatment with the use of guided inquiry method of learning device are high categorized. this achievement concerned with the implementation of lesson plan with using guided inquiry which is done as well. the resulted of sensitivity analysis pretest and posttest gain matter showed an average of sensitivity pretest and posttest gain matter categorized well and according to arikunto (2009), gain matter said sensitive to learning when has sensitive’s index ≥ 0,30. questionnaire student’s response which is used to know student’s response to learning with guide inquiry method and tools got by students fill in instruments of questionnaire 6a on 268 pages, as an individual in earnest by their own assessment without influence the result of learning. in filling in the questionnaire didn’t need an observation, it only needs opinion and comment from students about the learning process and learning device. it showed the average of all students said happily on the material subject, student book, learning situation, the way of the teacher in teaching and guided inquiry method used. the average of all students said new on paper of student's activity and the way of the teacher in teaching while interested in following learning process with experiment activity. student's response to lks said, new model. there are some problems which are encountered in learning process on experiment i. first, there is a group didn't compact in working so that disturb the workgroup but the researcher has found the solution to the problem by reminding that the work group is important; second, there are some groups disturbed others group because they didn't read the practical guide and the researcher gave solution by reminding to the groups to read the practical guide; third, students unfamiliar in arranging trial procedure, so that needed a long time for experiment and finished with teacher's solution in helping the way to arrange experiment procedure. closing halimatus sa’diyah the development of learning-based guided inquiry on waste materials to enhance students learning results students of smk volume 2, number 1, may 2017 | 132 z conclusion on the basis of these findings, can be concluded that learning device with guided inquiry approach suitable to use and can increase the resulted of student learning on biology subject especially on waste matter. suggestion based on resulted of research which has done, suggested to need more comprehensive guidance to students with good preparation from teacher’s ability side in organizing a learning and if the valuable matter can be used by using guided inquiry method. bibliography abdurohim, oim. 2008. pengaruh kompos terhadap ketersediaan hara dan produksi tanaman caisin pada tanah latosol dari gunung sindur, sebuah skripsi. dalam ipb repository, diunduh 10 maret 2014. alberta. 2004. focus on inquiry-a teacher’s guide to implementing inquiry-based learning. alberta learning, canada. ali, m. 2012. ilmu aplikasi penddikan bagian iii. bandung: pt.imtima. anonymous, 2012. 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(2010). model pembelajaran terpadu:konsep, strategi, dan implementasinya dalam kurikulum tingkat satuan pendidikan (ktsp). jakarta: buki aksara. tuckman, w.b. 1978. conduction educational research. second edition. new york: rutgers university. unesa. 2012. pedoman penulisan tesis dan disertasi, surabaya: unesa university press unus , s. 2001. pupuk organik kompos dari sampah. bioteknologi industri. humaniora utama press, jakarta. wati. dkk 2009. “penerapan metode inkuiri dipadu dengan reciprocal teaching pada mata pelajaran sains untuk meningkatkan kemampuan berpikir dan aktifitas siswa kelas v madrasah ibtidaiyah wahid hasyim iii malang”. jurnal cendekia vol.2.no. 1 halaman 1112. wenning, carl. j. 2011. “the level of inquiry model of science teaching”. department of physics, educational journal illinois state university , halaman 15. wiyana, sri anitah, samsi haryanto.2013.”pengaruh pengetahuan ktsp dan pendidikan terhadap kemampuan menyusun rpp guru sdn jatiyoso tahun 2011/2012”. jurnal teknologi pendidikan. vol 1.no 2 hal 239-248. yuwono d., 2008. kompos. penebar swadaya. jakarta. educatio : journal of education volume 4 , number 2, november 2019 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z يف عرص الرسول صىل اهلل عليه وسلم اإلدارة المايلة سياسةو تنظيم يلع ضوء الكتاب والسنة انلبويةقبل قيام ادلولة وبعدها m. burhanuddin ubaidillah sekolah tinggi agama islam darussalam (staida) nganjuk burhanudinubaidillah24@gmail.com accepted: 10 august 2019 reviewed: september 5, 2019 published: 20 november 2019 يف عرص الرسول صىل اهلل عليه وسلم قبل قيام اإلدارة المايلة سياسةو تنظيمهذا ابلحث للتعرف : ابلحث ملخص الرسول صىل اهلل عليه وسلم إدارة وسياسة تمتاز تنظيمو .ادلولة وبعد قيام ادلولة يلع ضوء الكتاب والسنة انلبوية جبانب اإلنفاق أكرث من مقابلها الواردات حتت سلطة قريش تعسفاً وعدواناً من باب قبل قيام ادلولة مكةيف المايلة يف الرسول صىل اهلل عليه وسلم إدارة المايلة وسياسة تنظيمواما .الضغط والمحارصة االقتصادية واالجتماعية ن ضمنها نشأت اتلنظيمات بداية نشوء اتلنظيمات المختلفة لدلولة اجلديدة ومبعد قيام ادلولة تمتاز بالمدينة وابلحث يتطلب الرجوع إىل مصادر متنوعة من القران الكريم وتفسريه، .المايلة اليت يتطلبها الوضع اجلديد من مصادر و .واحلديث ورشوحه، والسري واتلاريخ من الطبقات والرتاجم واألنساب، والفقه واألدب واجلغرافية ة قواعد اعمة تلنظيم المجتمع اجلديد من الوظائف وأسس للنظام اتلفسري توضح كثري من اإلشارات القراني .السيايس اإلساليم تبني أحاكم األمور المايلة مثل الغنائم وتوزيعها، واجلزية، واليفء، والزاكة ومصارفها والرجوع إىل كتب الصحاح يف احلديث الوثوق بصحتها واالعتماد عليها يف دراسة األحداث اليت جرت يف عرص كتب السري والطبقات قد قدم معلومات وافية يف استنباط كثري من سياسة الرسول اما و .رسول صىلى اهلل عليه وسلمال كتب اتلاريخ حتدد تواريخ اتلويلة بالنسبة إىل الوالة والعمال يف األمصارفهو يعطينا كما اكنت اإلدارية والمايلة، .يف زمن الرسول صىلى اهلل عليه وسلمقوائم بأسماء الوالة والعمال والقضاة والكتىاب انلبوية والسنة ,ادلولة قيام ,المايلة اإلدارة وسياسة تنظيم : الرئيسية اللكمات mailto:burhanudinubaidillah24@gmail.com m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 140 zzzzzz z المقدمة تظهر بصييفتها قبل قيام ادلولة مكةيف إدارة المايلة الرسييول صييىل اهلل عليه وسييلم وسييياسيية تنظيمز تاتم تعسييفاً وعدواناً من باب الضييغط حتت سييلطة قريشالمرتبطة باحلكم جبانب اإلنفاق أكرث من مقابلها الواردات صادية واالجتماعية سة تنظيمواما .والمحارصة االقت صىل اهلل عليه وسلم وسيا عدب المدينة يف إدارة المايلة الرسول ومن ضيييمنها نشيييأت اتلنظيمات المايلة اليت المختلفة لدلولة اجلديدة بداية نشيييوء اتلنظيماتب زتاتم قيام ادلولة .يتطلبها الوضع اجلديد سة تنظيموابلحث يف سيا سلم يتطلب الرجوع إىل إدارة المايلة و صىلى اهلل عليه و سول رص الر لدلولة يف ع تلاريخ من مصيييادر متنوعة قات منالقران الكريم وتفسيييريه، واحلديث ورشوحه، والسيييري وا الرتاجم والطب ساب، والفقه واألدب واجلغرافيةو مصادر اتلفسري توضح كثري من اإلشارات القرانية قواعد اعمة تلنظيم من ف .األن سالم مثل سار، :المجتمع اجلديد من الوظائف يف مكة قبل اإل يسء، واألي سقاية، والرفادة، والعمارة، والن ال شورى، وال سيايس اإلساليموبعض المعلومات األويلة عن ال سس للنظام ال ثم نزلت .عدل، والطاعة كقواعد وأ 1.الغنائم وتوزيعها، واجلزية، واليفء، والزاكة ومصارفها :ايات تبني أحاكم األمور المايلة مثل صحاح يف احلديث صادر كتب ال سالة لكها حيث اعتمدت يلع كو الرجوع إىل م سية يف الر معلومات رئي والمحدثون قد قاموا بدراسة سرية الرسول صىلى اهلل .الواردة عن رسول اهلل صىلى اهلل عليه وسلمالروايات الصحيحة صحتها واالعتماد صحتها يمكن للمؤرخ الوثوق ب عليه وسلم ووضعوها يف كتبهم وأدجموا فيها األحاديث الموثوق ب و اجلزية و و اليفء من األحاكم يف الغنائمدراسة األحداث اليت جرت يف عرص الرسول صىلى اهلل عليه وسلم عليها يف صدقة صىلى اهلل عليه وسلم ال صادر اليت اعتمد من و .من انلظم اإلدارية والمايلة المتبعة يف عرص الرسول شهر الم أ 19والةةراريةةاي: ايةةة 39والروم: ايةةة 60والتوبةةة: ايةةة 159وال عمران: ايةةة 277، 177، 110، 83، 43البقرة: ايةةة 1 . 25، 24اية :والمعارج m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 141 zzzzzz z سنن أيب داودعليها ابلحث يه سلم، و صحيح م سنن ابن ماجه ،صحيح ابلخاري، و صحيح الرتمذي، و ، و .اإلمام أمحدومسند ،وسنن النىسايئ صول الرسالة سري والطبقات دور كبري يف مجيع ف ستنباط كثري من وقد .ولكتب ال قدم معلومات وافية يف ا المعلومات المهمة اليت حتيط بظروف قيام حكومة المدينة، وسياسة الرسول اإلدارية والمايلة، وهذا المصدر يمتاز سرية صورة متاكملة لل صفه أول من أعطى صا للمحتويات يف المقدمة ويتبعه انلبويةمن غريه بو حيث يقدم ملخ صادر االخرى يس باألخبار الفردية اليت مجعها من الم سانيده، ثم يكمل اخلرب الرئي .خبرب مجايع من أقوال أوثق أ ل يف حتدد تواريخ اتلويلة بالنسييبة إىل الوالة والعما أخبار انليب صييىلى اهلل عليه وسييلم وسييريتهذكرت وكتب اتلاريخ .األمصار، فهو يعطينا قوائم بأسماء الوالة والعمال والقضاة والكتىاب يف زمن الرسول صىلى اهلل عليه وسلم يف تقسيييم وادارة أمور وكتاب األموال معلومات فقهية كثرية فيما يتعلق باإلدارة المايلة ومن كتاب اخلراج هو عبارة عن وكتاب اخلراج ويمكن القول إن كتاب األموال .المال من غنيمة ويفء وجزية وصييدقة وخراج وغريها موسييوعة ضييخمة مجع نلا مؤلفه فيها معظم األحاكم ال ييعية المتعلقة بانلظم المايلة المتبعة يف الصييدر األول من يذكر روايات مسندة، ويف نفس الوقت يفصل يف .بني أسلوب مدرسة احلديث وأسلوب مدرسة الفقه تاريخ اإلسالم حاكم ال ييعية، فهو يقوم بتقديم االيات واألحاديث واالثار عن الصييحابة واخللفاء الراشييدين بأسييانيدها، ثم األ يعقب يلع األخبار بإيضييياح مدلولها وي يييح ما فيها من الغريب، ويورد أحيانا اراء الفقهاء يف القضيييية اليت يه .موضوع ابلحث (financial management concept) اإلدارة المايلة مفهوم 2قد أورد المعجم المفهرس جمموعة من االيات فيها مشييتقات الفعل ايثالد دار حتت مادة دورلكمة اإلدارة سلمجاء ا مك صىلى اهلل عليه و سول اهلل االية ابلقرة وقد جاء يف القران لكمة تديرونها يف 3.يف حديث من أحاديث ر .265، 264 ،(1981دار الفكر، :بيرويالباقي، المعجم المفهرس أللفاظ القران الكريم، )محمد فؤاد عبد 2 .158، 157، (1962،مطبعة بريل :ليدن)، 2ج محمد فؤاد عبد الباقي، المعجم المفهرس أللفاظ الحديث النبوي، 3 m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 142 zzzzzz z ْن تَُكوَن ِِتاَرةً ) :282 َ ةً تُِديُرونَهاإاِلا أ ْعُيُنُهمْ ) :19االية األحزاب كما جاءت لكمة تدور يف (حاِِضَ َ (.َينُْظُروَن إيَِلَْك تَُدوُر أ بيدي يف تاج 6،يف القاموس المحيطوالفريوز أبادي 5وابن منظور يف اللسييان، 4الرازي يف الصييحاح،ها بوذكر والزى 7.العروس 8.أي دبر أمورها وساس الرعية، وكذلك أداربمعىن جهد يف العمل :السياسةأدار :دوزي لكمة أداروقالذكر ثة االسيييتعمال بلفظها وفقد عرفها علماء اإلدارة المحدثون بقولهم من مجيع اإلدارة تتكون :وهذا يؤكد أنها حدي وهذا اتلعريف يشييمل لتلف الميادين المدنية واالقتصييادية .العمليات اليت تسييتهدف تنفيذ السييياسيية العامة 9 .هذا اتلعريف يعتمده علماء اإلدارة يف الغرب .والعسكرية والقضائية وغريها قبل قيام ادلولة مكةيف إدارة المايلة الرسول صىل اهلل عليه وسلم وسياسة تنظيم قائمة لسييدى احلاجة، وتأمني ادلفاع عن مكة وتنظيم إن األحوال اإلدارية يف مكة قبل اإلسييالم تنظيمات ها بادة في ما .شيييؤون الع وتشيييري المصيييادراىل دور شيييخصييييتني مهمتني يف تكوين انلظام اإلداري لمكة وه وقد تعاقبت يلع مكة قبل ذلك جمموعة من القبائل ابتداء بوالية إسماعيل 10.قيص بن الكب، وهاشم بن عبد مناف الم وانتهاء بوالية خزاعة حيث اكنت تىل أمر ابليت فهم حجابه وخزانه والقوام به 11.عليه السى .216، 215 (،1981،دار الكتب العلمية :بيروي)الرازي، محمد بن أبي بكر بن عبد القادر، مختار الصحاح، 4 .300 -295 ،(1968 ،دار صادر :بيروي)، 4ج ابن منظور، جمال الدين محمد بن مكرم، لسان العرب، 5 .32 -31(، 1962القاهرة، المكتبة التجارية، )، 2ج القاموس المحيط، الفيروز أبادي، مجد الدين محمد بن يعقوب،6 .218 -213(، 1981بنغازي، دار ليبيا، )، 3ج الّزبيدي، محمد مرتضى، تاج العروس، 7 .434، (1981العراق، وزارة الثقافة )، 4ج دينهاري دوزي، تكملة المعاجم العربية ترجمة: محمد سليم النعيمي، 8 .21،)1965 ،بيروي، دار الفكر العربي)سليمان محمد الطماوي، مبادئ علم اإلدارة العامة، 9 دار الكنوز :السةةيرة النبوية، تحقيم مصةةطفى السةةّقا واارون )القاهرة ،أبو محمد عبد الملك بن هشةةام المعافري ،ابن هشةةام10 . واألزرقي، أبو 52،)1965 ،بيروي، دار صةادر)، 1ج الطبقاي الكبرى، ،محمد بن سةعد ،. وابن سةعد113 -111،)1957 ،األدبية تقي الدين أبو الطيب محمد بن ،الفاسةةةةةةي .111 ،)1957، بيروي مكتبة اياط) ،1ج ،أابار مكة ،بن أحمد الوليد محمد بن عبد اهلل .357(، 1956، مكتبة النهضة الحديثة)، 1ج شفاء الغرام بأابار البلد الحرام، ،أحمد هـةةةة( السيرة النبوية، تحقيم 774أبو الفداء إسماعيل بن كثير )ي ،ابن إسحاق، ابن كثير ،59، 1ج ،األزرقي، أابار مكة11 .61، 60 ،(1402 ،بيروي، دار المواحد) ،1ج مصطفى عبد الواحد، m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 143 zzzzzz z يصى لقومه دار انلدوة شأ ق شاورون يف أمر، 12.كمركز للحكم واإلدارة يف مكةأن فاكنوا ال ينكحون وال يت عقدون لواء باحلرب إال منها، وال يدخلها إال من بلغ سيين األربعني، واكنت اجلارية إذا حاضييت تدخل دار وال ي انلدوة، ثم يشييق عليها قيم ادلار درعها، ثم تنحجب، واكن قيصيي يفعل ذلك بيده، ثم أصييبحت سيينة من بعده 13.حيث اكنوا يتبعون ما اكن عليه يف حياته اكدلين المتبع وظيفة الرفادة، فقد فرض قيص يلع قريش خرجا خترجه من أموالها، وتدفعه إيله، فيصنع وأهم الوظائف ويظهر أن اذلي اكن يتوىل 14.به طعاما يقدمه للحجاج يف أيام عرفات ومىن، يلع اعتبار أن احلجاج هم ضيييوف اهلل مال وثروة، فويلها المطلب بن ها حتتاج إىل ياءن ألن عده عبد الرفادة من بىن هاشيييم هم األغن هاشيييم، ومن ب ، عباس بن عبد المطلبالمطلب، فأقامها للناس، ورشف يف قومه، فاكنت هذه الوظيفة يف نسيييله، فويلها ال 15.وظهر اإلسالم وهو يلع ذلك فأقره رسول اهلل صىلى اهلل عليه وسلم صني بأنها و سياً ادلولة اإلتعرف هذه الفرتة عند المخت سيا سىم ضحة لم تكن الكينونة اليت ت سالمية مت بصييفتها مرتبطة باحلكم جبانب يف عرصيي الرسييول صييىل اهلل عليه وسييلم يف مكة اإلدارة المايلةالمعاين، فتنظيم وتمثلت هذه االحتياجات يف إاعنة الفقراء والمحتاجني، أو رشاء أوئلك العبيد .اإلنفاق أكرث من مقابلها الواردات حني اكنت أحداث المحارصة يف الشييعب تزيد من 16،قريش وزعمائها إلنقاذهم من عنت المسييتضييعفني المؤمنني واكن صاحب الرسالة صىلى اهلل عليه وسلم ينفق من 17.اتلالحم المادي والمعنوي بني هذا العدد القليل من المؤمنني شاور. ولفظها مأاوذ من لفظ الندي والنادي والمنتدى، وهو 12 سهيلي: دار الندوة: هي الدار التي كانوا يجتمعون فيها للت قال ال أبو ،ه، وهره الدار صةةةاري بعد بني الدار إلى حكيم بن حزام فباعها بماأة ألر درهم في زمن معاوية. السةةةهيليمجلس القوم يندون حول :مصر)، 2ج الروض األنر في شرح السيرة النبوية البن هشام، تحقيم عبد الرحمن الوكيل، ،القاسم عبد الرحمن بن عبد اهلل بن أحمد .55(، 1402 ،دار الكتب المصرية ،. اليعقوبي، تاريخ66، 65، 1ج ،. األزرقي، أابار مكة 77، 1ج ،. ابن سةةعد، الطبقاي125، 1، ج هشةةام، السةةيرةابن 13 تاريخ ،. ابن االدون، عبد الرحمن محمد الحضرمي21، 2ج ،. وابن األثير، الكامل 259، 258، 2ج ،الطبري، تاريخ .241، 1ج .17، 16، 1ج ،ابن االدون .73، 72، 1ابن سعد، الطبقاي، ج . 130، 1ابن هشام، السيرة، ج 14 .83 -81، 1ابن سعد، الطبقاي، ج . 147، 136، 135، 1ابن هشام، السيرة، ج 15 .196، 195، 194، 1ج ،. البالذري، أنساب319 -317، 1ابن هشام، السيرة، ج 16 .230، 229، 1ج ،. البالذري، أنسةةةاب210 -208، 1ابن سةةةعد، الطبقاي، ج . 351، 350، 1ابن هشةةةام، السةةةيرة، ج 17 .336، 335، 2ج ،الطبري، تاريخ m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 144 zzzzzz z مال وااليات المكية توجه إىل اشيييارات و .18مال خدجية ية وجوب تنظيم اسيييتخدام ال بنياجياد روح اتلاكفل بدا 19.المؤمنني اكن المسلمون يف بداية الهجرة يمولون دعوتهم من ترباعتهم اخلاصة، فتذكر المصادر أن أبا بكر اشرتى وهكذا فعل المسلمون المهاجرون 20.الستخدامهما يف هجرة الرسول صىلى اهلل عليه وسلم ،راحلتني قويتني من ماهل وأشارت االيات واألحاديث إىل ِضورة بذل المال يف سبيل 21،(والظهريرتافدون بالمال )إىل المدينة فقد خرجوا تبااع .23وقد أدى ذلك إىل زيادة األعباء المايلة الملقاة يلع اعتق أهل المدينة خاصة 22.اهلل قيام ادلولة عدب المدينة يف إدارة المايلة الرسول صىل اهلل عليه وسلم وسياسة تنظيم نشوء اتلنظيمات المختلفة لدلولة اجلديدة، ومن ضمنها نشأت اتلنظيمات تعدى الهجرة إىل المدينة بداية قام انليب صىلى اهلل عليه وسلم بعدد من األعمال ذات الصبغة المايلة حال هجرته، .المايلة اليت يتطلبها الوضع اجلديد يرضبن أحد عليكم هذا سوقكم ال) :أذن لهم أن يبيعوا ويشرتوا فيه دون مقابل، فقالوفأقام سوقا للمسلمني إذ تقيض أن يشرتك المتاخون يف األموال تلخفيف المعاناة عن ،واكنت المؤاخاة ذات صبغة مايلة 24،(خبراج 25 .المهاجرين واضطرارهم إىل ترك المال واألهل يف مكة .196، 195، 194، 1ج ،. البالذري، أنساب319 -317، 1ابن هشام، السيرة، ج 18 .60 -58، 1، ج (1984)بيروي، مؤسسة الرسالة، ،يوسر القرضاوي، فقه الزكاة19 سيرة، ج 20 سعد، الطبقاي، ج . 485، 1ابن هشام، ال ، 2ج ،. الطبري، تاريخ245، 4ج ،البخاري، الصحيح .228، 1ابن .281، 20ج ،. الساعاتي، الفتح الرباني10، 9ج ،. البيهقي، السنن375 .213 ،. الرهبي، السيرة257، 1ج ،. البالذري، أنساب226، 1ابن سعد، الطبقاي، ج 21 ،البخاري، الصةةحيح .11. الصةةر: اية: 33. النور: اية: 81، 44، 41التوبة: اية: .265، 262، 261، 177اية: البقرة: 22 .799، 2ج ،ابن ماجه، السنن ،11، 3ج ،. أبا داود، السنن19، 18، 4ج .12، 2، ج 238 -234، 1ابن سعد، الطبقاي، ج 23 .163، 2ج ،. الكتاني، التراتيب اإلدارية24 ،. البالذري، فتوح751، 2ج ،ابن ماجه، السنن24 .99، 12ج ،. مسلم بشرح النووي39، 5ج ،. البخاري، الصحيح238، 1ابن سعد، الطبقاي، ج 25 m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 145 zzzzzz z المواد ونص الصحيفة اليت كتبها انليب صىلى اهلل عليه وسلم بني مواطىن ادلولة يف المدينة جند عددا من واالشرتاك 26قررت مواد هذه الصحيفة مبدأ اتلعاون يف دفع ادليات، وفداء األرسى، .تتحدث عن اتلنظيمات المايلة إىل غري ذلك من اتلنظيمات اليت اكنت 27،ة تعرض المدينة إىل اعتداء خاريجيف انلفقات بني المؤمنني وايلهود يف حال .ميةنواة للنظام الماىل اجلديد لدلولة اإلسال بدأت األموال ترد يلع المسلمني بعد نشوء دوتلهم يف المدينة نتيجة االنتصارات احلاسمة اليت حققها و المسلمون يف عدد من المعارك، وفرض اإلسالم يلع راعيا ادلولة اإلسالمية جمموعة من اتلاكيلف المايلة شلكت يف اليفء والغنيمة :يقول الصنعاين .من أوسع أبواب هذه اإليرادات فاكنت الغنيمة واليفء .جمملها إيرادات ادلولة اجلديدة مما أخذ المسلمون فصار يف أيديهم من الكفار، واخلمس يف ذلك إىل األمري يضعه حيثما :لتلفان، أصل الغنيمة يف أعناقهم ما وقع من صلح بني اإلمام والكفار :واليفء .أمر اهلل، واألربعة أمخاس ابلاقية لذلين غنموا الغنيمة وأرضهم وزرعهم وفيما صوحلوا عليه مما لم يأخذه المسلمون عنوة، ولم يقهروه عليه حيت وقع فيه بينهم صلح .وذلك لإلمام يضعه حيث أمر اهلل 28 وأول غنيمة غنمها المسلمون بعض العري لقريش، تعرضت لها رسية عبد اهلل ابن جحش بالقرب من خنلة رسول اهلل صىلى يبا وأدما وِتارة أصابها عبد اهلل ، وأرس رجلني من رجالها أخذهما إىلبني مكة والطائف وحتمل زب أربعون درهما :وقد تم افتداء هذين األسريين بمبالغ نقدية بلغت أربعني أوقية للك منهما، واألوقية .اهلل عليه وسلم قالت الصةةةةةةحيفة: فالمهاجرون من قرير على ربعتهم يتعاقلون بينهم، وهم يفدون عانيهم بالمعرود. حميد اهلل، مجموعة 26 .59( ، 2رة رقم )، فق1الوثاأم، وثيقة رقم ( ، فقرة رقم 1احميد اهلل، مجموعة الوثاأم، وثيقة رقم ) .قالت الصةةةحيفة: إن اليهود يتفقون مل المؤمنين ما داموا محاربين27 (38 ، )62. .310، 5ج ،المصنر ،الصنعاني28 m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 146 zzzzzz z .درهم أضيف إىل المغانم 3200فيكون جمموع الفداء أن انليب صىلى اهلل عليه وسلم كره ابتداء هذا وتشري الروايات إىل 29 30.الفعل ألنه وقع يف األشهر احلرم، ولكن االيات نزلت تؤيد فعل عبد اهلل وترفع احلرج عن المؤمنني فاكنت أول غنيمة غنمها المسلمون بعد اصطدام مبارش مع 31أما الغنائم اليت غنمها المسلمون يف بدر، ، فلما تنازع المسلمون يف قسمتها وأرسوا سبعني رجال من كفار قريش قريش حيث غنم المسلمون سالحا وأمواال، ويروي ابن إسحاق أن انليب صىلى اهلل عليه 32، رسول اهلل صىلى اهلل عليه وسلمنزلت االيات ِتعل أمر الغنائم إىل يرى و 34.كما يذكر ابن سالم يف كتابه األموال 33وسلم قسم هذه الغنائم بني المسلمني بالسوية ثم نزلت اية اخلمس غنائم بدرمخست كما هو قول ابلخاري وابن والواقع أن :ابن كثري أن غنائم بدر قسمت بعد نزول اية اخلمس فيقول افتداؤهم بمبالغ مايلة مناسبة، وذلك حسبما أشار أبو أما األرسى فقد تم 35حجر والطربي وهو الصحيح الراجح، (.نأخذ منهم الفدية فيكون ما أخذنا منهم نلا قوة، وعيس أن يهداهم اهلل فيكونوا نلا عضدا) :بكر إذ قال 36 إال الفقراء فقد عيف عنهم انليب صىلى اهلل عليه وألف درهم درهم وقد تراوح فداء األسري بني أربعة أالف سألت نافع بن ) :حدثىن إسحاق بن حيىي، قال :يقول الواقدي .مقابل تعليم أبناء األنصار القراءة والكتابةوسلم أرفعهم أربعة أالف درهم إىل ثالثة أالف إىل ألفني إىل ألف درهم للرجل إال من ال :كم اكن الفداء؟ فقال :جبري . 411، 410، 2ج ،الطبري، تاريخ .602، 1ابن هشام، السيرة، ج . 17، 1ج ،الواقدي، المغازي29 .11، 10، 2ابن سعد، الطبقاي، ج . 602، 1ابن هشام، السيرة، ج . 218، 217البقرة: اية: 30 . اليعقوبي، 86، 12)ج ،مسةةةةلم بشةةةةرح النووي . 242، 241، 1ابن هشةةةةام، السةةةةيرة، ج . 144، 1ج ،الواقدي، المغازي31 .474، 2ج ،الطبري، تاريخ. 46، 2ج ،تاريخ . اليعقوبي، 86، 12ج ،مسةةةةلم بشةةةةرح النووي .642، 641، 1ابن هشةةةةام، السةةةةيرة، ج . 144، 1ج ،المغازيالواقدي، 32 .474، 2ج ،الطبري، تاريخ . 46، 2ج ،تاريخ ، 2ج ،. ابن األثير، الكامل458، 2ج ،. الطبري، تاريخ144، 1ج ،. الواقدي، المغازي642، 1ابن هشةةةام، السةةةيرة، ج 33 130 ،131. .426 ،سالم، األموالابن 34 .469، 2ج ،ابن كثير، السيرة35 .474، 2ج ،. الطبري، تاريخ86، 12ج ،مسلم بشرح النووي36 m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 147 zzzzzz z (.يشء هل، فمنى رسول اهلل عليه بعد بدر تقسم أمخاسا، مخسها لرسول اهلل، يضعه -وهكذا فقد أصبحت الغنائم 37 .حيث يشاء، واألربعة أمخاس االخرى توزع يلع المجاهدين 38 أول إشارة عن مالمح اتلنظيم اإلداري اذلي يقوم يلع حفظ المال العام يف بدر، فقد استعمل انليب صىلى و استعمل يلع األرسى غالما هل يديع و 39قسمتها،اهلل عليه وسلم عبد اهلل بن كعب بن انلجار يلع أنفال بدر قبل .لغنائم حميمة بن جزء بن عبد يغوثشقران، ثم استعمل يلع قسمة ا وقد سىم من يقوم بهذه المهمة فيما بعد باسم 40 .واكن هؤالء ايثالثة من أوائل من عني يف اجلهاز اإلداري الماىل يف عهد الرسول صىلى اهلل عليه وسلم .صاحب الغنائم 41 فحارصهم انليب صىلى اهلل عليه وسلم حيت نزلوا يلع .بعد غزوة بدر نقض يهود بىن قينقاع العهد مع المسلمنيو وغنم المسلمون أمواال وسالحا واالت صياغة، ولم يكونوا أصحاب 42حكمه، فرحلوا من المدينة إىل الشام، .أرض، بل اشتهروا بالصناعة وال سيما صناعة احلىل والمجوهرات م انليب صىلى اهلل عليه وسلم هذه الغنيمة فقس 43 . المجاهدين المشرتكني يف الغزوةبعد أخذ مخسها يلع 44 وأول أرض تملىكها المسلمون اكنت أرض لرييق ايلهودي اذلي أوىص بها للرسول صىلى اهلل عليه وسلم .المسلمنيوجعلها صدقة يلع فأخذها الرسول صىلى اهلل عليه وسلم بعد مقتله يف أحد وافتتح المسلمون أرض بىن 45 .660، 1ابن هشام، السيرة، ج . 129، 1ج ،الواقدي، المغازي37 .453 ،. ابن سالم، األموال19، 18 ،الخراج ،أبو يوسر38 ،. ابن عبد البر، االسةتيعاب458، 2ج ،الطبري، تاريخ .643، 1ابن هشةام، السةيرة، ج . 100، 1ج ،الواقدي، المغازي39 .500 ،الخزاعي، تخريج الدالالي . 981، 3ج .115، 1ج ،الواقدي، المغازي40 .510 ،. الخزاعي، تخريج الدالالي76، 2ج ،. اليعقوبي، تاريخ181، 179، 7ج ،مسلم بشرح النووي41 . ابن 481، 2ج ،. الطبري، تاريخ24 ،البالذري، فتوح .47، 2ابن هشةةةام، السةةةيرة، ج . 179، 1ج ،الواقدي، المغازي42 .138، 137، 2ج ،األثير، الكامل .481، 2ج ،. الطبري، تاريخ179، 1ج ،الواقدي، المغازي43 ، 2ج ،. الزمخشةةةةري، الكشةةةةاد139 ،الماوردي، األحكام .481، 2ج ،. الطبري، تاريخ179، 1ج ،المغازيالواقدي، 44 159 .169 ،. الماوردي، األحكام89، 88، 2ابن هشام، السيرة، ج . 378، 262، 1ج ،الواقدي، المغازي45 m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 148 zzzzzz z .اعتربت فيئا دون إجياف خيل أو راكب 46انلضري وَْجْفُتْم )وأشارت االيات إىل ذلك 47 َ ُ يلَع رَُسوهِلِ ِمنُْهْم َفما أ فاَء اهللا َ َوما أ .، فصارت هذه األموال فيئا خالصا لرسول اهلل صىلى اهلل عليه وسلم يضعه حيث يشاء (َعلَيْهِ مِْن َخيٍْل َوال راِكٍب فأعطى بعد المشاورة بعضها للمهاجرين يلغنيهم ويلحقهم باألنصار، ولم يأخذ األنصار من هذا اليفء إال رجلني .من األنصار أعطاهما لسد خلتهما ل صىلى اهلل عليه وسلم نلفقات الرسو وخصص بايق األرايض ويه سبعة حوائط 48 .وحلاجة أهله، وما بيق جعله انليب صىلى اهلل عليه وسلم يف الكراع والسالح عدة يف سبيل اهلل 49 نقض يهود بىن قريظة العهد مع رسول اهلل صىلى اهلل عليه وسلم وحالفوا للهجرة السنة اخلامسة يف ويف شوال اهلل عليه وسلم حيت نزلوا يلع حكم سعد بن معاذ، فحكم حارصهم انليب صىلى 50،يف وقعة األحزابالم كني .نسائهم وذراريهم وأخذ أموالهم بقتل مقاتلتهم وسيب فحكم انليب صىلى اهلل عليه وسلم بذلك وقسم أموالهم غنيمة 51 بني المسلمني، فاكن للفارس ثالثة أسهمن للفرس سهمان، ولفارسه سهم، وللراجل سهم واحد، ومضت هذه .السنة يف تقسيم الغنائم منذ ذلك ايلوم يف مغازي الرسول صىلى اهلل عليه وسلم غنم للهجرة ة دسالسنة السايف 52 .ون غنائم من بىن المصطلق، فقسمها انليب صىلى اهلل عليه وسلم يلع المجاهدين اذلين شاركوا فيهاالمسلم ويف 53 (بيروي، دار المعرفة،). يحيى بن ادم ، الخراج، شةةةةةةرح أحمد محمد شةةةةةةاكر، 387 -316، 16 -14 ،أبو عبيد، األموال46 ، قدامة بن جعفر، الخراج وصةةناعة الكتابة، تحقيم محمد حسةةين الزبيدي، 27 ،. البالذري، فتوح191 ، 2ابن هشةةام، السةةيرة، ج .33 .257، (1981بغداد، دار الرشيد، ) ،، لباب النقول في أسةةةةةباب النزولالل الدين عبد الرحمن بن أبي بكر. السةةةةةيو ي، ج70، 12ج ،مسةةةةةلم بشةةةةةرح النووي47 .208، (1978 ،دار إحياء العلوم :)بيروي قدامة، .28 ،. البالذري، فتوح58، 2ابن سعد، الطبقاي، ج . 192، 2ابن هشام، السيرة، ج ، 35 ،يحيى بن ادم، الخراج48 . 76، 1981. عبد العزيز الدوري، في التنظيم االقتصادي في صدر اإلسالم، مجلة العلوم االجتماعية، جامعة الكويت، 257 ،الخراج 815 ،11ج ،ابن منظور، اللسان ،. البالذري، فتوح70، 12ج ،. مسلم بشرح النووي378، 1ج ،. الواقدي، المغازي38، 37، 36 ،يحيى بن ادم، الخراج49 .27، 2ج .32 ،. البالذري، فتوح215، 2ابن هشام، السيرة، ج . 496، 2ج ،الواقدي، المغازي50 . 32 ،. البالذري، فتوح44، 5ج ،البخاري، الصةةةحيح .240، 2ابن هشةةةام، السةةةيرة، ج . 512، 2ج ،الواقدي، المغازي51 .587، 2ج ،الطبري، تاريخ . 53، 2ج ،. اليعقوبي، تاريخ163 ،أبو عبيد، األموال .244، 2ابن هشةةةام، السةةةيرة، ج . 522، 2ج ،الواقدي، المغازي52 .257 ،. قدامة، الخراج591، 2ج ،الطبري، تاريخ ، 3ج ،. الطبري، تاريخ64، 2ابن سةةةةعد، الطبقاي، ج .176 -173 ،. أبو عبيد، األموال40 -37 ،يحيى بن ادم، الخراج53 .259، 258 ،. قدامة بن جعفر، الخراج15 -13 m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 149 zzzzzz z :وأشارت االية الكريمة إىل ذلك 54،غنم من أموالها، غزا رسول اهلل صىلى اهلل عليه وسلم خيرب وللهجرة السنة السابعة ُ َمغانَِم َكثرَِيةً ) ِ وََعَدُكُم اهللا َل لَُكْم هِذه ُخُذونَها َفَعجا ْ ، فخمس رسول اهلل صىلى اهلل عليه وسلم خيرب ثم قسم (تَأ .سائرها بني المجاهدين 55 نقركم ما أقركم ) :أن يبقيها بأيديهم، ويعاملهم يلع نصف ايثمر ثم قال لهمفقد سأهل أما األرض أهل خيرب .(اهلل يلع أنىا إذا شئنا إخراجكم أخرجناكم يف أيديهم طيلة حياة انليب صىلى اهلل عليه وسلم وطيلة خالفة وبقيت 56 .أيب بكر الصديق ثم جاء عمر فزنعها من أيديهم وأخرجهم من جزيرة العرب ويظهر يف هذه الغزوة وظيفة إدارية 57 خيرب، مايلة أخرى، فقد استعمل انليب صىلى اهلل عليه وسلم عبد اهلل ابن رواحة يلع خرص ايثمر بينه وبني يهود .فخرص عبد اهلل بن رواحة خيرب أربعني ألف وسق 58واستيفاء نصفه لك سنة، 59 خبريا خبرص ايثمر، ووجوده يف يرثب ويه أرض ثمر وزراعة قد أكسبه هذه بن رواحة عبد اهلل اكن و ويف هذا داللة يلع تقديم أصحاب اخلربة يلع غريهم .اخلربة، فاختاره انليب صىلى اهلل عليه وسلم للقيام بهذه المهمة وذكرت الروايات أن عبد اهلل اكن حاذقا حازما يف خرصه، نزيها اعدال يف حكمه، فحاول .يف مثل هذه الوظائف ثىن لم يبعثىن انليب صىلى اهلل عليه وسلم أللك أموالكم، وانما بع) :ايلهود أن يرشوه فأهدوا إيله ماال فرده عليهم وقال إن شئتم عملت واعجلت ولكت لكم انلصف، وان شئتم عملتم واعجلتم ولكتم ) :، ثم قال(ألقسم بينكم وبينه .9، 3ج ،. الطبري، تاريخ33 ،. البالذري، فتوح337، 2ابن هشام، السيرة، ج . 669، 2ج ،الواقدي، المغازي54 سيرة، ج . 669، 2ج ،. الواقدي، المغازي84المغازي، ،الزهري55 . الطبري، 33 ،. البالذري، فتوح337، 2ابن هشام، ال .9، 3ج ،تاريخ .108، 10ج ،مسلم بشرح النووي56 . ابن 40 ،. البالذري، فتوح209، 10ج ،. مسةةةلم بشةةةرح النووي356، 2ابن هشةةةام، السةةةيرة، ج . 84 ،الزهري، مغازي57 .81، 16ج ،حجر، فتح الباري . 108 ،. أبو عبيد، األموال354، 2ابن هشةةةةةةام، السةةةةةةيرة، ج . 51 ،. أبو يوسةةةةةةر، الخراج85، 84 ،الزهري، المغازي58 222 ،. المسعودي، التنبيه واإلشراد20، 3ج ،الطبري، تاريخ . 35 ،البالذري، فتوح .109 ،أبو عبيد، األموال59 m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 150 zzzzzz z .(بهذا قامت السماوات واألرض) :، فقالوا(انلصف ويف فرتة الحقة بعد استشهاد عبد اهلل يف مؤتة بعث انليب صىلى 60 .ة بن عمرو، فخرصوا ثمر يف سنني متعاقبةاهلل عليه وسلم سهل بن خيثمة، والصلت بن معد يكرب، وفرو 61 وأن هذه 62واستعمل انليب صىلى اهلل عليه وسلم فروة بن عمرو يلع غنائم خيرب حيت قسمها يلع مستحقيها، بذلك، طلبوا مصاحلة انليب المعاملة يلهود خيرب قد استهوت بقية المناطق يف شمال اجلزيرة، فعندما علم أهل فدك فبعث انليب صىلى اهلل عليه وسلم إيلهم حميصة بن مسعود، .وسلم يلع ما صالح عليه أهل خيربصىلى اهلل عليه وصارت فدك فيئا خالصا للرسول صىلى اهلل 63فصاحلهم تاراك األرض بأيديهم معاملة يلع نصف ما خترج من ثمر، .عليه وسلم يضعه حيث يشاء ألنه لم يوجف عليه خبيل وال راكب عة للهجرة أىت انليب صىلى اهلل عليه ويف السنة الساب 64 وغنم الرسول صىلى اهلل عليه وسلم األموال والمتاع واألثاث فخمس الرسول صىلى اهلل .عنو وفتح وسلم وادي القرى .عليه وسلم ذلك، وتركت األرض بيد أهلها واعملهم يلع أساس ما اعمل به أهل خيرب وأهل فدك 65 لم قد اختذ بعض اتلدابري العملية بالنسبة إىل األرض اليت دخلت يف نطاق وهكذا أن انليب صىلى اهلل عليه وس اإلسالم يف اجلزيرة العربية، اعدة تدابري تناسب وضع األمة اجلديدة ومهمتها يف احلصول يلع األرايض وتوفر األيدي ع ية أي فرض عليها لقد أصبحت األرايض اليت دخلها اإلسالم يف حياة الرسول صىلى اهلل عليه وسلم .العاملة .ويؤخذ عليها نصف الع إن اكنت تسيق بطريق االبار والقنوات واألنهار .الع ان اكنت تروى بصورة طبيعية 66 تم فتح مكة، ولم يغنم انليب صىلى اهلل عليه وسلم ماال، إذ منى يلع أهلها وقال للهجرة السنة ايثامنة يف ويف رمضان من األغنام والسيب .حنني، وغنم المسلمون مغانم كثري ويف نفس الوقت وقعت غزوة .(اذهبوا فأنتم الطلقاء) :لهم .222 ،. المسعودي، التنبيه واإلشراد35 ،. البالذري، فتوح51 ،. أبو يوسر، الخراج84 ،الزهري، المغازي60 .400، 1ج ،الكتاني، التراتيب اإلدارية61 .323 -302 ،. المقريزي، إمتاع107، 2ابن سعد، الطبقاي، ج 62 . 20، 3ج ،. الطبري، تةةاريخ41 ،البالذري، فتوح .176 -173 ،. أبو عبيةةد، األموال707، 2ج ،الواقةةدي، المغةةازي63 .170 ،الماوردي، األحكام .208 ،السيو ي، لباب النقول64 .47 ،. البالذري، فتوح711، 2ج ،الواقدي، المغازي65 .75الدوري، في التنظيم االقتصادي، مجلة العلوم االجتماعية، 66 m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 151 zzzzzz z .لمني قد غنموا اثىن ع ألف ناقةأن المس :واألموال ذكر ايلعقويب اكن السيب ستة االف، واكنت :وقال الواقدي 67 ، واكن الرسول صىلى اهلل عليه اإلبل أربعة وع ين ألف بعري، واكنت الغنم ال يدرى عددها، قد قالوا أربعني ألفا .أي ما يقارب مائة وستني ألف درهم 68وسلم قد غنم فضة كثرية أربعة االف أوقية 69 األمخاس يلع وأما الغنائم المنقولة من األموال واإلبل والغنم، فقد مخست هذه الغنائم، ووزعت بقية .وسلم بعض المؤلفة قلوبهم من اخلمسوأعطى انليب صىلى اهلل عليه .المقاتلني باستثناء األنصار 70 ومصلحة األمة المسلمة اكنت العامل األول المتبع يف توزيع غنائم حنني، فقد أراد انليب صىلى اهلل عليه وسلم أن يستميل قلوب رجاالت قريش اذلين أسلموا حديثا، كما أراد أن يستميل قلوب زعماء القبائل، من أمثال األقرع بن حابس وأيب .ن بن حرب وغريهمسفيا أما اذلين يأخذون من أموال الغنيمة واليفء من غري المحاربني، فاكنوا عدة أصناف، 71 فذكر ابن إسحاق أنه شهد مع رسول اهلل صىلى اهلل عليه وسلم خيرب نساء من نساء .منهم النساء والصبيان والعبيد .المسلمني فرضخ لهن وأنا عبد مملوك، لما فتحها انليب صىلى اهلل عليه شهدت خيرب ) :وقال عمري موىل أيب اللخم 72 (.تقدل هذا، وأعطاين من فرث المتاع ولم يرضب ىل بسهم :وسلم أعطاين سيفا، فقال 73 وللشهداء نصيب من غنيمة الغزوة اليت شاركوا فيها يعطى ذلريتهم، فقد ِضب الرسول صىلى اهلل عليه وسلم أخذنا سهم أيب اذلي ِضب هل رسول ) :يقول ابنه عبد اهلل ،عد بن خيثمةلمن استشهد يف بدر من الغنيمةن منهم س وِضب الرسول صىلى اهلل عليه وسلم 74اهلل صىلى اهلل عليه وسلم حني قسم الغنائم، ومحله إيلنا عويمر بن ساعدة، .63، 2ج ،اليعقوبي، تاريخ67 .944، 943، 3ج ،الواقدي، المغازي68 .24 ،القضاة، بيت المال69 .90، 3ج ،. الطبري، تاريخ948 -944، 3ج ،الواقدي، المغازي70 ، 3ج ،. الطبري، تاريخ113، 4ج ،. البخاري، الصةةحيح342، 2ابن هشةةام، السةةيرة، ج . 688، 2ج ،الواقدي، المغازي71 90 ،91 .19، 3ج ،. ابن منظور، اللسان(أمرنا له برضخ). الرضخ، العطية القليلة وفي الحديث 342، 2ابن هشام، السيرة، ج 72 .684، 2ج ،. الواقدي، المغازي198 ،أبو يوسر، الخراج73 .102، 1ج ،الواقدي، المغازي74 m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 152 zzzzzz z .وأسهم لرجل من المسلمني قتل خبيرب 75لرجلني قتل أحدهما ومات االخر للك منهما بسهم يف غنائم بىن قريظة، 76 إن رسول اهلل صىلى اهلل عليه وسلم أسهم لرجل من المسلمني قتل خبيرب فاجتمعت أئمة الهدى يلع :يقول األوزايع .اإلسهام لمن مات أو قتل اذلين حيرضون الغزوات فيساهمون يف جلب الماء واسعاف اجلرىح، أما النساء والصبيان 77 .من الغنيمةفاكن يرضخ لهم شهدت مع رسول اهلل خيرب فرضخ نلا رسول اهلل صىلى اهلل عليه ) :قالت امرأة من غفار 78 (.وسلم من اليفء، فأخذت هذه القالدة يف عنيق فأعطانيها 79 ا من موارد بيت المال، ويه تتعلق باألعباء المايلة لغري المسلمني يف المجتمع وتعدى اجلزية موردا مهمى اختلف يف أول جزية أخذها الرسول صىلى اهلل و .بوصفهم مجيعا أبناء وطن واحد ينعمون به ويتحملون تبعاتهاإلساليم .فذكر الزهري أن أول من أعطى اجلزية أهل جنران .عليه وسلم ويف رواية للشعيب أن أول ما فرض الرسول صىلى اهلل 80 .عليه وسلم اخلراج يلع أهل هجر 81 ِ َوال بِايْلَوِْم اْْلِخرِ َوال ) :نة اتلاسعة بعد أن نزلت االيةوقد أخذت اجلزية يف الس ِيَن ال يُْؤِمُنوَن بِاهللا قاتِلُوا اذلا وتُوا الِْكتاَب َحيتا ُيْعُطوا ا ُ ِيَن أ ِ ِمَن اذلا ُ َورَُسوهُلُ َوال يَِديُنوَن دِيَن احْلَقى ُِموَن ما َحراَم اهللا ْزَيَة َعْن يٍَد َوهُ حُيَرى (.ْم صاِغُرونَ جْلِ 82 وقدم 83و أن انليب صىلى اهلل عليه وسلم ِتهز للقاء الروم يف تبوك ولكنه لم جيد أحدا، فصالح أهلها يلع دفع اجلزية، هاني )أبو الرب( ، العطاء في صةةةدر اإلسةةةالم، رسةةةالة ما جسةةةتير، إشةةةراد: عبد العزيز .521، 2ج ،الواقدي، المغازي75 .26، 25،)1985الدوري، الجامعة األردنية، 684، 2ج ،الواقدي، المغازي76 .318، 7ج ،الشافعي، األم77 .198 ،. أبو يوسةةر، الخراج6، 2، ج (1323بغداد، مكتبة المثنى، بعة باألوفسةةت، )مالك بن أنس ، المدونة الكبرى، 78 .165، 4ج ،الشافعي، األم 443 -432، 2ابن هشام، السيرة، ج 79 .46 ،أبو عبيد، األموال80 .129 ،أبو يوسر، الخراج81 دار الكتب ). ابن كثير، أبو الفداء إسةةةةةماعيل بن كثير، تفسةةةةةير القران العظيم، القاهرة، 72، 2ج ،الزمخشةةةةةري، الكشةةةةةاد82 .347، 346، 2ج (العربية، د. ي الطبري، . 80، 79البالذري، فتوح، . 528-525، 2ابن هشةةةةةةةام، السةةةةةةيرة، ج . 992 -990، 3ج ،الواقدي، المغازي83 .100، 3ج ،تاريخ m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 153 zzzzzz z عليه وهو يف تبوك حينة بن روبة صاحب أيلة، فصاحله يلع دفع ثالثمائة دينار لك سنة، وأن يضيفوا من مر بهم من .ومئذ ثالثمائة رجلالمسلمني ثالثا، واكن عددهم ي يلع مائة دينار وصالح انليب صىلى اهلل عليه وسلم أهل أذرح 84 .يلع اجلزية جرباء يف لك رجب، وصالح أهل وصالح أهل مقنا يلع ربع ثمارهم وكتب لهم انليب صىلى اهلل عليه وسلم 85 .كتابا بذلك ثم جاء خادل بن الويلد بأكيدر الكندي ملك دومة اجلندل أسريا فحقن انليب صىلى اهلل عليه وسلم دمه، 86 .وصاحله يلع دفع اجلزية 87 بعض وفود العرب إىل انليب صىلى اهلل عليه وسلم معلنة إسالمها، فأقرهم انليب صىلى اهلل عليه وسلم جاءت و ه إيلهم عماهل يعلمونهم اإلسالم، واكن انليب صىلى اهلل عليه وسلم يلع ما أسلموا عليه من أموالهم وأرضهم ، ووجى انليب صىلى اهلل عليه وسلم إىل معاذ بن جبل وايله يلع ايلمن وأرسل .يرسل إىل والته كتبا يفصل لهم فيها أحاكم اجلزية جلزية، ويلع لك حالم دينار واف أو ومن اكن يلع يهوديته أو نرصانيته فإنه ال يفتنت عنها، وعليه ا) :كتابا جاء فيه (.قيمته من المعافر أو عوضه ثيابا وصالح انليب صىلى اهلل عليه وسلم أهل تبالة وجرش، وجعل يلع لك حالم من 88 .أهلها دينارا، واشرتط عليهم ضيافة المسلمني، وأقرهم يلع ما أسلموا عليه ويف السنة العارشة جاء وفد جنران، 89 ودخل ايلهود مع انلصارى يف 90،واكنت تشمل ثيابا وسالحا وضيافة فصاحلهم انليب صىلى اهلل عليه وسلم يلع اجلزية، ، 2ج ،. ابن ماجه، السنن682، 3ج ،أبو داود، السنن .119، 4ج ،. البخاري، الصحيح525، 2ابن هشام، السيرة، ج 84 .68، 2ج ،. اليعقوبي، تاريخ79 ،البالذري، فتوح . 821، 820 .80 ،. البالذري، فتوح288، 287 ،األموال. أبو عبيد، 525، 2ابن هشام، السيرة، ج . 1031، 3ج ،الواقدي، المغازي85 قدي، المغةازي86 مجموعة الوثاأم، . حميةد اهلل،80 ،. البالذري، فتوح288، 287 ،. أبو عبيةد، األموال1032، 3ج ،الوا .120، (33وثيقة رقم ) . 82 ،البالذري، فتوح .526، 2ابن هشام، السيرة، ج . 1027، 3ج ،الواقدي، المغازي87 ، 3ج ،. الطبري، تاريخ81، 80، 2ج ،. اليعقوبي، تاريخ93، 92 ،. البالذري، فتوح589، 2ابن هشةةةةةةام، السةةةةةةيرة، ج 88 .275 ،قدامة بن جعفر، الخراج . 120 . محمد ضةةةةير اهلل البطانية، في 79 ،البالذري، فتوح .588، 2ابن هشةةةةام، السةةةةيرة، ج . 754، 2ج ،الواقدي، المغازي89 .20،)1407عمان، دار الفرقان، ) ،الحياة االقتصادية في صدر اإلسالم :تاريخ الحضارة العربية اإلسالمية . حميد اهلل، مجموعة الوثاأم، وثيقة 830 ،. اليعقوبي، تاريخ88، 87 ،. البالذري، فتوح73، 72 ،أبي يوسةةةةةةر، الخراج90 درهم في السةةةةنة، زكريا القضةةةةاة، بيت المال في 80000. بلغ ثمن الحلل المأاوذة من أهل نجران ما يقارب 176، 175( ، 94رقم ) 27م(، 1987هـ، 1407عهد الرسول صّلى اهلل عليه وسلم ، ندوة مالية الدولة في صدر اإلسالم، جامعة اليرموك، ) m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 154 zzzzzz z .الصلح، ولم يفرق بني العجم والعرب إن انليب صىلى اهلل عليه وسلم صالح نصارى جنران يلع اجلزية :يقول ابلخاري 91 .عجم، وصالح أهل ايلمن وفيهم عرب وعجمو وفيهم عرب وذكر حيىي بن ادم كتب انليب صىلى اهلل عليه وسلم إىل 92 .عمرو بن حزم ومعاذ بن جبل وفيها اتلأكيد يلع فريضة اجلزية يلع مجيع أهل الكتاب ممن يقيمون يف هذه ابلالد 93 فصالح أهلها 94،دعو أهلها إىل اإلسالم أو اجلزيةوانليب صىلى اهلل عليه وسلم أرسل العالء بن احلرضيم إىل ابلحرين يل .من جموس هجر وابلحرين وايلمن، واعملهم معاملة أهل الكتاب إن رسول اهلل صىلى اهلل عليه وسلم :قال أبو يوسف 95 قد قبل من جموس أهل ابلحرين اجلزية وأقرىهم يلع جموسيتهم، كما فرض اجلزية دينارا أو قيمته من المغافر يلع لك .ن بلغ احللم من جموس ايلمن رجال اكن أو امرأةم 96 والقران لم ي ع ت يعا مفصال يف اجلزية، وأن ما اختذ من إجراات عملية اكنت عبارة عن جمموعة تدابري تتصف بالمرونة وبمرااعة مقتيض احلال، فقد رايع طريقة خضوع ابلالد بالقوة أو الصلح، والحظ حاتلهم المعيشية .ايلة، والمحصول أو الصناعة اليت اشتهروا بهاوقدرتهم الم ذكر ابن سالم أن أموال اجلزية اكنت ترد يلع العاصمة، و 97 وذكرت الروايات أن أبا عبيده بن اجلراح أىت بمال من .فيقوم انليب صىلى اهلل عليه وسلم بتوزيعها يلع مستحقيها .وسلم ابلحرين، فوضعه يف المسجد حيت وزعه انليب صىلى اهلل عليه 98 .392، 1ج ،. الكتاني، التراتيب اإلدارية217، 5، ج 117، 4ج ،البخاري، الصحيح91 .273 ،. قدامة، الخراج217، 5، ج 117، 4ج ،البخاري، الصحيح92 .596، 595، 2ابن هشام، السيرة، ج . 73 -72 ،يحيى بن ادم، الخراج93 .278 ،. قدامة بن جعفر، الخراج82، 2ج ،. اليعقوبي، تاريخ97 ،. البالذري، فتوح263، 1ج ،ابن سعد، الطبقاي94 . قدامة 97 ،. البالذري، فتوح263، 1ج ،. وابن سةةةعد، الطبقاي46 -44 ،. أبو عبيد، األموال173، 4ج ،الشةةةافعي، األم95 .275 ،بن جعفر، الخراج .52 -38 ،أبو عبيد، األموال .15 ،أبو يوسر، الخراج96 .99 ،الدوري، نظم97 .46 ،أبو عبيد، األموال .119، 4ج ،البخاري، الصحيح98 m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 155 zzzzzz z وتعدى الزاكة من أهم موارد بيت مال المسلمني فرضت يف السنة ايثانية من الهجرة تلكون أحد أراكن اإلسالم .اخلمسة وقرنت يف القران الكريم بالصالة واالطالع يلع مصادر احلديث حذر انليب صىلى اهلل عليه وسلم من منعها، 99 .وابلخل، وااعنة للمحتاجني والفقراءوحث يلع أدائها تطهريا للنفس من الشح انليب صىلى اهلل عليه وسلم ويظهر أن 100 قام انليب صىلى اهلل و .قد أنشأ جهازا إداريىا كبريا جلمع الزاكة ورصفها، واكن ينفق يلع هؤالء من واردات الزاكة ذاتها .الق يف العملعليه وسلم بتدريب عماهل يلع الصدقات حيت أصبحوا مثاال للزناهة وال ف واألخ فذكر ابن سالم ما 101 فإن ،إن اهلل فرض عليكم من أموالكم صدقة) :جاء يف كتابه إىل معاذ بن جبل وهو يف ايلمن حيث جاء فيه وكتب انليب صىلى (.أطاعوك فإياك وكرائم أموالهم، واياك ودعوة المظلوم، فإنه ليس بينها وبني اهلل حجاب وال سرت .من الكتب إىل قبائل العرب بنيى فيها فرائض الصدقة ورشوطهااهلل عليه وسلم جمموعة 102 وحتصيل وتوزيع الزاكة تطلىب من ادلولة دقة اختيار العاملني حبيث تتوافر فيهم خشية اهلل ويقظة الضمري ما شأن هذه الوظيفة .وحسن السرية يف سبيل العامل يلع الصدقة باحلق اكلغازي ) :قال انليب صىلى اهلل عليه وسلم معظى (.اهلل اذلين بعثهم انليب صىلى اهلل عليه وسلم إىل اجلهات المختلفة ذكرت المصادر عددا كبريا من عمال الصدقات 103 وعدي بن حاتم إىل 104إىل حرضموت، من ادلولة، فبعث المهاجر بن أيب أمية إىل صنعاء، وزياد ابن بليد األنصاري قطن قبيلة أزد، وخادل بن سعيد إىل مراد ومذحج، ويلع بن أيب قبيلة طيىئ، وعمرو بن العاص إىل عمان حيث ت . 55 -12. وسورة الماأدة: االياي 162، 77. وسورة النساء: االياي: 277، 177، 110، 83، 43سورة البقرة: االياي: 99 .156وسورة األعراد: االية: .78، 75، 67، 66، 5ج ،. النساأي، السنن685 -680، 2ج ،. مسلم، صحيح133 -130، 2ج ،البخاري، الصحيح100 .194، 193 ،العدوي، نظم .35 ،القضاة، بيت المال101 .270، 265 -263، 1ج ،ابن سعد، الطبقاي .552، 551 ،أبو عبيد، األموال102 ، 3ج ،. الترمري، الصةةةةحيح578، 1ج ،. ابن ماجه، السةةةةنن349، 3ج ،. أبو داود، السةةةةنن465، 3ج ،أحمد، المسةةةةند103 144. ، 3ج ،. الطبري، تاريخ76، 2ج ،. اليعقوبي، تاريخ531، 1ج ،. البالذري، أنسةةةةةاب600، 2ابن هشةةةةةام، السةةةةةيرة، ج 104 147. m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 156 zzzzzz z طالب إىل جنران يلع الصدقات واجلزية ومعاذ بن جبل إىل ايلمن يلع الصدقات واجلزية وعمرو بن حزم إىل جنران يلع .الصدقات واألمخاس 105 وبعث مالك بن نويرة يلع إىل جنران، وعمرو بن حزم وانليب صىلى اهلل عليه وسلم بعث أبا سفيان بن حرب ق صدقات بىن سعد يلع رجلني منهم، فبعث الزبرقان بن بدر يلع ناحية منها، وقيس صدقات بىن حنظلة، وفرى إىل بىن سليم، وأبا مويس األشعري يلع صدقات عدن والساحل، بن اعصم يلع ناحية أخرى، وبعث ابن اللتبية وعبد الرمحن بن وأبان بن سعيد يلع ابلحرين بعد العالء 106،واجلزية إىل ابلحرين يلع الصدقاتوالعالء بن احلرضيم ابن حصن يلع صدقات فزارة، والويلد بن عقبة يلع صدقات بىن المصطلق، عوف يلع صدقات لكب، وعتبة واألعجم بن واحلارث بن عوف يلع بىن مرة، ومسعود بن رحيلة يلع أشجع وبىن عبد اهلل بن غطفان وبىن عبس لوي يلع عذرة وسالمان وبىل من جهينة، وقيس بن اعصم المنقريى يلع قضاعة وبطون أسد وغطفان بن سفيان ابل صعصعة، وعباس بن مرداس يلع بىن سليم وعجز هوازن جشم ونرص وثقيف وسعد بن بكر، وحذيفة بن ايلمان .يلع صدقات أزد دباء فيما بني عمان وابلحرين 107 تها المصادر مقدار حجم هذا اجلهاز العاملني عليها اذلي اكن يقوم جبمع من خالل جريدة األسماء اليت أورد أن والية الصدقات قد ِتمع لشخص واحد، مثل عمرو بن حزم يلع األموال المستحقة يلع أموال المسلمني نفسه ابلحرين، أو ِتميع والية الصدقات واجلزية لشخص واحد مثل يلع بن أيب طالب ومعاذ بن جبل ، أو أن الواىل .، والعالء بن احلرضيم وغريهمعليه وسلم مثل أيب مويس األشعري يقوم جبمع الصدقات وارسالها إىل انليب صىلى اهلل 108 ج ،. اليعقوبي، تاريخ158، 2ج ،البخاري، الصةةحيح .552، 551 ،. أبو عبيد، األموال600، 2ابن هشةةام، السةةيرة، ج 105 .301، 2ج ،ابن األثير، الكامل .322، 1ج ،ابن سعد، الطبقاي . 121، 3ج ،الطبري، تاريخ .81، 2 ، 24 ،. ابن حزم، جوامل147، 3ج ،. الطبري، تاريخ64، 63، 1ج ،. اليفة، تاريخ600، 2ابن هشةةةةةةام، السةةةةةةيرة، ج 106 .94، 93 ،البالذري، فتوح . 510، 509 ،المقريزي، إمتاع .76، 2ج ،اليعقوبي، تاريخ . 25 ، 24 ،. ابن حزم، جوامل147، 3ج ،. الطبري، تاريخ64، 63، 1ج ،. اليفة، تاريخ600، 2ابن هشةةةةةةام، السةةةةةةيرة، ج 107 .94، 93 ،البالذري، فتوح . 510، 509 ،المقريزي، إمتاع .76، 2ج ،اليعقوبي، تاريخ .25 ، 24 ،. ابن حزم، جوامل147، 3ج ،. الطبري، تاريخ64، 63، 1ج ،. اليفة، تاريخ600، 2ابن هشةةةةةةام، السةةةةةةيرة، ج 108 .94، 93 ،البالذري، فتوح . 510، 509 ،المقريزي، إمتاع .76، 2ج ،اليعقوبي، تاريخ .25 m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 157 zzzzzz z إن الصدقة ال حتل لمحمد وال الهل، )وهذا واضح من كتاب انليب صىلى اهلل عليه وسلم إىل ملوك محري، إذ جاء فيه فإن أجابوا فأخربهم ) :، ويف كتابه إىل معاذ قال هل(لفقراء المسلمني والمؤمننيإنما يه زاكة تزكون بها أموالكم، يه (.أن اهلل قد فرض عليهم صدقة تؤخذ من أغنيائهم فرتد يلع فقرائهم 109 ةتمااخل جبانب اإلنفاق أكرثمن قبل قيام ادلولة مكةلرسول صىل اهلل عليه وسلم يف إدارة المايلة وسياسة تمتاز تنظيم واشارات االيات المكية .مقابلها الواردات حتت سلطة قريش من باب الضغط والمحارصة االقتصادية واالجتماعية وترصفات انليب صىل اهلل عليه وسلم .توجه إىل بداية وجوب تنظيم استخدام المال واجياد روح اتلاكفل بني المؤمنني .خدجية، و أبو بكر وعثمان ريض اهلل عنهمالمايلة مما أتيح هل من أموال وتعدى الهجرة إىل المدينة بداية نشوء اتلنظيمات المختلفة لدلولة اجلديدة من نشأت اتلنظيمات المايلة اليت المواد تتحدث قام انليب سوقا للمسلمني ونص صحيفة انليب بني مواطىن ادلولة يف المدينة عدد .يتطلبها الوضع اجلديد مبدأ اتلعاون يف دفع ادليات وفداء األرسى واالشرتاك يف انلفقات بني المؤمنني وايلهود إىل غري ب يمات المايلةعن اتلنظ .ذلك من اتلنظيمات اليت اكنت نواة للنظام الماىل اجلديد لدلولة اإلسالمية اإلسالم يلع راعيا ادلولة وبدأت األموال ترد يلع المسلمني يف المدينة نتيجة االنتصارات من المعارك وفرض وألف درهم وقد تراوح فداء األسري بني أربعة أالف .فاكنت الغنيمة واليفء من أوسع أبواب هذه اإليرادات .اإلسالمية انليب بعض اتلدابري العملية بالنسبة إىل األرض اختذ و .مقابل تعليم أبناء األنصار القراءة والكتابة إال الفقراء يف درهم لت يف نطاق اإلسالم تدابري تناسب وضع األمة اجلديدة ومهمتها يف احلصول يلع األرايض وتوفر األيدي اليت دخ لقد فرض عليها الع ان اكنت تروى بصورة طبيعية ويؤخذ عليها نصف الع إن اكنت تسيق بطريق االبار .العاملة والغنم، فقد مخست هذه الغنائم ووزعت بقية األمخاس أما الغنائم المنقولة من األموال واإلبل .والقنوات واألنهار .94 ،البالذري، فتوح .159، 2ج ،البخاري، الصحيح109 m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 158 zzzzzz z ا من موارد بيت المال، .يلع المقاتلني باستثناء األنصار وأن ما اختذ من طريقة خضوع ابلالد وتعدى اجلزية موردا مهمى عدى الزاكة كما ت .بالقوة أو الصلح، والحظ حاتلهم المعيشية وقدرتهم المايلة والمحصول أو الصناعة اليت اشتهروا بها ويظهر أن انليب صىلى .من أهم موارد بيت مال المسلمني تلكون أحد أراكن اإلسالم اخلمسة وقرنت يف القران بالصالة بتدريب عماهل يلع الصدقات حيت أصبحوا مثاال للزناهة اهلل عليه وسلم قد أنشأ جهازا إداريىا كبريا جلمع الزاكة ورصفها .وال ف واألخالق يف العمل قائمة المراجع حممد محيد :يتحقيق ابن إسحاق، حممد بن إسحاق بن يسار، سرية ابن إسحاق المسماة المبتدأ والمبعث والمغاز، (1981، مكتبة المثىنتركيا، )اهلل احليدر أبادي، قونية، (1982بريوت، دار صادر، )ابن األثري، أبو احلسن يلع بن حممد بن عبد الكريم الشيباين، الاكمل يف اتلاريخ، طه عبد الرؤوف :ابن حجر، أمحد بن يلع بن حممد العسييقالين، فتح ابلاري يف رشح صييحيح ابلخاري، حتقيق (1398القاهرة، مكتبة اللكيات األزهرية، )واخرون، ون، عبد السييالم هار :ابن حزم، أبو حممد يلع بن أمحد بن سييعيد األندليسيي، جوامع السييرية انلبوية، حتقيق (1382القاهرة، دار المعارف، ) أمحد عبد :ترتيب ورشح ابن حنبل، أمحد بن حممد، الفتح الرباين برتتيب مسند اإلمام أمحد بن حنبل الشيباين، (1377القاهرة، مكتبة اللكيات األزهرية، )الرمحن ابلنا، العرب وديوان المبتدأ واخلرب يف أيام ابن خادلون، عبد الرمحن بن حممد احلرضيم، تاريخ ابن خادلون المسىم كتاب (1956 بريوت، دار الكتاب العريب،)العرب والعجم والرببر ومن اعرصهم من ذوي السلطان األكرب، )1965 بريوت، دار صادر،)، 1ابن سعد، حممد بن سعد، الطبقات الكربى، ج بريوت، دار ) ،1يف عبد الواحد، ج السييرية انلبوية، حتقيق مصييط ابن كثري، أبو الفداء إسييماعيل بن كثري، (1402المواحد، .القاهرة، دار الكتب العربية، د)ابن كثري، عماد ادلين أبو الفداء إسييماعيل بن كثري، تفسييري القران العظيم، (ت m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 159 zzzzzz z (1968دار صادر، :بريوت)، 4ابن منظور، مجال ادلين حممد بن مكرم، لسان العرب، ج ا واخرون ابن هشام، أبو حممد عبد دار :القاهرة)الملك بن هشام المعافري، السرية انلبوية، حتقيق مصطيف السقى )1957الكنوز األدبية، (1401بريوت، دار الكتاب العريب، )أبو داود، سليمان بن األشعث السجستاين، سنن أيب داود، (1968مكتبة اللكيات األزهرية، القاهرة، )حممد خليل هراس، :أبو عبيد، القاسم بن سالم، األموال، حتقيق (1353المطبعة السلفية، )أبو يوسف يعقوب بن إبراهيم، اخلراج، )1957بريوت مكتبة خياط، )، 1األزريق، أبو الويلد حممد بن عبد اهلل بن أمحد، أخبار مكة، ج (1980ار الكتاب العريب، بريوت، د)األصبهاين، أبو نعيم أمحد بن عبد اهلل، حلية األويلاء وطبقات األصفياء، (1958القاهرة، دار إحياء الرتاث العريب،)ابلخاري، حممد بن إسماعيل، صحيح ابلخاري، عمان، )احلياة االقتصادية يف صدر اإلسالم، :ابلطانية، حممد ضيف اهلل، يف تاريخ احلضارة العربية اإلسالمية )1407دار الفرقان، القاهرة، دار )حممد محيد اهلل احليدر أبادي، :حتقيق ، أنسييياب األرشاف،ابلالذري، أمحد بن حيىي بن جابر (1323المعارف، (1354حيدر أباد، المطبعة العثمانية، )ابليهيق، أبو بكر أمحد بن حسني، السنن الكربى، المطبعة القاهرة، )ابن العريب الماليك، :الرتمذي، حممد بن عييس بن سورة الرتمذي، صحيح الرتمذي، رشح (1350المرصية باألزهر، القاهرة، )احلليب، يلع بن برهان ادلين، إنسييان العيون يف سييرية األمني والمأمون المشييهور بالسييرية احللبية، (1351المطبعة األزهرية، اخلزايع، يلع بن حممد اتللمسيياين، ختريج ادلالالت السييمعية يلع ما اكن يف عهد الرسييول من احلرف والصيينائع (1401القاهرة، دار المعارف، )أمحد حممد أبو سالمة، :ماالت ال عية، حتقيقوالع (1967 انلجف األرشف، مطبعة االداب)أكرم ضياء العمري، :خليفة بن خياط، تاريخ خليفة بن خياط، حتقيق ر المحاسن، القاهرة، دا)عبد اهلل هاشم المدين، :ادلارقطىن، أبو احلسن يلع بن عمر، سنن ادلارقطىن، حتقيق 1966) (1966بريوت، دار الكتب العلمية، )ادلاريم، عبد اهلل بن عبد الرمحن السمرقندي، سنن ادلاريم، 1981ادلوري، عبد العزيز، يف اتلنظيم االقتصادي يف صدر اإلسالم، جملة العلوم االجتماعية، جامعة الكويت، m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 160 zzzzzz z (1981العراق، وزارة ايثقافة )، 4ليم انلعيىم، ج حممد س :دينهارت دوزي، تكملة المعاجم العربية ترمجة سري أعالم انلبالء، حتقيق بريوت، )شعيب األرنؤوط واخرون، :اذلهيب، أبو عبد اهلل حممد أمحد بن عثمان، (1402مؤسسة الرسالة، (1401بريوت، دار الكتب العلمية، )الرازي، حممد بن أيب بكر عبد القادر، لتار الصحاح، بيد (1981بنغازي، دار يلبيا، )، 3ي، حممد مرتيض، تاج العروس، ج الزى سالم، جامعة صدر اإل سلم ، ندوة مايلة ادلولة يف صىلى اهلل عليه و سول ضاة، بيت المال يف عهد الر زكريا الق (1407)الريموك، بريوت، دار )الزل يييي، حممود بن عمر، الكشييياف عن حقائق اتلزنيل وعيون األقاويل يف وجوه اتلأويل، (1966المعرفة، دمشق، دار الفكر، )سهيل زاكر، :الزهري، حممد بن مسلم بن عبيد اهلل بن شهاب الزهري، المغازي، حتقيق 1400) ية، ية ألحاديث الهدا عة دار )الزيليع، مجال ادلين أبو حممد عبد اهلل بن يوسيييف، نصيييب الرا القاهرة، مطب (1357المأمون، السهيىل، أبو القاسم عبد الرمحن بن عبد اهلل بن أمحد، الروض األنف يف رشح السرية انلبوية البن هشام، حتقيق .(1402دار الكتب المرصية، :مرص)، 2عبد الرمحن الوكيل، ج دار إحياء العلوم، :بريوت)السيييو ، جالل ادلين عبد الرمحن بن أيب بكر، بلاب انلقول يف أسييباب الزنول، 1978) (1381القاهرة، مكتبة اللكيات األزهرية، )حممد زهدي انلجار، :الشافيع، حممد بن إدريس، األم، حتقيق ضل إبراهيم، :الطربي، حممد بن جرير، تاريخ األمم والملوك، حتقيق سويدان، د)حممد أبو الف .بريوت، دار (ت )1965 ، دار الفكر العريب،بريوت)الطماوي، سليمان حممد، مبادئ علم اإلدارة العامة، (1962مطبعة بريل، :يلدن)المعجم المفهرس أللفاظ احلديث انلبوي، عبد ابلايق، حممد فؤاد، (1981دار الفكر، :بريوت)عبد ابلايق، حممد فؤاد، المعجم المفهرس أللفاظ القران الكريم، شفاء الغرام بأخبار ضة احلديثة، )، 1ابلدل احلرام، ج الفايس، تيق ادلين أبو الطيب حممد بن أمحد، مكتبة انله 1956) m. burhanuddin ubaidillah وسلم عليه اهلل صلى الرسول عصر في المالية اإلدارة وسياسة تنظيم volume 4, number 2, november 2019 | 161 zzzzzz z (1962القاهرة، المكتبة اتلجارية، )، 2القاموس المحيط، ج الفريوز أبادي، جمد ادلين حممد بن يعقوب، (1981بغداد، دار الرشيد، )حممد حسني الزبيدي، :قدامة بن جعفر، اخلراج وصناعة الكتابة، حتقيق (1984بريوت، مؤسسة الرسالة، )الزاكة، القرضاوي، يوسف، فقه (1323بغداد، مكتبة المثىن، طبعة باألوفست، )مالك بن أنس ، المدونة الكربى، القاهرة، دار إحياء الكتب )حممد فؤاد عبد ابلايق، :مسييلم بن حجاج انليسييابوري، صييحيح مسييلم، ترقيم (1365)العربية، صىلى اهلل عليه وسلم من األبناء واألموال واحلفدة المقريزي، تيق ادلين أمحد بن يلع، إمتا ع األسماع بما للرسول (ت .قطر، طبع الشؤون ادلينية، د)حممود حممد شاكر، :والمتاع، حتقيق :احلافظ جالل ادلين السيييو ، حتقيق :النسييايئ، أمحد بن يلع بن شييعيب بن يلع، سيينن النسييايئ، رشح (1986المطبواعت اإلسالمية، حلب، مكتبة )عبد الفتاح أبو غدة، (1404بريوت، دار إحياء الرتاث العريب، )انلووي، أبو زكريا حيىي بن رشف انلووي، رشح صحيح مسلم، عبد العزيز ادلوري، اجلامعة األردنية، :، العطاء يف صدر اإلسالم، رسالة ما جستري، إرشاف (أبو الرب)هاين 1985( (1404بريوت، اعلم الكتب، )مارسدن جونس، :مغازي رسول اهلل، حتقيقالواقدي، حممد بن عمر بن واقد، (1323 بريوت، دار المعرفة،)حيىي بن ادم ، اخلراج، رشح أمحد حممد شاكر، (1960بريوت، دار صادر، )ايلعقويب، أمحد بن يعقوب بن جعفر بن وهب، تاريخ ايلعقويب، educatio : journal of education volume 1 , number 2, november 2016 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta nurul fu'ad stai mifahul 'ula kertosono nganjuk fuad.staim@gmail.com published: october 20 2016 reviewed: september 9 2016 accepted: august 13 2016 abstract: this article is about a descriptive-qualitative research made to identify and describe the constraints of affective learning in the religious education affiliated to islam at senior high schools in the city of yogyakarta and the alternative strategies of problem: solving used by teachers of the religion in overcoming the constraints. the research of data were collected from the whole population of such teachers at both state and private senior high schools all over the city by using questionnaires and interview guidelines. the research findings indicate that, in conducting affective teaching, reviews those teachers are faced with numerous constraints related to reviews their students' selfesteem, interest, motivation, attitude, value system, and faith. the constraints may be internal or external in origin, that is, the caused by factors coming from the students themselves or by reviews those coming from elsewhere. the teachers' efforts to overcome the constraints may also be internal in type, made to solve problems the caused by factors of the first type above, or external in type, made to solve: problems the caused by factors of the second type above the which have a share in causing the constraints of external in origin. in addition, the findings also indicate that, in general, the teachers still lack _full understanding of and are not yet fully aware of the models of affective teaching they use. also they are still highly lacking in understanding the six types of constraints. consequently, in coping with and taking an attitude towards the constraints, they also exhibit differing reactions and efforts in solving the problems. keywords: strategy, constraints, affective teaching introduction mailto:fuad.staim@gmail.com nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 68 zzzzzz guiding learners so that they become true moslems, strong faith, fond of charitable goodness, morality. useful for the community and the state is the goal of islamic education.1 that goal is in line with the objectives of islamic religious education as outlined in the curriculum and gbpp pal, that islamic religious education aims to improve confidence, understanding, appreciation and practice of students about islam so that a man moslem faith and fear allah swt and noble in personal life, community, nation, as well as continuing education on a higher level.2 relative to this end, education should be inculcated deep faith, because the strength of the value of faith in behavior and personality of students, will encourage spiritual spirit. basically, the purpose of islamic religious education can be achieved when education itself is able to cultivate and develop the three aspects of the basic potential of students, namely cognitive, affective, and psychomotor. results preserver against islam learning in schools, whether elementary, junior high, high schools, and universities, show that these three aspects have not been developed in a balanced manner. cognitive and psychomotor aspects appear more prominent. learning get a portion of the balance and less tackled methodologically, make students more focused on understanding the knowledge of islam and mastery of skills that are psychomotor like reading the quran, performing movements in praying with right, and meanwhile aspects of affective as ego development, moral, psychological, ownership social values, self-control, integration and a holistic perception, and the like have not or less worked in equal and balanced. pal learning process in schools as has been stated above reflect methodologically also not pal target destination as a whole, integral, and 1 zuhairini dkk, metodologi pendidikan agama (solo: ramadhani, 1993), 45. 2 departemen agama ri. kurikulum gbpp pendidikan agama islam sekolah menengah umum (jakarta: depag ri, 1994), 1. nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 69 zzzzzz integrated. that, among other things, due to some problems, for example: 1). not an ideal achievement of learning goals, 2). use learning strategies, 3). preparation of a less integrative learning, 4) the use of teaching methods that are less varied, and 5) evaluation system that has not describes pal all aspects of learning. in addition, pal success is also determined by the quality of the teacher's personality, ability to educate, and environmental learners. actually, affective learning strategies pal subject areas very related to all learning model. teaching models that can be used alterative solution of pal implementation of learning problems in school. on the other hand, lack of success of learning affection is also influenced by the presence of various obstacles, namely the factors both with regard to students, teachers and the environment based: 1) self-esteem, 2) motivation, 3) interest, 4) attitude, 5) value system, and 6) conviction. various factors that constrain the affective learning through this study attempted to dlkaji in depth, to obtain the identification of the fullest and get problem solving as well as possible. of course it is related to all obstacles often faced by teachers and the various steps taken. however, these studies are limited only imposed on the islamic religious teaching high school in the municipality of yogyakarta, especially regarding the obstacles of learning affection and attempts to solve them. based on bekalang problems mentioned above, there are two problems are the focus of this study, namely: 1) constraints experienced by the islamic religious teachers in the learning affective in high schools in the municipality of yogyakarta and 2) measures undertaken by the teachers of islam in smu in yogyakarta municipality in overcoming barriers they experienced affective learning in accordance with the focus of the problem above, this study aimed to: nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 70 zzzzzz 1. describe the various constraints experienced by the teachers of islam education affective in high school in yogyakarta municipality, and 2. describes the various settlement was doing. achievement of objectives will produce the results to the relevant parties, such as: a) for the development of islamic religious learning methodology; especially regarding the development of strategies and learning models affective and b) for the department of religion as a material consideration in determining various policies improvement and development of pal theory of affective learning triandis states that affection is a feeling of joy, elation, or pleasure or depression, disgust, resentment, or hatred associated with a specific individual.3 according zuchdi, affective characteristics can be defined as a feeling that is typical, ie properties that show the typical way in humans to perceive or to speak up. typical terms here means that human feelings can not be programmed as something fixed. feelings are fickle due to a human being there is an organ which he called al qalb (check the hadith an-nu'man bin basyirtentang qalb, surat an-nur 24:37, and see al-maraghi volume 6 p. 111). some of these feelings also mentioned in several ayatal quran, for example: 1) affection, love and hate (al-hujarat 49: 7), 2) a sense of joy (surat ar ra'ad 13:36), 3) feelings of anxiety, fear and sadness (surah al-baqarah 2: 38), 4) a sense of hope (surat al-kahf 18: 110), 5) feeling of regret (sura al hujarat49: 6).4 3 qadri dan indriantoro, pengaruh faktor sosial, affect, konsekuensi yang dirasakan dan facilitating condition terhadap pemanfaatan komputer (yogyakarta: stie “yo” yogyakarta, 1998. 4 darmiyati zuchdi, pendidikan afektif, makalah disampaikan pada penataran guru-guru sd di sd muhammadiyah sapen, 27 februari 1994. nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 71 zzzzzz affective part of pengalarnan learning and cognitive function as a couple. dewey has discussed this the year of 1916. dewey said that the separation of mind and affection have affect various problems life. according to dewey, cohesion between cognition and affection can be achieved by creating environment that possible for everyone feel thinking exercises and have satisfaction. in learning situation, teachers need knows importance of cohesion between cognition and affection and should typically uses various rnetode of teaching.5 patterson also has similar view she argues that if education is directed at human forms completely, it should not only depends on the cognitive development. education should be associated with the child's interpersonal relationships.6 according to research results hultz, tetanbaurrl, and phillips (rneialui zuhdi, 1999), there is a significant relationship between affective variables and completion problem solving tasks. this means that it is necessary to create a learning environment that ensure affective development. creativity and problem solving more effective when directed at personality. to be creative and students should has both skills and a willingness to do it.7 affective education has two objectives, namely intrapersonal and interpersonal. various studies showed that positive affective influenced education significantly to the development of personality. the positive effects includetangible: to respect others.8 according to james human distinguished based on two aspects, namely self human as objects and human beings as subjects. man as an object has three 5 darmiyati zuchdi, pendidikan afektif. 6 darmiyati zuchdi, makna dan aplikasi pendidikan afektif, makalah disampaikan dalam diskusi ilmiah dosen fakultas tarbiyah iain sunan kalijaga, mei 1990. 7 darmiyati zuchdi, makna dan aplikasi. 8 darmiyati zuchdi, makna dan aplikasi. nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 72 zzzzzz elements namely the element material, social, and spiritual. material among others body, family, clothing, housing, and other property rights. social elements, among others, the introduction of self derived from the treatment of others, whereas spiritual element in the form of sensations, emotions, desires, intellectual process, and willingness.9 more distinguished the two groups opposing affection that is pride, haughtiness, arrogance, sense of pride, and arrogance. while on the other hand with regard to the simplicity of affection, humility hali, confusion, sense of blushing, shyness, feelings of shame, a sense of sin, and feeling weak or helpless. according zuchdi affective components include: dignity, interests, motivations, attitudes, and values.10 thus the learning objectives can afterlife typically formulated in accordance with aspects of human beings either as an object or as a subject. in other words, affective learning objective refers to the intrapersonal skills development, meaning the development of affective behavior pacta personal self of each human being, and refers pact a interpersonal development, means developing personal affective human behavior or human relations. to achieve affective learning objectives with regard to the development of students' intrapersonal and interpersonal, requires an approach that is generally known as a humanistic or affective approach. affective or humanistic actual learning is an attempt to look at the child as a whole or to humanize the whole child. the aim of humanizing the child in a classroom environment contains the purpose of reducing the sense of isolation or alienation and facilitate the formation of personal integration in children. in the community, including among the educators themselves, raised questions of the ability of 9 darmiyati zuchdi, makna dan aplikasi, 49. 10 darmiyati zuchdi, makna dan aplikasi, 50. nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 73 zzzzzz schools produce human beings with the whole person. in connection with it, and reconsider the function of the school is primarily a function of learning, the spirit of the movement to humanize the classroom environment should be encouraged. learning in the classroom should come facilitate the realization of personal integration of the students. educators at least describe the personal integration with four garnbaran personality as follows. 1. always perform integrated personal growth and development. that is, he views his life as a process and trying to choose the experiences that led to these developments. therefore, he dared to take the risk and deal with conflict; while he knows that without the risk of it halted its development. in short, he has the awareness of the developmental changes that must be experienced. 2. integrated personal awareness akanjati himself; his identity. he can recognize and explain the values and beliefs that he believed in and confirming it openly, as far as the values it into unity with his true identity. although he has a sensitivity to the needs of others, the identity or identities that had he developed are their own and do not rely upon other people's expectations of him. identity that he had formed from the process of selecting awareness and by their courage. 3. integrated personal is always open and sensitive to the needs of others. he’s not keep aways yourself and the people around him and can coomunicated prominently empathy toward others. 4. integrated personal illustrates a determination of consciousness. he felt balance between heart and mind. he felt sense of personal integrity. he can use the power of intuition and imagination ability and reasoning.11 11 john p. miller, humanizing the classroom: models of teaching in afective education (new york: nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 74 zzzzzz according zuhairini, teaching methods include lectures; question and answer, discussion, practice ready, demonstrations / experiments, assignments, field trips, group work, sociodramas (play a role), the system team, problem solving, and project or unit.12 according to sudjana, the types of teaching methods include lectures, discussion, discussions, studies or recitation, group work, demonstration or experiment, sosiodrarna, problem solving, systems team, exercises, field trips, resource persons (human resources), surveys of the public and simulation. the second opinion is in principle no different in principle, even both are complementary and mutually reinforcing.13 evaluation of affective learning is part instegrai teaching and learning strategy that serves to determine whether or not achieved specified learning goals. evaluation basically is giving consideration or value based on certain criteria anyway. in affective learning, we can not measure the affect it directly, but we can interpret adaatau least affect, positive or negative affects that appears, and tubian (intensity) the affective characteristics of the action or opinion of the subject students. for example, we want to know the attitude of the subject students to an object (can be a person, item, or action), then we can look at the actions taken by the subject students or opinion of the object. if he did derigan actions directly related to the object, it can be interpreted to mean that he has a positive attitude towards the object. affective learning evaluation intent include one of the following statements. praeger publishers, 1976), 5. 12 zuhairini dkk, metodologi pendidikan agama, 72-74. 13 nana sudjana, dasar-dasar proses belajar mengajar (bandung: sinar baru, 1989), 76. nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 75 zzzzzz 1. placing a person or group on view points affective scale range (for measurement). 2. placing a person or a group on some affective category (for example, tend to be responsible or to avoid responsibility) 3. good as measurement and classification there are various . oppinion on affective ratings, namely a) assessment should remain separate affective and cognitive assessment, b) the assessment results affective can be reported together with the results of cognitive assessment, c) the results of the evaluation of affective should be reported using the gradation is not as much the result of cognitive assessment (eg, very good, satisfactory, unsatisfactory) 4. in making a decision the whole (for example, to determine the pass and do not pass): a ) affective assessment results can be used to decide the question based cognitive assessment (for example, the value of a student or two points below the pass mark but have affective assessment results were excellent then these students decided to pass). in this case cognitive assessment results are considered more important than affective assessment results. b) in order to pass or take classes students must have a good result in the assessment of cognitive and affective. in this case the results of the cognitive and affective ratings are considered equally important. how to research this research subject is that all teachers who teach religion in both public and private high school in the municipality of yogyakarta which amounted 37 teachers. the object of research is the various obstacles that felt by teachers in implementing affective learning in high schools in the nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 76 zzzzzz municipality of yogyakarta, both public and private, along with problem solving steps. data collected through questionnaire charged to all teachers of islamic religion, both in state and private high school. the collection of data through observation and interview techniques done through sampling by purposivesampling, are determined based on the findings obtained through questionnaires classroom observation and interview techniques are used to clarify the findings obtained through a questionnaire. the instrument used in the research is the human instrument and are equipped with a questionnaire and interview guidelines. questionnaire prepared based open questionnaire models to capture the empirical information that really have data sources. interview guidelines prepared and used after the data obtained through questionnaires identified and analyzed. based on the considerations set forth pacta background of the problem and formulation of the problem on board, this research focused on the identification and description of the learning affective constraints experienced by the islamic religious teachers in high schools in the municipality of yogyakarta along with the measures to solve it. data were analyzed by ~ descriptive-qualitative. data obtained through questionnaires were analyzed descriptively to determine the obstacles of learning the affective as well as steps to solve it, while data obtained through observation and interviews qualitative used to clarify the truth and accuracy of data obtained through the questionnaire results and discussion constraints experienced by teachers in affective learning can be viewed nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 77 zzzzzz from various aspects: the aspect of self-esteem, interest; inotivasi, attitudes, value systems, and aspects of confidence. the various constraints experienced by these teachers can be expressed as follows: 1. constraints in the development of self-esteem students in developing self-esteem, some barriers or obstacles often encountered or experienced by teachers of islamic education are: a) the dominance of cognitive learning, b) there students who do not like to be praised, c) the relationship between teachers and students are less supportive, d) hours of classes in islam is very limited, e) the family is less encouraging, f) the ability to read and write the koran to students is very heterogeneous, g) environmental conditions are more influential than exemplary teacher, h) lack of props, i) less exemplary parents, j) the erosion of self-esteem, k) the negative influence of the environment, l) the lack of understanding about the nature of religion, m) students want to be relaxed, n) students lacked flavor confident, o) students less orderly, p) students are lazy, q) students have a high ego, and r) can not take advantage of the holiday period. 2. obstacles in the development of interest in student in developing the interests of students, some barriers or obstacles that are often experienced by teachers of islam education is: a) the student's interest is not based on planning, b) the activity of some students is negative, c) hours for the teaching of religion islam is very limited, d) the number of students in the classroom is too many, e) the lack of props, f) lack of attention from parents and community environment, g) the influence of the mass media (especially audio visual), h) to follow the lessons pal just for looking formal value, i) lack of understanding of students of religion, j) the condition of students is heterogeneous, k) students are less interested in religion, l) no examples and models, and m) do not carry out the task. nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 78 zzzzzz 3. obstacles in developing motivation students in developing the student's motivation, some barriers or obstacles often encountered or experienced by the islamic religion teachers are: a) lack the breadth of knowledge of teachers, b) the disruption of internal factors and externs, c) the hours are very limited, d) less props, e) the lack of role models from parents, f) the weak punishment, g) the effect rnaterialisme, h) students do not understand the benefits of worship, i) feels blue students themselves, and j) students like taking a shortcut. 4. obstacles in the development of attitude students in developing students' attitudes, some barriers or obstacles often encountered or experienced by teachers of islamic education are: a) students less attitude and critical, b) less figure exemplary, c) less faith, worship , akhlak and d) less teacher relationship common with teacher educators early islam, e) less time, f) reporting environment less representative, g) approach of experience, h) influences from outside, i) the impact of media, dyed hair, manmade bracelet or necklace, j) child resistance, k) students tend to not pay attention to the teacher, l) resulting heterogeneous student studying religion is inhibited, m) student, deliberately forgetting the need to be reminded, and n) the order has not been done properly. 5. obstacles in the development of value students in developing the system of values of students, some barriers or obstacles often encountered or experienced by the islamic religion teachers are: a) assessment of the current aspects of cognition and replicates plus scale attitude, b) gaps in the practice of worship daily (for example, there were fasting there were not), c) many obstacles students to adhere to the system of values, d) can not be applied noma islam s'edira full, even dicibirkan with kam fanatic, e) teachers provide enough value even though the students are less compuannya, nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 79 zzzzzz f) is essentially the value system has been established, and most importantly mengeliminir sistem negative value, g) personal conflict between what is acceptable in pal to environmental conditions, h) less pemaharnan against the teachings of islam, i) learning is boring, j) minirnnya exemplary examples , k) the lack of students in faith, worship, sharia, and muamalah, l) values do not match, m) parent adopts a value-free, n) pengar uh external and students are not equal, need guidance, o) the effect of the subjectivity of students excessive and difficult to accept objectivity, p) sanctions sought atmosphere islami, q) limited talent, lack of attention to attitudes and interests, r) limited the books literature, and s) of time, funds, and secular culture. 6. obstacles in the development of students confidence in developing students' beliefs, some barriers or obstacles often encountered or experienced by the islamic religion teachers are: a) difficulty transferring students to imitate imitate the apostle without adequate means, time is limited, b) the value of faith with the values clash other values, c) factors of life perverse tend hedonism (outer life), d) the heterogeneity of the students and fees, e) the facilities are lacking, e) the progress of science and technology and cultural, f) the conflict of students, between the teachings of religion with those who do not mengamalkannya, g) lack of understanding of religion, so leave the teachings of the qur'an, h) less deepening field of faith-sharia, i) less energy, time, and cost, j) is still a few teachers pal well as preachers famous, k) the use of learning methods less precise, l) regulations exist but there are the constraints to obey, m) there is often a student's perception that the religious affairs of the hereafter alone, making it less serious, n) students lack faith that faith is truly infused into the heart so easily influenced, o) students less practice religious teachings daily, p) students still believe in superstition, unreasonable, q) much wit, r) way of thinking students are not the same, so do not think nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 80 zzzzzz abstractly recognize god, and s) there is no synchronization between the family, sekol8h, and the environment. 7. troubleshooting steps against many obstacles they experienced affective learning, teachers of islam high school in the municipality of yogyakarta taken various troubleshooting steps as follows. a. development of self-esteem students islamic agarna learning order not dominated by cognitive learning, penambahanjam extracurricular lessons with an alternative in embedding aspects of affection. in this case the school should be able to create conditions conducive for the understanding of islam can be understood by the students are correct and complete. thus, the development of all elements of the affection the students can be developed. similarly, with regard to the development of self-esteem. to increase the confidence of students, teachers try to instill mutual respect and make concrete steps to raise the dignity of the student. in that case, students were invited to evaluate the habits, mindsets, and beliefs to create an environment bam and real activity, social service and the like. thus, students will realize that they are in a variety of conditions that require individuals to have confidence in the board itself and its responsibility to act as role models to others. interviews with students one by one according to the students' problems dialarni is a very positive step to foster selfconfidence of students. in addressing the negative influence of the environment, the teacher asked us to evaluate habits, thought patterns, and their confidence by creating a new environment and real activity regular communication between 'teacher (school), parents and the community to create tripusat education is a step that is very positive to overcome various obstacles negative environmental influence. nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 81 zzzzzz in this case, of course, each of the elements in tripusat education should be fully aware of his responsibility. families should always set an example and encouragement to children to marnpu distinguish between negative and positive environment. society, in this case the study groups and routine, both for parents and teens, the groups and activities that are created untu kmengkondisikan students entering a conducive environment. in addition, schools especially, should always apply a strict discipline and exemplary adequate for students. schools should start mernikirkan props props importance with regard to the narrative story or exemplary character of course is needed for teachers to foster self-confidence for students to reach the true happiness in the faith. props can be benipa slides, videotape, vcd, and the like. to foster relationships harmonious teachers and students, teachers should not get enough respect and give love to the students. for that teachers always tried to have an approach to students, for more mempematikan individual properties or nature of each student. that way, teachers will better understand the student's character, which is diligent, where lazy or want to be relaxed, which is pessimistic and optimistic, and which are less confident sense. such an approach is much less carried out by teachers over the years. as a result, teachers are less able to detect students who tend to be undisciplined, lazy, want to relax, selfish, less confident, and so on. b. student interests development for the development of interest to students of islamic religious teachers can do with efforts to cultivate that interest. including: creating suasanadi suasanakelas and healthy school environment, pleasant, harmonious, familiar. islamic teacher rnampu integrate objectives, materials, the learning process with the islamic religion and releevan alignment of interests and needs of students. nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 82 zzzzzz each student activities constantly monitored, monitored and observed carefully by religious teachers so that the students will feel valued and guided, the teacher gives praise and accolades that is instructive to students who excel. every religious teacher students solve problems more priority to the process of dialogue, thoughtful, tidakterkesan judging students' approach is often used by teachers to develop the interests of students with emotional approach, rational and functional ability. c. student motivation development teacherof islam seeks to develop the intrinsic and extrinsic motivation for students with pembepan varied examples, provide advice and counsel. in addition, teachers strive to create an atmosphere conducive and religious atmosphere. for students who excel teacher gives praise, and if necessary gifts. to conduct the monitoring and supervision of students, teachers prepare and control the students with lks (lernbar activities of students). teacher training agarna rnengadakan sermons, cerarnah and writing texts of sermons or cerarnah. the texts disarnpaikan by students of the school in front of other friends. it rnelatih terarnpil students practice berpid; ito, cerarnah and trained to write sebuitah sermon or lecture materials. d. attitude developmentstudents masterislamic religion always rnemantau book report, students in coordination with parents, especially in developing character. students diharapan got religion pernbinaan regularly to foster his attitude as a religion. the approach can be used in coaching students adjusted to the needs of both the individual approach rnaupun collective approach. familiarize consistent stance on the principles of tolerance, firm in the faith and loose in bermuamalah, followed by a physical discipline, mental for success rneraih rnerupakan a very positive step to be implemented. nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 83 zzzzzz e. value system development students masters hould be comprehensively assess islamic religion education, which includes aspects of cognition, affect, and psikornotorik. in addition, consideration should also be associated with an interest, talent, attitude with regard to, good, bad, right and wrong objectively. to instill the value of the students, teachers should convey religious aspects associated with real life and realized teachings of islam in directed at living systems. if there are students who make mistakes, religious teachers rebuke wisely and if necessary given the sanctions that are educative. to help the students' religious diversity, religious teachers work with other teachers. similarly, in dealing with the problems of students of religious teachers in collaboration with teachers or school guardians. if the problem requires parents, then it can be done collectively. to create a conducive situation in schools, islamic religious teachers always perform religious coaching both curricular and extracurricular. in addition, religious teachers also prepare religious materials that are easily understood and attracted the attention of students, the material of study that is textual and contextual. f. development of student confidence the teachings of islam should focus on efforts to make students as true believers. that is, the religion is belief, diilmui, and practiced at once in everyday life, so that students will be formed personality as a person of moslem or martial arts. in fostering the students' religiousity, teachers can provide examples of the apostles through apostolic stories, spiritual guidance, worship practices. development of students' beliefs can be pursued through a science approach so that students avoid superstitious beliefs that do not make sense. nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 84 zzzzzz the science taught in the pai contains universal religious values and contains eternal goodness. learning materials should be tailored to the things that are empirical and by means of natural and environmental exploration. therefore, teachers are expected to show evidence of god's power through such empirical and natural evidence. to know the extent to which students' beliefs, teachers should be able to connect science and technology and imtaq because in essence both can not be separated. this means that ipiek and imtaq are essentially sourced from allah swt. science and technology is born through the process of thinking, research, and testing ilrniah. therefore, science and technology should be placed as the result of human thinking as god's grace, while imtaq is more special because it is the basis of every adherent of religion, that is faith and taqwa which can not be separated because they are integrated and integrated holistically. teachers can explain concretely the relationship between ipiek and imtaq. for example, science and technology should be used as fertilizer and strengthening of faith and taqwa. the rapidly evolving science and technology will have an impact on imtaq students who are always expected to be stronger, stronger and more empowered. furthermore, the students' beliefs can serve as the foundation in all aspects of the life system, both individually and collectively. conclusion based on the results of research and discussion above can be concluded as follows. 1. learning affection in religious education islamic high school throughout yogyakarta city get a lot of obstacles. these constraints relate to self nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 85 zzzzzz esteem, interests, motivations, attitudes, value systems, and beliefs. these six constraints can be internal or external. in other words, the things that cause these six obstacles can come from students themselves as well as other factors outside the student self. 2. 2. the various obstacles that heterogenic have been attempted also the way of solving by the teachers of pal smu. solving the problem, globally can be classified into two categories, namely internal problem solving and problem solving that is external. in other words, the problem solving done by the teacher regarding the six obstacles, namely self-esteem, interest, motivation, attitudes, value system, and student's belief, also relates to the two dimensions, the students' internal dimensions and the outside dimension the student's self is external.. 3. in addition, it can be concluded also that teachers pal smu yogyakarta city, in general, not understand and not yet aware of affective learning model that uses. teachers' understanding of the six aspects of affection can be felt to be lacking. thus, each teacher in dealing with and addressing the various constraints that reveal symptoms and different efforts. similarly, the problem solving is taken or done. bibliography departemen agama ri. kurikulum gbpp pendidikan agama islam sekolah menengah umum. jakarta: depag ri. 1994. depdikbud. bahan dasar peningkatan wawasan kepen-didikan guru agama islam sekolah lanjutan tingkat atas. jakarta: department of education. 1995. fadjarm abdullah. "model pengajaran humanistik: tantangan pengem-bangan kurikulum bidang studi pal". makalah. disampikan di yapendis nurul fu'ad study constraints and troubleshooting affective learning in islamic education at high school in yogyakarta volume 1, number 2, november 2016 | 86 zzzzzz yogyakarta. maret 1998. maksudin. pengembangan pendidikan agama islam dalam perspektif pendidikan nasional. yogyakarta: penelitian lain sunan kalijaga. 1998. miller, john p. humanizing the classroom: models ofteaching in afective education. new york: praeger publishers. 1976. nizar, hayati. 1992. pemahaman nilai-nilai keagamaan oleh remaja di sumatera barat (disertasi paseasaijanalain sunan kalijaga). qadri dan indriantoro. pengaruh faktor sosial, affect, konsekuensi yang dirasakan dan facilitating con-dition terhadap pemanfaatan komputer. yogyakarta: stie "yo" yogyakarta. 1998. sudjana, nana. dasar-dasar proses belajar-mengajar. bandung: new light. 1989. suparlan. "pendekatan sosial dalam pembelajaran agama". cakrawala pendidikan. nomor ii tahun xvi. juni 1997. yogyakarta: ikip yogyakarta. 1997. zuchdi, darmiyati. "pendidikan afektif”, makalah disampaikan pada penataran guru-guru sd di sd muhammadiyah sapen. 27 februari 1994 ______. "penilaian hasil belajarafektif', makalah, lkip yogyakarta. 1997 ______. "makna dan aplikasi pendidikan afektif'. makalah disampaikan dalam diskusi ilmiah dosen fakultas tarbiyah lain sunan kalijaga, mei 1999. zuhairini, dkk. metodologi pendidikan agama islam. solo: ramadhani. 1993. ______. metodik khusus pendidikan agama. surabaya: usaha nasional. 1983. educatio : journal of education volume 4 , number 2, november 2019 issn : 2579-8383 (print) issn : 2579-8405 (online) strengthening of learning motivation to bullying victims by using family and school character based moh. fatkur rohman program pascasarjana pendidikan agama islam fakultas ilmu tarbiyah dan keguruan uin sunan kalijaga yogyakarta rahmanonlyme@ashshohibiyah.sch.id accepted: 10 august 2019 reviewed: september 5, 2019 published: 20 november 2019 abstract : the rising of bullying phenomenon in education, especially in indonesia, shows that bullying is still a severe problem in education. bullying seems not to have preventive measures effectively and efficiently. in a psychological perspective, bullying behavior can affect various negative impacts for victims experienced, such as decreased learning motivation, an act of revenge against the bullying perpetrators, and loss of victim's confidence and learning interest so that the learning process at school is disrupted. therefore, in this study, researchers tried to analyze bullying behavior by using several theoretical perspectives. as a result, conceptually, a critical analysis of bullying can be found, and a character-based approach is applied to foster confidence and learning motivation in bullying victims. keywords: bullying, learning motivation, character. introduction a school environment is a place where a child learns new knowledge and skills. learn to control emotions and train mentality in everyday life. school is an educational environment that plays an essential role in shaping the children's character. children will be educated to have positive characters and maximize their potential under the talents and interests of each individual. aside from being a good educational environment, schools can also provide a sense of students' safety and comfort 1. as an educational organization, in order to facilitate the process of learning objectives, schools are expected to be able to build good behavior, morality, learning outcomes and an exciting learning ecosystem and environment 2. with the creation of a conducive environment, students will be more comfortable to receive learning and material taught by the teacher. however, the facts is contradicted with the ambitions. at present, many educational institutions have various kinds of problems both internal and external. one example is the case of bullying, negative behavior that is done intentionally to make other people distress. this behavior is not a new thing that occurs in the scope of 1 imam nur aziz and yuli ani setyo dewi, “the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik,” edukasi: jurnal pendidikan islam 7, no. 2 (2019): 1–23. 2 imam nur aziz, “curriculum development of kkni at english education department of inkafa gresik,” jalie 2 (2017): 3, jalie.com. mailto:rahmanonlyme@ashshohibiyah.sch.id moh. fatkur rohman strengthening of learning motivation to bullying ... volume 4 , number 2, november 2019 | 176 education both formal and informal, even in some places, it has become a culture in every generation to bullying their classmates. this behavior continues to develop without preventive supervision until it can cause a person to have stress experienced and profound depression. in europe, there are bullying frequent cases in schools that caused the severe depression to victims experienced. in 1970, scientists and education experts in europe began to conduct research related to bullying. this is based on the number of bullying cases that occurred in schools at that time. since the research on bullying is carried out, this case then caused quite complex problems in the educational institutions' areas. in fact, since the commencement of the research up to now, the case of bullying remains a problem that has never found a bright spot as an effort to prevent it. the bullying cases in indonesia shows a high graph. tempo monitors 3 based on data from kpai, as of may 30, 2018, out of 161 cases that occurred in children, 47% of them are bullying acts. of course, this data shows that children do bullying; students in indonesia are still a severe problem that demands comprehensive and preventive resolution efforts. this kind of action will undoubtedly cause various psychological problems for the victims, especially if the victims are still children. from a psychological perspective, a very significant phase of human development and growth occurs in childhood. at this time, a child will experience rapid physical, psychological, and thought development. like the growth of height and weight, the mature thought and mentality of children, and the start of a child to act like an adult human. the child's growth and development phase is seen as a foundation phase that will give the direction and purpose of a child's personality in the future. according to piaget, children tend to imitate, learn and identify influences from their external environment, as well as from their parents and social environment. however, in the process, it is the child who has the power to form his new knowledge 4. from piaget's thoughts, it can be explicitly understood that the children's social environment has a significant influence on the formation of character and personality. bullying, which is seen as an adverse action, is feared to have a negative psychological impact on the child. therefore, it is necessary to have preventive, persuasive and educative actions to prevent children from the danger of bullying that can happen anywhere. if we analyze from several studies that discuss bullying, one reason and the root of bullying is the lack of children's education character inculcation. schools, in this case, have an essential role to be able to provide educational programs that emphasize the children's self-character cultivation, given one of the factors forming one's character, one of which is influenced by environmental conditions. the environment contributes significantly to shaping one's character. a child can have a different character from his 3 https://nasional.tempo.co/read/1109584/hari-anak-nasional-kpai-catat-kasus-bullying-palingbanyak/full&view=ok (diakses pada kamis, 21 maret 2019). 4 william crain, teori perkembangan konsep dan aplikasi, (yogyakarta : pustaka pelajar, 2014), hlm. 175. https://nasional.tempo.co/read/1109584/hari-anak-nasional-kpai-catat-kasus-bullying-paling-banyak/full&view=ok https://nasional.tempo.co/read/1109584/hari-anak-nasional-kpai-catat-kasus-bullying-paling-banyak/full&view=ok moh. fatkur rohman strengthening of learning motivation to bullying ... volume 4 , number 2, november 2019 | 177 parents because he is more often hanging out with friends or people around the environment than hanging out and interacting with his parents. from the two perspectives above, the researcher focuses on the problem of bullying and the adverse effects caused when the victim is still a child. in addition, the author will also discuss matters relating to bullying, the psychological impact experienced by children who are victims, and how the best steps for the family to accompany victims of bullying. research methods to be able to well a description of the focus problem, the researcher uses descriptive qualitative research methods to interpret and explain the possibilities of solving problems that arise after the data collection. the method of writing this journal article uses library research, namely by studying and understanding a variety of literature relating to the discussion material about bullying. in addition, the author also discusses the problem of bullying in the international arena by examining several scientific journals published and relevant theme articles. in this study, the researcher uses “field research” data collection techniques. the researcher conducts interviews with several respondents who had been bullying victims, to be able to explore various information — and supported by the literature. results and discussion bullying is indeed a case in education which until now continues to occur in every generation, at every school and even at the university though. the existence of a group of students who committed bullying to their classmates, their colleagues, do not seem to have received special attention from the school environment. facts on the ground are found that bullying behavior tends to be done without the knowledge of the teacher or the school. as if this behavior is indeed structured and systematic, and is carried out when there is no supervision from the teacher. the perpetrators of bullying will aggressively carry out their actions when the victim escapes from teacher supervision. nevertheless, the fact the bullying problem does not face in thesimple field. to have complete data, the researcher conducts interviews with one of the bullying victims. she is a woman who happened to be in elementary school always get bullying from her friends. the following are the results of the interview 1. interview result in this study, the researcher interviews three respondents who had previously been bullying victims when they are in elementary to secondary school level. these three respondents respond well to the questions raised by the researcher, among them, related to the caused to get bullying treatment from his friends, to the roles of family members and those closest to the assisting bullying victims. the first respondent informed that he had bullying experienced since attending elementary school. the act of bullying is done physically or verbally. the first physical moh. fatkur rohman strengthening of learning motivation to bullying ... volume 4 , number 2, november 2019 | 178 treatment obtained the burning of shoes, the tearing of school books, as well as the efforts to hurt victims with violence. the family and school then know the treatment of the bullying perpetrators. the response given by the victims' families was to assist each respondent after school. they always encourage and always motivate respondents to always have high morale. in addition, the response from the school is to assign one of the teachers to assist the respondent when attending learning in school. the teacher also motivates so that they always have a high enthusiasm for learning. this second respondent is a bullying victim since attending elementary to middle school. some of the causes that can be mapped by researchers are arising from bullying acts due to economic factors, lifestyle factors to relationships. in this case, the school does not know that one of the students who get bullying experience. the lack of supervision and cleverness of the bullying perpetrators in hiding their actions, resulted in the school being unable to provide good action and assistance to respondents. however, the respondent's family always monitors developments and problems experienced by the respondent. related to this, the family also accompanied and motivated well, so that respondents do not have experience depression and a decrease in learning enthusiasm. the third respondent in this study acts like a victim and bullying perpetrators. the cause of this respondent is like the first and second respondents. however, this third respondent tends to have a sense of revenge. so, besides being a bullying victim, he also vented his anger by becoming a bullying offender. the researcher also give questions about the role of families and schools in assisting bullying victims. the respondent explained that, in this case, his family and school do not know that he had bullying experienced. in addition, this is also influenced by the nature of respondents who tend to be closed. thus, the problem of bullying is unknown to families and schools. after knowing the results of conducted interview data, the researcher analyzes the results of the interview using the perspective of character-based islamic religious education. 2. analysis of interview results bullying in a psychological perspective is divided into two types, namely verbal and physical bullying. verbal bullying is an act of intimidation by a group of people or individuals intentionally injure, hurt and so on in the form of speech. the difference with bullying in physical form is physical bullying using violence or acts that injure the victim. if we revisit the results of interviews with several respondents, they experienced two forms of bullying behavior ranging from verbal to physical. respondents experience verbal bullying in the form of ridicule or ridicule to the victim and the people around him. moreover, respondents also experienced physical bullying as indicated by the moh. fatkur rohman strengthening of learning motivation to bullying ... volume 4 , number 2, november 2019 | 179 burning of the shoes worn, the hair pulled by the perpetrators, and also the actions to hurt or injure the victim's limbs. first, researchers will use the collins conflict theory to divide the background and causes of verbal and physical bullying respondents experiencing. collins as a sociologist figure, trying to analyze conflicts that occur in the individuals' social environment. he uses several principles and references to divide the conflict, one of which is the view of the authority or power of large groups. the three respondents bullying experienced behavior not only from one person but from groups of students in their class, who then both used respondents to be bullying targeted. if related to the problems experienced by the three respondents, according to collins's theory, a person or a group of bullying perpetrators will tend to commit acts of discrimination and intimidation because they have the authority feeling5. in this context, a group of students who carry out bullying in the case of respondents is known to be caused by the desire to attract the attention of other friends, and feel proud and arrogant when their friends left behind. in addition, the form of power from the groups of students formed also triggers a person to frequently carry out acts of bullying to those who do not have a sociable group yet. these groups of students then form a community, and with the existence that they want to show, they will increase the number of members they associate within their groups. of the three cases experienced by respondents, researchers found a pattern of similarities related to the cause of bullying. this act of bullying is influenced by the strength or the existence of certain groups of students. the more they exist and are influential in their environment, the higher the risk of bullying. in addition, one case experienced by respondents. the existence of one of the families of students who are officials in the school makes it as if mastering the environment at school. thus, the perpetrators will tend to carry out acts of bullying along with the families of officials in their schools. as far as research conducted by researchers on these three respondents, researchers have not found a preventive effort undertaken by schools. based on their acknowledgment, the school tends to be closed in dealing with bullying issues. this can also be triggered by family factors that influence the school. thus, the council of teachers and counseling guidance does not dare to give decisions and crackdown on students who are perpetrators of bullying. the hegemony and ignorance of the school towards bullying cases experienced by respondents showed a deplorable and detrimental act to the victim. if someone is constrained by the power of hegemony and great power, they will tend to prioritize their security and interests. this as expressed by collins. according to collins, humans will tend to be concerned with their own status, and their abilities depend on their human 5 george ritzer, teori sosiologi : perkembangan sosiologi klasik hingga sosiologi post – modern edisi terjemahan … hlm. 462. moh. fatkur rohman strengthening of learning motivation to bullying ... volume 4 , number 2, november 2019 | 180 resources (themselves and others who interact with each other). furthermore, humans will consider other individuals as human beings who are always selfish 6. in other aspects, the verbal bullying experienced by the respondent can have an impact on the psychological condition of the respondent. from the review of conflict theory, it is explained that the more a person receives an order, the more he will submit and tend to behave negatively, such as lack of self-confidence and always suspicious of others.7 based on the analysis of this conflict theory, it can be understood that forms of intimidation, both in the form of orders or banter, can result in loss of confidence in bullying victims, and this can also cause victims to have a negative perspective on others. this is also experienced by respondents when they often get bullying behavior. the loss of the respondent's confidence and the emergence of a negative perspective in him is shown by the emergence of a sense of revenge for respondents to the perpetrators of bullying. respondents had the thought to be able to complete their revenge on the perpetrators of bullying. in terms of self-confidence, respondents felt less confident when attending learning in class. he felt pressured and constrained by the environment that always gives negative actions to him. based on the study of personality psychology theory, some of the problems arising from bullying are caused by several factors, including cultural and social class conditions. in this case, the culture in the respondent's environment tends to underestimate friends who have below-average abilities. they will tend to underestimate their friends who have abilities left behind. in addition, the form of hegemonic power that exists in the scope of educational institutions, making victims of bullying increasingly depressed. there are no limits that can limit and direct the culture that is not good. the existence of family becomes an official or a council of teachers in schools, resulting in students tending to be selfish, powerful and arrogant. this shows that there is a social gap between student children from teachers/school officials and ordinary students. indeed, this cannot be generalized. however, the sample cases experienced by respondents indicate that students of children from teachers/officials in schools may tend to commit acts of bullying. on the other hand, peers are conceptually seen as a concession that is capable of giving birth to a process of social interaction and social regulation. according to haris, peers can provide new experiences other than at home.8 in this concept, interaction with peers can give birth to decisions and regulations that have been mutually agreed upon, and then they will force socialization to other peers. in the case of the three respondents, based on the interview results obtained, the bullying group is trying to socialize a regulation they agreed to in one group.9 to be able to show their identity, the bullying perpetrators then commit acts of discrimination 6 ibid. page. 462 7 ibid, page. 464 8 daniel cervone dan lawrence a. pervin, kepribadian teori dan penelitian edisi 10 buku 1 … hlm. 21. 9 ibid, page. 21. moh. fatkur rohman strengthening of learning motivation to bullying ... volume 4 , number 2, november 2019 | 181 and intimidation to one of their classmates. imposing the rules that they have built, and then they choose to be involved in a condition which is a bullying case. according to the confession of respondents, the group of perpetrators imposed a rule, "if anyone in the class does not take part in bullying rani, he will be shunned and ostracized". this shows that there are patterns of drafting agreed upon among group members, and they try to socialize the rules to other peers. the consequence of socialized rules is to stay away and exclude friends who do not bully respondents. case analysis experienced by respondents shows that there are several relationships between groups of actors, respondents, and the environment around them. this relationship pattern is directly proportional to the wishes of the perpetrators. therefore, the pattern of treatment experienced by the respondent seems sturdy, and there is no good assistance for victims of bullying. as a result, respondents felt that they do not have any friends in their school environment. as a result, this condition triggers the psychological respondent to take revenge against those who have done bullying him. bullying treatment that is obtained by the victim, both physical and verbal, gives great mental pressure. thus, victims will quickly lose their confidence and enthusiasm for learning. this is also exacerbated by the lack of attention from the school related to victims of bullying. the most important is when the victim gets bullying. forms of prevention and defense from the teacher, as well as other friends, will provide a strong foundation for bullying victims. furthermore, after analyzing the concept of the problem experienced by the respondent using conflict and personality psychology theory, the researcher analyzes to get a concept of problem-solving experienced by the respondent. in the concept of personality psychology, four factors of the environment can influence the formation of one's personality, namely the cultural environment, social class, family environment, and peer environment.10 in the analysis of the problems in the previous discussion, it is known that the condition of culture, social class, and peer environment shows a negative role in the pattern of respondent's personality development. based on interviews that researchers had previously conducted, it is found that there is a very dominant family role in this case. the family of the three respondents in this study played an active role always to provide assistance, provide moral support and motivate always to have a vision of a successful life. the family always gives advising to respondents about the case. in this case, researchers found the effective role of the family in assisting their children. the family is conceptually seen as the first place of learning since children are born into the world. from a psychological perspective, the role and influence of the family have a significant contribution to the formation of a person's character. someone will tend to have the same character as his family and bring the potential of the learning outcomes in the family environment to the outside world. 10 ibid, page. 21 moh. fatkur rohman strengthening of learning motivation to bullying ... volume 4 , number 2, november 2019 | 182 in this case, the respondent's family provided outstanding assistance to the respondent. parents of respondents tried to provide moral assistance, motivation, and support appropriately. they give direction and purpose to where their child must go and move. the pattern of direction given by the family makes the bullying case a reference to be able to move forward and be motivated to succeed. based on the acknowledgment of respondents, the assistance provided by the family made the respondent highly motivated for success. he sees friends who carry out bullying acts as a reference for positive actions, such as reading books and studying hard. aside from the family, there is also motivation that comes from one of the teacher councils in the school that is respected by respondents. the teacher always gives confidence to respondents to be able to process better and always listen to complaints about the problems they face. when we analyze the role of family and favorite teachers of bullying victims, there is a pattern of learning and education that is carried out, namely efforts to emphasize the character carried out. this can be seen from the role of the family when giving advice and motivation so that the respondent is always patient with the problems faced. in addition, the emphasis of character taught by families and teachers is in the form of motivation for learning enthusiasm. these two characters are then very dominant in the three respondents, and based on the learning patterns and character stresses, the various adverse effects of bullying can be overcome properly. conclusion bullying is a behavior that is done to harm, injure and hurt the victim deliberately. since the 1970s until now, bullying has continued to occur at every level of educational institutions and in every level of society. the high rate of bullying in indonesia is a benchmark for the absence of a good solution among education academics. bullying remains a significant problem faced by an individual amid his environment. from the analysis of interviews conducted by researchers, it can be seen that the mapping of the problem of bullying is caused by several factors, starting from the perpetrators themselves, to the environmental factors of the victims of bullying. in this case, some points indicate the influence of the power of individuality on the majority of groups. that is what causes the lack of attention of the school towards victims of bullying. efforts to overcome the impact of bullying experienced by respondents in the form of mentoring by families and teachers in schools showed an emphasis on character education of respondents. right character education is a fundamental concept of implementing behavior, thoughts and actions carried out by someone. so, the primary purpose of character education is to instill positive characters that can be attached to a person. the concept of character education that is very relevant and effective to apply to perpetrators and victims of bullying is character education that targets someone's moh. fatkur rohman strengthening of learning motivation to bullying ... volume 4 , number 2, november 2019 | 183 emotional state. when education can reach someone's emotional, then the family and teacher can instill positive characters easily. as academics, we should participate in reducing bullying actions that occur in the environment around us. one way is to give full trust to the victim. manifests of trust can vary, depending on the situation and conditions experienced by the victim. references aziz, imam nur. “curriculum development of kkni at english education department of inkafa gresik.” jalie 2 (2017): 3. jalie.com. aziz, imam nur, and yuli ani setyo dewi. “the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik.” edukasi: jurnal pendidikan islam 7, no. 2 (2019): 1–23. ambarini, ririn. eva ardiana indrariani, ayu dian zahraini. antisipasi pencegahan bullying sedini mungkin: program anti bullying terintegrasi untuk anak usia dini. journal of dedicators community unisnu jepara. vol. 2 no. 2 juli-desember 2018 aryuni, muthia. pencegahan bullying melalui program sekolah care bagi fasilitator sebaya. asian journal of environment, history and heritage. september 2017, vol. 1, issue. 1, p. 211-222. issn 2590-4213 (print) 2590-4310 (online) cervone, daniel dan lawrence a. pervin. 2011. kepribadian teori dan penelitian edisi 10 buku 1. jakarta : salemba humanika. crain, william. 2014. teori perkembangan konsep dan aplikasi. yogyakarta : pustaka pelajar. hamruni and istiningsih. (2017). bullying in the state islamic senior high school (man) iii yogyakarta. iosr journal of research & method in education (iosr-jrme) eissn: 2320–7388,p-issn: 2320–737x volume 7, issue 3 ver. ii (may june 2017), pp 85-90 https://nasional.tempo.co/read/1109584/hari-anak-nasional-kpai-catat-kasus-bullying-palingbanyak/full&view=ok (diakses pada kamis, 21 maret 2019). markopoulos, z., & bernard, m. (2015). effect of the bullying: the power to cope program on children's response to bullying. journal of relationships research, 6, e13. doi:10.1017/jrr.2015.9. ritzer, george. 2012. teori sosiologi : perkembangan sosiologi klasik hingga sosiologi post – modern edisi terjemahan. yogyakarta : pustaka pelajar. salmiati, rosmawati, mardi lestari. (2018). peer counselour training untuk mencegah perilaku bullying. indonesian journal of learning education and counseling, 1(1). 6269. veldkamp, s., van bergen, e., de zeeuw, e., van beijsterveldt, c., boomsma, d., & bartels, m. (2017). bullying and victimization: the effect of close companionship. twin research and human genetics, 20(1), 19-27. doi:10.1017/thg.2016.99. https://nasional.tempo.co/read/1109584/hari-anak-nasional-kpai-catat-kasus-bullying-paling-banyak/full&view=ok https://nasional.tempo.co/read/1109584/hari-anak-nasional-kpai-catat-kasus-bullying-paling-banyak/full&view=ok educatio : journal of education volume 4 , number 1, may 2019 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the effect of work culture and reward on military education professional commitments at the middle of the center of the commando for the development of the doctrines of education and training of the tni al (kodiklatal) surabaya r. anang dwikuncoro, makruf akbar, suparno eko widodo universitas negeri jakarta, department of management (msdm), jakarta anangdwik@gmail.com accepted: february 02 2019 reviewed: april 17, 2019 published: may 20 2019 abstract: the purpose of this study was to determine the effect of work culture and reward on military education professional commitments at the middle of the center of the commando for the development of the doctrines of education and training of the tni al (kodiklatal) surabaya. the research used is a survey with a causal design. the number of respondents was set at 160 educators, the sampling technique was done by simple random sampling from 265 organic educators at the level of middle officers who were lecturing in kobangdikal, bumi moro, surabaya. keyword: work culture, reward and professional commitment to military education workers introduction in this study, the researcher focuses on the influence of work culture and reward on the professional commitment of mid-level military educator staff in command of naval doctrine of education and training (kodiklatall) surabaya based on this, in a work culture, one's commitment to the organization / company is often an issue very important. so important is some organizations incorporate elements of commitment as one of the requirements to hold a position / position offered in job advertisements. unfortunately, although this is very common, it is not uncommon for employers and employees to still not understand the meaning of commitment seriously. though this understanding is very important in order to create conducive working conditions so that the company can run efficiently and effectively. according to t. tasmara 1 the word commitment comes from latin commitere which is a binding belief (aqad); so firm that it shackles his whole conscience and then moves his behavior toward the direction he believes. ahmad and razak2 explained that teacher commitment is a inner strength that comes from within a teacher's heart and outside power about his duties which can have a major influence on the teacher's attitude in the form of responsibility and responsiveness to the development of science and technology. the description implies that the commitment of the teacher (lecturer) professional is an attachment to the tasks and obligations as a teacher 1 toto tasmara, spiritual centered leadership (kepimpinan berbaris spiritual) (gema insani, 2006). 2 norzila abdul razak, fauziah ahmad, and parilah mohd shah, “perceived and preferred teaching styles (methods) of english for specific purposes (esp) students,” e-bangi 4, no. 1 (2017). r. anang dwikuncoro the effect of work culture … volume 4, number 1, may 2019 | 38 (lecturer) that can give birth to responsive and innovative responsibilities and attitudes towards the development of science and technology. in this commitment there are several elements, among others, the ability to understand themselves and their duties, the emanations of the inner attitude (inner strength), external strength and responsiveness to change. these elements give birth to responsibility for the duties and obligations that become a person's commitment so that the task is carried out with full sincerity. method this study uses a quantitative approach, survey methods with path analysis techniques consist of exogenous and endogenous variables. exogenous variables are work culture and reward, while endogenous variables are professional commitments of military educators. the population in this study were all educators in the kobangdikal neighborhood, bumi moro, surabaya. the sample in this study is a portion of the population. the sampling technique used is random sampling, which is a simple random sampling method. affordable target populations are organic educators at the level of middle officers who are lecturing in kobangdikal, bumi moro, surabaya. which amounted to 160 people. calculate the number of samples using the slovin formula, as follows: n = n nd2 + 1 description: n = number of samples n = total population d = prescribed precision3 n = 160 (160 x 0.05%2) + 1 = 160 1,00004 n = 159.994 or 160 (rounded off) it is obtained the sample size = 160 people, while for the trial of the instrument as many as 30 people. data collection techniques are carried out using research instruments in the form of questionnaires. the instrument was tested before being used in the study. testing of these instruments includes validity and reliability testing. from the test results, there are valid and invalid items. an invalid instrument was deleted. the method used in this study is quantitative research with correlational analysis. correlational research aims to determine the correlation between variables. correlations between two or more variables are determined using regression equations to make predictions in the population. the total population used in this study was 160 people. the research variables include two variables: x1 variable is work culture, x2 variable is reward and y variable is the professional commitment of military educators, with the following hypothesis: 3 riduwan dan engkos achmad kuncoro, cara menggunakan dan memaknai analisis jalur (path analysis), (bandung: alfabeta, 2011), p. 44. r. anang dwikuncoro the effect of work culture … volume 4, number 1, may 2019 | 39 h1 : work culture and reward has a significant influence on the professional commitment of military educators. h0 : work culture and reward do not have a significant influence on the professional commitment of military educators. result and discussion the results of this study indicate that the positive direct effect of work culture (x1) on the professional commitment of military educators (y) is 0.291 with a tcount of 5.75. indirect influence of work culture (x1) on professional commitment of military educators (y) through integrity, a large indirect effect of work culture on professional commitment through integrity of: (0.279) (0.282) = 0.079. so that the influence of the total work culture on professional commitment is 0.369. the hypothesis tested is: h0: βy1 ≤ 0 h1: βy1> 0 the work culture path coefficient value of professional commitment is 0.291 with a tcount of 5.75. because the tcount is greater than the t table at dk = 155 for α = 0.05 at 1.98, h0 is rejected and h1 is accepted, which means that there is a positive direct effect of work culture variables on the variable of professional commitment which is very significant. the indirect influence of work culture on professional commitment through integrity is the result of the work culture path coefficient on integrity (p41) with the integrity path coefficient on professional commitment (py4). the indirect effect of work culture on professional commitment through integrity is: (0.279) (0.282) = 0.079. so that the influence of the total work culture on professional commitment is 0.369. the results of the analysis of the first hypothesis produce findings that work culture has a direct positive effect on professional commitment. based on these findings it can be concluded that professional commitment is directly influenced positively by work culture. increasing work culture will lead to increased professional commitment. the results of this study are in line with the opinions of some experts, among them, according to robbins and judge 4 ; “ culture enhances professional commitment and increases the consistency of employee behavior. from an employee’s standpoint, culture is valuable because it spells out things are done and what’s important. but we shouldn’t ignore the potentially dysfunctional aspects of culture, especially a strong one, on an organization’s effectiveness.” culture increases organizational commitment and increases the consistency of employee behavior. this is clearly beneficial for the organization. culture is very important because it details the important things to do. the extent to which culture influences organizational effectiveness can be seen by looking at the strength or weakness of the organization's culture. strong organizational culture will increase organizational effectiveness. hodson and sullivan 5 argue that traditional social scientists distinguish professions from other types of work through the level of expertise and complexity required in the work itself. the 4 stephen p robbins, “timothy a judge,” perilaku organisasi, organizational behavior, buku 1 (2011). 5 randy hodson and teresa sullivan, “professions and professionals,” the social organization of work (1995): 287–314. r. anang dwikuncoro the effect of work culture … volume 4, number 1, may 2019 | 40 assumption is that professional work involves a very complex set of skills, intellectual functions, and knowledge that is not easily obtained and does not belong to just anyone. for this reason, professions are often referred to as knowledge-based occupations. julie prescott and jan bogg state 6 below: although there has been some support for distinct culture types having an effect on employee attitudes, high solidarity cultures, high sociability cultures, diversity cultures, creativity cultures, and so forth all have different effects on performance and commitment effects that likely vary across different types of organizations and industries the theoretical explanation shows that certain types of culture influence employee attitudes, such as a culture of high solidarity, sociability, diversity, and creativity. these types of cultures have different influences on performance and commitment depending on the type of organization and industry. meyer, et al. believe that, as well as organizational commitment is best explained by three different component steps; professional commitment must be explained by three different component steps. they argue that understanding multidimensional professional commitment can have important implications for understanding the psychological bonds between a professional and their particular profession. adapting their work to organizational commitment, meyer et al7. define three different components of professional commitment, they use equivalent terms namely work commitment. this component is called affective professional commitment, continuance professional commitment, and normative professional commitment. boehman8, shows that organizational support, overall job satisfaction, and organizational politics are antecedents of affective and normative commitment. malik et al9 in his study showed that job satisfaction, quality of supervision and satisfaction with salary had a significant positive effect on organizational commitment of faculty members. the direct positive effect of rewards on professional commitment has a reward path coefficient value of professional commitment of 0.288 with a tcount of 5.73. because the value of tcount is greater than the value of ttable at dk = 155 for α = 0.05 at 1.98, h0 is rejected and h1 is accepted, which means that there is a positive direct effect of the variable reward on the variable of professional commitment which is very significant. the results of the second hypothesis analysis yield findings that rewards have a direct positive effect on professional commitment. based on these findings it can be concluded that professional commitment is directly influenced positively by reward. increasing rewards will result in increased professional commitment. the results of this study are in line with the opinions of several experts including s. samsudin 10 recruitment is the process of finding, finding, inviting, and establishing a number of people, both from inside and outside the company as prospective workers with certain characteristics as they have stipulated in human resource planning. prospective workers who meet the college qualification standards are one who is a 6 julie prescott and jan bogg, “final thoughts and concluding comments,” in gendered occupational differences in science, engineering, and technology careers, 2013, 239–263. 7 john p meyer and natalie j allen, “a three-component conceptualization of organizational commitment,” human resource management review 1, no. 1 (1991): 61–89. 8 joseph boehman, “affective, continuance, and normative commitment among student affairs professionals” (2006). 9 muhammad ehsan malik et al., “job satisfaction and organizational commitment of university teachers in public sector of pakistan,” international journal of business and management 5, no. 6 (2010): 17. 10 sadili samsudin, “manajemen sumber daya manusia, cetakan ketiga” (bandung: cv pustaka setia, 2010). r. anang dwikuncoro the effect of work culture … volume 4, number 1, may 2019 | 41 professional educator. jeet and sayeeduzzafar (2010: 74) in their study showed that human resource management practices such as training, performance appraisal, teamwork and compensation had a significant impact on job satisfaction. employees. malik et al 11 in his study showed that job satisfaction, quality of supervision and satisfaction with salary had a significant positive effect on organizational commitment of faculty members. the positive direct effect of work culture on reward has a work culture path coefficient value of reward of 0.245 with a tcount of 3.17. because the value of the tcount coefficient is greater than the value of ttable at dk = 158 for α = 0.05 at 1.98, h0 is rejected and h1 is accepted, which means that there is a positive direct effect of the work culture variable on the very significant reward variable. the results of the tenth hypothesis analysis provide findings that work culture has a direct positive effect on reward. based on these findings it can be concluded that reward is directly influenced positively by work culture. increasing work culture will result in increased rewards. the results of this study are in line with the opinions of several experts including michael armstrong in mike millmore 12 who said: reward as how people are rewarded in accordance with their value to organization. it is concerned with both financial and nonfinancial and embraces the philosophies, strategies, policies, plans and processes used by organization to develop and maintain reward system. how a person will be given an award that matches the value given to the organization. rewards can be in the form of financial and non-financial. it focuses on the philosophy, strategy, policy, planning and processes used by the organization to build and maintain a reward system. all of this is done with the aim of maximizing the capabilities or potential of employees or employees in carrying out work or tasks in achieving organizational goals that have been previously determined. luthans 13 said, "it is these more frequent nonfinancial rewards that have a big impact on employee productivity and quality service behaviors". non-financial benefits have a large impact on employee productivity behavior and service quality. this means that employee productivity is largely determined by the rewards provided by the institution. in other words, institutions or organizations must pay attention to the state of their employees if they want the work culture of each employee to increase as desired. michael armstrong 14 in his book says that: reward generally influence performance by providing the means to recognize achievement, competence and merit. specifically, rewards make an impact on performance by motivating people and by enhancing engagement. reward can make an impact, (1) reward can make a major contribution to the creation and maintenance of a high performance culture, (2) reward can exert considerable influence over the attraction and retention of talented people as part of a talent management programmer. 11 malik et al., “job satisfaction and organizational commitment of university teachers in public sector of pakistan.” 12 mark saunders et al., strategic human resource management: contemporary issues (pearson higher ed, 2007). 13 fred luthans, organizational behavior an evidence-based approach 12th edition, organizational behavior: an edivence-based approach, 2012. 14 philip kotler and gary armstrong, principles of marketing, world wide web internet and web information systems, 2010. r. anang dwikuncoro the effect of work culture … volume 4, number 1, may 2019 | 42 rewards generally affect work culture by acknowledging the existence of an achievement, competence and appropriateness. specifically, rewards make an impact on the work culture by motivating people and by increasing their involvement. rewards can make a major contribution to the creation and maintenance of a high performance culture, rewards can have a major influence on the attractiveness and retention of talented people as part of a talent management program. thomas 15 revealed: as individuals go to work and carry out various tasks, there will be times when they are invested in the quality of their work and feel responsibility for and commitment to superior job performance. as individuals, carrying out various work tasks is the time they are invested in the quality of their own work, so they will feel responsibility and commitment to superior work performance. conclusions based on the results of the calculation of the research data and the results of the data analysis described above, the work culture has a positive direct effect on professional commitment. this means that a good work culture will lead to the commitment of professional middle-level military educators at the guiding command of the indonesian navy's education and training doctrine (kodiklatal). work culture has a positive direct effect on reward. this means that a good work culture has resulted in the reward of middle-level military educator staff at the guiding command of the navy's education and training doctrine (kodiklatal) in surabaya. bibliography boehman, joseph. “affective, continuance, and normative commitment among student affairs professionals” (2006). britt, thomas w, james m dickinson, tiffany m greene-shortridge, and eric s mckibben. “self engagement at work.” positive organizational behavior (2007): 143–158. hodson, randy, and teresa sullivan. “professions and professionals.” the social organization of work (1995): 287–314. kotler, philip, and gary armstrong. principles of marketing. world wide web internet and web information systems, 2010. luthans, fred. organizational behavior an evidence-based approach 12th edition. organizational behavior: an edivence-based approach, 2012. malik, muhammad ehsan, samina nawab, basharat naeem, and rizwan qaiser danish. “job satisfaction and organizational commitment of university teachers in public sector of pakistan.” international journal of business and management 5, no. 6 (2010): 17. meyer, john p, and natalie j allen. “a three-component conceptualization of organizational commitment.” human resource management review 1, no. 1 (1991): 61–89. prescott, julie, and jan bogg. “final thoughts and concluding comments.” in gendered occupational differences in science, engineering, and technology careers, 239–263, 2013. razak, norzila abdul, fauziah ahmad, and parilah mohd shah. “perceived and preferred teaching styles (methods) of english for specific purposes (esp) students.” e-bangi 4, no. 1 (2017). robbins, stephen p. “timothy a judge.” perilaku organisasi, organizational behavior, buku 1 (2011). samsudin, sadili. “manajemen sumber daya manusia, cetakan ketiga.” bandung: cv pustaka setia, 2010. 15 thomas w britt et al., “self engagement at work,” positive organizational behavior (2007): 143–158. r. anang dwikuncoro the effect of work culture … volume 4, number 1, may 2019 | 43 saunders, mark, mike millmore, philip lewis, adrian thornhill, and trevor morrow. strategic human resource management: contemporary issues. pearson higher ed, 2007. tasmara, toto. spiritual centered leadership (kepimpinan berbaris spiritual). gema insani, 2006. educatio : journal of education volume 2, number 2, november 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z efl education and teacher developments: the implementation of clc and teachers’ teaching style preference nasmah riyani 3university of sembilanbelas november, kolaka, indonesia nasmahriyani@ymail.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: teachers’ teaching style preferences is undoubtedly being an essential thing in dynamic classroom language teaching. this study aimed to investigate indonesian efl teachers’ teaching style and their beliefs in the implementation of communicative language competence. additionally, this study also explored students’ speaking competence. fifty teachers were involved based on purposive sampling from one of regency of the capital city, kolaka indonesia. the respondents cooperatively supported the study, then they filled grasha (1996) teaching style inventory (tsi). the descriptive statistic showed that the respondents mostly implement formal authority styles and personal model respectively. the students’ speaking competence was still categorized low. regarding the nominal preference of authority styles, since the purpose of language teaching on basis of curriculum based teaching, the teacher believed that giving students space to explore their flexibility in communicating would not help them to pass the national examination. keywords: teaching style, formal authority, curriculum, personal model introduction the educational concept nowadays is linked to be more meaningful rather than overwhelming linguistic competence as the target. the notion of communication lies to on how communication naturally flows to the learning peripheral environment. the communication process deals with all spectrums of teaching and learning context. since learning a target language is a complex thing, which involving psychomotor, cognitive and affective, it demands the practitioners to lead communication beyond the complexity of enabling learners to actively participate using target language as medium to communicate. focusing interaction as the priority, the practitioner readiness in setting up the teaching and learning process and devices. yet impromptu tcl will probably affect negative interpretation of the earners of what the language input is about1. stimulating and guiding the students are expected to maintain effective communication among students and also students to teachers, they are undoubtedly put as the center of attention of learning in which most of learning activities are dominated by them. for high motivated 1 muh barid nizarudin wajdi, ―metamorfosa perguruan tinggi agama islam,‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. mailto:nasmahriyani@ymail.com nasmah riyani efl education and teacher developments… volume 2, number 2, november 2017 | 176 zzzzzz teachers, they will be brave to take risks creating activities which are sometimes beyond of their lesson plan, to construct good environment for students to explore their ideas. what comes as the fact, that the intensity and motivation of students to learn is needed to be foster. as a result, the ctl input is more focus on natural setting with pedagogical means for communication in real life context2. then, the shifted of the teacher center approach into learners centered interaction is meant to develop specific purposes. teaching english across difference cultures and backgrounds needs to consider students level. the issues of student difficulties in learning continually grow hence the teachers not only feed them with the materials but also need to seek problem solving of severe conditions. to the optimal self-perfomance, richard and farrel (2005) assert four frames of the developmental process in terms of ―conceptualization‖ of teaching learning; skill learning, cognitive process, personal construction and reflective practice.3 furthermore, the good language teachers consider the quality of their professionalism in teaching. in 1980, harold b. allen in brown (2007)4 suggest the characteristics of good language teachers; competent in deciding preparation on a degree in english teaching, have passion in language learning, critical thinking upgrade their knowledge, self-subordination, readiness to teach in multi situations, cultural adaptability, professional characters being goo, the teacher also doffers on their beliefs and styles. therefore, it affects their successfulness in teaching and even in reaching the goal of communicative competence. often, the teachers tend to rely on their own teaching style based on their context without attempting to reach the professionalism purpose that is the development of their teaching and the objectivity of their teaching. accordingly, this study would be provided description on the development of teaching style on efl context in terms of communicative language competence. research problem the ctl in formal education is designed as curriculum-based learning in which the indicator of successfulness of teaching learning is on basis of what has been set up in curriculum. consequently, the teachers’ teaching creativity is restricted based on the system instruction. some of previous related studies showed from some efl countries, the teachers’ teaching styles were different in terms of different gender, age or experience, preference and beliefs. in indonesia itself, since the curriculum was changed over years it probably affecting teachers’ teaching styles. unfortunately, this changed of curriculum and teaching’ styles might not meet students’ need, and teachers’ teaching styles on basis of their preference and students’ speaking competence is needed to provide the description of teacher of how their teaching styles affect students’ speaking competence, whether they really fulfill the students’ needs for being capable to communicate or not. this also important to make them notice and analyze their own teaching development5. 2 muh barid nizarudin wajdi, ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). 3 j. richards and t. farrel, professional development for language teachers: strategies for teacher learning (cambridge: uk: cambridge university press, 2005). 4 h. douglas brown, teaching by principles: an interactive to language pedagogy (3rd ed) (white plaints, new york: pearson education, 2007). 5 muh barid nizarudin wajdi, ―kawasan teknologi pembelajaran‖ (2017). nasmah riyani efl education and teacher developments… volume 2, number 2, november 2017 | 177 zzzzzz based on the issue elaborated before, the following questions were formulated: 1. what are teachers’ teaching styles i teaching speaking? 2. how do teachers’ belief in their teaching styles? teaching development is an essential issue in nowadays that needs to be considered. however, the teachers’ perspective o their own teaching development and professionalism are differ. analysis of teachers teaching development is important to be done. the development is generally associated on how the teachers carry out their classroom teaching and management. the reason why this study worthwhile is to provide description on how teacher teaching styles preference in teaching dynamic might be affect students’ speaking competence. the quality of teaching process is a key to successful classroom environment. accordingly, the findings of this research will provide new concept on teacher awareness on their teaching development and the adaptation of their teaching styles basis of the purpose of tcl focusing on clc6. research method the population of this study was the english teachers who teach english in different schools in one of regency of the capital city, kolaka, south east sulawesi, indonesia. the total population is 100. to be the sample of this study, they were purposively selected, hence 50 teachers from the total of population were involved. to obtain the personal information related to background of their study, age, teaching experience and so on and schools that they teach, the questionnaire were designed and distributed. after identifying their personal data, the inventory of grasha (1996)7 covering 5 subscales of teaching styles; formal authority teaching, expert, personal model, delegator and facilitator were distributed. the teachers’ belief on theirs was also qualitatively e analyzed. the design of this research used mix method research design, the combination of descriptive quantitative and qualitative analysis. data obtained from inventory grasha (1996) based on original instruction was rated on 5 points likert scale to determine level of agreement of each statement. furthermore, the result of grasha inventory was tabulated using spss; frequency counts, percentage, mean scores and standard deviation. conducting classroom based research focused on teacher teaching style or teaching process was hoped to contribute to the development of language teaching. practical ly, the result of this study would provide the descriptions of teaching pedagogy on how mostly efl teachers adopted the knowledge, materials, activities, strategy, methodology and approach to their classroom teaching. the exploration of this study would show the implication of curriculum based teaching on teaching dynamic how the teachers dealt with the curriculum. the result of this study would also guide teachers on how they develop to be the good practitioners. 6 muh barid nizarudin wajdi, ―landasan historis perkembangan teknologi‖ (2017). 7 a. f. grasha, teaching with styles: a practical guide to enhance learning by understanding learning and teaching styles (new york: alliance publisher, 1996). nasmah riyani efl education and teacher developments… volume 2, number 2, november 2017 | 178 zzzzzz result and discussion the descriptive statistics were used to examine the dominant of efl teachers’ teaching styles preference. in output of descriptive statistics which is tabulated using spss, the data revealed that teachers were predominantly categorized as formal authority (m=4.26), personal style (m=3.6), expert (m=3.7), delegator (m=2.6), and facilitator (m=2.2). table. 1 the descriptive statistics of teachers’ teaching styles descriptive statistics n range minimum maximum sum mean std. deviation varience statistic statistic statistic statistic statistic statistic std. error statistic statistic expert 50 4.00 1.00 5.00 137.00 2.7400 .12717 .89921 .809 formalauthority 50 2.00 3.00 5.00 213.00 4.2600 .10618 .75078 .564 personalstyle 50 4.00 1.00 5.00 182.00 3.6400 .13018 .92051 .847 facilitator 50 3.00 1.00 4.00 110.00 2.2000 .12778 .90351 .816 delegator 50 4.00 1.00 5.00 132.00 2.6400 .16601 1.17387 1.378 valid n (listwise) 50 from the interview, the teacher mainly believes that teacher-centered approach was more applicable to direct students in gaining the specific goals. the learning goals itself was generally not coming from students’ own ideas but more than the indicator of overall learning process based on syllabus and curriculum. therefore, the students’ creativity in doing the task was restricted on the instruction of each teaching process. compatible with the description of teaching style based on the data, the interview results also displayed that the teacher were less in terms of facilitating interaction among students to students also teacher to students. they rigidly concerned on how to cultivate reading comprehension and grammatical aspects on writing in teaching language. then, accuracy in all subject matters was being the central focused. although, the concept of teaching language must be integrated in all of skills and communicative competence was still being one of the objective written in syllabus. however, reading skill was likely taking a part to the entire learning process and practices. consequently, the students’ speaking competence was identified still low. this study defined the efl teacher developments in terms of their teaching style preference aimed at fulfilling the students’ needs. the objective of teaching language was not originally based on the students’ needs but most for the standardized result which requires students to pass the national examination. the pedagogy of teaching language and all the compulsory subjects was the same in nature. furthermore, the practice of language teaching was then being over generalized as the same as teaching the other subjects. the development of teachers in teaching remains the same, since their perspective in teaching the language was affected by the curriculum and national examination demand. nasmah riyani efl education and teacher developments… volume 2, number 2, november 2017 | 179 zzzzzz from the data and interview result, it highlights the fact that the teachers mostly created such dependent teaching learning environment and goals to students. as the result, the material and learning process were designed to be more inflexible. they also assumed that teaching speaking was not really important since speaking was not considered as one of the subjects which was examined in national examination. on the other hand, there were still some teachers who believe that the principle of teaching language was to enable students to communicate using target language in meaningful way. therefore, they facilitate students to interact in natural setting. for further study, it needed to put lots of emphasize on examining the overall teaching styles and students’ speaking competence to get the absolute conclusion on this field. references brown, h. douglas. teaching by principles: an interactive to language pedagogy (3rd ed). white plaints, new york: pearson education, 2007. dogruer, n., menevis, i. and eyyam, r. ―efl teachers’ beliefs on learning english and their teaching styles.‖ elt journal 3 (2010): 83-87. grasha, a. f. teaching with styles: a practical guide to enhance learning by understanding learning and teaching styles. new york: alliance publisher, 1996. __________. the dynamic of one-on-one teaching. college teaching, 50 (4th ed). 2002. heaton, j. b. writing english language test. new york: longman handbooks for language teachers, 1998. kazemi, a. and soleimani, n. ―on iranian efl teachers’ dominant teaching styles in private language centers: teacher-centered or students-centered.‖ language learning and applied linguistics 1, no. 4 (2013): 193-202. rahimi, m. and asadollahi, f. ―teaching style of iranian efl teachers: do gender, age, and experience make difference.‖ journal of english linguistics 2, no. 2 (2012): 157-161. richards, j. and farrel, t. professional development for language teachers: strategies for teacher learning. cambridge: uk: cambridge university press, 2005. sheikh, a. and mahmmod, n. ―effect of different teaching styles on students’ motivation towards english language learning at econdary level. efl‖ journal 26, no. 2 (2014): 825-830. wajdi, muh barid nizarudin. ―kawasan teknologi pembelajaran‖ (2017). zhou, m. ―learning styles and teaching styles in college english teaching.‖ canadian elt journal 1, no. 4 (2011): 73-77. ———. ―landasan historis perkembangan teknologi‖ (2017). ———. ―metamorfosa perguruan tinggi agama islam.‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. ———. ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z implications of multiculturalism and tolerance in islamic religious education (case study at kertosono high school) muh barid nizarudin wajdi, tobroni muhammadiyah university of malang, indonesia baridnizar84@gmail.com, tobroni@umm.ac.id accepted: 10 august 2020 reviewed: september 5, 2020 published: 20 november 2020 abstract: education aims to shape attitudes and behaviors towards civilized human beings. an education system that only emphasizes the transfer of knowledge, makes education no longer meaningful and has a positive effect on learners. it is less touching on the humanism side that ultimately develops pluralism as the foundation of multiculturalism. this model of religious education will only create learners to make "abdullah" that is only pious individually. the understanding of pluralism and multiculturalism that has become a commodity in the political field will continue to roll in the realm of national education, including islamic religious education which is integrally part of the national education system. the purpose of this research is to illustrate the implementation and implications of multicultural-based pai at sma kertosono. this research uses qualitative approach with case study type. the results showed that the implementation of multiculturalminded islamic religious education (pai) at sma negeri kertosono,was carried out through 2 stages, namely: a) learning activities in the classroom, through: (1) morning prayer together; (2) to give all students the opportunity to receive religious lessons according to their beliefs; (3) be universal and discriminate against students; (4) giving accuracy; (5) uphold respect and respect; b)implementation of multicultural-minded pai in school activities outside the classroom, through: a) religious extracurricular activities carried out during islamic activities and commemorations, as well as friday prayers and femininity; b) activities of a social nature. 2) the impact of the implementation of islamic religious education (pai) multicultural-minded in building religious tolerance in sma negeri kertosono, among others: a) the creation of a comfortable and conducive learning atmosphere; b) school activities run smoothly and have a high tolerance ;c) the realization of religious harmony and harmony in differences; d) avoid conflict and division; e) the creation of a culture of mutual respect, respect and accepting of differences keyword: implementation, islamic education, multiculturalism, religious tolerance introduction law no. 20 of 2003 expressly states that religious education is an integral part of the national education system. every educational institution from elementary level to higher education is obliged to include religious education as a curriculum content. article 37 paragraph (1) explains that religious education is intended to shape learners into human beings who believe and believe in the one true god and have noble character1. islam education which is included in the curriculum of public education ranging from 1 undang-undang ri no. 20 tahun 2003 tentang sistem pendidikan nasional. mailto:baridnizar84@gmail.comm mailto:tobroni@umm.ac.id educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 183 zzzzzz z elementary to college level, is part of islamic education that is loaded with moral and spiritual values. islamic education has an essential mission to build the character of muslims who understand the teachings of their religion and have an awareness of faith manifested into daily attitudes and behaviors as a form of practicing religious teachings. according to syed muhammad naquib al-attas2, the result to be achieved from islamic education is to create a civilized human being in a comprehensive sense covering spiritual and material life. likewise according to alabrasyi3, achieving a perfect character (fadhilah) is the main goal of islamic education. but the fact is that other things, islamic religious education (pai), in general, have not been able to contribute positively to the improvement of morality and tolerance, especially among students. this is very related to the implementation process in the field. in practice, learners are always directed to mastery of the texts contained in the teaching book, they are always faced with questions and memorizing of the outer skin only (cognitive sphere), while the substance in the form of planting religious values just disappears along with the stacking of cognitive knowledge of subjects in schools4. islamic education taught so far in public educational institutions ranging from elementary to college level is more transfer of knowledge, emphasizing the achievement of mastery of religious sciences. fragmentation of matter and isolation or lack of connection with the context faced in everyday life that causes learners to lack religious values as a living value in everyday life. consequently, islamic education taught becomes less meaningful, most learners increase their knowledge of religion, but the understanding and practice of religious values, especially those in contact with humanist values in the form of social care for example, is less actualized in everyday life.5 in fact, it is not uncommon for religious education to lead to the tendency of exclusive and fanatical attitudes and behaviors of learners. it is this exclusive and fanatical attitude that in turn breeds intolerance towards religious differences and difficulty accepting ethnic and cultural differences. the lack of development of the concept of humanism or religious education based on social problems according to the term sutrisno6, in the islamic religious education system because in practice of religious education is more oriented to human conception as "'abdullah" which emphasizes more on religious understanding which is interpreted as a ritual in the form of mahdhah worship that only gives birth to human beings who are "pious" individually but not socially7. one aspect of humanism that is now widely discussed and become important issues in debate discourse is about understanding multiculturalism in various fields of study. various interpretations and thoughts are developing in the community about multiculturalism. the emergence of this discourse is also inseparable from the condition of the indonesian nation that is destined by god to have ethnic, cultural and religious diversity. historically, recognition of the reality of this diversity, especially religious diversity, has been formally demonstrated by founding fathers by incorporating religious values into the formulation of pancasila (first principle) and the 1945 constitution, which is the national and state foundation for the indonesian nation. so are the values of multiculturalism set forth in the motto "bhinneka tunggal ika". in fact, socio 2 syed muhammad naquib al-attas, “the concept of islamic education,” the keynote address delivered at the first world conference on muslim education (1980); syed muhammad naquib al-attas, “the concept of education islam,” in the keynote address delivered at the first world conference on muslim education, 1980. 3 athiyah al-abrasyi, “dasar-dasar pokok pendidikan islam,” in cetakan ke-10, 1977. 4 muh. barid nizaruddin wajdi, “pendidikan ideal menurut ibnu khaldun dalam muqaddimah,” jurnal lentera : kajian keagamaan, keilmuan dan teknologi 1, no. 2 (september 30, 2015): 272–283, accessed october 21, 2017, http://www.ejournal.staimnglawak.ac.id/index.php/lentera/article/view/49. 5 woodside, “the value of the humanities,” university of toronto quarterly (1957). 6 edy sutrisno, “aktualisasi moderasi beragama di lembaga pendidikan,” jurnal bimas islam (2019). 7 “islamic rule and the empowerment of the poor and pious,” econometrica (2014); rachel rinaldo, “pious and critical: muslim women activists and the question of agency,” gender and society (2014). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 184 zzzzzz z culturally, indonesia "once" became the prototype of an ideal multicultural society8. but later this view is not relevant anymore, because for decades, indonesian muslims are faced with issues of terrorism and radicalism. it is widely considered that acts of violence that occur are carried out by individuals or organizations labeled and in the name of religion. these acts of violence at the same time illustrate a more dominant attitude of intolerance towards religious, ethnic and cultural differences. this fact becomes a challenge and forces especially religious intellectuals and people engaged in religious syi'ar (including preachers and religious teachers) to study and study the various acts of violence in seminars, forums of interfaith and cultural studies that raise the theme of issues of pluralism and multiculturalism. however, the spirit and intensity of the discussion and the study seems to still be done on the basis of sociological, political or similar interests. it has not been accompanied by paradigm changes and a more fundamental religious mindset among religious intellectuals (including preachers and religious teachers). paradigm islamic religious education that is still limited to know, to do and to be, should be directed to live together9. that is, that the ability of students to be able to live with others of different ethnicities, cultures and religions, should be an inherent value in the purpose of learning islamic religious education. the goal is to make students have religious understandings and behaviors that run parallel to their ability to be able to live with others of different ethnicities, cultures and religions. based on the arguments above, in this paper, the author is interested in highlighting the themes of pluralism and multiculturalism in the islamic religious education system, which includes views on pluralism and multiculturalism and its existence in the islamic religious education system. literature review as is understandable, that the original ideas and ideas of pluralism and multiculturalism were born from the womb and spirit of liberalism. then in the current context and the current and current dissority related to the existence of pluralism and multiculturalism is increasing due to the emergence of postmodernism discourse or better known as "globalization" which brings a new climate in the struggle of theories of global-minded social criticism10. in terms of "globalization" means structural changes in the entire life of the nation state that affect the basic elements of the arrangement of human relationships, social organizations and world views. pluralism and multiculturalism are two things that are actually the same but not the same. the term 'pluralism' generally refers to a diversity-oriented way of looking at it. this idea is grafted on various domains or various subjects of knowledge, then crystallized as a separate ism related to the existence of a religion in a plurality11. therefore, in socio-scientific studies and discourses are often used the 8 parsudi suparlan, “menuju masyarakat indonesia yang multikultural,” antropologi indonesia (2014); sri ambarwangi, “multicultural education in schools through tradition art education,” harmonia jurnal pengetahuan dan pemikiran seni (2013); roni lukum, “upaya peningkatan pemahaman wawasan nusantara sebagai sarana dalam meningkatkan semangat nasionalisme bagi warga negara indonesia,” artikel multikultural-stranas (2013). 9 mohammad muslih, “pendidikan islam dalam perspektif filsafat ilmu,” hunafa: jurnal studia islamika (2011); ara hidayat, “pendidikan islam dan lingkungan hidup,” jurnal pendidikan islam (2015); axel m. oaks takacs, “what is islam? the importance of being islamic,” interreligious studies and intercultural theology (2017). 10 hamid fahmi zarkasyi, “moderat beda dengan wasatiyah,” appj 2016 (2013). 11 anis malik thoha, “mencermati doktrin dan ciri-ciri fahaman pluralisme agama,” simposium membanteras gerakan pluralisme agama dan pemurtadan ummah (2011); moh isom mudin, “pluralisme agama: akar dan justifikasi al-qur’an,” al-rasikh: jurnal hukum islam (2017); thoha anis malik, “ciri-ciri fahaman pluralisme educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 185 zzzzzz z term "religious pluralism". while the concept of multiculturalism reviews various issues that support ideology, politics, democracy, justice, law enforcement, employment and business opportunities, human rights, cultural rights of communities and minorities, ethical and moral principles, the level and quality of productivity and various other concepts that are more relevant12. this concept is in line with what bloom said13, that multiculturalism includes an understanding, appreciation and assessment of one's culture and an respect and curiosity about the ethnic culture of others. with a simpler expression, an assessment of the cultures of others, not in the sense of agreeing with all aspects of these cultures, but rather trying to see how a particular culture can express value for its own members. the understanding of multiculturalism, which since the last few years continues to roll in the discourse of islamic studies and education. like abdul munir mulkhan in his book entitled “kesalehan multikultural” published by muhammadiyah's center for religious and civilizational studies (psap). in this book, munir expressly rejects tawhid education as muslims have understood all this time. instead, he proposed the idea of 'multicultural islamic education14’. the above idea is a reflection on the religious education system that existed so far in relation to the diversity of humanity which he thinks is far from the values of humanism. through his views, he wanted to suggest that it was time to look at religious issues from the perspective of humanism, not the point of view of islam, christianity, judaism or other religions. this view also did not escape criticism and criticism from certain parties and categorized munir mulkhan as part of jil (liberal islamic network). if observed, then this difference seems to be related to the term religious pluralism and multiculturalism and differences in understanding the verses of the qur'an about plurality and about the claim of truth in a religion. because so far there has been no consensus on understanding and understanding pluralism and multiculturalism. responding to these differences, the author argues that there is one logic confusion that occurs in this case, namely on the one hand we agree and recognize about pluralist reality, while on the other hand we disagree about pluralism. the author considers that the idea of pluralism and multiculturalism in the islamic perspective is one form of efforts to "reform" islamic thought and studies in response to the changing times. because "renewal" has been interpreted as a pejorative term, with certain connotations and brings suspicion among the public, not only in the lay environment but also among the educated. from a historical perspective, we find that since the beginning of the reform in islam rolled out that around the beginning of the 20th century, there has been a pro-cons attitude towards such renewal. agama,” in wacana fahaman pluralisme agama dan implikasinya terhadap masyarakat islam, 2010; anis malik thoha associate professor, it is presented at seminar "al-qur’an dan cabaran pluralisme agama, journal of islam in asia, 2005. 12 suparlan, “menuju masyarakat indonesia yang multikultural”; parsudi suparlan, “bhinneka tunggal ika: keanekaragaman sukubangsa atau kebudayaan?,” antropologi indonesia (2014); parsudi suparlan, “konflik sosial dan alternatif pemecahannya,” antropologi indonesia (2014). 13 elliot w eisner, “benjamin bloom,” prospects 30, no. 3 (2000): 387–395. 14 azyumardi azra, “muhammadiyah: a preliminary study,” studia islamika (2014); yoyo zakaria ansori, indra adi budiman, and dede salim nahdi, “islam dan pendidikan multikultural,” jurnal cakrawala pendas (2019); abdul munir mulkhan, “kebebasan beragama, mungkinkah? antara fakta atau takdir sosial,” in annual conference and international seminar on islam and contemporary issues, 2008; abdul munir mulkhan, “jalan tuhan dan kemanusiaan dalam pendidikan,” sukma: jurnal pendidikan (2017). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 186 zzzzzz z moreover, it needs to be underlined, that the understanding of pluralism and multiculturalism has become a political commodity and continues to roll in the realm of national education including islamic religious education which is integrally part of the national education system. this can be seen from the national education system law no. 20, 2003, as well as government policy on the implementation of the ktsp curriculum that edifies the implementation of education oriented towards regional potentials and local cultural values. from the centralistic education system changed to decentralist. this policy is inseparable from the emergence of the awareness of the leaders and leaders of this country that the nation is a very compound and heterogeneous nation. therefore, it is impossible to build this country regardless of the plurality and multicultural values found in society15. amin abdullah stated that it is conceivable how the quality of comfort, tranquility, and peace of a pluralistic religious society, if each unilaterally and closely claims that its own religious traditions are the most perfect and true. and if that claim penetrates into historical-economicsociological territory, then the peace called for and coveted by the teachings of the religions will be eroded by itself in the reality of daily life. although ontologically, metaphysically, the claim is incomprehensible. but not necessarily justified, because that is one of the core of true religion. that is, that hardcore from the view of life of diverse religions is indeed different. while hardcore religion can only be enjoyed historically, through the theological barriers that exist16. diversity and human development is as the design of god that must be practiced in the form of attitudes and actions that uphold pluralism and multiculturalism. but not only does it stop at the discourse of the importance of pluralism and multiculturalism, but rather is emphasized at the praxis level through educational pathways including islamic religious education, as well as the practices of cooperation, mutual respect, mutual respect and mutual understanding involving various interfaith and ethnic communities built on recognition of equality, equality and justice. conceptually-normative, islamic religious education (pai) contained in educational institutions mum is intended as an effort to build and foster diversity in the form of tolerance to ethnic, cultural and religious differences among learners. although this is not only the responsibility of islamic religious education, but islamic religious education has a significant role in building and instilling an attitude of tolerance to accept various differences17. but in reality, many people judge the failure of islamic religious education in building and fostering an attitude of tolerance and awareness of accepting ethnic, cultural and religious differences that are actually humanist. this critical attitude has given rise to discourse and ideas about the need to include the values of pluralism and multiculturalism in islamic religious education. although almost all cultured society has now recognized and accepted the existence of 15 kunandar, guruprofesional implementasi kurikulum tingkat satuan pendidikan (ktsp) dan persiapan menghadapi sertifikasi guru, guruprofesional implementasi kurikulum tingkat satuan pendidikan (ktsp) dan persiapan menghadapi sertifikasi guru, 2007; kunandar, penilaian autentik (penilaian hasil belajar pesrta didik berdasarkan kurikulum 2013, jurnal evaluasi pendidikan, 2015. 16 siswanto siswanto, “perspektif amin abdullah tentang integrasi-interkoneksi dalam kajian islam,” teosofi: jurnal tasawuf dan pemikiran islam (2015); achmad rois, “pendidikan islam multikultural: telaah pemikiran muhammad amin abdullah,” epistemé: jurnal pengembangan ilmu keislaman 8, no. 2 (2013): 301–322; m. amin abdullah, “religion, science and culture: an integrated, interconnected paradigm of science,” al-jami’ah (2014). 17 rudolf e. morris and reinhard bendix, “max weber. an intellectual portrait,” the american catholic sociological review (1960). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 187 zzzzzz z social, cultural and religious diversity, but in reality, the problem of tolerance is still often present in a society18. based on research, the weaknesses of islamic religious education that take place today, among others: (a) the approach still tends to be normative, where religious education presents norms that are often without socio-cultural illustrations, so that learners do not live up to religious values as living values in everyday life; (b) the curriculum designed only offers a minimum of competence, but pai teachers are often fixated with it, so that creativity to enrich the material is less growing, as well as in terms of the application of learning methods that tend to be monotonous19. in this context, islamic religious education is more passively positioned (tends to be jabbariyah fatalism), so that islamic religious education as a process tends to experience freezeness and rigidity in its implementation. the output it produces is certainly irrelevant to the context of the era of aliases left behind, not even rarely colliding with existing social conditions and can cause horizontal conflicts. amin abdullah in his research said that religious teachers in schools that act as the spearhead of religious education from the lowest to the highest level are barely touched by the wave of struggles of thought and discourse of religious thought around the issue of pluralism and multiculturalism. in fact, it is these teachers who become the first mediators to translate the values of pluralism and multiculturalism to learners, who in the next stage also play an active role in transforming the awareness of tolerance more intensively and massif. accordingto al-jabiri's perspective20, it is categorized as a thought pattern that uses the epistimology of bayani. consequently, the development of islamic studies is more textualformalistic. therefore, until now the existence of the text occupies a central position in the religious insights of the people who are always called forward as a "defense" of a chaos (crisis situation). in the case of each text there are layers of interpretation and understanding that are multilevel. the dominance and orientation of bayani excessive understanding raises problems in the thinking of islamic law, what else in the context of globalization today that can lead to the tendency of exclusionism and truth-claim. according to amin abdullah, the textual-bayani mindset has shaped the mainstream of hegemonic islamic thought and it has been going on all along. the dominance of the jtihadiyyah textual mindset makes the epistimological system of 18 ahmad tarmizi talib et al., “persepsi terhadap toleransi sosio-agama di sabah dan sarawak,” in seminar antarabangsa dakwah dan etnik, 2014; muhammad nur prabowo setyabudi, “memperlebar batas toleransi dan membela hak minoritas (telaah atas karya ahmad najib burhani),” harmoni (2019). 19 bambang sumintono, lokman mohd tahir, and mohd anuar abdul rahman, “pendidikan moral di malaysia: tantangan dan implementasi pendidikan karakter di sekolah,” jurnal pendidikan karakter, no. 1 (n.d.); donas ahmad najib and elhefni, “pengaruh penerapan pembelajaran bermakna (meaningfull learning) pada pembelajaran tematik ips terpadu terhadap hasil belajar siswa kelas iii di mi ahliyah iv palembang,” jip: jurnal ilmiah pgmi (2016). 20 ahmad fawaid, “kritik atas kritik epistemologi tafsir m. abied al-jabiri: studi kritis atas madkhal ila al-qur’an al-karim,” ulul albab jurnal studi islam (2015); wira hadikusuma, “epistemologi bayani, irfani dan burhani al-jabiri dan relevansinya bagi studi agama untuk resolusi konflik dan peacebuilding,” jurnal ilmiah syi’ar (2018); m. faisol, “struktur nalar arab-islam menurut abid al-jabiri,” tsaqafah (2010); arini izzati khairina, “kritik epistimologi nalar arab muhammad abed al-jabiri,” el-wasathiya: jurnal studi agama (2016). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 188 zzzzzz z islamic studies less responsive to current religious issues (contextual-bahsiyyah)21. similarly, the pattern of arguments expressed is always based on dogmatic, defensive, apologist, and polemical mental attitudes, especially when dealing with multicultural and multireligious communities. as a result, the function and role of the human mind is used more directed to the efforts of confirmation and justification of the authority of the text. in fact, the truth of the text that is understood and recognized by a particular school, group or organization cannot necessarily be understood and recognized equally by other traditions, groups and organizations even in one religion, what else with different religions. a textual-literal approach to understanding that tends not to take into account historical, sociological, and psychological analysis. the implication is that the understanding of the qur'an and the interpretation text can be superficial and easily trapped into apologetic and exclusive social attitudes. by using this approach, the resulting understanding tends not to provide space for tolerance, appreciation, and recognition of other parties, especially those of other religions. surely this can fuel intolerant attitudes and blind fanaticism that will ultimately make fragile social cohesiveness and prone to conflict, based on the arguments above, it seems that this is where the fundamental problem lies in the islamic religious education system that tends to ignore the plural and multicultural values of humanism due to the textual-literal paradigm that dominates as the basis of thinking among islamic teachers. for more details, i think this issue is embraced by an in-depth study through a formulation of the research framework, so that it will actually produce something contributive to improving the quality and quality of islamic religious education methods the approach research used by researchers in this research is qualitative approach and descriptive form. this is because this study tries to expose the reality without requiring data in the form of numbers (quantitative) and trying to describe a situation and all aspects in order to provide information as clearly as possible to researchers. study is a case study which is an in-depth study of events, environments and certain situations that allow expressing or understanding a thing22. based on the perspective of the approach and type of research above, this study seeks to expose the reality of senior high school (sma) negeri kertosono which includes the implementation of multicultural-minded islamic religious education (pai) and the impact of multicultural islamic education (pai) in building religious tolerance in kertosono high school. results and discussion kertosono state high school is one of the favorite and international schools in the city of kertosono, one of the schools that has students and teachers from various patterns and cultural backgrounds that are very heterogeneous23. every educational institution must have values instilled in accordance with the needs and characteristics of the institution. similarly, sma negeri kertosono,b ecause this school is a 21 amin abdullah, “religion, science and culture: an integrated, interconnected paradigm of science”; m. amin abdullah, “islamic studies in higher education in indonesia: challenges, impact and prospects for the world community,” al-jami’ah (2017). 22 andi prastowo, memahami metode-metode penelitian; suatu tinjauan teoretis & praksis(jogjakarta: ar-ruzz media, 2011), hlm. 129 23 interview educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 189 zzzzzz z multicultural school, there must be values instilled so that school residentscan understand each other. among the values instilled in sman kertosono is the value of kebhinneka tunggal ikaan, tolerance, mutual respect, equality, justice, cooperation and so on24. implementation these values are not only done in the classroom, but also done through slogans affixed or hung in the school environment area. as around the classroom there are several wise sentences taken from the qur'an and hadith in order to increase the faith and socializing of the citizens of kertosono high school, among which there are writings displayed on the outside wall of the class that is accustomed to not swearing, not bothering friends, respecting older people, always devoutly worshipping, cultured 6 s (senyum, salam, sapa, sopan, santun, semangat). multicultural values and religious tolerance attitudes that developed in sma negeri kertosono has become a culture and habits in the daily lives of students, of course this requires special processes and efforts carried out by the school. in implementing multicultural-minded pai in building religious tolerance in sman kertosono,it is carried out through various forms of activities both through learning activities in the classroom and school activities outside the classroom. the way pai teachers of sma negeri kertosono in implementing multicultural awareness in the classroom are as follows:: 1. morning prayer together. sma negeri kertosono is a school that has a diversity of cultures, customs including some religions embraced by its citizens, then the policy that is applied every day before the start of the learning process is a joint morning prayer reading guided from the center. students who are muslims read prayers or short letters of the qur'an together in their classes and read yasin's special letter every two weeks alternating with environmental cleansing. likewise, students who are non-muslims, they are placed in a special room to carry out morning prayers together according to their beliefs 2. giving opportunity to all students to get religious lessons in accordance with their respective beliefs. during pai learning, each class consists of muslim and non-muslim students, they are separated and placed in classes that are in accordance with the religion embraced by religious teachers, with the intention that they both gain religious knowledge in accordance with their respective beliefs. 3. be universal and not discriminate against students. in class learning activities, a teacher will face students both men and female students who have different characters and traits. in the face of heterogeneous students both gender, educational background, social, customs, race, ethnicity, local language or madzhab or certain traditions that exist in islam, a teacher must respond wisely, be universal, not direct students to certain understandings, do not discriminate against students from each other, pay attention to the language used when explaining lessons, and a teacher must show an acceptable attitude by all students to avoid the impression of being racist or discriminatory towards other students, because in the classroom communication between teachers and students is required, and the classroom atmosphere is very influenced also by the style and attitude of the teacher in interacting with the students. 1. give you precision. in teaching and learning activities in schools, teachers play an important role. not only does it play a role in kbm, but it also plays an important role in the process of shaping and progressing student behavior. in instilling multicultural values, especially in building tolerance, a teacher can do so by providing examples and accuracy in the classroom. teachers are the most important people in providing examples and nudity to their students , especially in tolerant attitudes. 24 interview educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 190 zzzzzz z 2. uphold respect and respect. sma negeri kertosono has heterogeneous students from different religions, tribes, languages, and cultures from various regions. because of the diversity of these students, it is possible to cause differences in attitudes in their association. the differences that exist do not only occur in differences between peoples, between cultures and especially between religious communities, even those differences often occur in the internal religious people themselves, especially in islam. although the same religion is islam, but often found differences in both the procedures of worship, the determination of the law and so forth. this happens because the habituation or understanding received from each other's families varies. therefore, one of pai teachers' ways of addressing these differences is by instilling mutual respect and respect for students. conclusion based on the above research, the researchers concluded that the implementation of islamic religious education (pai) with multicultural insight in building religious tolerance in kertosono state high school is as follows: kertosono senior high school is a multicultural school. this high school accommodates students and teachers who have heterogeneous backgrounds both from religions that have been established by the indonesian government, and especially in the different schools or beliefs that exist in islam itself, so in implementing multicultural-minded pai in kertosono high school is carried out through learning activities in the classroom and through school activities outside the classroom.1) implementation of multicultural-minded pai through learning activities in the classroom, including: a) morning prayer together; b) to give all students the opportunity to receive religious lessons according to their beliefs; c) be universal and not discriminate against students; d) provide accuracy; e) uphold respect and respect.2) implementation of multiculturalism through school activities outside the classroom, including: a) religious extracurricular activities, carried out during activities and commemorations of islamic holidays, as well as friday prayers and feminity; b) activities of a social nature. the impact of the implementation of islamic religious education (pai) multicultural-minded in building religious tolerance in sma negeri kertosono, among others: a) the creation of a comfortable and conducive learning atmosphere; b)school activities run smoothly and have a high tolerance; c) the realization of religious harmony and harmony in difference; d) avoid conflicts and divisions; e) the creation of cultural respect, respect and accepting of differences. references abdullah, m. amin. “islamic studies in higher education in indonesia: challenges, impact and prospects for the world community.” al-jami’ah (2017). al-abrasyi, athiyah. “dasar-dasar pokok pendidikan islam.” in cetakan ke-10, 1977. al-attas, syed muhammad naquib. “the concept of islamic education.” the keynote address delivered at the first world conference on muslim education (1980). ambarwangi, sri. “multicultural education in schools through tradition art education.” harmonia jurnal pengetahuan dan pemikiran seni (2013). amin abdullah, m. “religion, science and culture: an integrated, interconnected paradigm of science.” al-jami’ah (2014). anis malik, thoha. “ciri-ciri fahaman pluralisme agama.” in wacana fahaman pluralisme agama dan implikasinya terhadap masyarakat islam, 2010. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 191 zzzzzz z anis malik thoha. “mencermati doktrin dan ciri-ciri fahaman pluralisme agama.” simposium membanteras gerakan pluralisme agama dan pemurtadan ummah (2011). ansori, yoyo zakaria, indra adi budiman, and dede salim nahdi. “islam dan pendidikan multikultural.” jurnal cakrawala pendas (2019). azra, azyumardi. “muhammadiyah: a preliminary study.” studia islamika (2014). eisner, elliot w. “benjamin bloom.” prospects 30, no. 3 (2000): 387–395. faisol, m. “struktur nalar arab-islam menurut abid al-jabiri.” tsaqafah (2010). fawaid, ahmad. “kritik atas kritik epistemologi tafsir m. abied al-jabiri: studi kritis atas madkhal ila al-qur’an al-karim.” ulul albab jurnal studi islam (2015). hadikusuma, wira. “epistemologi bayani, irfani dan burhani al-jabiri dan relevansinya bagi studi agama untuk resolusi konflik dan peacebuilding.” jurnal ilmiah syi’ar (2018). hidayat, ara. “pendidikan islam dan lingkungan hidup.” jurnal pendidikan islam (2015). khairina, arini izzati. “kritik epistimologi nalar arab muhammad abed al-jabiri.” el-wasathiya: jurnal studi agama (2016). kunandar. guruprofesional implementasi kurikulum tingkat satuan pendidikan (ktsp) dan persiapan menghadapi sertifikasi guru. guruprofesional implementasi kurikulum tingkat satuan pendidikan (ktsp) dan persiapan menghadapi sertifikasi guru, 2007. ———. penilaian autentik (penilaian hasil belajar pesrta didik berdasarkan kurikulum 2013. jurnal evaluasi pendidikan, 2015. lukum, roni. “upaya peningkatan pemahaman wawasan nusantara sebagai sarana dalam meningkatkan semangat nasionalisme bagi warga negara indonesia.” artikel multikulturalstranas (2013). malik thoha associate professor, anis. it is presented at seminar "al-qur’an dan cabaran pluralisme agama. journal of islam in asia, 2005. moh isom mudin. “pluralisme agama: akar dan justifikasi al-qur’an.” al-rasikh: jurnal hukum islam (2017). morris, rudolf e., and reinhard bendix. “max weber. an intellectual portrait.” the american catholic sociological review (1960). mulkhan, abdul munir. “jalan tuhan dan kemanusiaan dalam pendidikan.” sukma: jurnal pendidikan (2017). ———. “kebebasan beragama, mungkinkah? antara fakta atau takdir sosial.” in annual conference and international seminar on islam and contemporary issues, 2008. muslih, mohammad. “pendidikan islam dalam perspektif filsafat ilmu.” hunafa: jurnal studia islamika (2011). najib, donas ahmad, and elhefni. “pengaruh penerapan pembelajaran bermakna (meaningfull learning) pada pembelajaran tematik ips terpadu terhadap hasil belajar siswa kelas iii di mi ahliyah iv palembang.” jip: jurnal ilmiah pgmi (2016). naquib al-attas, syed muhammad. “the concept of education islam.” in the keynote address delivered at the first world conference on muslim education, 1980. rinaldo, rachel. “pious and critical: muslim women activists and the question of agency.” gender and society (2014). rois, achmad. “pendidikan islam multikultural: telaah pemikiran muhammad amin abdullah.” epistemé: jurnal pengembangan ilmu keislaman 8, no. 2 (2013): 301–322. setyabudi, muhammad nur prabowo. “memperlebar batas toleransi dan membela hak minoritas (telaah atas karya ahmad najib burhani).” harmoni (2019). siswanto, siswanto. “perspektif amin abdullah tentang integrasi-interkoneksi dalam kajian islam.” teosofi: jurnal tasawuf dan pemikiran islam (2015). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 192 zzzzzz z sumintono, bambang, lokman mohd tahir, and mohd anuar abdul rahman. “pendidikan moral di malaysia: tantangan dan implementasi pendidikan karakter di sekolah.” jurnal pendidikan karakter, no. 1 (n.d.). suparlan, parsudi. “bhinneka tunggal ika: keanekaragaman sukubangsa atau kebudayaan?” antropologi indonesia (2014). ———. “konflik sosial dan alternatif pemecahannya.” antropologi indonesia (2014). ———. “menuju masyarakat indonesia yang multikultural.” antropologi indonesia (2014). sutrisno, edy. “aktualisasi moderasi beragama di lembaga pendidikan.” jurnal bimas islam (2019). takacs, axel m. oaks. “what is islam? the importance of being islamic.” interreligious studies and intercultural theology (2017). talib, ahmad tarmizi, nur ayuni mohd isa, sarjit s. gill, zaid ahmad, jayum jawan, and abd hakim mohad. “persepsi terhadap toleransi sosio-agama di sabah dan sarawak.” in seminar antarabangsa dakwah dan etnik, 2014. wajdi, muh. barid nizaruddin. “pendidikan ideal menurut ibnu khaldun dalam muqaddimah.” jurnal lentera : kajian keagamaan, keilmuan dan teknologi 1, no. 2 (september 30, 2015): 272–283. accessed october 21, 2017. http://www.ejournal.staimnglawak.ac.id/index.php/lentera/article/view/49. woodside. “the value of the humanities.” university of toronto quarterly (1957). zarkasyi, hamid fahmi. “moderat beda dengan wasatiyah.” appj 2016 (2013). “islamic rule and the empowerment of the poor and pious.” econometrica (2014). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 62 the effectiveness of project-based learning in a skirt making skill for deaf students firma dina, jon efendi universitas negeri padang, indonesia firmadina111@gmail.com, jonefendi@fip.unp.ac.id accepted: feb 10th 2020 reviewed: april 5th , 2020 published: may,30th 2020 abstract : starting from the preliminary study conducted by the authors at the slb perwari and found the condition where the deaf students of grade x have not been able to make a skirt that became one of the materials in the vocational learning curriculum for the class, one of his students is the teacher has not found and used the right method to teach the material. then the author is motivated to prove one of the methods of learning, which is a project-based learning method, whether the method has an effect on learning the material. with experimental research methods and pre-experimental design of one group pre-test post-test, the author performs a stage of research starting from the initial test, then administering the treatment, then the final test. while the tools used in collecting data is a proven instrument that is valid and reliable. the results of the initial test scores and the final tests were then calculated by statistical tests using wilcoxon's signed ranks test (wilcoxon matched pairs) formula and the resulting results where the value of asymp. the sig. (2tailed) is smaller than the significant level value. keywords: project-based learning, skirts, deaf students introduction independence becomes one of the points of interest in addition to academic ability in the achievement of the education process, it is also mentioned in the law as one of several aspects of education objectives. the ability to live independently, such as financial independence is required by everyone, because it everybody wants to have a capacity that can make them can have a good job and can compete with the community in general as well as disability, with the obstacles they have nonetheless they need to have the capacity to live independently, have a decent work and able to compete with the general public. mailto:firmadina111@gmail.com mailto:jonefendi@fip.unp.ac.id educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 63 in 2017 there were about 400 thousands of the number of disabilities entered in the data on the amount of unemployments1. it is a data that is very much a disability that has not been able to be independent especially in terms of financial, because it is not easy for a disability to get a good job, given the obstacles that have and must compete with non-disability job seekers. therefore, it must be a disability to have capacity that can help and facilitate them to have a job, even open the job itself. disabilities require proficiency or skills which will be a provision for them in the face of transition and continuing life. life skills such as vocationals can usually be obtained in formal schooling, can also be educated non-formal, private education and so on. as found by the author in one of the extraordinary schools of slb perwari padang, there students taught various skills such as art, computer, fashion, etc. in understanding the learning materials are good in the learning of the lessons, it takes not only the facilities, but also the learning methods that suit students for the learning. based on the results of preliminary study that the author did in the slb perwari padang, is found that the school has potential with facilities and good motivation from teachers, only about learning methods that if it can improve the capacity and creativity of students, still not used or found by teachers, for example in the study of fashion for the deaf students of class x, teachers have not found the method that is felt according to the learning , and so far the students are still limited to learning how to sew or run a sewing machine, while in making the student's product need to understand from the preparation stage to the completion so that students can apply it outside the class and these skills can be a provision for them. deaf students, or also called hearing barriers, are students who have problems with their debiting conditions. a situation that makes one incapable of hearing and understanding the voice surrounding it 2. these barriers affect students in attitudes, living the daily activities included in learning, but that does not mean deaf students cannot learn. deaf students can receive information by focusing on their visuals, so students can learn more about it as long as we are able to reduce 1 nuraini r, “catatan pemerintah, sebanyak 414.222 penyandang disabilitas butuh kerja,” jaringan pemberitaan pemerintah, april 2018. 2 jamaris martini, anak berkebutuhan khusus (bogor: ghalia indonesia, 2018). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 64 misunderstanding or misperception during learning 3. as for the method of the drilling which also becomes one of the things that can encourage the achievement of learning objectives must be observed. so many learning methods that can be applied to one of them are project-based learning, the core of this modern learning method is to connect the school life with the experience students have and influence students to think seriously as to learn something new4. there are several advantages to this learning method that makes this method deemed necessary to be treated. then see from the background of the author as a graduate smk majoring in fashion motivated writers to prove the effectiveness of this project-based learning method on skirt-making skills for students of the deaf xgrade. methods this research is related to research with quantitative approaches and experimental research methods, the purpose of the method is to see the effect of a treatment. , while for the design of the research to be used is pre-experimental. this pre-experimental design also consists of several types such as one-shot case study, one group pretest-posttest and intec-group comparison, and which will be used in this research that is type one group pretest-posttest, which from its name we can know that there will only be one group without comparison. according to the type of research used, there are three stages in the research process that is assessment before receiving treatment (pretest), treatment (treatment), and measurements after obtaining treatment (posttest). the variables in this study were two, one depend variable and one free variable, which became a free variable in the study was a project-based learning method while the company variables were skirt-making skills. research conducted in the slb perwari padang within a period of several weeks or approximately 2 months, can be on monday to saturday during the lesson hours after the breaking hour, with a sample of research consisting of five people, two women and three men with the same classification that is both x class and the same obstacles that are obstacles to the hearing. 3 hendra jaya, sapto haryoko, and sutarsi suhaeb, “life skills education for children with special needs in order to facilitate vocational skills life skills education for children with special needs in order to facilitate vocational skills” (2018). 4 douladeli efstratia, “experiential education through project based learning,” procedia social and behavioral sciences 152 (2014): 1256–1260. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 65 the data on the research will be gathered with test techniques that form performance tests, while the tools used to collect the data are instruments. prior to use, the instrument must first be ascertained valid and reliable, evidenced by the validity and reusability test, the validity test is used to assess whether the instrument can measure the object, the variable, or the behavior to be researched. the validity and reusability test was done by the author in the slb ypplb padang against 5 deaf students with the same classification of class x and the similarity of barriers that have the obstacles to the hearing. once the validity and reusability value is obtained from the calculation using the product moment correlation formula for validity, and the alpha formula for reusability, then the instrument can be used in the research. the following product moment and alpha formulas are used to calculate the validity and reusability values: correlation formula of product moment: rxy = 𝑛 ʃ 𝑥𝑦−(ʃ𝑥)(ʃ𝑦) √{𝑛ʃ𝑥2−(ʃ𝑥)2}{𝑛ʃ𝑦2−(ʃ𝑦)2} description: rxy = number index correlation "t" product moment n = number of cases ʃxy = number of multiplication results between x score and y score ʃx = sum of the whole score x ʃy = sum of all y scores while the alpha formula: description: r11 = instrument reliability k = number of items 𝑟11= ( 𝑘 𝑘−1 ) (1 − ∑ 𝜎 𝑏 2 𝜎 2𝑡 ) educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 66 = sum of grain variances = total variance the result of the calculation using the above two formulas is obtained 46 items that are declared valid from a total of 50 grains, and obtained a coefficient of > 0.70 which means the instrument is determined to be reliable. furthermore, the instrument can already be used in research to collect data, and the data is later tested with statistical tests using a formula that corresponds to the type of data collected, which in this research the formula to be used is the formula wilcoxon signed ranks test. results and discussion in the previous point it was mentioned that there were three stages or procedures of research conducted in this study, starting from the initial test (pre-test) that assesses the ability before receiving treatment, then giving treatment (treatment) where the assessment stage was not carried out, and then final test (post-test) assessment after receiving treatment. the results of the assessment of each student on the initial test and final test are contained in the following table: table 1 initial test (pre-test) and final test (post-test) no student name pretest value (p¹) post-test value (p² ) 1. r 21.7 85.9 2. t 17,4 73,9 3. a 15.2 64.1 4. d 19,6 67,3 5. b 17.4 70.6 educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 67 looking at the comparison between the two values, it can be seen in the following graphic presentation: not finished until there, the next statistical test is performed to process these values. because this study belongs to non-parametric statistics and matches the type of data obtained, the formula used is the wilcoxon signed ranks test. the test is used in testing the hypothesis that has two samples related to the form of data obtained is the type of ordinal data [1]. the calculation of the wilcoxon test formula can be done using the spss16 application, and from these calculations we get the following results: table 2 descriptive initial test scores (pre-test) and final test scores (post-test) n minimum maximum mean std. deviation pre-test 5 15 21 17.80 2,280 0 10 20 30 40 50 60 70 80 90 100 r t a d b tes awal (pre-test) tes akhir (post-test) educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 68 valid n (listwise) 5 post-test 5 64 85 71.80 8.106 valid n (listwise) 5 the table above is a descriptive initial test score and final test where it can be seen in the initial test that the highest score is 21, the lowest score is 15, the average score is 17.8, and the standard deviation is 2,280. while the final test scores the highest scores obtained were 85, the lowest scores were 64, the average was 71.8 and the standard deviation was 8.106. furthermore, there is also a rank or difference between the two values, the results are as follows: table 3 rank the value of the initial test (pre-test) final test (post-test) ranks n mean rank sum of ranks post-test pre-test negative ranks 0a .00 .00 positive ranks 5b 3.00 15.00 ties 0c total 5 a. post-test <pre-test b. post-test> pre-test c. post-test = pre-test educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 69 in the rank table above explains that the negative difference of the two values namely the initial test value and the final test is 0, both on n, mean rank, and sum of ranks. then on the positive difference obtained 5 positive data for the value of n, the meaning of the 5 students both experienced an increase in grades, while the average value of the increase was 3, and the number of positive rankings was 15, for ties that obtained a value of 0 can be interpreted that the value of the two tests have nothing in common. the next calculation result is a statistical test, following acquisition: table 4 statistic test the value of the initial test (pre-test) final test (post-test) test statisticsb post-test pre-test z2,023a asymp. sig. (2-tailed) 0.043 a. based on negative ranks. b. wilcoxon signed ranks test from the above statistical test table,known asymp is. sig. (2-tailed) or the calculated probability value is 0.043 while the significance level is 5% or 0.05. comparison of the value of the probability of the test results with a significant level value will determine the decision of the hypothesis obtained. before making a hypothesis decision, it is necessary to know the basis for the recovery of the hypothesis decision from the wilcoxon test results: educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 70 table 5 basic table of hypothesisdecision making hypothesishypothesis asym. (2tailed) sig. significant level (α) conclusion ho: project-based learning is not effective in making skirt skills for class x deaf students in perwari padangslb ha: project-based learning is effective in making skirt skills for class x deaf students in slb perwari padang > 0.05 0.05 ho ha is rejected <0.05 horejected ha is seeing the comparison of the results of statistical tests where the probability value of the test results obtained 0.043 while the value of the significant level is 0.05, it is known that the probability of the results of the test results or asymp. sig. (2-tailed) is smaller than the significance level or (0.043 <0.05). based on table 5 the decision can be made that ha is accepted, meaning that project-based learning is effective in making skirts for class x deaf students in perwari padang slb. conclusion the above exposure and discussion resulted in the conclusion that from the research conducted, data calculation results in statistical tests with the formula wilcoxon obtain a lower calculated value of 0.043 of its significance is 0.05 and from the acquisition can be taken a hypothesized decision or concluded that ho rejected while ha accepted, meaning that the method educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 71 of teaching-based learning is effective in skirt-making skills for students who are deaf class x in slb perwari padang. references akunto suharsimi. prosedur penelitian. jakarta: rineka cipta, 2013. efstratia, douladeli. “experiential education through project based learning.” procedia social and behavioral sciences 152 (2014): 1256–1260. jamaris martini. anak berkebutuhan khusus. bogor: ghalia indonesia, 2018. jaya, hendra, sapto haryoko, and sutarsi suhaeb. “life skills education for children with special needs in order to facilitate vocational skills life skills education for children with special needs in order to facilitate vocational skills” (2018). misbahuddin, and iqbal hasan. analisis data penelitian dengan statistik. 2nd ed. jakarta: pt bumi aksara, 2014. nuraini r. “catatan pemerintah, sebanyak 414.222 penyandang disabilitas butuh kerja.” jaringan pemberitaan pemerintah, april 2018. ridwan abdullah sani, sondang r manurung, hary suswanto, and sudiran. penelitian pendidikan. tanggerang: tsmart printing, 2018. sugiyono. metode penelitian pendidikan. bandung: alfabeta, 2016. yusuf a muri. metode penelitian: kuantitatif, kualitatif, dan penelitian gabungan. jakarta: prenadamedia group, 2016. ———. metode penelitian kuantitatif, kualitatif & penelitian gabungan. jakarta: prenadamedia group, 2016. educatio : journal of education volume 1 , number 2, november 2016 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z dismantling paradigm book ta'limul muta'allim yuli choirul ummah, muh. barid nizarudin wajdi stai miftahul 'ula kertosono nganjuk riyu.choirul57@gmail.com accepted: 10 august 2016 reviewed: september 5, 2016 published: 20 november 2016 abstract: the wrong factor and careless of knowledge qualifications is mistake position in learning. classification of knowledge such as knowledge must be learned and knowledge is forbidden to learn. the knowledge is forbidden to learn becomes individual obligation as like oneness of god, knowledge rep obligation as like legacy knowledge. one of an example of knowledge must be learned individually is attitude knowledge, modesty, and some other thing. keyword: dig up, paradigm, ta'limul muta'alim book. introduction islam is the religion of god was sent down to man to set any rules both with regard to the vertical relationship between man and god that includes commands and prohibitions(ubudiyah)and horizontal relationships between men, with animals and nature(mu'amalah).furthermore, human send option is really capable of being a third transformer of the relationship, is nabi muhammad saw of quraiys group, appointed by god as a transmitter of the treatise in the form of the qur'an, the teachings he always encourages people always learn. as word of the nabi muhammad saw: ويسهًة يسهى كم عهى فريضة انعهى طهة "seeking knowledge is obligatory for a muslim (male and female)". 1 although some regard muhaddist above hadith is dla'if in terms of their transmitters2 but because this hadith including hadith al-a'malfadlail,meaning the hadith that explains about the virtues of an act, it may be practiced. the guarantee happiness of religion as persuasive action in its role as a center of science are given degrees mulya for educational actors (teachers and students). noting the role of education that actually is a necessity, then education experts began to introduce some learning methods such as quantum teaching (qt) that was developed and refined into contextual teaching and learning (ctl),3the method based learning environment and more methods learning began to socialize. however, most people have not been able to apply it. 1 , abdillah bin muhammad bin abi yazid al-qaswini, sunan ibn majah (beirut: dar al-fikr, 2004), i, 87. 2 it said dla'if because one of their transmitters are disabled on hafas bin sulaiman but according to imam suyuthi, syeikh nawawi asked on this hadith, he said that the hadith dla'if terms saheeh sanad but in terms of meaning. even jamaluddin mizzi said that this hadith included in the hasancategory.abi 'abd allah ibn muhammad bin al-beiruti darawaisy, asna al-mathalib 269.. 3 this concept in the mentioned by elaine b. johnson, ph.d. which assumes that students will be able to absorb the lessons if they grasp the meaning o f the academic material they receive. elaine b. johnson, ph.d., contextual teaching & learning (bandung: mlc, 2006), mailto:riyu.choirul57@gmail.com yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 2 zzzzzz ironically, people began to abandon the methods of classical learning described education experts of islam that is packed with simple method however has the result that much better in improving the quality of education students, both in terms of intelligence (intelligencequetient), skill or expertise(emotionalquesient), as well as moral and religious intelligence(spiritualquesient).burhanuddin az-zarnuji is one education expert who introduced the method of learning through such monumental work ta'lim tariq al-muta'allimat-ta'allum.this book is classified as major work being the main reference of pesantren education in running the educational system. overview of the book study groups al-thariq al-ta'allum muta'allim. a. biography az-zarnuji. az-zarnuji was a prominent arab philosopher whose real name is unclear. likewise on the life and career yag achieved yet been disclosed accurately. according to existing sources, that the original name of az-zarnuji is imam az-zarnuji burhanuddin. az-zarnuji nickname taken from a city that he tempting that zaranj region of turkey. he lived in the 12-13 century. von grune gaum and abel says that he is a scholar who lived in the persian region towards the end of the 12th century and beginning of the 13th century (ad). then added that he was a scholar of fiqh schools hanafiyah famous khurasan and transoxiana region (the area north of the river amodaria). plesner seeks to provide an estimate of the relative approaching sure about his life. he was referring to the data stated in the library catalog ahlwardt berlin no-iii that az-zarnuji lived around the year 620 (1223). then plesner test ahlwardt estimates that by collecting data on the life of a scholar who identified as az-zarnuji teacher or at least had direct contact with him or her. among the most famous is burhanuddin imam ali bin abi bakr al-farghani, deceased in 593 ah, imam fakhr al-islam al-hasan ibn mansur al farghani death 600 h. imam fakhr al-din al-kashani, died in 587 h / 1191m. imam rukn ad-din muhammad ibn abi4bakr. based on his analysis, plesner came to the conclusion that life-zarnuji az little earlier than expected by ahlwardt. b. systematics writing the book study groups at-ta'allim thariq al-ta'allum. 1. background writing. works made az-zarnuji priest has the background as he expressed in the foreword to the book that is set off from his studies of cases seekers of knowledge. the clear expression he pointed out that: زيُُا فى انعهى طالب يٍ كثيرا رئيت فهًا "once i observed, many knowledge seekers (students, students, and students) in my generation, it turns out they get a lot of knowledge but can not achieve the benefits of science and its fruit, that practice and transformation" 5 ". factors mistakes and less attention to the terms of studying according to him is where 4 15..pound. pes. ulum miftahul sidogiri, my teacher at the school, (pasuruan: lpsi, 1999), 5 21..az-zarnuji, ta'lim al-thariq al -ta'allum muta'allim, (surabaya: darnasr al-misriyah, tt), yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 3 zzzzzz the mistakes of those in the study of science. he concluded that the error terms of such methods, media, and other supporting factors would be fatal in obtaining perfectly science(inputofeducaty).with this background, then he tried to write books that explain the provisions that must be done by the prosecution of science. 2. systematics of writing. in the book entitled "ta'limal muta'allim thariq al -ta'allum."az-zarnuji focusing all the discussion of the methods of learning, critical success factors, supporters and matters relating to the achievement of learning outcomes for the prosecution of science. none of the discussions which he wrote except in sinergiskan and associate it with science. b. the method of learning ta'lim tariq al-muta'allimat-ta'allum. in the book of al-muta'allim ta'lim tariqat-ta'allum,imam burhanuddin az-zarnuji focused his research on issues related to science. az-zarnuji give his views in the book are based on the proposition that consists of several hadiths and maqal al-ulama '(sayingsulama) on the obligation of a person in their studies, as a hadith contained in the book are: ويسهًة يسهى كم عهى فريضة انعهى طهة "seeking knowledge is obligatory for muslim men and muslim women"6". apart from these hadiths that are considered editorial dla'if by muhaddist for their narrators that do not meet the standards as described in the authentic background of the previous problem was compounded by the muslimatiin said in the editorial above, az-zarnuji start a discussion about the first step in studying that intention, in the discussion of this intention, az-zarnuji start using the fatwas of scholars in the form of a poem. like the poem expressed imam burhanuddin author of al-hidayah, poetry imam qamaruddin hammad bin ibrahim bin ismail ash-saffar al-ansari dictated imam of abu hanifa, and many more citations poems even further, az-zarnuji include a few lines of poetry deemed relevant to the discussion so book ta'lim tariq al-muta'allim at-ta'allum like a collection of poems and then explained his point. assumptions author is this is in accordance with the penchant for early muslims were greatly admired the poetry of famous figures that az-zarnuji make learning methodology with the tone provocative that include the names of the scholars' great as abu yusuf and abu hanifah along said words of wisdom about science. in the use of the proposition as a reinforcement of the discussion, az-zarnuji never uses the arguments of the qur'an directly, he only uses some of the content of the koran without mentioning the sound textuality the koran itself, using hadiths and more use of the poems and stories of previous scholars. 1. categorization az-zarnuji sciences. according az-zarnuji, not all the knowledge required to be learned by the prosecution of science. because he then split on the science that mustto be learned(al-mahmudzah)and science were forbidden to be learned(al-madzmumah),then he is also sharing the knowledge that must be learned into science fardlu 'ain to learn as learning monotheism and science are only fardlu 6 3..az-zarnuji, ta'lim al -thariq al -ta'allum muta'allim, (indonesia: ihya al-pole al-'arabiyah, tt), yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 4 zzzzzz kifayah to learn as learning science division of the inheritance. one example is also a science that must be individually is studying morals such as generosity, humility and so on. in thi s issue azzarnuji too much in giving a view that is by obliging to every individual muslim to examine the books of morality work of a scholar named sayyid imam nasruddin abdul qasim. but once again, the authors assumed that assertion it is only as an assertion of a general nature, meaning that sayyid imam nasruddin abdul qasim is a book that is considered good by az-zarnuji and studies the book of morals in accordance with the guidance of the clergy should be done not affirmation was only directed specifically against book sayyid imam nasruddin abdul qasim. given while the obligatory example for science kifayah in looking for it is a science that is conditional as the science of inheritance and others. while the science of unlawful studied for azzarnuji is the science that would lead us like sorcery and augury (divination, astronomy). but he still tolerated by saying as necessary for the good. as augury to locate the qibla and prayer time. 2. ethics learning az-zarnuji. in the study of ethics, az-zarnuji describes the nine principles that must be done by a student such as: a. do not have undue expectations held by religious people, humble, not arrogant and being iffah, meant to keep away from low deeds and sin. b. prioritizing science of monotheism and knowledge required in today's religious affairs then the future. c. choosing a pious teacher (smart). warak, and older as well as honor, children, and people who have a relationship with him. d. memulyakan book learned while studying to be in holy condition. e. studious and does not impose himself (stamina physically and mentally). f. always puts the deliberations when it finds difficulty in understanding the science. g. steadfast and patient in the study. h. choosing a diligent friend, devout, have good character and critical in responding to problems of science. i. streamlining educational purposes only because of god and not because of wealth and so forth. as for teaching ethical issues, az-zarnuji does not mention in this book. this is in accordance with field studies focused az-zarnuji for the prosecution of science or not a teacher or student teacher. it is also the relevance of the title of the book that he made, namely ethics study for the prosecution of science (tarj. ta'lim al-muta'allim tariqat-ta'allum). 3. learning objectives az-zarnuji. according az-zarnuji, each student must have a purpose mulya as his words: عهى انشكر ويُوىثه. اإلسالو وإتقاء انديٍ وإحياء, هللا رضا انعهى تطهة انًتعهى يُوي أٌ ويُثغى انثدٌ وصحة انعقم َعًة . "in the study we recommend students intending merely for the pleasure of allah swt, expect happiness hereafter, eliminate ignorance to yourself and others, to revive the teachings of religion, and preserving islam as well as an expression of gratitude to the delicious sense and health that is given allah". yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 5 zzzzzz so according to az-zarnuji purpose of the learning process for students is a must lead to positive things in the absence of elements which contradict with religious values such as seeking popularity in the midst of society, seeking the position or rank as well as other negative purposes. 4. learning model az-zarnuji. starting from the effectiveness of time spent, az-zarnuji clinging to some empirical proposition naqli and carried out by people who successfully get the science as abu hanifa. he mentions in his book that it is time effective and considered better by al-hadith and experiences learned scholars of the salaf is the time that starts from wednesday. az-zarnuji quoted the hadith nabi muhammad saw in his book, which reads: إال األرتعاء يوو فى تدئ شيئ يٍ يا: وسهى عهيه هللا صهى هللا رسول قال "there is something that starts from wednesday but will end up perfectly (successfully)" 7 , the size of learning at an early stage is the provision of material that is easy to understand that if by repeating twice can be mastered. then the next day, written sentence by sentence, in the hope after the material that is taught pretty much the student can master it by simply repeating it twice. the assumption that the author of this model is the model takriir or muhadatsah almost the same as the model, the model of learning by repeating the material that has been studied so that learners can memorize it. elsewhere, az-zarnuji rote learning model describes the way: a. the material studied in the recently completed five times. b. material two days ago is repeated four times. c. the material three days ago repeated three times. d. material four days ago was repeated twice. e. material five days ago was repeated one time. in addition to the above models, az-zarnuji also uses some type of learning models include: a. remembering the lesson(mudzakarah). b. discuss(munadzarah). c. solve problems together(mutharahah). d. if the inner(riyadlah). 1) how to provide motivation and encouragement to readers. az-zarnuji started the discussion by relying on story and narrative scholars such as abu hanifa and abu yusuf in the reader's attention to practice it. 2) the use of language. az-zarnuji uses short and easily understood the language in providing guidance for students. he does not talk about the ethics of educators in providing instruction. 3) az-zarnuji more oriented on ethics students in the world of sufism and the congregation. 7 4..az-zarnuji, ta'lim al-thariq al -ta'allum muta'allim, 4. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 6 zzzzzz 4) az-zarnuji presents a special method d in memorizing lessons for students writing about the book ta'lim al muta'aalim is more geared to an analysis for the sake of scientific interest. because he is, without the doubt, a figure that many islamic thinkers to contribute ideas so much easier for the students in achieving successful learning outcomes. references abi yazid ibn muhammad bin abd al-qaswini. sunan ibnmajah.beirut: dar al-fikr, 2004. abi 'abd allah ibn muhammad bin al-beiruti darawaisy. asnaal-mathalib.beirut: dar al-fikr, 1991. az-zarnuji. ta'lim al-thariq al-ta'allummuta'allim.surabaya: darnasr al-misriyah, tt, 2004. elaine b. johnson, ph.d. contextual teaching &learning.bandung: mlc, 2006. pon. pes. ulum miftahul sidogiri. my teacher at the school.pasuruan: lpsi 1999. educatio : journal of education volume 2, number 2, november 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z the analysis of gesture used by the students of english study program in the classroom interaction at the university of sembilanbelas november, kolaka ainun nur farlianti1, roslina2, hariadi syam3 1, 2, 3university of sembilanbelas november, kolaka, indonesia 1ainunnur622@gmail.com, 2alimuddin.roslina81@gmail.com, 3adhysyam88@gmail.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: this research investigated ―the analysis of gesture used by students of english study program in the classroom interaction at university of sembilanbelas november, kolaka‖. the research problems were: what kinds of gesture that used by the students in the classroom interaction? and what are the functions of gesture which used by the students? with the objective of the research were to figure out several kinds of gesture that the students used in the classroom and to find out functions of gesture which used by the students. the method that used of this research was the descriptive-qualitative method. the instruments that used in this research, those were observation and interview. the research participants in this research was the students of english study program and amounted to about 30 students, the lesson, as schedule in the fourth semester was speaking class, at the university of sembilanbelas november, kolaka. the results of this research concluded that, there were 29 kinds of the gesture which used by the students in the classroom interaction. and the functions of gesture were used by the students was also variously. but the functions of gesture were used by the students almost all of them were same. it was to show the sign of the tough-minded and stubborn individual, the interest of the student in the conversation, the student was lacking in self-confidence, courtesy and good attitude, showed disagreement, showed self-controlling, authority when argue, the persons’ habitual, the persons’ forgetfulness, the person’s shy nature, the person’s confident, showed self, the person enthusiasm when respond something, showed the courtesy, to disguise nervousness, to illustrate numbers, to clarify, gave comment, to express kept the confidence, to express the student felt nervous and insecure. keywords: analysis, gesture introduction it is believed that communication is a human’s way to interact. people communicate in many different ways. one of the most we know is using the language. all of the people around the world are able to master and use language, which means that every human being has its own language and language too that distinguishes human from other god's creatures. language is used as the most important ways to communicate and interact. in the absence of language, humans will have difficulty interacting. english, for example, as in the current development, ainun nur farlianti, roslina & hariadi syam analysis of gesture used by the students of english study program… volume 2, number 2, november 2017 | 202 zzzzzz english is an international language that is used to connect people in the world1. furthermore, that the language is divided into two types, namely verbal and non-verbal (body language). in general, only a verbal language is known by most people. while the nonverbal language, perhaps only a few people know about it. according to tai (2014)2 body language is a term for different forms of communication using body movements or gestures instead of, sounds, verbal language, or other ways of communication. to support this, hornby (2006)3 stated that body language is the process of communicating what you are feeling or thinking by the way you place and move your body rather than by words. body language also plays an important role in interacting with fellow human beings. in addition, body language is considered as a cultural phenomenon that can represent the identity of a community. therefore, according to samovar (1981), body language appears in our communication both consciously or unconsciously4. indonesian students are the non-native speakers of english. english is considered difficult to learn. so, most of the english study program’s students use body language to help them speak english in front of the class. not only has the english language, the use of indonesian language, students also often used body language when communicating, especially in the gesture. the students always used the gesture to make their talk being completed when they interact each other. to support this, kendon (2000)5 stated that speakers often employ the gesture in such a way as to make something that is being said more precise or complete. according to codoban (2011)6 stated that the body has been considered not only as a philosophy in some other disciplines. the body has currently we practice in our daily lives; wherever, whatever and whenever that is done there is always something that captures the attention of the body, such as; diet, exercise, massage, dance, beauty, fitness, therapy and techniques to shape the body. in addition, body language is one way to communicate. the language used in the body called non-verbal, which existed before the articulation of the language used. the language is still used even when the technology has been greatly developed and widely scattered. likewise, the body language is always used as a communication tool. in short, codoban concluded that "the language represents the social status of human. language i s one-way humans to communicate."7 besides that, saenong (2008)8 also analyze the flexibility of the use of nonverbal communication in the learning process. he concluded that many of the speakers of english deliberately to use body language when they speak verbally, because of the greatness of 1 muh barid nizarudin wajdi, ―metamorfosa perguruan tinggi agama islam,‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. 2 y. tai, the application of body language in english teaching 5, no. 5 (2014): 1205-1209. 3 a. s. hornby, oxford advanced learner’s english -chinese dictionary (oxford: oxford university press, 2006). 4 muh barid nizarudin wajdi, ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). 5 a. kendon, language and gesture: unity or duality? ed. d. mcneill, language and gesture (uk: cambridge university press, 2000), 162-185. 6 aurel codoban, the empire of communication (cluj-napoca: idea design and print, 2011). 7 muh barid nizarudin wajdi, ―kawasan teknologi pembelajaran‖ (2017). 8 ahmad saenong, ―the usage of nonverbal language in communication‖ (thesis, makassar: the state university of makassar, 2008). ainun nur farlianti, roslina & hariadi syam analysis of gesture used by the students of english study program… volume 2, number 2, november 2017 | 203 zzzzzz delivering a very clear message. then, though saenong research and this research are relevant, this research not only describes the speakers of english course as observed by saenong but more than that. it further includes uses body language that is used by students in the classroom. therefore, the researcher is wondering to figure out how the function of body language when the students interact in the classroom.9 then, alberts (in hidayat 2013),10 in his research, alberts is doing research on the proximity of nonverbal in a classroom environment that aims to find a relationship between the use of non-verbal communication and the ability of the students in the discussion. in this section, the premise is made to show the students' ability to use body language to discuss matters with the teacher in the classroom environment. that really helps improve performance and understanding their language. so, body language and then set by the student when it comes to helping them convey a message very clearly. according to miller and cunningham (2014), classroom environment encompasses a broad range of educational concepts, including the physical setting, the psychological environment created through social contexts, and numerous instructional components related to teacher characteristics and behaviours. while this research discussed about classroom interaction. to support this, according to dagarin (2004),11 classroom interaction as a two-way process between the participants in the learning process. the teacher influences the learners and vice versa12. based on the observation in researcher’s class. the seventh semester, at december 6 th, 2016 on the a10. in this observation, there are many students use a gesture to help them speak english or help them to interact with fellow human beings. based on the difficulties above, the events that occur in the classroom, it can also occur in the teaching and learning process in class, between lecturers and students. it is caused, the students use the gesture to respond to their lecturers’ performance. the background of this research emerges from several questions, including whether there are various about function in the gesture that occurs in the classroom when they interact each other. moreover, it is also observed that the lack information about whether this gesture preference is understandable and effective to build interactive responses between lecturers and students or not. eventually, this research presumably has role at this angle to collect sufficient information about these phenomena of the gesture contacts by formulating the research title, namely “the analysis of gesture used by the students of english study program in the classroom interaction at the university of sembilanbelas november kolaka” . literature review 9 muh barid nizarudin wajdi, ―landasan historis perkembangan teknologi‖ (2017). 10 s. hidayat, ―an analysis of students’ body language response to teacher talk at speaking class in uin alauddin makassar‖ (thesis, makassar: the state university of makassar, 2013). 11 m. dagarin, classroom interaction and communication strategies in learning english as a foreign language 1, no. 1-2 (2014). 12 muh. barid nizarudin wajdi, ― المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها ,‖ at-tajdid: jurnal ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016), http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. ainun nur farlianti, roslina & hariadi syam analysis of gesture used by the students of english study program… volume 2, number 2, november 2017 | 204 zzzzzz definition of gesture body language is the process of communicating what you are feeling or thinking by the way you place and move your body rather than by words (hornby, 2006).13 although we may not realise it when we talk with others and send messages to the people around us, we make ourselves understood not only by words, but also by facial expressions and body movements. we call it body language, which studies the meaning of all parts of the body14. it includes much nonverbal behaviour, e.g., eye contact, gestures, postures, facial gestures, touch, and so on. especially about gesture. according to knapp and hall (2006), gesture is parts of body movements and position, including the use of legs, shoulders, hands, head and limbs. furthermore, gesture is a movement of body utilized to communicate ideas, intention and feeling. these actions are performed primarily by using arms and hands; however the face and head are also used in gesturing (barroso, freedman, grand & van meel, 1979; poyatos, 1981; thomas, 1991 in damnet, 2008). gesture in sulawesi culture in communicating, the people of sulawesi in general did not interpret the speech only from the speech of a person. but also pay attention to the gesture of the speaker. for example, shaking hand signified disagreement. research method this research was conducted throughout the descriptive-qualitative method. theoretically, the descriptive-qualitative method aimed to describe the found data much detail in a broader sentence explanation. hancock (1998) stated that the qualitative research is concerned with developing explanations of social phenomena. this research took place at university of sembilanbelas november, kolaka (usn kolaka). the participants of this research, in particular, were a group of university students from the english study program. the lesson, as scheduled in the fourth semester, was speaking class. regularly, chose one class in usn kolaka approximately consisted of 30 students. therefore, the whole participants of this research were a speaking class. the items of this research were kinds and the functions in the use of the gesture. following this, the participants of this research were the university students. they were majoring english study program. the lesson was english speaking class. moreover, the classroom was the site of interaction among lecturer-students, lecturer-students/a group of student, studentslecturer and students-students. throughout this research, there were two kinds of instruments used to collect relevant data. as mostly in the qualitative research, the more instruments were the more data which could be widely explained. to start with, classroom recording and observation, which the camera was 13 hornby, oxford advanced learner’s english-chinese dictionary. 14 devit etika sari and muh barid nizarudin wajdi, ―the effectiveness of the method of gi with electronic workbench study to improve activities and results student,‖ educatio : journal of education 2, no. 1 (may 30, 2017): 136–150, accessed october 24, 2017, http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/22. ainun nur farlianti, roslina & hariadi syam analysis of gesture used by the students of english study program… volume 2, number 2, november 2017 | 205 zzzzzz used to record and observe the activity of using the gesture by students in speaking class. in addition to this, interviews were used to find more accurate data and to support the two previous instruments which then aim in particular to find out the functions fell by students when using the gesture to interact. the researcher then in collecting data firstly observed the classroom interaction process from the beginning. afterwards, the researcher observed the speaking process among students and took a seat, for instance, in the back line to clearly watched and recorded the students’ gesture activities by using a handy cam. while recording, the researcher, if necessary, filled the observation checklist during observed the students’ activities in the classroom. the researcher estimated to observe three times, in the case found more data as possible. after that, the researcher transcribed, code, and label the data before analysing them. but, not all activities happen in the class have transcribed, only for relevant transcriptions, which closely related to the activities of using body used by the students while speaking orally to interact in the classroom. afterwards, the interview’s situated in the last meeting to strengthen the assumptions created by the researcher herself based on previous observations. the researcher invited some students and asked them few questions written on interview question lists to specifically figure out about the gesture15. after collected and prepared the data, the researcher selected the gain data which were relevant to the core points of this research. for this reason, the irrelevant data were ignored and take out. afterwards, the researcher then employee appropriate method which suited each instrument. for instance, the data gain from video observation has the code, then were transcribe and interpret. this context, the activity using the gesture among students will be particularly explained, demonstrate with pictures, and widely interpreted. the interview’s results, in particular, were used to ensure notes written by a researcher in the classroom interaction. this was transcribed, then the code to find out the relevant spoken answers by interviewers which answer interview questions. result and discussion table 4.1. the function of gesture types of gesture kinds of gesture function of gesture gesture gesture by arm lock the leg in place to show the sign of the tough-minded and stubborn individual gesture by hands to show the interest of the student in the conversation gesture by disguised armcross gesture to disguise nervousness gesture by listing something to illustrate numbers 15 muh barid nizaruddin wajdi, ―arabic learning skill,‖ at-tahdzib: jurnal studi islam dan muamalah 3, no. 2 (2016): 32–47. ainun nur farlianti, roslina & hariadi syam analysis of gesture used by the students of english study program… volume 2, number 2, november 2017 | 206 zzzzzz gesture by the partial armcross barrier to show the student is lacking in selfconfidence gesture by raised hand to clarify, give comment and to show courtesy and good attitude gesture by touched head to express kept the confidence gesture by rubbing nose to express the student’ feel nervous gesture by hands clenched to show the student felt insecure and nervous gesture by shaking hand to show disagreement gesture by the left hand in the back to show self-controlling gesture by point in the air to show authority when argue the hand gripping wrist gesture to show feeling frustrated and controlling self when arguing gesture by holding hands one self to show a good attitude. gesture by holding an object to show nervousness when speak gesture by hanging arms up down and left right to show nervousness gesture by squeezing hands to show discomfort, fear or nervous in speech gesture by hands on the chest to show the persons’ habitual gesture by hand on the forehead to show the persons’ forgetfulness. gesture by chuckled while close mouth by hand to show the person’s shy nature gesture by touching cheek to shows the person habitual gesture by the thumb up to show the person’s confident. gesture by steeple hands to show the person’s confident gesture by me to show self gesture by enthusiasm to show the person enthusiasm when respond something. gesture by being cool to show confidence gesture by waving left hand to show the courtesy gesture by feet to show nervousness kinds of gesture this discusses gesture forms applied by students toward interact in the classroom. it was especially found that the students employed gestures during the observation, not only the interaction with their friends but also their lecturer. the gesture, accordingly miller (in hidayat ainun nur farlianti, roslina & hariadi syam analysis of gesture used by the students of english study program… volume 2, number 2, november 2017 | 207 zzzzzz 2013),16 represents the self-confidence, energy, fatigue and even status of the speakers themselves. the first meeting, to start with, the first observation showed activities in the classroom where the whole student was debate about ―expressing love by letter or face-to-face‖. this way, the student (speaker) were given preview and the brief description about the expressing love by letter or face-to-face. as described above, the lecturer did not involve directly in speaking class, but the lecturer only gave the assignment to the speaker to coordinate the debate. it was repeatedly found that a lot of gesture had been utilized in their speaking performance. in particular, the gesture at this meeting was by arm lock the leg in place or figure four leg cross (figure 1) and gesture by hand employed by a boy. additionally, in the using gesture by arm lock the leg in place, this gesture to show the sign of the tough-minded and stubborn individual. and in the using gesture by hand was to show his attention in the conversation. while he stated “masalahnya toh mam, jadi kalau umpama kan beda nanti kualitas yang lolos sama yang tidak lolos malah…” (the problem anyway ma’am, so if the example is different than the quality of the same pass that does not). he gestured his hands. in relation to knap and hall (2006), gestures might be by means of the use of legs shoulders, hand, head and limb. therefore, it could be surely interpreted that what he did at his conversation here was gesture. in addition, he did it few minutes during revealing her comment. the third was gesture by disguised arm-cross (figure 3), employed by a boy, the student talked about same topic like above, it was captured from the observation recording, that the student used this gesture to disguise nervousness. then, the use of gesture at this meeting was also found from students. in fact, it was also captured that students used gesture in the forms of gesture by listing something (figure 4). and from this gesture, the student illustrated numbers. in the next figure, the student used gesture by partial arm-cross barrier (figure 5), then from this gesture showed that the student felt strange or lack of confidence. then, in the sixth figure, the student used gesture by raised hand, from this gesture showed that the student wanted to clarify, to show courtesy and good attitude. according to jaskolla (2011)17 said that the gesture which used by speaker and listener reflected their attitude. at this context, the gesture could be understood as the alternative to clarify ambiguous meaning because the students gestured their hand, when to clarify something. it just closely related to what antes (in hidayat 2013)18 regarded that gesture is so effective to help in clarifying complex and ambiguous language. in the seventh figure, there are two students did gesture by touched head, when the student did this gesture the student unconsciously did it, where it means that sometimes gesture was used in the beginning of our speaking to get relaxed. furthermore, in the eighth figure, the female student used gesture by rubbing nose, there were many opinions regarding this gesture, but in this case, this gesture showed that the student expressed feel nervous. 16 hidayat, ―an analysis of students’ body language response to teacher talk at speaking class in uin alauddin makassar‖ 17 anna jaskolka, the picture book of body language; the only language in which people can ’t lie (england: martins the printers ltd, 2011). 18 hidayat, ―an analysis of students’ body language response to teacher talk at speaking class in uin alauddin makassar‖ ainun nur farlianti, roslina & hariadi syam analysis of gesture used by the students of english study program… volume 2, number 2, november 2017 | 208 zzzzzz likewise, the extract 2 showed the use of illustrator gesture through hands clenched (figure 9), where the student said “oke, well. assalamualaikum wr. wb!” following this, the male student also found that used gesture by shaking hand while saying “no, no, no!” from the gesture showed that the student shows his disagreement. furthermore, the male student used gesture by the left hand in the back and gesture by point in the air when he argues in front of the class. then, in the same student, he used gesture by the hand gripping wrist, when he explained about his opinions. then, the student employed gesture by holding hands of one self while he stated the extract 4, from this figure, the student expressed his good attitude. in figure 15, the student used gesture by holding an object, from this gesture the student just wanted to do her best in front her friends. additionally, the figure 16 showed the gesture by hanging arms up down and left right and from this gesture, the student showed her nervousness. furthermore, the male student in the figure 17, the student used gesture by squeezing hands. then, in the figure 18, the student used gesture by hands on the chest. additionally, in the figure 19, the female student used gesture by hand on the forehead, this gesture showed the student’s forgetfulness. meanwhile, in the figure 20, the students used gesture by chuckled while closing mouth by hand. in the second meetings, the used of gesture in this meeting was also found repeatedly. in this point, the students talked about the speaking topic “using traditional language or international language”. where the students were given time to discuss with their groups then talked and expressed their ideas in front of their friends. the reality talked that there were many students who had been observed doing gesture. to start with, three females used gesture by touching check, gesture by enthusiasm, gesture by waving left hand, and gesture by feet. while the male students used gesture by the thumb up, gesture by steeple hands, and gesture by being cool. the functions of gesture used by the students this particularly discusses the functions stated by the students to mix gesture to their verbal language performance especially when they were just given time to interact with their friends in the classroom. figure 1, gesture by arm lock the in the place, this gesture to show the sign of the tough-minded and stubborn individual. according to pease (1988),19 the person who has a hard and fast attitude in an argument or debate will often look the figure four or gesture by arm lock the in the place into place with one or both hands, using them as a clamp. this is a sign of the tough-minded, stubborn individual who may need a special approach to break through his resistance. while in the local culture, the gesture like this indicated listening or responding to a person's conversation. figure 2, gesture by hands, this gesture to show the interest of the student in the conversation. according to markman (2009),20 he stated that the hand movement indicated 19 a. pease, body language; how to read others’ thoughts by their gestures (london: sheldon press, 1988). 20 markman, ―why do we move our hands when we talk i: finding the right words.‖ last modified 2011. accessed july 31, 2017. https://www.psychologytoday.com/blog/ulterior-motives/200904/why-do-wehttps://www.psychologytoday.com/blog/ulterior-motives/200904/why-do-we-move-our-hands-when-we-talk-i-finding-the-right-words ainun nur farlianti, roslina & hariadi syam analysis of gesture used by the students of english study program… volume 2, number 2, november 2017 | 209 zzzzzz interesting gesture that can help people to find a word. in another hand, in the local culture, this gesture signifies the student responding to the conversation. figure 3, gesture by disguised arm-cross, this gesture to disguise nervousness. according to pease (1988)21 stated that the gesture by disguised arm cross is a dead giveaway because they achieve no real purpose except as an attempt to disguise nervousness. whereas in the local culture, this gesture signified a person's habit in speaking. figure 4, gesture by listing something, this gesture to illustrate numbers. according to edward (2015),22 the easiest and most basic hand gesture is numerical. and listing used to illustrate number. while in the local culture, this gesture signifies giving instructions. figure 5, gesture by the partial arm-cross barrier, this gesture to show the student is lacking in self-confidence. this is supported by pease (1988),23 the partial arm barrier is often seen at meetings where a person may be a stranger to the group or is lacking in self-confidence. meanwhile, this gesture indicated the student was confused. figure 6, gesture by raised hand, this gesture to clarify and to show courtesy and good attitude. according to jaskolla (2011)24 said that the gesture which used by speakers and listeners reflected their attitude. in the local culture, this gesture signified to interrupt something or refuted something. figure 7, gesture by touched head, this gesture to express kept the confidence. this is supported by hidayat (2013),25 he stated that touching hand is used to keep the students speaking confidence in case to make their slightly relax while speaking. gesture at this context aimed to strengthen the students speaking and encourage feeling. whereas according to the local culture, the gesture was used by students when they thought what they wanted to say. figure 8, gesture by rubbing nose, this gesture to express the student feel nervous. this is supported by according to eggert (2010), if a person touch or rub their nose, it cannot be interpreted with just one meaning, but with this gesture can have various meanings, for example: they have an itch, they have a pimple, they want to breathe through a particular nostril, they are nervous and they do this all the time, when they are happy, nervous or angry. in the local culture, this gesture showed that the student was not confident. figure 9, gesture by hands clenched, this gesture to show the student felt insecure and nervous. according to nierenberg and calero (in pease 1988), ―on the hands-clenched position brought them to the conclusion that this is a frustration gesture, signalling that the person is holding back a negative attitude‖. in the local culture, the student used this gesture because of the habit. figure 10, gesture by shaking hand, this gesture to show disagreement. saenong move-our-hands-when-we-talk-i-finding-the-right-words. 21 pease, body language; how to read others’ thoughts by their gestures. 22 v. v. edwards, ―20 hands gestures you should be using.‖ accessed may 18, 2017. http://www.scienceofpeople.com/2015/08/how-to-speak-with-your-hands/ 23 pease, body language; how to read others’ thoughts by their gestures. 24 jaskolka, the picture book of body language; the only language in which people can ’t lie. 25 hidayat, ―an analysis of students’ body language response to teacher talk at speaking class in uin alauddin makassar.‖ http://www.scienceofpeople.com/2015/08/how-to-speak-with-your-hands/ ainun nur farlianti, roslina & hariadi syam analysis of gesture used by the students of english study program… volume 2, number 2, november 2017 | 210 zzzzzz (2008),26 shaking hands might address a message of disagreement. in another hand, this gesture is used by the student to show disagreement. figure 11, gesture by the left hand in the back, this gesture to show self-controlling. according to pease (1988),27 he stated that gesture with the hand behind shows a greater an attempt at self-control. in the local culture, this gesture showed the student's habitual and the student's confidence in speaking. figure 12, gesture by point in the air, this gesture to show authority when argue. according to allison (2011),28 he stated that pointing in the air is generally used to add emphasis to a person feeling in authority or power. whereas in local culture, this gesture was used to convince something when speaking. figure 13, the hand gripping wrist gesture, this gesture to show feeling frustrated and controlling self when arguing. according to pease (1988),29 the hand gripping wrist gesture which is a signal of frustration and an attempt at self-control. whereas according to local culture, this gesture showed the confidence of someone who used it. figure 14, gesture by holding hands one self, this gesture to show a good attitude. according to jaskolla (2011)30 said that the gesture which used by speakers and listeners reflected their attitude. in the local culture, this gesture showed the student's habitual when speaking. figure 15, gesture by holding an object, this gesture to show nervousness when speak. according to pease (1988),31 ―the use of two hands (holding an object in front of the chest) allows the nervous person to form an almost undetectable arm barrier‖. in the local culture, this gesture showed that the student was not mastering the material. figure 16, gesture by hanging arms up down and left right, this gesture to show nervousness. according to hidayat (2013),32 moving the hands up down or left right while speaking could effectively make speaker’s memory going relax and easy. but in this case, that female student did not seem to relax and easy, but the student saw nervous when the student expressed her statement. not all the hand movements indicated going relax and easy. however, looked at the contextual the speaker while doing the gesture, the researcher concluded the speaker condition felt nervous. it was similar to the local culture, the gesture that the student used showing that the student was nervous when giving her opinion figure 17, gesture by squeezing hands, this gesture to show discomfort, fear or nervous in speech. according to navarro (2011),33 he stated that squeezed hands are a universal sign of worry, care or fear. it was similar to the local culture, that this gesture showing that the student was felt nervous. 26 saenong, ―the usage of nonverbal language in communication.‖ 27 pease, body language; how to read others’ thoughts by their gestures. 28 allison, body language translation guide (change management institute, 2011). 29 pease, body language; how to read others’ thoughts by their gestures. 30 jaskolka, the picture book of body language; the only language in which people can’t lie. 31 pease, body language; how to read others’ thoughts by their gestures. 32 hidayat, ―an analysis of students’ body language response to teacher talk at speaking class in uin alauddin makassar.‖ 33 j. navarro, cara cepat membaca bahasa tubuh 2 (change publisher, 2010). ainun nur farlianti, roslina & hariadi syam analysis of gesture used by the students of english study program… volume 2, number 2, november 2017 | 211 zzzzzz figure 18, gesture by hands on the chest, this gesture to show the persons’ habitual. according to allison (2011),34 he stated that the gesture hands on heart may be indicating the person seeking to be believed or the person just did them habitual. it was similar to the local culture, this gesture showed that the student's habitual when speaking. figure 19, gesture by hand on the forehead, this gesture to show the persons’ forgetfulness. according to pease (1988),35 he stated that the person slapping of the head communicate forgetfulness. the person signals how feels about the situation by the position used when they slap their hand on their head. according to the local culture, this gesture showed that the student who uses it was feeling tired or dizzy. figure 20, gesture by chuckled while close mouth by hand, this gesture to show the person’s shy nature. according to pease (1988),36 ―if the person who is speaking to use this gesture, it indicates that he is telling a lie. if, however, he covers his mouth while speaking, it indicates that he feels you are lying!‖ but, as the researcher observed that the female student in the classroom, when they spoke in front of her friends, they always did chuckle, then they closed their mouth. and it showed that the female student had a shy nature. in another hand, in the local culture, this gesture indicated the student was realizing his mistake while speaking. figure 22, gesture by touching cheek, this gesture shows the person habitual. according to grandhi, joue, and mittelberg (2011),37 they stated that the user habitually use gesture to perform their actions so that they to be easier and more natural than gesturing while communicating it as an instruction. whereas in the local culture, this gesture signified a person's habit in speaking. figure 23, gesture by the thumb up, this gesture to show the person’s confident. according to allison (2011), ―thumb(s) up indicated positive approval, agreement, etc. it depends on context, because every country has different meaning about this gesture .‖ according to local culture, this gesture showed an approval. figure 24, gesture by steeple hands, this gesture to show the person’s confident. according to navarro (2010),38 stated that a movement to form pyramids or steeple show a sense of confidence and focus. it is one of the most effective moves we can use to convince others of our self-beliefs. in another hand, in the local culture, this gesture signifies listening or focuses on something. figure 25, gesture by me, this gesture to show self. it supporting by edward (2015),39 stated that gesture by me usually want to indicate to ourselves. whereas in the local culture, this gesture signified the student maintains their argument. figure 26, gesture by enthusiasm, this gesture to show the person enthusiasm when respond something. moreover, miller (1998) stated that body movements are frequently 34 allison, body language translation guide. 35 pease, body language; how to read others’ thoughts by their gestures . 36 ibid. 37 s. a. grandhi, joue, and mittelberg, ―understanding naturalness and intuitiveness in gesture production: insights for touchless gestural interfaces,‖ natural media and engineering, humtec (germany: rwth aachen university, 2011). 38 navarro, cara cepat membaca bahasa tubuh 2 39 edwards, ―20 hands gestures you should be using.‖ ainun nur farlianti, roslina & hariadi syam analysis of gesture used by the students of english study program… volume 2, number 2, november 2017 | 212 zzzzzz indicators of self-confidence, energy, fatigue, or status. in the classroom context, for instance, the students are keen to receive body message of enthusiasm and boredom about the subject matters being taught can sense confidence or frustration from the unconscious behavior of the teachers. whereas in the local culture, this gesture signified convincing something. figure 27, gesture by being cool, this gesture to show confidence. according to haden (2013), stated that body position affect attitude, make a good posture when the person talking, etc will dramatically increase your confidence. it was similar to the local culture, this gesture showed that the student's confidence when speaking. figure 28, gesture by waving left hand, this gesture shows the courtesy. according to jaskolla (2011)40 said that the gesture which used by speakers and listeners reflected their attitude. in another hand, in the local culture, this gesture signified moving the conversation to someone else who was on the side. figure 29, gesture by feet, this gesture to show nervousness. according to hidayat (2013),41 he stated that the use of foot movement when speaking could reflect and reduce nervousness. it was similar to the local culture, this gesture showed that the student's felt nervous when speaking. conclusion this research reported about the gestures were used by the students in the classroom interaction. the aimed of this research were to figure out several kinds of the gesture that the students used in the classroom and to find out the functions of the gesture which used by the students. from the results and discussion mentioned previously, it could be concluded into few points as follows: the gesture was repeatedly employed in speaking class. in fact, the students used many forms of the gesture to respond interact in the classroom. to specify, gestures could be tracked since some students arm to lock the leg in place, gesture by hands, disguised arm-cross, listing something, raised hand, touched head, partial arm-cross barriers, touched head, rubbing nose, hands clenched, gesture by shaking hand, gesture by the left hand in the back, point in the air, the hand gripping wrist gesture, holding hands one self, holding an object, hanging arms updown and left-right, squeezing hands, hands on the chest, hand on the forehead, chuckled while close mouth by hand, touching check, the thumb up, steeple hands, gesture by me, gesture by enthusiasm, gesture by being cool, gesture by waving left hand and gesture by feet. the second, the function of the gesture that used by the student in the classroom interaction was also various. it was to show the sign of the tough-minded and stubborn individual, the interest of the student in the conversation, the student was lacking in selfconfidence, courtesy and good attitude, showing disagreement, showing self-controlling, authority when argue, the persons’ habitual, the persons’ forgetfulness, the person’s shy nature, the person’s confident, showing self, the person enthusiasm when respond something, showing the courtesy, to disguise nervousness, to illustrate numbers, to clarify, to give comment, to express kept the confidence, to express the student feel nervous and insecure. 40 jaskolka, the picture book of body language; the only language in which people can’t lie. 41 hidayat, ―an analysis of students’ body language response to teacher talk at speaking class in uin alauddin makassar.‖ ainun nur farlianti, roslina & hariadi syam analysis of gesture used by the students of english study program… volume 2, number 2, november 2017 | 213 zzzzzz based on the research results mentioned previously, the researcher gave some suggestions to the lecturer and also to the future researcher. to the lecturer, in the classroom interaction, it should be understood by english lecturers or teachers that the gesture is a common thing used in verbal language and it must be valued since the gesture strongly gives aids to make the verbal language much interesting and clearer. then, in daily communication, the lecturer should be understood that the gesture also should be regarded as very crucial thing as the gesture represents the feeling, habits, and intention of the students. to the future researchers, the researcher also hopes that this research contributes as an additional reference for the next researchers, which discuss the similar area to this research. to sum up, from all suggestions mentioned above, the researcher strongly expected that the gesture could improve the speaking quality of both lecturers and students which then was very helpful to create an effective and interactive communication among lecturers and students in the classroom interaction. bibliography allison. body language translation guide. change management institute, 2011. codoban, aurel. the empire of communication. cluj-napoca: idea design and print, 2011. dagarin, m. classroom interaction and communication strategies in learning english as a foreign language 1, no. 1-2 (2014). edwards, v. v. ―20 hands gestures you should be using.‖ accessed may 18, 2017. http://www.scienceofpeople.com/2015/08/how-to-speak-with-your-hands/ grandhi, s. a., joue, and mittelberg. ―understanding naturalness and intuitiveness in gesture production: insights for touchless gestural interfaces.‖ natural media and engineering, humtec. germany: rwth aachen university, 2011. hidayat, s. ―an analysis of students’ body language response to teacher talk at speaking class in uin alauddin makassar.‖ thesis, makassar: the state university of makassar, 2013. hornby, a. s. oxford advanced learner’s english-chinese dictionary. oxford: oxford university press, 2006. jaskolka, anna. the picture book of body language; the only language in which people can’t lie. england: martins the printers ltd, 2011. kendon, a. language and gesture: unity or duality? ed. d. mcneill, language and gesture. uk: cambridge university press, 2000. markman. ―why do we move our hands when we talk i: finding the right words .‖ last modified 2011. accessed july 31, 2017. https://www.psychologytoday.com/blog/ulterior-motives/200904/why-do-we-moveour-hands-when-we-talk-i-finding-the-right-words http://www.scienceofpeople.com/2015/08/how-to-speak-with-your-hands/ https://www.psychologytoday.com/blog/ulterior-motives/200904/why-do-we-move-our-hands-when-we-talk-i-finding-the-right-words https://www.psychologytoday.com/blog/ulterior-motives/200904/why-do-we-move-our-hands-when-we-talk-i-finding-the-right-words ainun nur farlianti, roslina & hariadi syam analysis of gesture used by the students of english study program… volume 2, number 2, november 2017 | 214 zzzzzz navarro, j. cara cepat membaca bahasa tubuh 2. change publisher, 2010. pease, a. body language; how to read others’ thoughts by their gestures . london: sheldon press, 1988. saenong, ahmad. ―the usage of nonverbal language in communication.‖ thesis, makassar: the state university of makassar, 2008. sari, devit etika, and muh barid nizarudin wajdi. ―the effectiveness of the method of gi with electronic workbench study to improve activities and results student.‖ educatio  : journal of education 2, no. 1 (may 30, 2017): 136–150. accessed october 24, 2017. http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/22. tai, y. the application of body language in english teaching 5, no. 5 (2014): 1205-1209. wajdi, muh. barid nizarudin. ― :at-tajdid ‖.المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها jurnal ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016). http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. wajdi, muh barid nizaruddin. ―arabic learning skill.‖ at-tahdzib: jurnal studi islam dan muamalah 3, no. 2 (2016): 32–47. wajdi, muh barid nizarudin. ―kawasan teknologi pembelajaran‖ (2017). ———. ―landasan historis perkembangan teknologi‖ (2017). ———. ―metamorfosa perguruan tinggi agama islam.‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. ———. ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). educatio : journal of education volume 4 , number 1, may 2019 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z entrepreneurship in university islamic education constructivism perspective bachtiar hariyadi universitas sunan giri surabaya bachtiar@unsuri.ac.id accepted: january 10 2019 reviewed: april 11, 2019 published: may 30 2019 abstract: constructivism, as a philosophical paradigm, seems to be a good explanation in understanding the entrepreneurial learning process that builds meaning through experience with the business world. this study aims to explore the learning process of student entrepreneurship from a constructivist perspective and try to understand how students learn to become entrepreneurs in the context of higher education. this research is based on the learning of a small group of sharia economics study program students who take entrepreneurship modules at sunan giri university surabaya indonesia. the results of the study indicate that the student learning process is seen as a very valuable experience and is based on all types of interactions in the classroom according to the situation outside their class. entrepreneurship development is supported by an experience approach to learning, action-based and student-centered, focusing on developing skills and competencies related to entrepreneurship.. keyword: entrepreneurship education, entrepreneurship learning, constructivism in islamic education, innovation education introduction in an environment where high skills produce high added value, graduates are the key to national growth. graduates who are inspired, confident, talented, and active are more likely to be found and lead new dynamic businesses and change whatever organization they follow or manage1. developing graduates of entrepreneurship is important for the future success of our generation. entrepreneurs with higher academic backgrounds are often more innovative, use business models, and base their business on the use of new technologies. the university, in this context, plays an important role and is seen as an ideal place for the development of entrepreneurial graduates as creators of business and new wealth in the future. for this reason, universities are challenged to support their students with the right mindset, knowledge and abilities for entrepreneurial activities. the research question from this study concerns entrepreneurial education from a pedagogical side. the focus of this study is to explore the learning process of student entrepreneurship from a constructivist perspective and understand how students learn to become entrepreneurs in the context of universities. this study aims to make a theoretical contribution to the process of entrepreneurship learning from a constructivist perspective by exploring the fundamental questions that every educator must ask when evaluating problems in curriculum 1 herrmann, k., hannon, p., cox, j. and ternouth, p., developing entrepreneurial graduates: putting entrepreneurship at the centre of higher education. national council for graduate entrepreneurship (ncge) uk, 2008 bachtiar hariyadi entrepreneurship in university islamic education constructivism perspective volume 4, number 1, may 2019 | 45 design and pedagogical practices, namely, what? why? how? for what results? this research is based on the activities of a small group of students in the sharia economics study program who take entrepreneurship modules and conduct business innovation at sunan giri university surabaya indonesia this study seeks to understand how students develop entrepreneurial learning and develop knowledge progressively for one semester when they are involved with the learning activities of the module. through this study researchers also try to understand how constructivism can offer learning theories in entrepreneurship education. entrepreneurs learning entrepreneurship education is recognized by many parties as being very important for the development of the economic dynamics of society in the 21st century2; 3. much of the literature on entrepreneurship education shows the increasing importance of this field of education. nevertheless, there is a lack of research that specifically addresses how to develop entrepreneurial learning that can be promoted effectively 4; 5; 6. there is an increasingly strong consensus that traditional pedagogical approaches to learning are not enough to adequately develop entrepreneurs in the face, run and create the complexity of innovative business opportunities. traditional approaches tend to ignore, cannot overcome, and be ambiguous in addressing the uncertainties that surround the entrepreneurial process and tend to undermine the functioning of employers in the broader social context7. “factors that make a creative and enjoyable learning is the learning objectives are appropriate” 8. komsiyah, 2012; “learning is a process of changing a person's behavior as a result of interaction with the environment in meeting life's needs” 9. although the use of traditional teaching approaches is still extensive, it is noteworthy that there are significant changes to experience-based learning, the approach emphasizes learning ‘for 'entrepreneurship rather than learning' about 'entrepreneurship10. entrepreneurship is more than just creating a new business11, call it a dynamic process of dynamic vision, change and creation, which requires the application of energy to creation, creative solutions, and the implementation of 2 ibid 3 taatila, v.p., learning entrepreneurship in higher education. education and training, 52(1) 2010, 48-61 4 rae, d., understanding entrepreneurial learning: a question of how?. international journal of entrepreneurial behaviour and research, 6(3), 2000. 145-159 5 politis, d., the process of entrepreneurial learning: a conceptual framework. entrepreneurship: theory and practice, 29(4), (2005). 399-424 6 gibb, a., in pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledge. international journal of management reviews, 4(3), 2002. 233-269 7 higgins, d., smith, k. and mirza,m., entrepreneurial education: reflexive approaches to entrepreneurial learning in practice. the journal of entrepreneurship, 22(2), (2013). 135-160 8 ahmad syafi, “pandangan tentang kreativitas guru pembelajar sebuah upaya motivasi belajar siswa,” in ancoms 2017 (surabaya: annual conference for muslim scholars kopertais wilayah iv surabaya, 2017), 691–697, http://proceedings.kopertais4.or.id/index.php/ancoms/article/view/69. 9 hermawan tri marfiyanto, ahmad syafi’i, “implementasi teori operant conditioning dalam pengembangan kurikulum pendidkan agama islam melalui pendampingan guru alqur’an,” caradde: jurnal pengabdian kepada masyarakat 1, no. 2 (2019): 180–188, http://journal.ilininstitute.com/index.php/caradde/article/view/108. 10 solomon, g., an examination of entrepreneurship education in the united states. journal of small business and enterprise development, 14(2), 2007. 168-182 11 kuratko, d.f., the emergence of entrepreneurship education: development, trends, and challenges. entrepreneurship theory and practice, 29(5), (2005). 577-59 bachtiar hariyadi entrepreneurship in university islamic education constructivism perspective volume 4, number 1, may 2019 | 46 new ideas. in order to successfully manage a business in such an environment, entrepreneurs often cannot use the 'roadmap' obtained from management and entrepreneurial textbooks because many questions about where and how to lead a business cannot be answered with known solutions. instead, they often need to create their own 'new' roadmap to find their way through unknown territory. in this sense, learning for entrepreneurship cannot be abstracted from the situation in which it is acquired and used. knowing and doing is reciprocal, like12 articulating, knowledge is the product of what we do, the specific context of action, and the culture in which it is built and used. in developing a pedagogical approach that stimulates entrepreneurial learning, a philosophical framework is needed that conveys the idea that learning is experience, based on actual entrepreneurial realities or simulations of students acquiring authentic learning experiences ‘by’ and ‘of’ that they do. pedagogy entrepreneurship in this view constructivism can offer a philosophical framework that underlies the nature of the experience of the entrepreneurial learning process in which knowledge is built by individuals based on their experience with the world. entrepreneurial learning is related to learning how to recognize and act on opportunities that exist, as well as how to manage and manage a business. this means learning to work through entrepreneurial means, by knowing, acting and interconnecting that makes sense. this actively involves the attitude of 'doing' and understanding 'what success is', and realizing a form of change that causes or allows individuals to do things differently. in this sense, 'learning becomes' and experience-based, and very many future-oriented processes in creating a prospective reality for students13. therefore, learning enables personal change and includes dimensions of 'knowing', 'understanding', and 'doing'. learning outcomes are the ability to act differently, where individuals have a greater understanding of their actions14. in other words, to get entrepreneurial knowledge, students do not learn and only become what they are when they are internalized by individuals through thought processes and reflect on their own experiences, and make their own theoretical interpretations15. entrepreneurship learning is a social construction process in which students build what they know based on their experience and engage in the construction of new meanings according to their perceptions of reality. the spirit of entrepreneurship in an islamic perspective is based on the understanding that humans are ordered to prosper the earth and bring it to a better direction and are ordered to try to find rizki. this enthusiasm is seen as described in the qur'an al-jumu'ah verse 10, following.           12 brown, j.s., collins, a. and duguid, p. situated cognition and the culture of learning. educational researcher, 18(1), (1989). 32-42 13 rae, d., understanding entrepreneurial learning: a question of how?. international journal of entrepreneurial behaviour and research, 6(3), 2000, 145-159 14 rae, d. (2003). opportunity centred learning: an innovation in enterprise education?, education and training, 45(8/9), 542-549 15 gibb, a., entrepreneurship: unique solutions for unique environments: is it possible to achieve this with the existing paradigm?, working paper 038/2006. national council for graduate entrepreneurship (ncge) uk. bachtiar hariyadi entrepreneurship in university islamic education constructivism perspective volume 4, number 1, may 2019 | 47       when you have prayed, you will scatter on the earth; and seek god's grace and remember god so much that you will be lucky. (al-jumu’ah:10). islam itself can be considered as "entrepreneurial trust” (kayed and hassan, 2010) in the sense that it enables and encourages entrepreneurial activities, namely, the pursuit of opportunities, risk taking and innovation. both the qur'an and the sunnah emphasize pursuits in this world. this can be seen in the following surah al-qasas: 77.                                and look for what allah has bestowed on you (happiness) in the hereafter, and do not forget your portion from the (pleasures) of the world and do good (to others) as allah has done good to you, and do not do harm on (face) earth. allah does not like those who do damage (al qashash:77). the prophet said: "work for your worldly life as if you will live forever, but work for your hereafter as if you will die tomorrow". a hadith narrated by imam ahmad, which effectively supports entrepreneurial and sustainable practices, recommends: "even when the day of judgment approaches, if anyone has a plant in hand, he must quickly plant it”. the nature of siddiq (true and honest) can be reflected in some attitudes of the prophet. first, rosulullah is kind and honest with the company or shareholders. evidently, after helping his uncle's business, rosulullah was able to manage khadijah's business well. second, rosulullah is kind and honest with employees. prophet muhammad once advised to pay the wages of an employee before his sweat dried. this shows that the company should not delay the right of an employee if the company is not having difficulty paying the salary. nature of tabligh (communicative). the nature of the prophet to always be careful and exemplified that all economic problems faced by the community will be resolved as long as they can be communicated well. through the transformation of knowledge, skills, and attitudes as exemplified by rosullullah muhammad saw will be able to form a society that has character and character. this is as the word of allah swt in the koran suart al-nisa verse 9, namely :                 and god fear those who leave behind those who are weak, who are afraid of them. therefore let them fear god and let them speak the right words. (an-nisa: 9) bachtiar hariyadi entrepreneurship in university islamic education constructivism perspective volume 4, number 1, may 2019 | 48 method this study uses a qualitative research design to investigate the learning process of 20 students in the entrepreneurship module delivered for one semester in the sunan giri university surabaya economic study program. data was collected from direct interviews with students to capture the authentic perspective of the entrepreneurial learning process in the entrepreneurship curriculum. data collection was conducted in the classroom using focus groups as the main data collection instrument and asking students how they were involved in developing entrepreneurial learning. to analyze entrepreneurial learning in an entrepreneurial education environment, this research refers to the key questions that every educator must ask when examining curriculum design problems and pedagogical practices, namely what? why? how? for what results? these questions provide a framework for research design, which is then applied to understand the learning process of entrepreneurship education from a student perspective. first; questions about 'what'; questions about 'what' relates to the content / material that will be taught in the entrepreneurship curriculum. what students want to learn? second; the question 'why'. questions about 'why' are related to 'goals' or 'results' of learning in the curriculum. what learning outcomes are felt and defined by students? third; questions about ‘how’ questions about ‘how’ refer to ‘pedagogy’ as a way to achieve learning goals, objectives or results. how best learning is stimulated through pedagogy as perceived by students? the four questions ‘for which results’ this question refers to the evaluation and assessment of learning. how students think that their learning should be evaluated and assessed? in understanding data, memo writing techniques are adopted based on the principles suggested by16. writing consecutive memos throughout the research process so that researchers remain involved in the analysis and help increase the level of abstraction of their ideas. writing memos will help capture comparisons and connections, and crystallize questions and to pursue further questions for researchers. through interviews when writing memos, new ideas and insights arise during the act of writing, and in doing so provide space to become actively involved in data, develop ideas, and perfect the making of subsequent data interpretations. the research findings are based on data collected in the classroom using focus groups as an instrument to involve participants in sharing their experiences of how they progressively develop entrepreneurial learning over a period of one semester. result and discussion motivation to learn (questions about 'why') the question 'why' asks students to respond to what they want to get from entrepreneurship education, and learning goals or results that are considered desirable. the aim is to examine student learning motivation and personal reasons for taking entrepreneurship education. there are four themes of answers to questions about entrepreneurial learning motivation that arise, namely: "to have a different method of thinking"; "creative thinking"; 16 charmaz, k., constructing grounded theory: a practical guide through qualitative analysis. london: sage publications, (2006). bachtiar hariyadi entrepreneurship in university islamic education constructivism perspective volume 4, number 1, may 2019 | 49 "critical thinking"; "how to be original". the dominant theme that emerged from the respondents' data was' getting better at thinking '. they want to learn about different ways of thinking but 'creative thinking' is chosen as the most important and desirable for entrepreneurship. having creative thinking skills is considered as something that distinguishes them from other graduates. while learning to be creative is important and desirable, creativity as a concept or idea is interpreted as a means to an end, and not an end in itself. here, creativity is understood in a certain context and as a mechanism or tool that has practical applications in the business world. in particular, creativity is associated with something "they can use" to create new ideas for business innovation. this is described as a curious idea, able to apply different thought methods, improve basic ideas. they want to understand how to use their inquisitive minds to start with basic ideas and then increase them to become extraordinary ones that will have real-world impacts. to be more creative in terms of 'abstract' in the world, creativity must be understood in a 'practical' sense and can be applied in useful contexts, for example finding out potential areas for innovation. students want learning goals to include content areas that are related to aspects of entrepreneurship and innovation. they want to learn about what motivates entrepreneurs, how they carry out challenging assumptions, throw ideas at potential investors, and start new businesses. develop entrepreneurial abilities that are considered very desirable. having these abilities allows them to 'think like' and 'be able to act like' an entrepreneur, so they can also make and realize their own innovation ideas. regarding the idea of becoming an entrepreneur, learning how to start a new business from scratch (ie zero start) and managing a micro business is considered an important goal. this, perhaps, reflects the interest of some students who aspire to start their own businesses or take over small family businesses after graduation. business start-ups and small business management are important disciplines in entrepreneurship. learning stimulation (question about 'how') under any conditions education is always discussed. both in developing and advanced conditions and in stagnant conditions or even in the worst conditions17. the question 'how' ask students how they learn well and what makes a learning experience successful for them. one of the dominant and recurring aspects in the data shows that learning is best stimulated through pedagogy that emphasizes 'learning while doing' and simulating professional real-life practices. learning must be practical and can be applied in real life or real world situations. there is a clear desire to be able to apply what they have learned to the real business world. such learning can be achieved through pedagogy which establishes a close relationship between professional theory and practice, and clearly illustrates how theoretical knowledge is applied in real world situations. students feel that they learn best when practical learning, supported by the use of relevant examples, case studies and / or material audio-visual, where knowledge or theory is 'brought to life' in the classroom, making it 'real' for them. 17 muh. barid nizaruddin wajdi, “pendidikan ideal menurut ibnu khaldun dalam muqaddimah,” jurnal lentera : kajian keagamaan, keilmuan dan teknologi 1, no. 2 (2015): 272–283, http://www.ejournal.staimnglawak.ac.id/index.php/lentera/article/view/49. bachtiar hariyadi entrepreneurship in university islamic education constructivism perspective volume 4, number 1, may 2019 | 50 while there is a strong desire to gain experience, practice-based education, there is recognition of the need for theoretical knowledge and its important role in supporting professional practice. however, students assume that this knowledge must be placed in areas that are considered interesting, relevant and interesting to them. such responses indicate that students may be due to a lack of work-based experience, it may often be difficult to relate abstract theoretical knowledge to professional practice. this can then generate a strong desire for tutors to help them make connections between what they learn in the classroom and the outside world. indeed, the role of the tutor is felt to be very important to stimulate learning and make the subject relevant for students. to create an attractive education for their students and deliver it in such a way as to stimulate learning, it is very important that 'good' tutors are to understand the student's perspective on what is meant. students often regard their lecturers as experts who will provide the learning material needed and help them understand the relationship between the subject and their relevance to them. using their expertise and experience, their tutors will build a learning environment where they gradually develop knowledge and skills in subjects, expand their intellectual capacity and broaden their horizons. it is considered that learning is best stimulated if it is collaborative and interactive, supported by many opportunities where students can interact, share ideas and collaborate productively to complete learning assignments. a learning environment where students participate in active interactions and collaborations, therefore, can be applied in the social world. seen as a social process, student learning is stimulated through social exchange, interaction and collaboration. communicating with peers and tutors seems to be the most useful way to understand and obtain learning. such interactions and collaborations can occur either in class or online. some references are made to the use of social networking sites like google+ and facebook. described as a special teaching tool, the use of technology this can be used as a means by which students can interact with each other outside the classroom. learning results (questions about ‘what’) questions about what is asking students what they expect to be taught and learned, and what areas of content in the entrepreneurial curriculum are considered important or desirable. there is a strong emphasis on subject content that will equip them with the knowledge and skills for successful entrepreneurship. an entrepreneur is associated with being a company leader. students are interested in learning how to become entrepreneurs who run the company's business. students are motivated by success. as entrepreneurs, they want to learn what makes entrepreneurs successful, and what they must do and should not achieve. to run a company successfully, students recognize the need to have knowledge and skills from a variety of different disciplines, including intellectual property law, managing risk, partnerships, reaching customers through channels, financial control, human resources and aspects of implementation. to the extent that they are motivated by success, there is recognition of the importance of learning about business failures and understanding their causes. such failure will make interesting case studies and provide lessons from which students can learn. the following responses highlight that creativity and innovation, applied in various organizational contexts, are considered as important supporting aspects and learning outcomes of bachtiar hariyadi entrepreneurship in university islamic education constructivism perspective volume 4, number 1, may 2019 | 51 entrepreneurship education. in such a curriculum, students want to see content with a strong emphasis on innovation namely innovative strategies and skills that will help them develop innovations that are unique to the market. apart from knowledge-based content, there is a good awareness of students that successful entrepreneurs have entrepreneurial traits and intuition that is considered important for successful entrepreneurship. for example, such traits and intuition include the ability to develop unique insights and risk taking, attention and perseverance. furthermore, this response shows that the expected results of entrepreneurship education should enable them to develop entrepreneurial traits and intuition that is connected with themselves, and thus realize their ambitions to become instigators or successful business owners. learning assessment questions for the results the question 'what results for' ask students how they think learning outcomes will be evaluated and assessed properly. students recognize the importance of using appropriate assessment methods for purpose that is, using the right tools for the right job. students acknowledge the difficulty in assessing learning outcomes from entrepreneurship education because of the unique and complex nature of the subject matter. most assessment methods are considered to be partially successful in evaluating learning outcomes. given the complex nature of entrepreneurship, the only effective way to assess or measure the value of the entrepreneurial concept developed by a student is to practice it in the real world. to assess entrepreneurial learning outcomes, it might be more appropriate to evaluate the results achieved in the real world and practitioners or trained professionals. the students seem to say 'all the theories of entrepreneurship are good but what really counts in the end is that it works in reality'. as marketing students, they are conditioned to think that having business and customer agreements is by far the most important measure of success. in measuring the 'usability' and 'realworld feasibility' of what they have learned, they see potential opportunities to get companies, prospective customers and investors involved in the valuation process. an assessment of what is widely seen as a practical practice-based subject must reflect its practical nature. in assessing entrepreneurial learning, students feel that academic achievement assessments must take the final position, and support the assessment of personal transformation such as increasing entrepreneurial tendencies. students recognize the difference between assessments that evaluate the results of the 'final product' (eg final examination) and those that evaluate the learning process that is progressively obtained over a period of time (eg a learning portfolio). entrepreneurship learning is considered a process, because it is progressively developed over a period of time. the evaluation of the learning process recognizes the progressive nature of individual entrepreneurial learning and is therefore student-centered. more than assessing the 'end product', there must be an emphasis on learning assessment in the whole process where students are increasingly learning to become entrepreneurs. this may be why there is a clear preference for course-based assessments for year-end examinations. there is an emphasis on 'practical' assessments, centered on the use of case studies and reflections. such assessments tend to assess students' analytical thinking and problem solving abilities in certain professional contexts. finally, students want to 'curb' the assessment process, effectively 'move it outside the classroom'. for example, students suggest using a business plan competition where all students at bachtiar hariyadi entrepreneurship in university islamic education constructivism perspective volume 4, number 1, may 2019 | 52 the university will compete, and the involvement of companies to support the process. assessment of this trait is usually set in the context of management consultations where students work together with the allocated company, presenting possible solutions to real business problems. the company will be involved in the assessment process. conclusions the student learning process is considered as a deep experience and is based on all types of interactions inside and outside their class. the development of graduate entrepreneurship is supported by an experience to learning approach, which is preferably action-based and studentcentered, focusing on developing entrepreneurial skills and competencies related to entrepreneurship. 18 shows that, "the learning experience and generation of empathy for 'real life' situations are important components of entrepreneurship education". when needed, students must be given ownership of their own learning goals, and given with some experience in entrepreneurial decision making to help them deal with complex decisions related to real-world problems and opportunities. student learning is based on actual entrepreneurial realities or simulations from which they obtain authentic experiences of 'by' and 'from' learning. entrepreneurial activity has results that are often impossible to anticipate. therefore, a pedagogical approach must be developed to focus on the direct activities implemented, actionbased actions, which produce experiential learning. the overall conclusion drawn from this study is that constructivism provides a good explanation of the learning process in the entrepreneurship education curriculum. learning appears as a social construction process in which knowledge is built together, based on social interaction with colleagues and lecturers. the constructivist perspective of learning views knowledge as a form of mental representation and construction of the human mind, and therefore offers a strong framework for understanding how each student regulates what they experience, how they process what they experience, and consequently what they learn. bibliography brown, j.s., collins, a. and duguid, p., situated cognition and the culture of learning. educational researcher, 18(1), (1989). 32-42 charmaz, k., constructing grounded theory: a practical guide through qualitative analysis. london: sage publications, (2006) gibb, a., in pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledge. international journal of management reviews, 4(3), (2002), 233-269 gibb, a. (2006). entrepreneurship: unique solutions for unique environments: is it possible to achieve this with the existing paradigm?, working paper 038/2006. national council for graduate entrepreneurship (ncge) uk herrmann, k., hannon, p., cox, j., and ternouth, p. developing entrepreneurial graduates: putting 18 hindle, k., a grounded theory for teaching entrepreneurship using simulation games. simulations and gaming, 33(2), (2002). 236 bachtiar hariyadi entrepreneurship in university islamic education constructivism perspective volume 4, number 1, may 2019 | 53 entrepreneurship at the centre of higher education. uk: herrmann, k., hannon, p., cox, j. and ternouth, p. (2008). developing entrepreneurial gradnational council for graduate entrepreneurship (ncge), 2008 higgins, d., smith, k. and mirza,m., entrepreneurial education: reflexive approaches to entrepreneurial learning in practice. the journal of entrepreneurship, 22(2), (2013). 135-160 hindle, k., a grounded theory for teaching entrepreneurship using simulation games. simulations and gaming, 33(2), (2002). 236 honig, b., entrepreneurship education: toward a model of contingency-based business planning. academy of management learning & education, 3(3), (2004). 258-273. politis, d., the process of entrepreneurial learning: a conceptual framework. entrepreneurship: theory and practice, 29(4), (2005)., 399-424 rae, d. "undertanding enterpreneurial learning: a question of how." international journal of enterpreneurial behaviour and research 6, no. 3 (2000): 145-159 rae, d. (2003). opportunity centred learning: an innovation in enterprise education?, education and training, 45(8/9), pp. 542-549 rae, d. (2010) universities and enterprise education: responding to the challenges of the new era. journal of small business & enterprise development, 17(4), 591 – 606. syafi, ahmad. “pandangan tentang kreativitas guru pembelajar sebuah upaya motivasi belajar siswa.” in ancoms 2017, 691–697. surabaya: annual conference for muslim scholars kopertais wilayah iv surabaya, 2017. http://proceedings.kopertais4.or.id/index.php/ancoms/article/view/69. solomon, g., an examination of entrepreneurship education in the united states. journal of small business and enterprise development, 14(2), (2007). 168-182. tri marfiyanto, ahmad syafi’i, hermawan. “implementasi teori operant conditioning dalam pengembangan kurikulum pendidkan agama islam melalui pendampingan guru al qur’an.” caradde: jurnal pengabdian kepada masyarakat 1, no. 2 (2019): 180–188. http://journal.ilininstitute.com/index.php/caradde/article/view/108. wajdi, muh. barid nizaruddin. “pendidikan ideal menurut ibnu khaldun dalam muqaddimah.” jurnal lentera  : kajian keagamaan, keilmuan dan teknologi 1, no. 2 (2015): 272–283. http://www.ejournal.staimnglawak.ac.id/index.php/lentera/article/view/49. educatio : journal of education volume 1 , number 2, november 2016 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z authentic assessment mujahidin stai miftahul ula nganjuk mujahidin@gmail.com published: october 11, 2016 reviewed: september 5, 2016 received: august 10, 2016 abstract: in the era of competency-based curriculum / school-based curriculum, the assessment emphasizes students' performance in each subject. they are required to acquire not only the cognitive aspect but also the performance aspect. one assessment models relevant to this is the authentic assessment. such an assessment emphasizes students' ability to meaningfully demonstrate the knowledge they have acquired. the assessment not only asks questions about the knowledge they have acquired, but requires the actual performance also relevant to the knowledge. there are some differences between a traditional assessment and an authentic assessment. the former emphasizes the elicitation of knowledge the students have acquired through objective tests, while the latter emphasizes the tasks that the make the students practice learning outcomes meaningfully in real life, reflecting the mastery of knowledge and skills in a particular subject. the necessary steps to develop an authentic assessment include (1) setting the standard; (2) assigning authentic tasks; (3) selecting the criteria; and (4) designing the rubric. one popular authentic assessment at present is the portfolio assessment models. this models is a class-based assessment conducted during the learning process. a portfolio is a collection of students 'works systematically arranged during a certain learning period, used to monitor the development of the students' knowledge, skills, and attitudes in a particular subject. keywords: authentic assessment, traditional assessment, portfolio introduction developments around student learning outcomes assessment in line with development of curriculum that is used. this was due to assessment is one component directly related to the curriculum. the curriculum itself there is the one set of plans and lawyer-rule on the purpose, content, and teaching materials and methods used as guidelines for the implementation of all learning activities mailto:mujahidin@gmail.com mujahidin authentic assessment volume 1, number 2, november 2016 | 190 zzzzzz to achieve certain goals (pp 19, th., 2005: 3). to measure the levels of achievement of the curriculum at school level, which includes its special purpose and content, assesment against the achievements of learning be done. in a competency-based curriculum as magnified use in education in indo-eng which named ting-kat curriculum education unit (sbc) component ratings pen-ting position. there are three main focus in the development of competency-based curriculum, namely the determination of competence, syllabus development, and development assessment. components are believed to have a real impact assessment for learning component to student success, the valuation is now placed in a prominent place in a series of learning activities. the form and method of assessment in many ways influenced the pen-ting for the learning process, how teachers should membelajarkan and how students should learn, and thus determining the achievements kom-petensi. the term "assessment" in indonesia can be synonymous with evaluation and now also popular term "assessment" (assessment). there are a multitude of definitions assessment stated man, which, though different formula's, generally refers to meansis nearly equal. according linch (1996: 2) assessment is a systematic effort to gather information to make pertimbang late and decisions. brown (2004: 3) who deliberately chose the term test and clicking artikannya as a way of measuring the skills, knowledge, or pe-nampilan someone in context purposely determined. or, assessor-an-pengum defined as the process and the gathering of information processing to measure the achievement of learning outcomes and learner (pp no. 19 th 2005: 3). implementation of the kbk (ber-base curriculum competence) and who later became the sbc in education in indonesia requires the use of pressure air-assessment model different from the previous use of curricula. in an era of kbk / sbc emphasis there was the one vote on the competence of the student's performance suits their subjects. students are not only required to mujahidin authentic assessment volume 1, number 2, november 2016 | 191 zzzzzz understand this aspect of knowledge, but also what can be done with his knowledge of it. one model assessment in accordance with the concept to students, the valuation is now placed in a prominent place in the learner's activity series. the form and method of assessment in many ways influenced the pen-ting for the learning process, how teachers should membelajarkan and how students should learn, and thus determining the achievements competitions. the term "assessment" in indonesia can be synonymous with " evaluation and now also popular term "assessment" (assessment). there are a multitude of definitions assessment stated man, which, though different formula's, generally refers to means is nearly equal. according linch (1996: 2) assessment is a systematic effort to gather information to make late and decisions. brown (2004: 3) who deliberately chose the term test and clicking which means as a way of measuring the skills, knowledge, or action someone in context purposely determined. or, assessor defined as the process and the gathering of information processing to measure the achievement of learning outcomes and learner pe (pp no. 19 th 2005: 3). implementation of the kbk (ber-base curriculum competence) and who later became the sbc in education in indonesia requires the use of pressure air-assessment model different from the previous use of curricula. in an era of kbk / sbc emphasis there was the one vote on the competence of the student's performance suits their subjects. students are not only required to understand this aspect of knowledge, but also what can be done with his knowledge of it. one model assessment in accordance with the concepts is authentic assessment. in line with implementation of kbk / sbc, authentic assessment model, which included a portfolio model, has now become something that must be done is authentic assessment. in line de-ngan implementation of kbk / sbc, authentic assessment model, which included a mujahidin authentic assessment volume 1, number 2, november 2016 | 192 zzzzzz portfolio model, has now become something that must be done. discussion 1. itself authentic assessment authentic assessment model (authentic assessment) today many be spoken in education because this model is recommended, or even ha-rus emphasized, its use in activities assessing learning outcomes jar defenders. one of the problems showed is not necessarily all teachers / lecturers understand the concept and doubt-enforcing the authentic assessment. if a concept is not intelligible, how might we want to use it for practical purposes in learning activities? perhaps the me-have thought or said it backs use of authentic assessment to evaluate student learning outcomes, but in fact they are not. authentic assessment process and the assessment concerned with results at once. thus, the entire display series of activities can be assessed objectively, what is, and is not solely based on the final outcome (products) only. anyway very much performance sis displayed during learning activities till assessment should be performed during and in line with its ongoing activities of the learning process. when viewed from the perspective of bloom's theory -a model referenced in the assessment development some curriculum in indonesia before thisassessment should include cognitive, affective, and psycho motorist. how ratings are also different kinds, can use nontes models and tests at once, and can be done anytime simultaneously with instructional activities. however, it should still be well planned. for example, by providing test (repeats) daily, exercises in all welding, assignment, interviews, observer's, questionnaires, field notes / daily, portfolios, and others. assessment is done through various ways or models, involving various domains, as well as covering the process and the product is then referred to as the assesment authentic. mujahidin authentic assessment volume 1, number 2, november 2016 | 193 zzzzzz authentic can mean and guaranteeing: objective and real, concrete, actually result to see the students, as well as accurate and meaningful. authentic assessment emphasizes all learners inability to demonstrate the knowledge in a real and meaningful. the assessment activities are not just ask or tapping the knowledge that has been known to the learner, but the real performance of the knowledge that has been mastered. as in-state mueller (2008) oten-tick assessment is: a form of assessment in the which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. thus, authentic assessment is a form of a task that requires learners to demonstrate the real-world performance significantly which is an essential application knowledgeand skills. according stiggins (via mueller, 2008), authentic assessment is an assessment of performance (perfomansi) that asks the learner to demonstrate keterampil early and specific competence which is the application of knowledge mastered. something similar was stated by hiebert, valencia, and afferbach (1994, http://www.eduplace.com/,downloaded 5-9-2008) which states that authentic assessment is an assessment of the tasks that resemble the activities of reading and writing se-how it does in the real world and in school. the purpose of assessment is to measure a range of skills in a variety of contexts shortly reflect real world situations where skills terse-but used. for example, assignments to learners to read various actual text-realistic, writing such topics as his thing in real life, and berpar-unannounced concrete in discussions or book review, write for journals, letters, or edit the text until it is ready to print. in this activity, both teri ma-learning and assessment looks or even indeed natural. thus, this model assessment mene-kankan on performance measurement, doing something, doing something that me-rupakan application of science-huan pengeta which has been controlled by teore-tis. more authentic mujahidin authentic assessment volume 1, number 2, november 2016 | 194 zzzzzz assessment requires learners to demonstrate knowl-knowledge, skill, and strategy of de-ngan creation or pro-duk answer. students are not just asked meresponse answers as in the test tra-disional, but demanded to creating and menghasil-right answer motivated by theoretical knowledge. in the assessment of ability compose for example, estab-learning is able to analyze the characters in a fiction, mempertang-se accounted for the performance-based methods of reasoning, making reviewer literary text, and others. performance issues, performance, de-monstrasi, or whatever the term, ten-plague in the sense according to the characteristics of each eye pe-disable in. each subject course me-have performance criteria that are not necessarily the same as the subjects to another. performance results of language learning is not the same with mathematics learning outcomes, automotive engineering, dressmaking, music, and others. however, in principle all subjects shall carry out an assessment and one of them with an authentic assessment models. despite the different characteristics of each subject, whether categorized as exact sciences and social and humanities, all of which seems to me-apply a model of authentic assessment khu-susnya the form of a portfolio. this is evident from the results mahanal (2005) on the application of the assessment portfolio for science subjects in third grade elementary school, and research abdillah (via mahanal, 2005) on the application of assessment portfolios to measure the ability of cognitive, affective, and psi-komotor which both show good results. 2. authentic assessment traditional assessment versus actual authentic assessment has long been known in the world of education, but the new rising star in the era of the sbc. in fact, the forms of authentic assessment is not an alien stuff for educators in indonesia because most (either as perpetrators or election forms) has assessed the model. only indeed in general we are more familiar with the traditional model of assessment. mujahidin authentic assessment volume 1, number 2, november 2016 | 195 zzzzzz traditional assessment in this regard is seen as more assessments me-nyadap knowledge has been mastered as a student learning outcomes are generally billed through other forms of objective tests. on the other hand, assesment authentic more emphasis on providing a demanding task estab-study to show, practice, or demonstrate results pembe-lajarannya in the real world in airmeanings that reflect the ruler's knowledge and skills da-lam a subject. in short, traditional assessment emphasizes bill mastery of knowledge, se-dang authentic assessment or tam-pilan performance that reflects the mastery of knowledge and skills. more concretely mueller (2008) shows the similarities and differences between traditional and authentic assessment ratings. rate tradi-sional among others has the following characteristics. • the mission of the school is expanding-kan productive citizens. • to be pro-duktif citizen, one must master the scientific disciplines and specific skills. • thus, schools must teach students scientific disciplines and the keterampilan. • to measure the success of estab-belajaran, the teacher must test the sis-wa to determine the level of scientific and pe-nguasaan-pilan keteram it. • the curriculum drives assessment; the body of knowledge is determined first. on the other hand, authentic assessment has the following characteristics. • the mission of the school is expanding-kan productive citizens. to be pro-duktif citizen, one must be able to me nunjukkan mastery of doing something meaningful in real-du-nia. • thus, schools must expand-kan students to mendemon-strasikan ability / skill to do something. • to measure the success of estab-belajaran, teachers should ask students to mujahidin authentic assessment volume 1, number 2, november 2016 | 196 zzzzzz do specific activities were significantly reflecting real-world activity. • assessment drives the curriculum; the teachers first determine the tasks that the student will perform to demonstrate reviews their mastery. in addition to the above matters, another thing that differentiates both types of pitch-call vote, if in aggregated dikoto-mis, is the form of the difference between: (i) selecting an answer and showed an activity; (ii) shows pe-nguasaan knowledge and demonstrate proficiency by doing something; (iii) me yelling back or recognition and construct or application; (iv) questions and answers prepared teachers and students formulate their own answers; and (v) the circumstantial evidence and direct evidence (factual). differences between the two models above assessment is unnecessary exaggerated. however, in learning activities in se-school graduation, they nonetheless are equally needed. both models have their respective advantages. receivable late to the learner's knowledge (proficiency) can not be ruled out simply because it would constitute a learner to be able to work properly on strike, and mastery of knowledge is more precisely measured by tests tradisional. however, the assessment is not true if only deal with things like that. both models are suggested assessment equally be used to measure suits their competence, but with an emphasis on authentic assessment. thus, the use of all the votes of two models are complementary. it was similar to the assessment in the learner's communicative language also confirmed the ratings prakomunikatif se-not learners master the target language system to be communion-ed with it in a concrete language. 3. benefitsuse authentic assessment whyauthentic assessment is now on-recommend its use, whether the model is different and theoretically promising results that differ from the mujahidin authentic assessment volume 1, number 2, november 2016 | 197 zzzzzz traditional valuation models? because authentic assessment emphasized the achievements of learners to demonstrate the performance, doing something, learning readiness for work staged after participating in learning activities certainly more sig-nifikan. in addition, there are some other man-faat use authentic assessment, as stated mueller (2008), is as follows. first, the use of authentic assessment allows for direct measurement of the performance of the learner as an indicator of competence dibelajarkan capain. rate the only measure ca-knowledge has been mastered to achieving learners are not just lang-sung. however, authentic assessment menun-tut learners to work da-lam staged a concrete situation and at the same time automatically mean that also reflects the skills, mastery and all keilmuannnya. the performance is direct, directly related to the context of real-world situations and zoom can be observed directly. it was over shortly reflect the level of achievement in the areas studied. for example, in the defense-jar speak the target language, learners do not just practice saying la-fal, select the word, and develop time-mat, but also mempratikkannya in concrete situations and actual topic realistic so that it becomes more meaningful. second, authentic assessment gives learners the opportunity to reconstruct learning results. assessor's should not simply ask the learner to repeat what they have learned since that case only the one training them memorize and recall are less meaningful. with authentic assessment learners are asked to construct what is achieved when they are faced with a concrete situation. degan this way the learner will select and prepare answers based on knowledge and analysis of the situation carried out in order to answer to its relevant and meaningful. third, authentic assessment memung-kinkan integration of the activities of teaching, learning, and assessment of downloading a single package of integrated activities. in traditional learning, as well as traditional valuation mujahidin authentic assessment volume 1, number 2, november 2016 | 198 zzzzzz models, including all teaching and assessment activeities-rupakan me something separate, or deliberately separated. however, de-mikian case with the model of authentic assessment. those three things, namely ak-tivitas membelajarkan teachers, students learn and teachers to assess the achievement of learning outcomes of learners, is a series that was deliberately-designed case. when teachers are teaching a topic backing and active learners learn, the judgment is not merely in the form of a charge of the pe-nguasaan the topic, but learners are also asked to demonstrate, practice work in a concrete situation deliberately created. fourth, authentic assessment gives learners the opportunity to menampilkan study results, their performance, in a way that is considered the most good. in short, this model allows learners to choose their own way, ben-tuk, or view him the most effective. it is different from traditional assessment, for example the form of a multiple choice test, which has only one way to answer and do not offer other possibilities to choose from. answer learner de-ngan this model is uniform, and it was easier for us to process, but it closed the creativity of learners for the creation of an answer or performance. in fact, the element kreati-vitas or creative ability meru-feed essential thing that must diusaha-kan ketercapaiannya the learning objectives. 4. development of authentic assessment all series in the scope of teaching and learning activities should be planned well in order to deliver results and maximum impact. these are problems which led to the intensification of pe-nerapan educational technology in education. good planning should also be applied in the assessment activities become an integral part of the learning activities. mueller (2008) suggests sejum the one step that needs to be taken da-lam development of authentic assessment, namely that includes (i) a determination stan-dar; (ii) the determination of authentic tasks; (iii) development of criteria; and (iv) the mujahidin authentic assessment volume 1, number 2, november 2016 | 199 zzzzzz manufacturing sections. a. determination standardse-fruit intended as a statement of what should be known or can be learners. in addition to the standard no goal (general purpose) and objective (special purpose), and standard is in between. the standards can be observed (observable) and measured (measurable) all tercapaiannya. a general term in-use in the world of education in indonesia for the standard of competence throughout how to look at kbk and sbc. the curriculum known in their standard terms lu-lusan competence and basic competences. competency standards is a qualified graduate capabilities that include attitudes, knowledge, and skills (pp no. 19 year 2005: 2), while the basic competence is the competence or the minimum standards that must be pitch-tired or controlled by the learner. competence, whether formulated as a standard competency and basic competency, a reference and objectives to be achieved in all the whole process of learning. therefore, what competencies will be achieved it must be the first set. for the school curriculum (sbc), standard and basic competencies, which in pp 19 year 2005 on national education standards called graduate competency standards (skl), having clearly in-point. standard competency is then used as a pedo-man assessment in the determination of all graduate students from pen-discipline unit. as standards and basic competencies traditionally been abstract, basic competence is then translated into a number of more operational indicator so obvious abilities, skills, or what would be accomplished performance measurement. standard competency of course should reflect people's expectations about what should be achieved and or controlled by a particular graduate education unit. as a result of the development of science and technology in the information age, this mature development of life so quickly, change for change mujahidin authentic assessment volume 1, number 2, november 2016 | 200 zzzzzz so quickly, what was once considered to be established or menzaman, in a matter of a little years or even months, it has become outdated. thus, the change has become a key word to keep it afloat. thus, keter-opener against the change also something that should be accepted and addressed properly. consequently, one of the competencies are prepared for graduate education units also have to accept and follow the current per-change it, and it means that the formulation of competence must correspond de-ngan realistic demands of the times. b. determination task authentic authentic tasks are the tasks that actually charged to the learner's achievement to measure competencies that learned, both when learning activities still going on or when it is air-end. measurement results of the attainment of learners in rea-listik do in class can be either traditional or authentic models at once depending on the competence or indicators to be measured. task authentic (authentic task) is often synonymous de-ngan authentic assessment (authentic asses-sment) even though the scope mak-na wider second. the problem that immediately arises is what tasks or any measurement models that can be categorized as a task or authentic assessment. all activity measurements of pen-discipline must be based on standards (standards of competence, basic competence) that has been set. similarly, the provision of authentic tasks. selection of these tasks must first be referred to the competence of which will be measured achievement. second, and this is typical of authentic assessment, selection of tasks it must reflect the real situation or needs in the real world. so, in an authentic assessment must be contained two things at once: in accordance with the standards (competence) and relevant (significant) with real life. two things must be ter-called referencetika us to create authentic tasks un-tuk measure the achievement of learning competencies to students. mujahidin authentic assessment volume 1, number 2, november 2016 | 201 zzzzzz thus, what in-assigned by the teacher to the learner and conducted by the learner already reflect competencies that are needed in real life. that means there is a correlation between education on the one hand with the demands of life in the real world on the other side. for instance, in learning a language, any target language, there must be competency standards relating to the ability to write. writing in this connection not just write for the sake of writing itself, but rather writing to produce written work that is needed in the real world. for example, writing a job application letter, mail products, writing articles for the media, and others. for that, properly accounting-atan authentic tasks within the framework of the achievement of authentic assessment of learning outcomes learners must be related to the ability to produce papers such species. c. manufacture criteria if standards (competence, basic competence) is the direction and guidance of learning competency-jarkan defended by educator and will be achieved in the subject learner, the learning process must be consciously directed to the achievement of predetermined competence. similarly, the assessor's intended to measure the levels of achievement of competence as evidence of learning outcomes. for that, we need kri-teria to describe ca-to achieving competency in question. kri-teria is a statement that describes the level of achievement and a clear evidence of the four achievement subject of study with certain desirable qualities. criteria typically also been formulated prior to the implementation of the estab-belajaran. in a competency-based curriculum criteria known de-ngan designation indicator. in learning activities, se-mua-ha competence that learned rus levels measured by estab-learning achievements. if within the scope of authentic assessment should involve two kinds of relevance, namely in accordance with kom-petensi and meaningful in late kehidup real, criteria or indicators developed assessment must also contain both these demands. in short, an mujahidin authentic assessment volume 1, number 2, november 2016 | 202 zzzzzz achievement of learning outcomes assessment criteria have to match the competencies that learned and also meaningful or relevant to real life. total kriteria made relative, but should be limited, and that certainly kri-teria have to unravel the achievements of the essential things in a standard (competency) because that is the core competency mastery of learning. we do not mung-kin to collect all the tasks that are simultaneously studied teaching and student subjack. in addition, the manufacture of the criteria should be based on the provisions that have been expressed well, both in terms of pe-effective for the purposes nilaian learning outcomes. terms of keten-host, among others: (i) must be clearly formulated-kan; (ii) a concise; (iii) can be measured, and therefore should be used verb-onal operations; (iv) refers to the behavior of learning outcomes, what to do and how the required quality; and (v) should be written in a language understood by the subject students. the formulation of a clear and operational criteria will be easier for us, the teachers, to conduct the assessment. d. making therubric assessmentauthentic approach reference assessment criteria (criterion referenced measures) to determine the value of the subject of student achievement. thus, the value of an estab-study determined how high ki-nerja real display that indicates the level of achievement that learned kompe-tension. for tukan menen high-performance low score in question, must diperguna-kan tools scale to give scores for each criterion specified. tool is called a rubric (rubric). sections can be understood as a scoring scale (scoring scale) were used to assess students' ki-nerja subject to each criterion against certain tasks (mueller, 2008). in one section, there are two main points that must be made, the criteria mujahidin authentic assessment volume 1, number 2, november 2016 | 203 zzzzzz and the level of achievement of performance (level of performance) for each criterion. criteria contain essential matters standard (competency) you want to measure the level of achievement ki-nerjanya essentially and the con-kret represents the measured standard-paiannya ca. by limiting criteria on essential matters, can be avoided many established criteria that led to my vote-rang becomes practical. in addition, the criteria must be the one formulated or otherwise (so: a statement and not a sentence) concise, conversational language with grammatical, and truly reflects the essential matters (standards / competencies) that are measured. in a rubric, the criteria may be or may also be labeled with certain words that better reflect the contents, for example with the words: elements assessed. the level of achievement of performance, on the other hand, is generally shown in the figures, and commonly is 1-4 or 1-5, the size of the figure also shows the low height of his achievements. each of these figures has his usual verbal description is represented, for example, a score of 1: there is no performance, while a score of 5: performance is very convincing and meaningful. des-kripsi verbal sounds should be appropriate de-ngan criteria to be measured. to be sure there are many variations in the manufacturing section, as well as to the criteria and the level of achievement of performance figures. rate the level of achievement throughout the learner's performance is done by marking the corresponding figures. rubric typically displayed in the table, the criteria are placed next to and level of achievement on the right of each criterion was measured achievements. for example, to measure appear a student's speech, made the following rubric. table 1: sample rubric assessm ent addressing capability mujahidin authentic assessment volume 1, number 2, november 2016 | 204 zzzzzz n o . aspect outcomeslevel assessed performan ce 1 2 3 4 5 1 . the accuracy of pronunciati on and intonation 2 . accuracy of diction 3 . accuracy structure grammatic al 4 . stile words 5 . comprehen sion and fluency 6 . accuracy ideas 7 . accuracy idea 8 . breadth notion 9linkage mujahidin authentic assessment volume 1, number 2, november 2016 | 205 zzzzzz . antargagas an 1 0 . the significance of narrative sections can also be made in the analytical (analytic rubrics) and holistic (holistic rubrics). rubrik analitis menun-juk pada rubrik yang memberikan penilaian tersendiri untuk tiap kriteria. jadi, tiap criteria mempunyai nilai tersendiri. pada umumnya, rubrik bersifat analitis. contoh di atas juga merupakan rubrik analisis. rubrik holistik, di pihak lain, adalah yang tidak memberikan peni-laian capaian kinerja untuk tiap kriteria. penilaian capaian kinerja diberikan se-cara menyeluruh untuk seluruh kriteria sekaligus. misalnya, penilaian diberi-kan dalam pernyataan verbal seperti: sedang, cukup, baik, amat baik; atau kurang memuaskan, memuaskan, amat memuaskan. 5. contoh penilaian otentik: porto-folio salah satu penilaian otentik yang kini popular dipergunakan di dunia pendidikan di indonesia adalah por-tofolio (portfolio). bahkan, tampaknya di indonesia penilaian model portofolio lebih dahulu dikenal para guru dari-pada penilaian otentik bersamaan de-ngan pelaksanaan kbk/ ktsp. tam-paknya, tidak terlalu salah jika dikata-kan bahwa salah satu trade mark assesment era kbk/ktsp adalah dengan model portofolio. kini, penilaian porto-folio semakin ramai dibicarakan dan diakrabi para guru dan dosen yang mengajukan sertifikasi profesionalisme pendidik lewat pembuatan portofolio. sebelumnya, portofolio sudah lebih banyak dikenal di dunia usaha dan perkantoran. penggunaan portofolio sebagai sa-lah model penilaian hasil belajar bahasa dan sastra juga cocok karena dengan cara ini mahasiswa/siswa dipaksa mujahidin authentic assessment volume 1, number 2, november 2016 | 206 zzzzzz atau terpaksa harus membuat karya tulis. penilaian model portofolio juga menjamin memberikan data otentik tentang capaian kemampuan berbahasa. penilaian portofolio merupakan salah ben-tuk penilaian berbasis kelas yang merupakan penilaian yang dilakukan da-lam proses pembelajaran. penilaian berbasis kelas merupakan proses pengum-pulan dan penggunaan informasi dan hasil belajar peserta didik yang dilaku-kan guru dengan menetapkan tingkat pencapaian dan penguasaan berkaitan dengan kompetensi yang ditetapkan dalam kurikulum (supranata & hatta, 2004:5). di pihak lain, portofolio dapat di-pahami sebagai sekumpulan karya yang disusun secara sistematis selama jangka waktu pembelajaran tertentu yang dipergunakan untuk memantau perkembangan pengetahuan, keteram-pilan, dan sikap peserta didik dalam suatu mata pelajaran (supranata & hatta, 2004:21). portofolio antara lain diperoleh lewat penugasan yang diberi-kan secara terencana dan terstruktur. jadi, selain untuk menilai hasil belajar peserta didik, portofolio juga dapat di-fungsikan sebagai sarana untuk me-mantau perkembangan kemajuan be-lajar. pemahaman yang tidak berbeda dikemukakan oleh mueller (2008) yang menyatakan bahwa portofolio adalah kumpulan karya peserta didik yang secara khusus diseleksi untuk menun-jukkan keadaan secara khusus keadaan peserta didik. portofolio merupakan bukti (evi-dence) pengalaman yang dihasilkan sepanjang waktu pembelajaran yang di-jadikan objek penilaian. penilaian mo-del portofolio tepat untuk melatih siswa atau mahasiswa menghasilkan karya tulis secara konkret, faktual, dan kon-tekstual. karya yang diperoleh adalah hasil kerja langsung mahasiswa, maka portofolio merupakan bahan untuk assesment otentik sekaligus penilaian ki-nerja (performance assessment) dan juga menjadi bagian dari penilaian berbasis kelas. bahan yang termasuk portofolio sebenarnya dapat apa saja yang me-nyangkut semua perilaku siswa ketika mengikuti kegiatan pembelajaran. barton & collins (1997, via supranata & hatta, 2004: mujahidin authentic assessment volume 1, number 2, november 2016 | 207 zzzzzz 25-26) membedakan objek penilaian portofolio (evidence) ke dalam: (i) hasil karya peserta didik (artifacts): hasil kerja yang dilakukan di kelas; (ii) reproduksi (reproduction): hasil kerja pe-serta didik yang dilakukan di luar kelas; (iii) pengesahan (attestations): per-nyataan dan hasil pengamatan guru/ pihak lain terhadap peserta didik; dan (iv) produksi (productions): hasil kerja peserta didik yang sengaja dipersiap-kan untuk portofolio. penilaian portofolio haruslah sesuai dengan tujuan atau kompetensi yang akan diukur. karena portofolio dapat bermacam-macam tergantung tujuan yang ingin dicapai, pembuatan porto-folio haruslah secara jelas untuk menunjukkan kompetensi yang mana. misalnya, apakah yang menyangkut kompetensi kognitif, psikomotor, atau afektif. untuk tampilan ranah kognitif juga dapat dibedakan ke dalam ber-bagai macam portofolio. misalnya, portofolio yang dimaksudkan untuk me-ngetahui perkembangan kemampuan menulis: menulis ilmiah, menulis ber-bagai bentuk surat, menulis iklan, me-nulis kreatif, dan lain-lain. selain itu, penilaian portofolio juga berkaitan de-ngan berapa jumlah karya yang di-butuhkan, bagaimana cara memilih dan melibatkan peserta didik yang bersang-kutan, bagaimana cara menilai (misal-nya dengan mengembangkan rubrik), dan lain-lain. pengembangan rubrik untuk tiap jenis portofolio belum tentu sama, tergantung komponen yang akan diukur. penutup akibat tuntutan zaman yang begitu cepat berkembang, dunia pendidikan haruslah secara aktif melakukan ber-bagai inovasi baik yang menyangkut isi, kompetensi, proses, penilaian, mau-pun berbagai aspek terkait lain-lain yang ditunjuk dalam standar nasional pendidikan. aspek penilaian merupa-kan salah satu kunci yang menentukan tujuan kompetensi pembelajaran. oleh karena itu, masalah penilaian memang sudah selayaknya mendapat perhatian yang memadai. namun, demikian ber-kembangnya teori mujahidin authentic assessment volume 1, number 2, november 2016 | 208 zzzzzz yang baru haruslah disikapi secara kritis terutama yang berkaitan dengan keefektifan dalam pe-manfaatannya secara nyata. kemuncul-an dan berkembangnya teori atau model-model penilaian yang baru tidak berarti meninggalkan sama sekali model-model sebelumnya yang belum tentu kurang baik. tampaknya, yang lebih bijak adalah memanfaatkan ke-duanya sejauh relevan dan efektif de-ngan tujuan penilaian. demikian pula halnya dengan pemanfaatan model assesment tradisional dan model penilaian otentik. daftar pustaka brown, douglas h. 2004. language assessment, principle and class-room practices. san francisco: longman. lynch, brian k. 1996. language program evaluation. cambridge: cambri-dge university press. mahanal, susriyati. 2005. penerapan por-tofolio sebagai asesmen otentik pa-da pembelajaran ipa dengan stra-tegi kontekstual bagi siswa kelas iii sd laboratorium universitas ne-geri malang. malang: lembaga penelitian. mueller, john. 2008. authentic assess-ment toolbox. north central collegehttp://www.noctrl.edu/, naperville, http://jonathan.mueller.faculty.noctrl.edu/toolbo x/index.htm (diunduh 27 agus-tus 2008). peraturan pemerintah republik indo-nesia nomor 19 tahun 2005 ten-tang standar pendidikan nasio-nal. supranata, sumarna dan muhammad hatta. 2004. penilaian portofolio, implementasi kurikulum 2004. jakarta: rosda. mujahidin authentic assessment volume 1, number 2, november 2016 | 209 zzzzzz manusia ini erat pula kaitannya dengan pandangan mereka tentang dunia (world view) atau pandangan mereka tentang bagaimana alam semesta berproses.1 sedangkan lingkungan itu sendiripada dasarnya meliputi keluarga, sekolah, dan masyarakat luas.yang sering kita sebut sebagai tri pusat pendidikan.2 dalam uu ri no. 2 tahun 1989 tentang sisdiknas, peranan ketiga pusat pendidikan itu menjiwai berbagai ketentuan didalamnya.3 seperti yang telah kita ketahui, lingkungan pendidikan pertama adalah keluarga. makin bertambah usia seseorang, peran lingkungan pendidikan 1 desmita, psikologi perkembangan, (bandung: pt remaja rosdakarya, 2012), 28. 2 loc. cit., 117. 3 umar tirtarahardja, pengantar pendidikan (edisi revisi), (jakarta: rineka cipta, 2005), 162. mujahidin authentic assessment volume 1, number 2, november 2016 | 210 zzzzzz semakin penting dan seseorang semakin lama memerlukan lingkungan pendidikan lainnya yang lebih luas, misalnya sekolah dan masyarakat umum.oleh karena itu, pemahaman yang lebih lanjut mengenai lingkungan pendidikan sangat kita perlukan untuk bekal kita sebagai pendidik yang notabennya kelak sebagai pendidik.4 a. pengertian lingkungan pendidikan manusia memiliki sejumlah kemampuan yang dapat dikembangkan melalui pengalaman. pengalaman itu terjadi karena interaksi manusia dengan lingkungannya, baik lingkungan fisik maupun lingkungan sosial manusia secara efisien dan efektif itulah yang disebut pendidikan.5 lingkungan adalah semua faktor yang mempengaruhi potensi dan kecenderungan anak, seperti rumah (keluarga) di mana anak tersebut tinggal, sekolah tempat ia belajar, lapangan tempat ia bermain, dan masyarakat di mana ia hidup bergaul.6 dalam arti luas lingkungan mencakup iklim dan geografis, tempat tinggal, adat istiadat, pengetahuan, pendidikan, dan alam. dengan kata lain, lingkungan adalah segala sesuatu yag terdapat dalam alam yang senantiasa berkembang. lingkungan adalah seluruh yang ada baik manusia maupun benda buatan manusia atau alam yang bergerak, kejadiankejadian atau hal-hal yang mempuyai hubungan dengan seseorang. berikut ini akan akan dikemukakan sejumlah lingkungan pendidikan yang diberikan oleh para ahli. umar tirtaraharja menyatakan bahwasannnya manusia memiliki sejumlah kemampuan yang dapat dikembangkan melalui pengalaman.pengalaman itu terjadi karena interaksi manusia dengan lingkungannya baik lingkungan fisik maupun sosial manusia secara efektif dan efsien itulah yang disebut pendidikan. dan latar 4 loc. cit., 117. 5 op. cit., 162. 6 abd. rachman assegaf, filsafat pendidikan islam paradigma baru pendidikan hadhari berbasis integratif-interkonektif, (jakarta: rajawali pers, 2011), 116. mujahidin authentic assessment volume 1, number 2, november 2016 | 211 zzzzzz belakang tempat berlangsungnya pendidikan itu disebut lingkungan pendidikan, khususnya pada lingkungan utama pendidikan yakni keluarga, sekolah, dan masyarakat.7 pendapat lain mengatakan bahwa di dalam lingkungan itu tidak hanya terdapat faktor pada suatu saat melainkan terdapat pula faktorfaktor lain yang banyak jumlahnya, yang secara potensial dapat mempengaruhi perkembangan dan tingkah laku anak tetapi secara actual hanya faktor-faktor yang ada disekeliling anak tersebut yang secara langsung mempengaruhi pertumbuhan dan tingkah laku anak. lingkungan pendidikan yaitu batas tempat berlangsungnya proses pendidikan yang meliputi kondisi dan alam dunia ini dengan cara-cara tertentu mempengaruhi perkembangan dan pertumbuhan kita.8 sejauh mana seseorang berhubungan dengan lingkungannya, itu pula terbuka masuknya pengaruh pendidikan terhadapnya. tetapi keadaan-keadaan itu tidak selamanya bernilai pendidikan, artinya mempunyai nilai positif bagi perkembangan seseorang, karena bisa saja malah merusak perkembangannya.9 bahkan ada cara yang khusus dan belum banyak diterapkan berkaitan dengan lingkungan pendidikan, yaitu dengan cara datang ke masjid untuk mempelajari ilmu agama islam agar hidupnya menjadi baik, kemudian menyebarkannya kepada masyarakat banyak, sehingga terbentuk lingkungan pendidikan yang kondusif.10 7 ibid., 117-118. 8 ibid. 9 zakiah darajat, ilmu pendidikan islam, (jakarta bumi aksara, 2006), 63. 10 mohammad arif, “pesantren sebagai pusat deseminasi jama'ah tabligh: studi kasus di pesantren al fattah temboro magetan jawa timur,” dalam irwan abdullah, et.al (ed) agama, pendidikan islam dan tanggung jawab sosial pesantren, (yogyakarta: sekolah pascasarjana ugm bekerja sama pustaka pelajar, 2008), 50. mujahidin authentic assessment volume 1, number 2, november 2016 | 212 zzzzzz 1. fungsi lingkungan pendidikan secara umum fungsi lingkungan pendidikan membantu peserta didik dalam berinteraksi dengan berbagai lingkungan disekitarnya (fisik, sosial, dan budaya), utamanya sumber daya pendidikan yang tersedia, agar dapat dicapai tujuan pendidikan yang optimal. yakni pendidikan yang dapat berkembang secara efektif dan efisien serta mutu sumber daya manusia makin lama makin meningkat.11 pada dasarnya pendidikan dilakukan melalui tiga kegiatan yakni membimbing, mengajar, dan, atau melatih (ayat 1 pasal dari uu ri no. 2/1989). meskipun tiga kegiatan ini itu tri tunggal, namun dapat dibedakan aspek tujuan pokok dari ketiganya, yakni: a. membimbing, terutama berkaitan dengan pemantapan jati diri dan pribadi dari segi-segi perilaku umum (aspek pembudayaan) b. mengajar, terutama berkaitan dengan penguasaan ilmu pengetahuan, dan c. melatih, terutama berkaitan dengan ketrampilan dan kemahiran(aspek teknologi).12 kemajuan masyarakat dan perkembangan iptek yang sangat cepat, serta semakin menguatnya era globalisasi akan mempengaruhi peran dan fungsi antar lingkungan pendidikan. di samping terjadi pergeseran peran dituntut pula suatu peningkatan kualitas dari peran itu. sebagai contoh dimasa depan yang dekat, manusia indonesia dihadapkan pada 'banyak budaya' antara lain budaya indonesia dan budaya di dunia. untuk memilih pengaruh 'banyak budaya' itu maka dalam hal ini lingkungan pendidikan berfungsi untuk memantapkan ketiga sisi tujuan pendidikan itu, yakni manusia yang sadar akan harkat dan martabatnya, menguasai ilmu pengetahuan dan memiliki spesialisasi atau 11 op. cit., 118. 12 op. cit., 165-166. mujahidin authentic assessment volume 1, number 2, november 2016 | 213 zzzzzz ketrampilan tertentu yang disebut sebagai manusia seutuhnya.13 agama dipraktikkan sebagai bagian dari pengedalian sosial dan identifikasi diri untuk pemosisian individu, kelompok, dan institusi dalam serangkaian transaksi sosial yang dinamis dan kontekstual.14 2. tri pusat pendidikan a. keluarga lingkungan keluarga merupakan lngkungan pendidikan yang utama, karena di dalam keluarga inilah anak pertama-tama mendapatkan didikan dan bimbingan. juga dikatakan lingkungan yang utama, karena sebagian besar dari kehidupan anak adalah di dalam keluarga, sehingga pendidikan yang paling banyak diterima oleh anak dalam lingkungan keluarga. menurut medinnus ada empat alasan utama untuk mengkaji tentang anak-anak, yaitu: kesadaran intelektual yang konsen pada fenomena natural kebutuhan untuk informasi tentang petunjuk perilaku anak-anak. untuk meningkatkan kemampuan kita untuk memprediksi perilaku anakanak. kebutuhan untuk memahami perilaku kita sebagai orang dewasa.15 tugas utama dari keluarga bagi pendidikan anak adalah sebagai peletak dasar bagi pendidik akhlak dan pandangan hidup keagamaan. sifat dan tabiat anak sebagian besar diambil dari kedua orangtuanya dan dari anggota lain. menurut ki hajar dewantara, peran orang tua dalam keluarga sebagai 13 op. cit., 119-120. 14 mohammad arif, terapi religi: pengalaman religius di pesantren al 'arfiyah mojoduwur ngetos nganjuk,” dalam muhammad rais et.al. (ed) menjaga tradisi & menggapai pahala potret dialog diskursif islam & tradisi lokal, (yogyakarta: tici, 2013), 216. 15 philip and rosalyn shute sille, child development: thinking about theories, (usa: oxford university press inc, 2003), 3. mujahidin authentic assessment volume 1, number 2, november 2016 | 214 zzzzzz penuntun, pengajar, dan pemberi contoh.16 selama bertahun-tahun prasekolah, hubungan dengan orang tua atau pengasuhnya merupakan dasar bagi perkembangan emosional dan sosial anak. sejumlah ahli mepercayai bahwa kasih sayang orang tua atau pengasuh selama beberapa tahun pertama kehidupan, merupakan kunci utama perkembangan sosial anak, meningkatkan kemungkinan anak memiliki kompetensi secara sosial dan penyesuaian diri yang baik pada tahuntahun prasekolah dan sesudahnya.17 pola perilaku sosial anak menurut hurlock (1980:118) yaitu: “(1) meniru, (2) persaingan, (3) kerjasama, (4) simpati, (5) empati, (6) dukungan sosial, (7) membagi, (8) perilaku akrab”. perkembangan perilaku sosial anak usia dini di kelompok bermain sudah nampak, karena mereka sudah mulai berinteraksi dengan teman sebayanya. apabila anak usia dini tersebut dibimbing dan diarahkan oleh tenaga pendidik dan orang tua secara terus-menerus dan sistematis maka anak tersebut dapat berkembang sesuai dengan tanda-tanda perkembangan. tanda-tanda perkembangan perilaku sosial anak usia dini ada beberapa tahapan, yaitu: “(1) anak mulai mengetahui aturanaturan, baik di lingkungan keluarga maupun di lingkungan kelompok bermain, (2) sedikit-demi sedikit anak sudah mulai tunduk pada aturan, (3) anak mulai menyadari hak atau kepentingan orang lain. (4) anak mulai dapat bermain bersama anak-anak lain atau teman sebaya”.18 b. sekolah pada dasarnya lingkungan sekolah kedua setelah lingkungan keluarga, dan merupakan jembatan bagi anak yang menghubungkan kehidupan dalam keluarga dengan kehidupan dalam masyarakat kelak. sebagai lembaga yang membantu lingkungan keluarga, sekolah bertugas mendidik dan mengajar serta 16 op. cit., 169. 17 op. cit., 144. 18 op. cit., 171. mujahidin authentic assessment volume 1, number 2, november 2016 | 215 zzzzzz memperbaiki dan memperhalus tingkah laku anak didik. jelasnya bias dikatakan bahwa sebagian besar pembentukan kecerdasan, sikap dan minat sebagai bagian dari pembentukan kepribadian dilaksanakan oleh sekolah. kenyataan ini menunjukkan betapa penting dan besar pengaruh dari sekolah. sekolah atau madrasah menciptakan suasana, iklim, dan lingkungan pendidikan yang kondusif untuk pembelajaran yang efisien dalam prosedur pelaksanaan.19 c. masyarakat menurut benny h hoed, manusia sejak masih janin dan berada dalam kandungan sudah belajar dan mempelajari kehidupan.20 dalam konteks pendidikan, masyarakat merupakan lingkungan ke tiga setelah keluarga dan sekolah. pendidikan yang dialami mulai beberapa waktu setelah anak lepas dari asuhan keluarga dan berada diluar dari pendidikan sekolah. corak dan ragam pendidikan yang dialami seeorang meliputi segala bidang, baik pembentukan kebiasaan – kebiasaan, pengertianpengertian (pengetahuan), sikap dan minat maupun pembentukan kesusilaan dan keagamaan. lembaga pendidikan yang dalam uu no. 20 tahun 2003 disebut jalur pendidikan non formal, ini bersifat fungsional dan praktis bertujuan untuk meningkatkan kemampuan dan ketrampilan kerja peserta didik yang berguna bagi usaha perbaikan taraf hidupnya.21 dalam uu ri no. 2 tahun 1989 tentang sisdiknas, peranan ketiga tripusat pendidikan itu menjiwai berbagai ketentuan didalamnya.pasal 1 ayat 3 menetapkan bahwa siisdiknas adalah satu keseluruhan yang terpadu dari semua keseluruhan yang terpadu dari semua satuan dan kegiatan pendidikan yang 19 mulyasa, dedi, pendidikan bermutu dan berdaya saing, (bandung: pt remaja rosdakarya, 2012), 110. 20 hoed, benny h, semiotika dan dinamika sosial budaya, edisi ii, (depok: komunitas bambu, 2011), xxii 21 op. cit., 122. mujahidin authentic assessment volume 1, number 2, november 2016 | 216 zzzzzz berkaitan satu dengan tang lainnya untuk mengusahakan tercapainya tujuan pendidikan nasional .pasal selanjutnya, menetapkan dua jalur pendidikan, yakni jalur pendidikan sekokah dan jalur pendidikan luar sekolah ( meliputi kelompok belajar, kursus, dan sebagainya).22 belajar dimaknai untuk bisa mencari sesuatu hal yang baru, yang sebelumnya belum dan tidak diketahui sama sekali. belajar dimaknai sebagai proses untuk mencapai sesuatu hal tentang kehidupan yang lebih bernilai ketimbang sebelumnya.23 dari abu musa al-asy'ari, ia bersabda: اِلحِ َواْلَجِليِس السَّْوِء َكَمثَِل َصاِحِب اْلِمْسِك َوِكيِر الْ ََ َمثَُل اْلَجِليِس الصَّ ِِ ََحََّّا ِِ يَُْحِرقُ يَْعََُّمَك مِ ا تَْشتَِريِه أَْو تَِجَُّ ِريََحهُ َوِكيُر اْلََحََّّا َََََََّك ْن َصاِحِب اْلِمْسِك إِمَّ أَْو ثَْوَََك أَْو تَِجَُّ ِمْنهُ ِريًَحا َخبِيثَةً "sesungguhnya, perumpamaan teman baik dengan teman buruk, seperti penjual minyak wangi dan pandai besi; adapun penjual minyak, maka kamu mendapatkan olesan atau membeli darinya atau mendapatkan aromanya; dan adapun pandai besi, maka boleh jadi ia akan membakar pakaianmu atau engkau menemukan bau anyir".24 d. fungsi dan peran tri pusat pendidikan 1. fungsi dan peran keluarga keluarga merupakan masyarakat alamiah yang pergaulan antara anggotanya bersifat khas. dalam lingkungan ini terletak dasardasar pendidikan. 22 op. cit., 162 23 moh. yamin, sekolah yang membebaskan perspektif teori dan praktik membangun pendidikan yang berkarakter dan humanis, (malang: madani, 2012), 45. 24 imam al-bukhari, shahîh imam al-bukhari (2101) dan (6653). mujahidin authentic assessment volume 1, number 2, november 2016 | 217 zzzzzz di sini pergaulan berlangsung dengan sendirinya sesuai dengan tatanan berlaku di dalamnya, artinya tanpa harus diumumkan atau terlebih dahulu agar diketahui dan diikuti oleh seluruh anggota keluarga.25 sebagai pengalaman pertama masa kanakkanak. di dalam keluargalah anak didik mulai mengenal hidupnya. di sini lembaga pendidikan keluarga memberikan pengalaman pertama yang merupakan factor penting di dalam perkembangan pribadi anak. suasana pendidikan keluarga ini sangat penting diperhatikan, sebab dari sinilah keseimbangan di dalam perkembangan individu selanjutnya ditentukan. peran dan fungsinya yaitu: a. menjamin kehidupan emosional anak melalui kehidupan keluarga, kehidupan emosional atau akan rasa kasih saying dapat dipenuhi atau berkembang dengan baik, karena adanya hubungan darah antara pendidik dengan anak didik. b. menanamkan dasar penddidikan moral di dalam keluarga penanaman utama dasardasar moral bagi anak biasanya tercermin dari sikap dan perilakuorang tua sebagai teladan yang dapat dicontoh anak. c. memberikan dasar pendidikan sosial perkembangan benih-benih kesadaran sosial pada anak dipupuk sedini mungkin, terutama lewat kehidupan keluarga yan penuh rasa tolong-menolong, gotongroyong, dll. d. peletak dasar-dasar keagamaan.26 keluarga berperan besar dalam proses internalisasi dan transformasi nilai-nilai keagamaan kedalam pribadi anak. masa kanak-kanak adalah paling baik untuk meresapkan dasar-dasar hidup beragama. menurut ki hajar dewantoro, suasana kehidupan kelurga merupakan tempat yang sebaik-baiknya untuk melakukan pendidikan orang perorang 25 op. cit., 66. 26 op. cit., 122. mujahidin authentic assessment volume 1, number 2, november 2016 | 218 zzzzzz (pendidikan individual) maupun pendidikan sosial.27 kehidupan keluarga merupakan potensi utama untuk pembentukan integritas moral, yang menjadikan masing-masing individu dalam masyrakat yang plural mampu bekerjasama memperjuangkan dan merealisasikan apa yang baik, yang luhur, adil dan bermartabat bagi manusia, apapun perbedaan keyakinan yang mereka miliki.28 2. fungsi dan peran sekolah dalam sekolah berkumpul anak-anak dengan umur yang hampir sama, dengan taraf pengetahuan yang kurang lebih sederajat dan secara sekaligus menerima pelajaran yang sama. dalam perkembangan anak didik, peran sekolah dengan melalui kurikilum, antara lain sebagai berikut: a. anak didik belajar bergaul b. anak didik belajar menaati peraturanperaturan c. mempersiapkan anak didik untuk menjadi anggota masyarakat yang berguna bagi agama, bangsa, dan negara.29 sedangkan fungsi sekolah, sebagaimana pendapat suwarno dalam bukunya pengantar umum pendidikan menyatakan: a. mengembangkan kecerdasan pikirann dan memberikan pengetahuan b. spesialisasi( meningkatkan kemajuan masyarakat) c. efisiensi d. sosialisasi yaitu proses membantu perkembangan individu sebagai makhluk sosial 27 op. cit., 169. 28 mohammad arif, pesantren salaf basic pendidikan karakter dalam kajian historis dan prospektif, (kediri: stain kediri press, 2012), 47. 29 op. cit., 123. mujahidin authentic assessment volume 1, number 2, november 2016 | 219 zzzzzz e. konservasi dan trasmisi cultural f. transisi dari rumah masyarakat.30 lembaga pendidikan islam harus memperkuat fungsi-fungsi kritis dan berorientasi ke masa depan (future oriented) melalui analisis yang berkelanjutan tentang kecenderungan-kecenderungan perubahan dan perkembangan sosial, ekonomi, budaya, dan politik yang sedang tumbuh; dan sekaligus memberikan fokus bagi prediksi, peringatan, dan pencegahan efek negatifnya.31 3. fungsi dan peran masyarakat keterkaitan antara masyarakat dan pendidikan dapat ditinjau dari tiga segi yaitu: a. masyarakat sebagai penyelenggara pendidikan, baik yang dilembagaknan (jalur sekolah dan jalur luar sekolah) maupun jalur yang tidak dilembagakan(jalur luar sekolah). b. lembaga-lembaga kemasyarakatan dan/atau kelompok sosial di masyarakat, baik langsung maupun tidak langsung ikut mempunyai peran dan fungsi edukatif. c. dalam masyarakat tersedia berbagai sumber belajar, baik yang dirancang (by design) maupun yang dimanfaatkan(utilily).32 peran serta dari masyarakat terhadap pendidikan meliputi: a. masyarakat berperan serta dalam mendirikan dan membiayai sekolah b. mengawasi pendidikan c. ikut menyediakan tempat pendidikan d. menyediakan berbagai sumber untuk sekolah e. sebagai sumber pelajaran/laboratorium belajar.33 penutup 30 op. cit., 50. 31 ramayulis, ilmu pendidikan islam, (jakarta: kalam mulia, 2011), 351. 32 op. cit., 100. 33 loc. cit., 123. mujahidin authentic assessment volume 1, number 2, november 2016 | 220 zzzzzz lingkungan merupan salah satu dimensi urgen dalam pendidikan yang meliputi kondisi dan alam dunia ini yang dengan cara-cara tertentu mampu mempengaruhi tingkah laku kita, pertumbuhan dan perkembangan atau life processes. secara luas, lingkungan mencakup iklim dan geografis, tempat tinggal, adat istiadat, pengetahuan, pendidikan, dan alam.lingkungan pendidikan, khususnya pada lingkungan utama pendidikan yakni keluarga, sekolah, dan masyarakat. lingkungan pendidikan merupakan batas tempat berlangsungnya proses pendidikan yang meliputi kondisi dan alam dunia ini dengan caracara tertentu mempengaruhi perkembangan dan pertumbuhan kita. secara general fungsi lingkungan pendidikan, membantu peserta didik dalam berinteraksi dengan berbagai lingkungan di sekitarnya (fisik, sosial, dan budaya), terutama sumber daya pendidikan yang tersedia, agar dapat dicapai tujuan pendidikan yang optimal. yaitu pendidikan yang dapat berkembang secara efektif dan efisien serta mutu sumber daya manusia yang semakin meningkat daftar pustaka arif, mohammad. “pesantren sebagai pusat deseminasi jama'ah tabligh: studi kasus di pesantren al fattah temboro magetan jawa timur,” dalam irwan abdullah, et. al. (ed), agama, pendidikan islam dan tanggung jawab sosial pesantren (yogyakarta : sekolah pascasarjana ugm bekerja sama dengan pustaka pelajar, 2008). mujahidin authentic assessment volume 1, number 2, november 2016 | 221 zzzzzz ____________. ilmu pendidikan islam. iress, (pandanasri kertosono bekerjasama dengan staim press: nglawak kertosono, 2011). ____________. pesantren salaf basic pendidikan karakter dalam kajian historis dan prospektif, (kediri: stain kediri press, 2012). ____________. “terapi religi: pengalaman religius di pesantren al 'arfiyah mojoduwur ngetos nganjuk,” dalam muhammad rais et. al. (ed), menjaga tradisi & menggapai pahala potret dialog diskursif islam & tradisi lokal, (yogyakarta: tici, 2013). assegef, abd. rachman. filsafat pendidikan islam paradigma baru pendidikan hadhari berbasis integratif-interkonektif, (jakarta: rajawali pers, 2011). darajat, zakiah. pengantar pendidikanislam. bumi aksara: jakarta desmita. 2012. psikologi perkembangan, (bandung: pt remaja rosdakarya, 2006). imam al-bukhari & imam muslim dalam shahîh-nya. mulyasa, dedi. pendidikan bermutu dan berdaya saing, (bandung: pt remaja rosdakarya, 2012). ramayulis. ilmu pendidikan islam, (jakarta: kalam mulia, 2011). sille, philip and rosalyn shute. child development: thinking about theories, (usa: oxford university press inc, 2003). tirtarahardja, umar. ilmu pendidikan islam (edisi revisi), (jakarta: rineka cipta, 2005). yamin, moh. sekolah yang membebaskan perspektif teori dan praktik membangun pendidikan yang berkarakter dan humanis, (malang: madani, 2012). yusuf l. n, syamsu. psikologi perkembangan anak & remaja, (bandung: pt remaja rosdakarya, 2012). educatio : journal of education volume 2, number 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z developing interactive english learning media based ict for elementary student mukhlisin, a. wathon stai miftahul ‘ula, nganjuk, east java, indonesia mukhlisin.endemic@gmail.com accepted: february 5, 2017 reviewed: april 10, 2017 published: may 20, 2017 abstract: the implementation of information and communication technology (ict) curriculum at elementary school is the educational sector development. ict subject is a practical subject which requires a direct practice to make easier in elementary student understanding the material. founding many problems in understanding their english material especially reading comprehension a teacher is demanded to make a learning media which helps the student to understand the material of study. this research is aimed at describing the model of ict in elementary school and using of learning media. moreover, the description can be bocome one of the basic from the development of interactive study model base on student self learning. designing material for elementary student and giving media learning can motivate them in teaching learning english better. concerning these problems, a set of suitable instructional elementary student material and media learning for elementary student. besides, the arranging of this study model is hoped to make habitual and self-learning. keywords: information and communication technology (ict), learning, learning media, interactive media introduction education technology is an important role, especially after the development of information and communication technology (ict). in which the computer is an integral part in it. education technology and many other education alternatives to the present and the future encourage teachers making the most use of the computer in education. education technology is the development, application and evaluation of system, techniques and aids to improve the process of human learning. education technology is the application of scientific knowledge about learning, and the condition of learning, to improve the effectiveness and efficiency of teaching and learning. the implementation of information and communication technology curriculum at elementary school level is one of the effort to improve the quality of education in indonesia. basically, the curriculum of information and communication technology makes student in order to be involved in the rapid changes not only in the world work but also the another activities that have additional and changes in the variation of the using of technology.1 1 pusat kurikulum badan penelitian dan pengembangan, kompetensi dasar mata pelajaran teknologi informasi mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 164 zzzzzz technology is needed in the development of education in indonesia. moreover, the indonesian government is responsive to the needs of ict based education. for example, in education, the increasingly widespread availability of the internet, video technology became available, all of which provide reinforcement on teaching and learning process. similarly, in the primary, secondary and vocational, the government has established an e-learning site that is a real form of government step in building e-education in the world of education in the country. today computers in schools are both a focus of study in them (technology education) and a support for learning and teaching (educational technology). schools provide ict capacity to ensure that all teachers and students have immediate access to all software that is required to support the curriculum framework and adequate support in teaching, studying and learning in order to achieve specific, well-defined educational objectives and goals. in other words, ict is used to support pedagogic practices that provide learning environments that are more learnercentered, knowledge-centered, assessment-centered, and community-centered. it means that ict is used to encourage students to be active as participants in their own learning, to provide more motivating and challenging learning experiences that encourage them to be more engaged with their individual learning and provide various assessment instruments. almost all of the ict study in the school is still rely on textbooks and teacher profiles as the source of information.2 whereas, there are many elementary school students, especially in grade 1 and 2 that still learn at the level of reading. thus, it becomes the contrary when the students are forced to read a computer learning modules while they are still in the stage of reading. the study should become a friendly learning, entertaining and motivating to the children. while teaching method is an important thing in conducting a classroom activities and learning styles also constributes to get a successful classroom in achieving the students’ creativity through teaching language. in learning english, the students should master four main language skills which are writing, speaking, reading and listening. these four skills are very important to support the students’ abilities in mastering english. this the learning background is how to make a media in studying ict becomes a friendly study, entertaining and motivating to children so that students can be motivated to have a habit and self learning. the material can be a form at media that can operate a comfortable atmosphere to interest and stimulate the students in the classroom learning process. it is very essential for the teacher to create a good classroom atmosphere and to avoid the student from getting bored. teaching must be learned in such a way that learning becomes interesting. making the best way to use of technology (ict) becomes a challenge for language teachers. teaching must be learned in such a way that learning becomes interesting. making the best way to use of technology (ict) becomes a challenge for language teachers. dan komunikasi sd & mi (jakarta: departemen pendidikan nasional, 2003). 2 sri huning a, “pengaruh penggunaan tutorial interaktif dan kamus tik terhadap hasil belajar siswa kelas 2 sd yang mempunyai tingkat intelejensia dan frekuensi latihan yang berbeda (studi kasus sdn paulan colomadu karanganyar)” (karanganyar: 2007) mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 165 zzzzzz literature review learning process one of the main components of education is the learning context. context of study includes various physical and social environment factors which is arranged base on necessity of the educational activity.3 the learning context is designed for the educational purpose. context of learning related to teaching and learning strategies. teaching and learning strategies is the way how to organize potency (the learner, educator) and resources (facilities, costs, and infrastructure) so that a program can be used optimally, or any subject can achieve its goal. learning media learning media is an instrument in the learning process both inside and outside class. the word “media” comes from the latin medius meaning 'middle', 'intermediate' or 'introduction'. the media is human, material, or events that make conditions in creating student enables to acquire knowledge, skills or attitudes. if the media carries messages or information which has instructional aimed or teaching objective, so the media is called a media of learning.4 there are some benefits of learning media in the learning process, namely: (1) teaching methods will be more varieties through verbal communication from the teacher explanation. (2) learning process will be more interesting and material learning will be easily to understand. (3) allowing to the students to control and achieve the learning goals. student is more doing activities in learning not only listening to the teacher description but also doing other activities such as observing, performing, demonstrating, acting, and others. in the selection of learning media, heinich in arsyad.5 proposed the use of effective planning model which is known as assure (analyze learner characteristics, state objectives, select or modify media, utilize, require learner response, and evaluate), namely: (a) analyzing the general characteristics of the target group or subject that follows learning. (s) formulating learning objectives that is behavior and abilities expected by the subject after attending lessons. capabilities include knowledge, skills and attitudes. (s) selecting, modifying, or designing and developing appropriate material and media. in the selection of media, it should be able to raise student interest and to provide opportunities for students in participating. (u) preparing all the things that support the implementation of media in teaching, so it becomes effectively because of the enough preparation. (r) asking student responses regarding the effectiveness of the teaching process after using learning media. (e) evaluating the learning process to determine the level of student achievement on the learning objectives, the effectiveness of media, approaches, and teachers. arsyad divides types of media based on technological developments into 2 forms: 1. traditional media a. operated visual quietly, eg: slides, filmstrips. 3 muhadjir, noeng, ilmu pendidikan dan perubahan sosial: teori pendidikan pelaku sosial kreatif. edisi v. (yogyakarta: rake sarasin, 2003). 4 azhar arsyad, media pembelajaran (jakarta: rajawali press, 2006). 5 ibid. mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 166 zzzzzz b. unprojected visual, eg: image, posters, photo, charts, graphs, etc. c. audio, eg: tape, disk recording, etc. d. print, eg: textbooks, modules, handouts, etc. e. games, eg: puzzles, simulation, board games. f. realia, for example maps, dolls, and the specimen. 2. modern media technology a. media based telecommunications, including teleconferencing and distance learning. b. media based microprocessor, eg: computer-assisted instruction, computer games, intelligent tutoring systems, hypermedia, interactive video, video compact disc. interactive media interactive media is a method of communication in which the output from the media comes from the input of the users.6 interactive media works with the user's participation. the media still has the same purpose, but the user's input adds interaction and brings interesting features to the system for better enjoyment. interactive media is helpful in the four development dimensions in which young children learn: social and emotional, language development, cognitive and general knowledge, and approaches toward learning. using computers and educational computer software in a learning environment helps children increase communication skills and their attitudes about learning. children who use educational computer software are often found using more complex speech patterns and higher levels of verbal communication. a study found that basic interactive books that simply read a story aloud and highlighted words and phrases as they were spoken were beneficial for children with lower reading abilities. children have different styles of learning, and interactive media helps children with visual, verbal, auditory, and tactile learning styles.7 the use of computers as a learning media has several advantages, there are: (1) provide a more affective condition so it can accommodate students who are slow in accepting the lesson, (2) stimulate students in doing exercises, (3) the absolute student control of learning so that the level of learning speed of the student can be matched to the level of control, and (4) development of students can be monitored by looking at the records of student activity through exercise files which is stored in the computer. suntoro ahmad8 also recognize the effectiveness of the use of computers as a learning media and state that computer media can make students become "active" play with information. the software can also be made interactive too. besides, computer media allows students to develop base on their condition and background capabilities. students who are capable in learning at high speed do not need to his/her colleagues who need more time to understand the subject matter. interactive learning media has a stimulus that is conducive to the development of the child independence, especially in terms of the development of competence, creativity, self 6 "interactive media". investopedia. retrieved 3 december 2014. 7 glaucoma, christina r., m.a. the effects of interactive media on preschoolers' learning: a review of the research and recommendations for the future. p. 13-17. ed. eileen espresso, patti miller, and christine cordoba. 8 ahmad suntoro, dkk, (2000) komputer untuk pendidikan. www.ilmukomputer.com. retrieved 3 maret 2017. https://en.wikipedia.org/wiki/interactivity http://www.investopedia.com/terms/i/interactive-media.asp mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 167 zzzzzz control, consistency, and commitment both to themselves and to others9. the use of computer as learning media has a significant influence on the attractiveness of students to learn the teaching of competencies. research method the research was conducted using research and development principles as stated in borg and gall (1989, p.789) according to them, r&d is a model of research and development. the process used to develop and validate educational product in this study research and development was used to develop material product using material for the third elementary student. the observations stage was done by direct observation aimed in collecting data as early information that will be used as input in the development stage. in this stage, the data collection included students basic skills of reading and writing processes and the introduction of computer, competence and educational qualifications of teacher who teachs ict subjects, and also the presence of ict infrastructure to support the implementation of ict lessons. researcher followed some steps of research and development as follow: 1) gathering set of information relevant, 2) needs assessment, 3) selecting and sequencing the material 4) expert validation, 5) revising, 6) the main-field testing or try out, 7) evaluating and revising, 8) finishing subjects of the study the involved for the subject of this research is 30 students or 1 class the third grade in min 2 nganjuk. researcher chosen involve the process of obtaining information, needs assessment and try out. beside that an english teacher in this school also involved in the needs assessment conducted in the interview stage and questionnaire. the purpose of need assessment in the study is follow: 1) identify the student's english background, 2) identify student's achievement, 3) identify the students interest when they studied english in the class room, 4) identify their motivation to learn english material, 5) identify what topic of learning can motivate the students to learn english. while, the stages of design and development of media used a model of software development through the stages shown in figure 1. evaluation stage aimed to evaluate the features and display from the interactive media. the results of this evaluation bacame the basis for redesign of the learning model. this stage involved several teachers, students, and lecturers. in this study, the researcher did adaptation and adjustment from the r&d cycles design by borg and gall to meet the reality in the field and the sake of practicality. it is because of under consideration in adopting the steps and also the estimation of money, workers, and time to develop the product. 9 ali m, “pengembangan bahan pembelajaran berbantuan komputer untuk memfasilitasi belajar mandiri dalam mata diklat penerapan konsep dasar listrik dan elektronika di smk”, (laporan penelitian research grant phk a2 jurusan pendidikan teknik elektro, yogyakarta: uny, 2005). mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 168 zzzzzz the following steps are the model taken after being adopted and adjusted. the first step is called need survey. it is like in borg and gall's modal of research and information collection. in this step, the researcher did observation, gave questionnaire to the students, interviews the english teacher and interviews the vice principle of curriculum. these are done to know the real condition of the students and to get some important information as the basic line to develop the materials. the second step is material development. in this step, the researcher does some steps; such as planning including making and modifying a standard competence and basic competence and developing the material. the third step is changing into the experts validations. the validations are aimed to see whether the product has already met the criteria or not. the fourth step is main product revision. the revision is based on the result of the expert's validation. the fifth step is main field try-out. after revising the product based on the result of the experts’ validation, the product is then tried out to the students. the sixth step is the second revision. this revision is based on the result of the try out. the last step is the need survey • observation: observing the learning situation in the school • interview: asking the need of the students final product • the improved instructional material is the final product developing material •starting the objective of the course • stating the content of the instructional material • stating the design and the arrangement of the activities experts validation • giving the draft to the expert • validation of the draft from the expert • data collection first revision •revising based on the expert validation second revision •revising based on the field testing result try out •trying out the product to know the applicability of the product in the real classroom • data collection mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 169 zzzzzz production of new materials. the new material is called final product. result and discussion the research used thirty islamic elementary school as the object of study. beside, the research also taken students in grade 1 until 3 from each elementary school as objects. the observations result shows that only 40% from elementary school in the district terrace of nganjuk has introduced ict subjects even it is in form of extra-curricular. the limitation of infrastructure and the lack of teachers who have computer competence become the reason why the implemantation ict subject has not been implemented. practicality media learning can stimulate students' interest and motivation. the media is also packaged in a form that is easy to learn anywhere and anytime without internet access. the students' will get the best opportunity to improve their skill easily. this media is very attractive and effective to improve the student achievement. autoplay media learning is potential as an alternative medium for the students to learn as the researcher as independent groups. with the tasks and exercises that include the answered key and feedback help students their own learning outcomes. autoplay media learning is wonderful media learning. this media is very suitable to motivate the student in teaching learning process. using this media learning the students can learn the material more often less understood in the classroom. there are a lot of materials, resources and links to enhance understanding of the material by using this media. autoplay media learning is easy to learn where there is computer without internet connection, and the students can learn as they want. the student can learn used a lot of media interest that has been provided in the media. autoplay media learning is very helpful to equip the students in mastering english such as listening, speaking, reading and writing. after students gain adequate language models in listening and reading, students are then trained to speaking and writing. giving example of this would be enough to help the process of language acquisition to produce language that is being studied. this product is easy to use without internet access. to operate autoplay media is very easy. there are some steps must be done the first copy file autoplay media learning to computer and save the data then double click the data autoplay media learning after double click the researcher can see the display and you click the button of menu from competence, material, video, quiz, motivation, and reference. mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 170 zzzzzz figure 1: menu of the computer introduction figure 2: menu of the computer introduction mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 171 zzzzzz the researcher uses contextual teaching and learning (ctl) to develop her instructional material with communicative language teaching (clt) as the approach. ctl is a form of evolution of behaviorism and constructivism. as material should give what the student’s need and the target language which the lecturer should reach in teaching learning process. the materials also provide some stimulus to learning the language. there are seven principles of ctl, according to suyanto (2002), as follows: constructivism, questioning, inquiry, modeling, learning community, authentic assessment and reflection. all of the principles are developed integratedly in the constructional material. the material contains of several sections related to topic on each unit. the title of each section, it may be different from one unit to others. questioning principle of ctl is shown here. in which, the researcher asks the students to read the material then give some comprehension questions relate to the reading material given. the students are encouraged to answeredthe questions. in this section, the students also need writing creativity to solve reading problem by using inquiry principle of ctl. conclusion learning using autoplay media learning with sample of grade 3 min 2 nganjuk according to the research objectives that is to develop learning media for teaching and learning english. krashen (2000) proposed the concept that learning the language will be successful if it is supported by the relationship between the provision of adequate language model and the enabling environment for the language used. autoplay media learning is very helpful at answering the opinions of krashen and spolsky, where the students into autoplay media learning is very helpful and will be easier to equip the students in mastering english. learning language skills, such as listening, speaking, reading and writing. after students gain adequate language models in listening and reading, students are then trained to speaking and writing. giving example of this would be enough to help the process of language acquisition because students are in a state of low anxiety (low anxiety) to produce language that is being studied. this product is easy to use, the first copy this product, and then paste into computer it doesn’t need internet access. then double click the object of autoplay to operate it. new learning paradigm emphasizes independent learning and putting teachers as facilitators. ict lessons are in need of independent exercises of students. however, in grade 3 elementary schools still rely heavily on the teacher as a place to ask. besides that, teachers are still many do not have a handbook. teachers realy more self-taught capabilities when providing ict material. autoplay media learning is expected to help student’s grades 3 to learn ict independently. autoplay media learning attempted prepared to accommodate students' literacy and supports the concept of learning fun so that students feel comfortable when learning.. mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 172 zzzzzz bibliography allen n. d., second language teaching & learning. boston: heinle & heinle publishers, 2001. arikunto, s. prosedur penelitian: suatu pendekatan praktek. ed. v. 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(4) (pp. 77-105). san francisco: jossey bass publishers, 2003. borg, w. r. & gall, m. d., educational research: an introduction. london: longman, inc, 1983. cole, j. & foster, h. (ed.) using moodle: teaching with the popular source course management system. o'reilly media: beijing, 2003. devisi penelitian dan pengembangan, aplikasi php dan mysql untuk membuat the researcherbsite interaktif. madiun: 2004. glaucoma, christina r., m.a. the effects of interactive media on preschoolers' learning: a review of the research and recommendations for the future. p. 13-17. ed. eileen espresso, patti miller, and christine cordoba. international journal of computer-assisted language learning and teaching. july-september 2012, vol. 2, no. 3 special issue on language learning, online writing, essay writing, online peer interactions, and teaching phonics to children. magin, t. & ford, m. open source, open minds using moodle to become an effective educator. rochester: rochester institute of technology, 2010. nana, s. penilaian hasil proses belajar mengajar. bandung: pt. remaja rosdakarya, 2005. newby, t. j. instructional technology for teaching and learning. 2000. riordan, m. moodle an electronic classroom. cuyahoga valley christian academy, 2009. su, cheng-chao. an open source portal for educators. taiwan: national taiwan junior college of performing arts. (9) 3-6. 2005. suyanto, k, k, e. pengajaran dan pembelajaran kontekstual (ctl). a paper presented in seminar in faculty of letters. malang: state university of malang, 2002. trianto. model pembelajaran terpadu dalam teori dan praktek. jakarta: prestasi pustaka publisher, 2007. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 80 implementation of al-qur'an memorization program by using social media in ma sunan giri surabaya ismail1, abdul muhid2 universitas islam negeri sunan ampel surabaya e-mail : 1ismailzulfa446@gmail.com, abdulmuhid@uinsby.ac.id accepted: jan 10th 2020 reviewed: march 5th , 2020 published: may,30th 2020 abstract : this study aims to describe the implementation of the qur'an's tahfidz program by using social media at senior islamic high school of sunan giri semampir surabaya. the type of this research is a field research that the location is senior islamic high school of sunan giri as the executor of the qur'an's memorizing extracurricular activities by looking for qualitative approach. the subject of this study involved the head of the school, the trustees of the qur’an memorizing program and participants of male and female students. data collection using the method of observation, interviews and documentation. this study uses the analytical method of miles huberman model with three steps, namely data reduction, data presentation, and drawing conclusions. the result of this research is: first, the tahfidz program in ma sunan giri surabaya is a new program with memorization of 5 juz for students who stay in dormitory and 2 juz for non-boarding students. second, the process of implementing memorization through social media, with 3 stages, namely: 1) reading together verses to be memorized, 2) memorizing students at their homes with the assistance of parents, 3) students' memorizes to the teacher through video calls. third, the implementation of the qur’an’s memorizing program went well as expected as the program is usually in the school keywords: qur'an memorizing program, learning media pendahuluan situasi pandemi covid 19 yang menyerang bumi telah membekukan seluruh aspek kehidupan, sekolah diliburkan, pasar ditutup, penerbangan distop, transportasi dibatasi. dalam sektor pendidkan, kementerian pendidikan indonesia resmi meliburkan sekolah sejak tanggal 16 maret 2020. sejak itu pula sekolah dilaksanakan di rumah, melalui perangkat internet, seperti google, medsos, ataupun media conference. situasi ini setidaknya mengajarkan kepada sekolah-sekolah untuk melaksanakan pembelajaran berbasi daring, yang disebut dengan e-learning. e-learning ialah proses pembelajaran dengan menggunakan media internet yang dapat menghubungkan siswa dan guru tanpa terbatas ruang dan waktu. pembelajaran online ini telah merubah pola pembelajaran sekolah dimanapun. mailto:1ismailzulfa446@gmail.com mailto:abdulmuhid@uinsby.ac.id educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 81 salah satu nilai positifnya ialah hampir seluruh penduduk di indonesia telah memiliki perangkat pembelajaran e-learning, yakni handphone. berdasarkan riset dari we are social dalam detik.com dikabarkan bahwasanya pengguna internet di indonesia pada tahun 2020 telah mencapai 175,4 juta, mengalami kenaikan 17% atau 25 juta pengguna internet dari tahun berikutnya1. maka tak heran jika menteri pendidikan mengambil tindakan untuk tetap menjalankan proses pembelajaran melalui daring (online) untuk setiap pelaksana pendidikan. ma sunan giri sebagai salah satu pelaksana pendidikan di bawah kemenag turut menjalankan program pembelajaran melalui online, seperti dengan media google classroom, zoom, whats app dan media lainnya. maka segala kegiatan pendidikan sepenuhnya dilaksanakan secara online, termasuk program tahfidul qur’an yang diselenggarakan di madrasah. madrasah sendiri memiliki program unggulan yakni mencetak siswa yang dapat menghafalkan al-qur’an. karena madrasah sendiri berada di bawah naungan pondok pesantren tahfidzul qur’an sunan giri surabaya. peserta didik diharapkan tetap mampu menjalankan program tahfid di tengah situasi pandemi covid 19 ini. dimulai dari hafalannya, pemberian motivasi, maupun setoran hafalan kepada guru pendamping yang sudah ditetapkan madrasah. pola pembelajaran yang dilaksanakan ialah dengan penggunaan media whats app dan media zoom sebagai pengganti pertemuan antara guru dan murid. berkat media yang sudah termutakhirkan, program tahfidzul qur’an di madrasah aliyah sunan giri bisa terlaksana dengan baik seperti yang diharapkan pengasuh. berkaitan dengan penjelasan di atas, sekiranya penulis mengira bahwa penting kiranya dilakukan penelitian tentang pelaksanaan program tahfidzul qur’an melalu media social. beberapa rumusan yang ingin diungkap yaitu : bagaimana pelaksanaan program tahfidz dengan media online sebagai pembelajaran e-learning. bagaimana efektifitas hafalan santri dengan melalui media dari. tafidzul qur’an 1 https://inet.detik.com/cyberlife/d-4907674/riset-ada-1752-juta-pengguna-internet-diindone sia diakses pada tanggal 18 mei 2020 https://inet.detik.com/cyberlife/d-4907674/riset-ada-1752-juta-pengguna-internet-di-%20indone%20sia educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 82 tahfidzul qur’an adalah gabungan dari kata tahfidz dan qur`an. kata tahfidz ialah bentuk masdar dari haffaza, asal katanya hafidza-yahfadzu, artinya menghafal.2 kata hafiz memiliki arti penekanan dan pengulangan pemelihara, dan kesempurnaannya.3 sedangkan kata al-qur’an merupakan kalamullah yang diturunkan kepada nabi muhammad saw melalui perantaraan malaikat jibril yang ditilawahkan secara lisan, diriwayatkan kepada kita secara mutawattir.4 tahfidz al-qur’an dapat didefinisikan sebagai proses menghafal al-qur’an dalam ingatan sehingga dapat dilafadzkan/ diucapkan di luar kepala secara benar dengan cara-cara tertentu secara terus menerus. orang yang menghafalnya disebut al-hafiz, dan bentuk pluralnya adalah al-huffaz. definisi tersebut mengandung dua hal pokok, yaitu: pertama, seseorang yang menghafal dan kemudian mampu melafadzkannya dengan benar sesuai hukum tajwid harus sesuai dengan mushaf al-qur’an. kedua, seseorang penghafal senantiasa menjaga hafalannya secara terus menerus dari lupa, karena hafalan al-qur’an itu sangat cepat hilangnya.5 dewasa ini, program tahfidzul qur`an banyak diminati untuk dikembangkan oleh lembaga-lembaga pendidikan baik formal maupun nonformal. tentunya mengembangkan strategi pembelajaran tahfidzul qur`an harus disesuaikan dengan terget penghafal. strategi pembelajaran tahfidzul qur`an dikhususkan pada penggunaan metode-metode yang sesuai untuk menghafal al-qur`an. metode menghafal al-qur`an, pada umumnya terdiri dari dua cara yaitu dengan cara menambah hafalan baru dan mengulang hafalan yang sudah ada, hal ini sebagaimana pernyataan h. a. muhaimin zen bahwa: “metode menghafal al-qur`an ada dua macam yang satu dengan yang lain tidak dapat dipisahkan, yaitu metode tahfidz dan takrir. tahfidz: yaitu menghafal materi baru yang belum pernah dihafal. takrir: yaitu mengulang hafalan yang sudah diperdengarkan kepada instruktur”. masing-masing metode tersebut mempunyai kelebihan dan kekurangan yang dapat dibandingkan dalam proses pelaksanaannya.6 2 ibrahim anis, al-mu’jam al-wasit, (mesir : dar al-ma’arif, 1392 h), 185 3 m. quraisy syihab, menyingkap tabir ilahi al-asma al-husna dalam perspektif al-qur’an (jakarta : lentera hati, 2006), 195 4 m. hasbi ash-shiddieqy, sejarah dan pengantar ‘ulum al-qur’an/ tafsir, (jakarta: bulan bintang, 1992), 1 5 farid wajdi, “tahfîz al-qur'an dalam kajian ‘ulûm al-qur'an, (studi atas berbagai metode tahfîz)” dalam tesis. (jakarta: uin syarif hidayatullah, 2008), 19 6 muhaimin zen, tata cara /problematika menghafal al-qur’an dan petunjuk petunjuknya, (jakarta: pustaka alhusna, 1985 ), 225 educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 83 adapun beberapa metode menghafal al-qur`an yang dapat digunakan atau diimplementasikan di lembaga pendidikan formal maupun non formal menurut khanifah, adalah sebagai berikut:7 1. metode sima’i metode sima’i, yaitu mendengarkan bacaan untuk dihafalkan dengan cara mendengar dari guru yang membimbing dan mengajarnya, merekam terlebih dahulu ayatayat yang akan dihafalkan ke dalam pita kaset sesuai dengan kebutuhan dan kemampuan secara seksama sambil mengikuti secara perlahan-lahan. metode ini akan sangat efektif untuk penghafal tuna netra, anak-anak, atau penghafal mandiri atau untuk takrir (mengulang kembali) ayat-ayat yang sudah dihafalnya. tentunya penghafal yang menggunakan metode ini, harus menyediakan alat-alat bantu secukupnya, seperti tape recorder, pita kaset dan lain-1ain. 2. metode wahdah metode wahdah adalah menghafal al-qur`an dengan cara menghafal satu persatu ayat al-qur`an. untuk mencapai hafalan awal, setiap ayat bisa dibaca sebanyak sepuluh kali, atau dua puluh kali, atau lebih sehingga proses ini mampu membentuk pola dalam bayangan, akan tetapi hingga benar-benar membentuk gerak refleks pada lisannya. setelah benar-benar hafal barulah dilanjutkan pada ayatayat berikutnya dengan cara yang sama. demikian seterusnya hingga mencapai satu muka.setelah ayat-ayat dalam satu muka telah dihafalnya, maka gilirannya menghafal urut-urutan ayat dalam satu muka.untuk menghafal yang demikian maka langkah selanjutnya ialah membaca dan mengulang-ulang lembar tersebut hingga benar-benar lisan mampu mereproduksi ayat-ayat dalam satu muka tersebut secara alami atau refleksi. demikian selanjutnya, sehingga semakin banyak diulang maka kualitas hafalan akan semakin representatif. 3. metode kitabah metode kitabah adalah menuliskan kembali ayat-ayat alqur‟an yang sudah dihafal. metode kitabah adalah menghafal dengan cara menulis ayatayat yang akan dihafalkan pada secarik kertas, kemudian ayatayat tersebut dibaca lalu dihafalkan. pada metode ini siswa terlebih dahulu menulis ayatayat yang akan dihafalnya pada secarik kertas 7 nasokah, “pembelajaran tahfidzul qur‟an pondok pesantren ulumul qur‟an kalibeber wonosobo,” jurnal alqalam vol.xiii. issn: 2356-2447xiii, 2016, 230 educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 84 yang telah disediakan untuknya, kemudian ayatayat tersebut dibacanya sehingga lancar dan benar bacaannya, lalu dihafalkannya. 4. metode jama’ atau jami` menghafal al-qur`an dengan metode jama’ adalah menghafal bersamasama yang dipimpin oleh seorang guru atau instruktur. metode jama’ yaitu menghafal secara kolektif, yakni ayat-ayat yang dihafal dibaca secara kolektif dipimpin oleh seorang instruktur.setelah ayat-ayat itu dapat mereka baca dengan baik dan benar, selanjutnya mereka mengikuti bacaan instruktur dengan sedikit demi sedikit mencoba melepaskan m ushaf (tanpa melihat mushaf) dan demikian seterusnya sehingga ayat-ayat yang sedang dihafalnya itu benar-benar sepenuhnya masuk dalam bayangannya. setelah siswa benar benar hafal, barulah kemudian diteruskan pada ayat-ayat berikutnya dengan cara yang sama. 5. metode talqin metode talqin yaitu dengan cara guru membaca, kemudian santri menirukan dan jika salah dibenarkan oleh guru 6. metode muraja`ah muraja’ah yaitu mengulang hafalan yang sudah diperdengarkan kepada guru atau kyai. hafalan yang sudah diperdengarkan kehadapan guru atau kyai yang semula sudah dihafal dengan baik dan lancar, kadangkala masih terjadi kelupaan lagi bahkan kadangkadang menjadi hilang sama sekali. oleh karena itu perlu diadakan muraja’ah atau mengulang kembali hafalan yang telah diperdengarkan kehadapan guru atau kyai (zawawie, 2011).kegiatan muraja’ah merupakan salah satu metode untuk tetap memelihara hafalan supaya tetap terjaga. allah berfirman dalam alqur’an surat albaqarah ayat 238 yang artinya:”peliharalah semua shalatmu, dan peliharalah shalat wustha. berdirilah untuk allah (dalam shalatmu) dengan khusyu`”. 7. metode gabungan metode metode gabungan yaitu menghafal al-qur`an dengan cara menggabungkan dua metode atau lebih, misalnya metode sima’i dan kitabah, dan lain-lain. metode gabungan merupakan gabungan antara metode pertama dan metode kedua, yakni metode wahdah dan metode kitabah atau dengan metode lainnya educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 85 pembelajaran e learning e-learning adalah teknologi informasi dan komunikasi untuk mengaktifkan siswa dalam belajar kapanpun dan dimanapun. pembelajaran elektronik atau e-learning telah dimulai pada tahun 1970-an. berbagai istilah digunakan untuk mengemukakan pendapat/gagasan tentang pembelajaran elektronik, antara lain adalah: onlinelearning, internet-enabled learning, virtual learning, atau web-based learning.ada 3 (tiga) hal penting sebagai persyaratan kegiatan belajar elektronik (e-learning), yaitu: (a) kegiatan pembelajaran dilakukan melalui pemanfaatan jaringan, dalam hal ini dibatasi pada penggunaan internet, (b) tersedianya dukungan layanan belajar yang dapat dimanfaatkan oleh peserta belajar, misalnya external harddisk, flaskdisk, cd-rom, atau bahan cetak, dan (c) tersedianya dukungan layanan tutor yang dapat membantu peserta belajar apabila mengalami kesulitan. 8 e-learning dapat didefinisikan sebagai sebuah bentuk teknologi informasi yang diterapkan di bidang pendidikan dalam bentuk dunia maya. istilah e-learning lebih tepat ditujukan sebagai usaha untuk membuat sebuah transformasi proses pembelajaran yang ada di sekolah maupun di perguruan tinggi ke dalam bentuk digital yang dijembatani teknologi internet.9 sedangkan menurut effendi terminologi e-learning sendiri dapat mengacu pada semua kegiatan pelatihan yang menggunakan media elektronik atau teknologi informasi.10 e-learning terdiri atas dua bagian yaitu “e” yang merupakan singkatan dari elektronik dan learning yang berarti pembelajaran. jadi elearning berarti pembelajaran menggunakan jasa/bantuan perangkat elektronika, khususnya perangkat komputer. karena itu e-learning sering disebut dengan on-line course.11 satu ciri e-learning adalah adanya pembelajaran dengan kombinasi teknologi dan berbagai terapan praktis, serta dengan kesegeraan kemudahan akses sumber belajar, ke pengajar dan kesesama pembelajar, melalui internet. fakta adanya kombinasi teknologi dengan terapan dalam pembelajaran e-learning juga dikemukakan oleh savel yang menyatakan bahwa e-learning mengintegrasikan teknologi elektronik dan pendidikan, sebab itu penggunaan internet sangat dominan pada e-learning.12 masih sejalan dengan hal diatas 8 s. jaggi dahiya, “an elearning system for agricultural education”, indian research journal of extension education, 12(3), 2016, 132 9 munir, pembelajaran jarak jauh berbasis teknologi dan informasi, (bandung: cv alfabeta, 2012), 169 10 empy effendi, hartono zuang, e-learning konsep dan aplikasi, (jakarta: penerbit andi, 2005), 6 11 r poppy yaniawati, e-learning dan alternatif pembelajaran kontemporer, (bandung: arfino raya, 2010), 73 12 ibid educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 86 menurut linde (2004), e-learning adalah pembelajaran secara formal dan informal yang dilakukakan melalui media elektronik seperti: internet, intranet, cd-rom, video tape, dvd, tv, handphone, pda, dan lain-lain fungsi pembelajaran berbasis e-learning setidaknya ada 3 (tiga) fungsi pembelajaran berbasis e learning terhadap kegiatan pembelajaran di dalam kelas yaitu sebagai suplement yang sifatnya pilihan/opsional, pelengkap (complement), atau pengganti (substitution).13 1. tambahan (supplement) dikatakan berfungsi sebagai tambahan (supplement), apabila peserta didik mempunyai kebebasan memilih, apakah akan memanfaatkan materi pembelajaran elektronik atau tidak. dalam hal ini, tidak ada kewajiban/ keharusan bagi peserta didik untuk mengakses materi pembelajaran elektronik. sekalipun sifatnya opsional, peserta didik yang memanfaatkannya tentu akan memiliki tambahan pengetahuan atau wawasan. 2. pelengkap (complement) dikatakan berfungsi sebagai pelengkap (complement) apabila materi pembelajaran elektronik diprogramkan untuk melengkapi materi pembelajaran yang diterima siswa di dalam kelas. sebagai pelengkap berarti materi pembelajaran elektronik diprogramkan untuk menjadi materi pengayaan (reinforcement) atau perbaikan (remedial) bagi peserta didik di dalam mengikuti kegiatan pembelajaran konvensional. 3. pengganti (substitution) beberapa sekolah/ perguruan tinggi di negara-negara maju memberikan beberapa alternatif model kegiatan pembelajaran/perkuliahan kepada para peserta didiknya. tujuannya agar para peserta didik dapat secara fleksibel mengelola kegiatan perkuliahannya sesuai dengan waktu dan aktivitas lain sehari-hari mahasiswa. ada 3 alternatif model kegiatan pembelajaran yang dapat dipilih peserta didik, yaitu: 1) sepenuhnya secara tatap muka (konvensional) 2) sebagian secara tatap muka dan sebagian lagi melalui internet, atau bahkan 3) sepenuhnya melalui internet 13 sudirman siahaan, “e-learning (pembelajaran elektronik) sebagai salah satu alternatif kegiatan pembelajaran”, jurnal pendidikan dan kebudayaan, 2002, www.depdiknas.go.id educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 87 metode penelitian penelitian ini merupakan penelitian deskriptif kualitatif, data didapatkan dengan cara observasi dan wawancara kepada pelaksana tahfid melalui media daring. juga sekaligus menanyakan kepada siswa mengenai pelaksanaan program tahfid tersebut. pengumpulan data penelitian ini menggunakan tiga metode, yaitu : observasi, wawancara, dan dokumentasi. wawancara dilaksanakan dengan media social kepada pelaksana dan para siswa, observasi ialah dengan mengikuti living chat di grup maupun menengok langsung proses hafalan antara pembimbing dan siswa. dokumentasi didapatkan dengan melihat dokumen-dokumen ma sunan giri surabaya dalam penelitian ini, teknik pegumpulan data menggunakan teori miles dan huberman. proses analisis data menurut model miles dan huberman aktivitas dalam analisis data yaitu data reduction, data display, dan conclusion drawing/ verification. reduksi data adalah merangkum memilih hal-hal yang pokok, memfokuskan pada hal-hal yang penting dicari tema dan polanya. dengan demikian data yang direduksi akan memberikan yang lebih jelas, dan mempermudah peneliti untuk melakukan pengumpulan data selanjutya, dan mencarinya bila diperlukan. data display atau penyajian data dalam penelitian kualitatif bisa dilakukan dalam bentuk uraian singkat, bagan, hubungan antar kategori, flowchart dan sejenisnya. menurut miles dan hiberman (sugiyono 2012:339) “the most frecuent form of display data for qualitative research data in the past has been narrative text”. yang paling sering digunakan untuk menyajikan data penelitian kualitatif adalah dengan teks yang bersifat naratif. conclusion drawing verification adalah penarikan kesimpulan dan verifikasi. kesimpulan dalam penelitian kualitatif adalah merupakan temuan baru yang sebelumnya belum pernah ada. temuan dapat berupa diskripsi atau gambaran suatu objek yang sebelumnya masih remang-remang atau gelap sehigga setelah diteliti menjadi jelas, dapat berupa hubungan kasual atau interaktif, hipotesis atau teori. pembahasan 1. program tahfid al-qur’an ma sunan giri ma sunan giri sebagai suatu madrasah yang berada di naungan pptq sunan giri menerima siswa dari berbagai kalangan. siswa tidak hanya berasal dari pondok saja (tinggal di asrama pondok pesantren), sebagian lainnya ialah siswa di kawasan pondok pesantren educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 88 (tidak mondok). seperti diutarakan oleh gus ismal (kepala madrasah ma sunan giri) bahwa penerimaan siswa dari luar pondok pesantren ialah agar menambah jumlah kuantitas siswa madrasah yang masih berkembang. meskipun begitu, ia tidak menampik keiinginan untuk memberlakukan kewajiban tinggal di asrama pondok pesantren untuk semua siswa, agar pendidikan bisa berjalan secara maksimal. tetapi cita-cita itu menemui kendala, tidak semua siswa berkeinginan untuk mondok, dan juga terkendala tempat yang minim. mulanya siswa ma sunan giri tidak diwajibkan untuk menghafalkan al-qur’an. hafalan al-qur’an hanya diwajibkan kepada siswa yang tinggal (muqim) di pondok pesantren. pada tahun 2017, pengasuh meminta kepada kepala madrasah untuk mengupayakan kewajiban menyetorkan hafalan al-qur’an kepada seluruh siswa baik yang muqim ataupun yang tinggal di luar pondok, sebab madrasah ini berada di naungan pondok pesantren yang berkonsetrasikan tahfidz al-qur’an. maka sekolah mewajibkan setoran hafalan al-qur’an sebanyak dua juz kepada siswa luar pondok, sedangkan untuk siswa yang tinggal di pondok diwajibkan menghafal lima juz. untuk mensukseskan program tersebut, maka dilaksanakan program tahfidz mulai dari perencaan hingga proses evaluasi, sampai kepada peraturan wajib hafal al-qur’an yang ditargetkan sebagai prasarat kelulusan. kebijakan tahfidz al-qur’an sebagai prasarat kelulusan menuai pro-kontra dari beberapa wali murid. sebagaimana diutarakan oleh kamad, “sebagian wali murid tidak setuju dengan program hafalan al-qur’an ini, mereka beralasan anaknya disekolahkan bukan untuk tujuan tahfidz, tidak semua orang tua ingin anaknya menjadi hafid. kami memberikan pemahaman kepada mereka tentang pentingnya menghafalkan al-qur’an bagi umat muslim, terutama siswa ma sunan giri, sehingga mereka menerimanya dengan legowo (lapang dada)”. di sisi lain, program tahfidz di ma sunan giri justru mendapatkan dukungan dari wali murid yang lain. sebagaimana wawancara peneliti dengan salah satu wali murid, bapak abdul rohim, “itu (program tahfidz al-qur’an) sangat bagus sekali. saya memang menyekolahkan anak saya di ma sunan giri untuk mendalami ilmu agama, terutama mempelajari al-qur’an dan hadits. apalagi siswa dibimbing untuk menghafalkan alqur’an oleh sekolah. saya sangat mendukungnya. karena masyarakat saat ini haus dengan agama. alasan saya menyekolahkan anak saya di ma sunan giri daripada sekolah umum educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 89 karena sekolah tersebut berada di lingkungan pondok pesantren. dan kami kenal santrisantri sangat bagus dalam hafalan al-qur’an”. madrasah sebagai suatu institusi yang dipasrahkan oleh wali murid, menjalankan tugasnya dengan baik. madrasah tetap menjalankan program tahfidz al-qur’an sebagaimana diinstruksikan oleh pengasuh pptq sunan giri. dalam menjawab sanggahan wali murid yang tidak setuju, pihak madrasah memberikan edukasi kepada siswa dan orang tuanya. program ini bukan hanya tanggung jawab guru dalam mengawalnya, tetapi juga perlu kerja sama orang tua dalam mengawasi keberhasilan program. objek program ini terbagi ke dalam dua kelompok siswa, yakni siswa yang tinggal di pondok, dan siswa luar pondok. target minimal keduanya berbeda, bagi siswa yang berstatus santri diwajibkan menghafalkan 5 juz, sedangkan siswa non santri diwajibkan menghafalkan 2 juz. perbagian target ini cukup beralasan, sebab siswa yang berstatus santri lebih memiliki motivasi untuk menjadi hafiz. maka sekolah tidak terlalu memberikan tugas yang memberatkan kepada siswa sesuai dengan kapasitas kemampuannya. dalam mensukseskan program tahfidz al-qur’an, madrasah mensinergikan antara peserta didik, sekolah dan wali murid atau ustad/ah yang dari pesantren. sebagaimana disampaikan ustad subhi, selaku koordinator program tahfidz, “di sekolah, anak-anak diberikan waktu untuk menghafalkan al-qur’an, yaitu sebelum jam pertama kbm dimulai, siswa juga dapat menyetorkan hafalannya kepada guru pendamping yang sudah ditentukan madrasah” . madrasah memiliki 4 guru pendamping, yakni 2 ustadah untuk kelas putri, dan 2 ustad untuk kelas putra. penjaringan guru pendamping melalui pertimbangan yang matang. mereka adalah jajaran ustad/ah di pondok pesantren tahfidzul qur’an sunan giri. tentunya hafalan mereka sudah matang, dan layak untuk membimbing siswa dalam program tahfidz. metode yang dilaksanakan oleh madrasah dalam menjalankan program tidak jauh berbeda dengan yang diterapkan di pptq sunan giri, dengan 3 metode, yaitu: metode wahdah, tahfidz, dan taqriri. metode wahdah digunakan dengan cara menghafal satu persatu ayat, dibaca berkali-kali hingga hafal, baru bisa melanjutkan hafalan ke ayat berikutnya. tahfidz yaitu menghafal materi baru yang belum pernah dihafal, dan educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 90 diperdengarkan kepada guru. taqriri digunakan mengulang-ngulang hafalan yang telah disetorkan kepada pembimbing. siswa yang muqim (tinggal) di pondok pesantren lebih mudah dalam pengawasannya, karena selama 24 jam sudah diatur kegiatannya oleh pengurus. peneliti menilai bahwa setoran tahfidz bagi siswa berstatus santri adalah formalitas saja. program tahfidz di madrasah lebih dikonsentrasikan kepada siswa dari luar pondok pesantren. maka dalam pelaksanaannya, pihak madrasah juga melibatkan orang tua, dengan buku harian setoran materi hafalan siswa. laporan nanti disetorkan lagi ke guru pembimbing. namun, pelaksanaan program ini membutuhkan bimbingan ekstra dari guru. tidak semua siswa bisa membaca al-qur’an dengan baik, sesuai dengan tajwid dan lancar. ustad subhi menyampaikan, “siswa yang belum bisa membaca al-qur’an dengan baik dikelompokkan, dan mendapatkan bimbingan khusus dalam membaca al-qur’an dan tahsin al-qur’an”. program tahfidz dievaluasi pada setiap bulan, semester, dan tahunan, sesuai dengan target hafalan siswa. siswa kelas x diberikan target hafalan 1 juz, siswa kelas xi diberikan target hafalan satu juz yang lain dari al-qur’an sesuai pilihan siswa, dan untuk siswa kelas xii dikhususkan untuk melancarkan hafalan kedua juz tersebut, sebelum akhirnya menjalani tes akhir tahfidz al-qur’an kepada koordinator program sebagari prasarat kelulusan. sedangkan hafalan siswa yang berstatus santri memiliki target 5 juz. 2. pelaksanaan tahfid dengan media sosial adapun pelaksanaan pembelajaran di ma sunan giri di tengah situasi pandemi yang tidak menentu ini, menggunakan media daring sebagaimana diintruksikan oleh kemendikbud agar tetap melaksanakan pembelajaran lewat media internet, umum disebut e learning. begitupun program tahfid al-qur’an di ma sunan giri tetap berjalan menggunakan media online, seperti whatsapp, google classroom, dan media zoom. pertama-tama, guru pembimbing membuat grup whats app khusus untuk program tahfid di setiap kelasnya, memberikan pengumuman bahwa kegiatan tahfid tetap berjalan seperti di sekolah biasanya dengan menggunakan media social. dalam tahap perencanaan, sebagaimana disampaikan oleh ustad subhi, selaku koordinator program dengan wawancara online, bahwasanya pelaksanaan program tahfid tetap mengacu kepada metode yang dipakai di sekolah, dan pondok pesantren tahfidz educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 91 al-qur’an sunan giri, yaitu metode wahdah, tahfidz dan taqriri. mulanya santri diwajibkan menghafalkan ayat al-qur’an ayat per ayat, bisa dilanjutkan jika telah menguasai dengan benar ayat yang sudah di hafal. kemudian tetap mengulanginya di rumah masing-masing dengan pantauan orang tua. dibuatkan buku laporan kepada orang tua agar mengawasi hafalan anaknya. mulai dari proses menghafal, guru pembimbing memberikan mengajak siswa untuk melafalkan bersama-sama, dengan media zoom yang menyediakan video conference. guru membacakan ayat-ayat yang harus dihafalkan oleh siswa dengan bacaan tajwid yang baik dan benar, kemudia diikuti oleh siswa. guru bisa mengecek cara bacaan siswa apakah sudah membaca al-qur’an sesuai dengan kaidah tajwid atau belum. jika masih ada siswa yang masih kurang benar, guru pembimbing mengulanginya kembali hingga mendapat perbaikan. di samping guru pembimbing membacakan ayat al-qur’an, dijelaskan pula makna ayat secara singkat agar siswa dapat menghafal dengan mudah disertai dengan penghayatan makna ayat yang dihafal. guru pendamping juga memberikan motivasi tahfidul qur’an untuk tetap memupuk semangat santri dalam menghafalkan al-qur’an guru pendamping di madrasah berjumlah 2 orang, yaitu ustad subhi dan ustadah zulfa. ustad subhi mendapat tanggung jawab dalam hafalan siswa laki-laki, sedangkan ustadah zulfa bagi siswa perempuan. pembedaan guru pendamping yang sejenis ialah agar membuat pembelajaran lebih terfokus, dikhawatirkan ada mudorat dalam ketika melihat yang lawan jenis sehingga menggangu konsentrasi siswa ataupun guru. sebagaimana disampaikan oleh bapak maulana, selaku waka kurikulum, “untuk kelas putra didampingi oleh ustad subhi, sedangkan untuk putri didampingi oleh ustadah zulfa, hal ini untuk membuat suasana lebih kondusif, dan menjauhi fitnah dalam menghafalkan al-qur’an.” setelah membacakan ayat al-qur’an di media conference secara bersama-sama maka setiap siswa diwajibkan untuk menghafalkannya, di waktu pagi dan sore hari. agar bisa dipantau dengan baik oleh guru pemdamping, setiap siswa diwajibkan untuk mengupload laporan hafalan harian yang telah dibagikan disertai dengan tanda tangan orang tua. seperti dikatakan ustad subhi, “setiap siswa wajib menyetorkan laporan hafalan harian yang dipantau orang tua”. pelaksanaan demikian sesuai dengan metode yang digunakan madrasah dalam mengelola program tahfid, yakni dengan metode wahdah (menghafalkan ayat per ayat hingga hafal), tahfid. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 92 selanjutnya ialah proses hafalan, yang mana siswa menyetorkan hafalan kepada guru pendamping dengan video call di media whatsapp. setiap siswa yang sudah merasa bisa, menyetorkan hafalannya dengan bil ghaib (tanpa memegang al-qur’an) kepada guru pendamping. guru pendamping menyimaknya, memperbaiki bacaan yang keliru dan apabila hafalan masih dirasa kurang lancar, maka siswa diharuskan untuk menghafalkannya kembali. dalam memantau hasil hafalan siswa, guru pendamping mengisi buku laporan hafalan siswa dalam menghafal al-qur’an. buku laporan tersebut menjadi acuan penting di dalam proses evaluasi program, sejauh mana siswa dapat menghafalkan al-qur’an hingga kemudian dibenahi untuk kelanjutan program yang lebih baik ke depan. di akhir semester, setiap siswa menyetorkan hafalannya kepada guru pendamping sesuai target. adapun targetnya ialah siswa dapat menghafalakan al-qur’an berjumlah 1 juz setiap tahunnya. jika satu tahun ada dua semester, maka target hafalan tiap semester ialah setengah juz. seperti diutarakan oleh ustad subhi, “semua siswa wajib menyetorkan hafalan sesuai target di akhit semester.” tentunya di tengah pandemic ini, setoran hafalan menggunakan media whats app melalui video call siswa dan guru pendamping. 3. efektifitas program tahfid dengan media social sebuah program dinyatakan berhasil jika memenuhi kriteria target perencanaan. adapun target hafalan siswa ma sunan giri ialah dapat meghafalkan 2 juz bagi siswa luar pondok, dan 5 atau 6 juz bagi siswa yang muqim di pondok. maka demi tercapainya target keseluruhan, program hafalan dibagikan di setiap semesternya. target semester, siswa dapat menghafal setengah juz bagi siswa non-pesantren, dan setoran 2 juz untuk siswa berstatus santri. pada sub bab ini, peneliti ingin mengetahui respon siswa dan guru pendamping dalam pelaksanaan program tahfid dengan media sosial, karena ini adalah pola baru di tengah pandemi yang belum berakhir. peneliti mengajukan pertanyaan kepada guru pendamping, apakah program tahfid berjalan dengan baik di media social? apakah siswa dapat menghafalkan al-qur’an dengan baik dan menyetorkannya sesuai harapan?. sedangkan beberapa pertanyaan yang perlu dijawab oleh siswa, apakah siswa nyaman dengan program tahfid melalui whats app tersebut? apakah siswa bisa menghafalkan alqur’an dan menyetorkannya dengan baik? apa kendala dan kelebihan yang didapatkan educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 93 dengan penggunaan media social ini kepada siswa maupun yang dialami guru pendamping? pertama, ialah wawancara yang dilakukan kepada guru pendamping dari peneliti melalui whats app. ustad subhi menjelaskan bahwa meskipun sekolah diliburkan, program tahfid tetap berjalan sesuai yang diinginkan. katanya, “alhamdulillah program tahfid dengan media social terlaksana degan baik” pendapat tersebut diaminkan oleh ustadah zulfa, selaku guru pendamping putri, “dengan adanya media social yang canggih, kita bisa melakukan segala hal tanpa terbatas ruang dan waktu, termasuk menghafalkan al-qur’an”. dikabarkan dari keduanya, justru pelaksanaan program tahfid dengan media social ini lebih efisien. meskipun tetap ada kendala-kendala yang dirasakan, seperti minimnya kuota yang dimiliki, atau beberapa siswa tidak memiliki perangkat yang support untuk aplikasi media social. sedangkan proses setoran siswa kepada guru pendamping, dilaksanakan dengan baik. sebagaimana disampaikan oleh ustad subhi, “kami menelpon siswa satu persatu untuk mengecek hafalannya, hingga hafalannya baik dan lancar”. setoran melalui whats app tidak jauh bedanya dengan setoran di madrasah, dimana guru pendamping bisa menyimak dengan baik hafalan santri, dan mengetahui kelebihan dan kekurangan hafalan. maka proses setoran hampir tidak menemui kendala, kecuali kuota yang mungkin diperlukan cukup banyak. adapun dari segi siswa, diharapkan program hafalan dinikmati dengan baik oleh siswa. suatu pembelajaran atau pelaksanaan dikatakan baik jika memberikan efek riang dan gembira dan tidak terlalu memberatkan kepada siswa. sehingga siswa dapat mengikuti program tanpa beban dan dapat mencapai target. a. dapat melaksakan hafalan dengan baik meskipun sekolah diliburkan, siswa mengakui tetap melaksanakan pembelajaran di rumah dengan media social. seperti diujarkan oleh afika, “kami tetap belajar di rumah, menghafalkan di rumah, dan tetap bisa berkomunikasi dengan guru dan teman-teman lainnya”. begitupula disampaikan oleh muyassaroh, “covid tidak membuat kami lemah, dan malas belajar, saya jadi bisa menggunakan hp saya untuk belajar daripada bermain game atau social media yang kurang manfaat”. ketika ditanya apakah siswa tetap bisa menghafalkan al-qur’an dengan baik, siswa menyetujui video conference yang dilakukan guru pendamping untuk membaca educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 94 lalu menjelaskan makna disertai motivasi. seperti dikatakan ali wafa, “setelah mendengarkan bacaan secara bersama-sama dengan aplikasi zoom, kami menghafalkannya sebagaimana disampaikan guru untuk menghafalkan ayat al-qur’an setelah sholat wajib”. b. perasaan gembira dalam program tahfid online suatu program dikatakan berjalan dengan baik apabila peserta didik menikmatinya, dan tidak merasa keberatan dengan metode yang dipakai. hafalan ataupun setoran hafalan mendapatkan respon positif dari para siswa. sebagaimana dikatakan oleh nisa, “saya senang bisa belajar dengan media social, kami bisa bertatap muka di media social kepada guru dan teman teman lainnya.” begitu pula disampaikan oleh umam, “libur sekolah membuat kami merasa rindu untuk sekolah, alhamdulillah kami masih bisa bersilaturrahmi denga guru dan teman-teman dengan video conferece”. pelaksanaan program tahfid yang dilakukan via online mendapat respon positif dari siswa. tentunya diharapkan siswa bisa menghafalkan al-qur’an dengan baik, dengan pantauan langsung oleh orang tua. dan juga siswa dapat menyetorkan hafalannya dengan baik. muhaimin mengatakan, “ketika kami menyetor hafalan, kami telfon pribadi ustad, dan menyetorkannya, kami merasa dekat dengan beliau”. c. terkendala dengan paket dan kuota tidak hanya guru yang mendapatkan kendala kuota dalam pelaksanaan media online. media social dan video conference telah mengrus kuota siswa dalam pelaksanaan pembelajaran. seperti dikatakan afika, “tidak terasa kuota paket saya cepat habis dengan adanya pembelajaran online”. hal ini juga diaminkan muyassaroh, “jika digunakan untuk video conference, cukup lumayan menghabiskan kuota, tak seperti chat di media social”. maka untuk mengatasi problem ini, sekolah perlu melakukan terobosan dengan memberikan jaminan kuota di setiap bulannya kepada setip siswa, minimal subsidi untuk membeli pulsa paket internet. bagaimana program bisa berjalan dengan baik jika media yang dipakai masih terkendala dan tidak bisa terkoneksi ke internet. kuota menjadi hal yang sangat mendasar dalam pelaksanaan pembelajaran online utamanya hafalan santri. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 95 kesimpulan dari penelitian ini, bisa disimpulkan dalam beberapa hal : pertama, program tahfid di ma sunan giri surabaya merupakan program baru yang diamanahkan pengasuh pptq (pondok pesantren tahfidz al-qur’an). adapun target hafalannya terbagi kepada 2 kelompok, 1) siswa berstatus santri dapat menghafap 5 atau 6 juz, 2) siswa non pesantren menghafal 2 juz. pelaksanaan tahfid menggunakan metode wahdah, tahfid, dan taqrir. kedua, pelaksanaan program tahfid melalui media sosial ialah dengan aplikasi whats app, dan media zoom untuk memenuhi video conference. dibentuknya grup whats app khusus program tahfid untuk setiap kelas, yang dipantau oleh guru pembimbing. proses pelaksanaan tahfid melalui 3 tahap, yakni: 1) membaca bersama-sama ayat yang akan dihafal, dengan dipandu guru pembimbing melalui media zoom, 2) hafalan siswa di rumah masingmasing dengan dibuktikan tanda tangan orang tua di buku laporan harian dan diupload di grups whats app, 3) setoran hafalan siswa kepada guru pembimbing dengan menggunakan aplikasi telefon di whats app ketiga, pelaksanaan program tahfidzul qur’an berjalan dengan baik seperti yang diharapkan. guru bisa memberikan pendampingan melalui media sosial dengan begitu bersemangat. siswa dapat mengikuti program yang dipandu oleh guru pendamping. mereka merasa senang dan gembira dengan program tahfid online ini. adapun kendala yang dirasaka guru dan siswa ialah kuota yang dibutuhkan cukup besar. daftar pustaka anis, ibrahim dkk. al-mu’jam al-wasit. mesir : dar al-ma’arif, 1392 h ash-shiddieqy, m. hasbi. sejarah dan pengantar ‘ulum al-qur’an/tafsir. jakarta: bulan bintang, 1992 dahiya, s. jaggi. “an e-learning system for agricultural education”. indian research journal of extension education. 2016 effendy, empy, hartono zhuang. e-learning, konsep dan aplikasi. yogyakarta: penerbit andi, 2005 munir. pembelajaran jarak jauh berbasis teknologi dan informasi. bandung: cv alfabeta, 2012 nasokah, a & ahmad khori. “pembelajaran tahfidzul qur‟an pondok pesantren ulumul qur‟an kalibeber wonosobo”. jurnal alqalam vol.xiii, 2014 educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 96 siahaan, sudirman. “e-learning (pembelajaran elektronik) sebagai salah satu alternatif kegiatan pembelajaran”. jurnal pendidikan dan kebudayaan, www.depdiknas.go.id, 2002 syihab, m. quraisy. menyingkap tabir ilahi al-asma al-husna dalam perspektif al-qur’an. jakarta : lentera hati, 2006 wajdi, farid. “tahfîz al-qur'an dalam kajian ‘ulûm al-qur'an (studi atas berbagai metode tahfîz)”. tesis. jakarta: uin syarif hidayatullah, 2008 yaniawati r poppy. e-learning dan alternatif pembelajaran kontemporer. bandung: arfino raya, 2010 zawawie, mukhlisoh. al-qur’an: pedoman membaca, mendengar, dan menghafal al-qur’an. solo: pt tiga serangkai pustaka mandiri, 2011 zen, muhaimin, 1985 tata cara /problematika menghafal al-qur’an dan petunjuk petunjuknya, jakarta: pustaka al-husna, http://www.depdiknas.go.id/ educatio : journal of education volume 1 , number 2, november 2016 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z education human excellence aminul wathon stai mifahul 'ula kertosono nganjuk netbarca@gmail.com published: november 20 2016 reviewed: september 13 2016 accepted: august 12 2016 abstract:in line with the logic of ecology and the philosophy of existentialism, the existence of one thing is always in the company of one or more of other things. this, to give a correct idea or to avoid misunderstandings of the use of the predicate ahead as in terms like seeds, superior schools, excellent products of education, and others, it is morally imperative for the users of such terms to provide the terms with reviews their contexts to determine whether a superior means 'prime', 'superior', 'competitive', or any other. instances of such contexts can be of appearance or performance, of a long or short term, of the current objectives or future goals, of individuals or the community, of individual or social needs, of national or international needs, of inclusive or exclusive purposes, and others. even now, the writer is still of the belief that the usage of the aforementioned reviews those terms in the field of education in indonesia is still more as jargon rather than basic concepts. indeed very rarely or even never does the public, particularly subject to reviews those who are very much concerned with the development of education in indonesia, to get a thorough explanation of reviews those terms mentioned. this article tries to build a kind of "second opinion" as a balance to the existence of that jargon mentioned. keywords:superior, insaniah excellence, superior education, education. introduction the word "superior" similar to those used in the terms "superior seeds," "top schools", "excellent product", and so forth, have been generally accepted by society contains positive values "given" without the need or desire to know, let alone understand, how the real stickiness positive values "given" that the object being assessed. on the other hand, it may be a group of other people mailto:mohammadarif.staim@gmail.com aminul wathon education human excellence volume 1, number 2, november 2016 | 157 zzzzzz who are more critical of course, will soon ask a question related to "superior value" is, for example asking about "what's so superior" or "how true form of excellence" is. the essence of the answer to the substance of the questions will be related to the basic parameters of the existence of something in the field of science is expressed as ontology, epistemology, and axiology. this paper seeks to convey the essence of a superior meaning other than that which has been understood the general public. superior meaning here might be an overarching meanings that excel others associated with the man advantage from the side which can be explained by the mind and or science that has been and still is developed by humans, especially the experts. in this paper the concept of superior individuals defined as individuals who achieve the development of human capabilities optimum potential. the potency of the essential human question is the potential to solve the problem of life and human life, both as individuals, groups, communities, societies, nations, and as the world's inhabitants. related to education, insaniah berkeunggulan education is defined as education that accommodates the development of the potential of human capabilities. though human excellence is understood (axiomatic) can not, will not, and will never even able to impress excellence in individual human beings ability is concerned. if only touching human excellence or domain area development potential human capabilities that are already exist within each human being. potential ability of human beings, as creatures created by the creator and not a creature created by himself, clearly limited presence. however, where or how the limit is never and will never be known. human life and education humans are creatures of god's creation of the most perfect in terms of completeness of potential ability, namely the ability to think, act, and feel aminul wathon education human excellence volume 1, number 2, november 2016 | 158 zzzzzz integrated into the setting of space, time, and the community. potential ability to think the most essential is the ability to distinguish danjatau space of time that allows people to connect the phenomenon in the past with the present to face and connect phenomena in the current time with things that might be encountered in the future. the journey of human life in space and time (past, present, future) which forms a continuum (not intermittent) positions the man into a creature that has always been, is, and will learn with relentless lifelong (lifelong learning). throughout the life journey of a human being, the ability to think, act, and merasalmenilainya always in a state of change, evolve and adapt, in space and time and setting sosiai culture. education is an attempt to humanize humans. humanize means to prepare people to be able to live and continue to live in the community as a whole either as individual beings, social animals, and creatures that civilized culture. the essence of human life is finite human rights down time. rights came into force along this time when he was born and ends when it is turned off. single issue man in retracing his life is met with problems. thus, the sole function of human life in the traverse time hidupnyaadalah menyele-saikan problem. the problem here is defined as all the problems facing humanity from second to second, minute to minute, hour to hour, from day to day, from month to month, from year to year, and so on, and also from room to room ( place) and of socio-cultural settings back to the one to the other. the essence of the existence of the problem, in essence, is a human existence itself. when there are no humans there would be no problem. where there is a problem there must be a human. capital material of human life problem solving is the entire universe that has been created. working capital aminul wathon education human excellence volume 1, number 2, november 2016 | 159 zzzzzz activator (central processing and control work) solving problems of human life is the brain and heart (conscience) or reasonable and human character. as part of a problem-solving system, the brain and the human heart can not live on its own work. to be able to function as a problem-solving system, the brain and the human heart needs to be prepared beforehand. preparing the brain. human means filling the brain with knowledge system (not just the grains knowledge apart-iepas) and system skills (not just beads off skills). preparing the human heart means filling the human heart with moral value system (not just the grains loose-loose morals). the fundamental nature of systemic filling the brain and the human heart is-interactive subjective and not as filling a suitcase with items or filling bottles with a liquid. the subjective nature is defined as there is always a chance of acceptance or rejection of the grain fields that want loaded on the subject of children by anyone at any time. on the other hand, the interactive nature of the systemic filling the brain and the human heart always presents an opportunity for the akslarasi, both positive negative mapun, as a function of the fit between the characteristics of the fill, that is loaded, and the individuals who filled itself. charging system of knowledge to the human brain is done through teaching (not only at school), the charging system of skills into the human brain is done through training (anywhere, anytime), and the charging system of values into the heart of man is done through suggestion (assignments, experience, pilot) value -moral values. the combination and integration of third intact charging program it is the essence of education. programming the brain and the human heart filling is done or happened since the formation sigot (potential new individual sperm cell fusion results father and the mother's egg cell) to the end of life of the individual concerned or lifelong. what should, should, or should be taught, trained, and it is suggested to the subject or the students? how to and when to do the charging aminul wathon education human excellence volume 1, number 2, november 2016 | 160 zzzzzz process in the subject to the students? in order for the performance of the respective fields as well as its synergies within the subject students can have berkeunggulan properties. this is the essence of the problem(stateoftheart)education issues. it should be underlined that the program of human abilities (cognitive, psychomotor, and affective), in essence, is a problem-solving system problem itself is always changing or different from time to time and from place to place taken or passed by the subject students. the essence of the program should be generic human ability. this generic form of program is not shaped availability of the list of problems with se-gala possible solutions such as facility"help"provided by the computer application programs to help computer users when it got into trouble or resistance applications. individual development and potential of insaniah existence of an individual (man) started from the presence of a sigot(zygote)the result of the joining of a sperm cell from the father and an egg from the mother who carries all the attributes and potential development of each. merging the two cells produces a unique individual. each sigot carry their own dna (dna unique combination of parental dna) as a developer and implementer of programs fetal development of autonomous appropriate message (sort of information) which has been available in its dna, including messages adjustments to the stimulus, stimulus, or environmental conditions that exist. sigot develop into fetuses, then evolved into the infant in the womb until ready to be born. in this phase of the case preparation and their organ function according to the programs available (though some sort of information) in its dna. from birth until the age of five, the dna of the individual is set up, control and develop the performance of the organ to reach the summit stability organ function concerned with me-utilized (adjust) fully aminul wathon education human excellence volume 1, number 2, november 2016 | 161 zzzzzz institutions(setting)lingkung's as a source of adjustment (a kind of resources) which is in contact with the individual. potential insaniah, in fact, inherent in the nature / karak-teristik organ that is organized and controlled by dna that are owned by individuals themselves. insaniah potential development in any form, including in the form of education, who do not pay attention or even ignore the potential and karakteristik existing individual potential to be a denial of natural qualities of the individual concerned and thus biased. overview psychological growth of children from birth until the age of two years are as follows (wikipedia, 2007. last modified 07:56, april 11, 2007). 1. the development ofreflexes (first six weeks of life). 2. the development ofhabits (six weeks to four months): repeating ofan action involving only ones own body. 3. the development ofcoordination between vision and prehension (four to nine months). this is perhaps one ofthe most important stages ofa child's growth, the dawn oflogic. 4. the development of logic (nine to twelve months): the coordination between means and ends. '' first proper intelligence. "this is an extremely important stage of development. 5. becoming a" young scientist "(twelve to eighteen months) con-ducting pseudo-experiments to discover new methods of meeting the challenges. 6. the beginnings ofinsight or true creativity (up to two years). 7. those six sub-stages together mark the child's passage into independent thought and, eventually, adult maturity.1 growth at the age of 2-7 years are as follows: 1 tim wikipedia, theory of cognitive development from wikipedia, the free encyclopedia (http://en.wikipedia.org,accessed on 11 april 2016 at 7:56 pm). http://en.wikipedia.org/ aminul wathon education human excellence volume 1, number 2, november 2016 | 162 zzzzzz 1. symbolic functioning is characterized by the use of mental!) ymbols words or pictures the which the child uses to represent something the which is not physically present. 2. concentration is indicated resources by a child concentrating more on one aspect of a person the which is consistent rather than concentrating on the inconsistent aspects of his personality, behavior or physical characteristics. 3. intuitive thought occurs when the child is able to believe in something without knowing why she or he believes it. 4. inability to conserve is indicated resources by the child is not able to conserve mass, volume or number after the original form has changed.2 concrete operational stage development or growth at theage of 7-12 years are as follows: 1. decentering where the child takes into account multiple aspects of a problem to solve it. 2. reversibility where the child understands that numbers or objects can be changed, then returned to reviews their original state. 3. conservation understanding that quantity, length or number of items is unrelated to the arrangement or appearance of the object or items. 4. serialation the ability to arrange the objects in an order according to size, shape or any other characteristic. 5. classification the ability to name and identify sets of objects according to appearance, size or other characteristic, including the idea that one set of objects can include another. 6. delimitation of egocentrism the ability to view things from anothers' perspective (even if they think incorrectly).3 2 tim wikipedia, theory of cognitive. aminul wathon education human excellence volume 1, number 2, november 2016 | 163 zzzzzz at the age of 12 years onwards (adult) individuals experiencing growth at the level of formal operational stage which is characterized by the emergence of the ability to think abstractly and draw conclusions from the available information.4 the above description shows that the development potential of all human impossibility of an intact circuit (continuum) were not separated. it implies that if individual potential development of human excellence is also an all-wholeness. efforts to achieve this wholeness is nothing but a form of learning environment that is accommodative to the development potential of the subject's ability learners. efforts are exclusive partial slogans or motto-motto that promises success or all suksesan seemed only serves as a desecration or even pen-dholim late to the natural history of the development and per-plant insaniah potential human abilities. human resource empowerment itselfempowerment of human resources is to build a generic preparedness of individual problem solvers of life for the individual concerned and its species (family, community, society, nation, humanity). the empowerment necessary for the creation of a system or educational programs that build generic skills (thinking, acting, and acting) to solve the problem of life and life can be justified scientifically, social, cultural, and religious. lnsaniah berkeunggulan education key to success over the education system mainly lies in the subject 3 tim wikipedia, theory of cognitive. 4 tim wikipedia, theory of cognitive. aminul wathon education human excellence volume 1, number 2, november 2016 | 164 zzzzzz students opportunities to communicate the identity and the dynamics of the learning process. the capture of the identity and the dynamics of the learning process allows learners the subject in deploying optimal accommodation for the learning process (broad sense) in the subject students. the accommodation needs should be interactive (two-way) for educated and educating a subject to have their uniqueness. interkatif equal working relationship harmony is key to the success of interactive performance. only one is dominant or even intentionally dominate the interaction existing interactive work that there would not be effective, let alone efficient, alias failed. examples of educational response: "however, not all the students who enter a university have experience even to type a computer keyboard in japan. to develop the ability to operate a computer the government pushes forward with the plan of an educational reform in an information science from elementary schools to high schools. a computer environment will be available in almost all the schools soon, and the educational curriculum changes quickly intervening. it is also planning to construct a virtual university roomates provides higher education through online lesson for a wide variety of persons. a university is expected to change qualitatively. in such circum-stances a multipurpose independent-study environment for information technology-based education and training was constructed in hiroshima university at june 2000 ".5 5 tomohiro inagaki cs, multipurpose independent study environment for information technology based education and training information media center (hiroshima: hiroshima university, 2001), 1. aminul wathon education human excellence volume 1, number 2, november 2016 | 165 zzzzzz world education reform at this time the world aware of need provided alternative education more fundamental and more essential to the world population. a number of countries (especially developed countries) has initiated and implemented the concept of the new education with the label umbrella include lifelong education, lifelong learning, informal education, informal learning, learning communities, learningsociety,and so on all of which boiled down to the concept of education for all (education for all or efa) and all for education (all for education or sup).6 main ideas contained in the new education concept is aimed at improving the lives that lead to the overall quality of human life and education is a lifelong process. learning continues without interruption sepan-life which will only happen when there is a choice of life and the type of community groups informed completely and clearly in the environment (habitat) that community life. learning is a process that always happens and is part of daily human life (community). accordingly, any opportunity to learn something new in the community's kehidup need to be utilized. special things that need to be observed on the main ideas contained in the new education concept is the concept of the subject students are defined as the intelligent beings that have the potential to learn a lot of whatever they found and they are facing in the environment around him. alternative education sector reform in indonesia when the paradigm of "subject students are intelligent creatures that have the potential to learn a lot of whatever they found and they are facing in the environment around him" acceptable in indonesia, the indonesian education system should need melaku-kan reforms. alternative education 6 federico mayor and tanguiane serna, the continuing relevance of a visionary text (unesco, 1997, http: //www.unerco.org,accessed on 12 april 2016 at 09.00 pm) http://www.unerco.org/ aminul wathon education human excellence volume 1, number 2, november 2016 | 166 zzzzzz reform in indonesia related to the components of operational actions and actors on education or teaching that includes the me(teachers, teacher), yang di(students, pupils, learners), process me(approaches, methods, technique, tactics), yang di-kan (teaching materials, teaching materials), and target me(targeted competency) is as follows. for component "what me" or the teacher may need to slide the attitude of "can feel" (posivistik) to "can feel" (naturalistic) and of "craft prosecutor student" to "guiding all students bisaan". thus, teachers will no longer functionlike se pumping limited knowledge and skills that are possessed but creators of teaching and learning activities to explore and creatively utilize all the learning resources that are around or that can be held to about a place to learn. in a new setting that teachers no longer play a major role to motivate students to ask, let alone force, his team were so diligent to learn, but to give and or me-rehearse kebisaaan-toxicity prerekuisit the basis of what will be an asset for students to master the ability-poisoned more , in this setting the teacher is no longer mengkredokan "clever base diligent" so that teachers tend to be a public prosecutor rather ape-jinan students take the principle of "clever base raj in" which emphasizes the obligation of teachers to make students into "can" (got intelligence) that subsequently be auto-matis will cause diligent student task of grains due to the success of the work (ability) they get. for component "yang di" or students may need diako-modasi and encouraged in order to have the desire to always try. in order not to discourage try for those who still fail or have not succeeded of course the substance of the defense-distance her to be selected that has a level of difficulty that students could hardly be once again almost can not so students eventually will be able, even with the possible efforts rather heavy. with this kind of activity then the slogan "clever base diligent" will shift to "clever base diligent". aminul wathon education human excellence volume 1, number 2, november 2016 | 167 zzzzzz viewed from the side "meprocess" which includes approach, me-tode, techniques, and tactics of the principles which should be held "makes it difficult" and "difficult easy" or the principle of "reasonable challenge". judging from the art of teaching it emphasizes engagement and involvement to learn and fun to learn the subject or subjects students study. in terms of substance "yang di-kan" or materials may need to be shifted entirely or proportionally of "substance-oriented disciplines" to "substance-oriented functions, duties, and obligations of life and habitable human" in accordance with the level of thought and learners experience the actual subject there. with this model automatically students will be carried in the atmosphere of the significance of teaching materials studied. associated with the ability or competence is taught-rehearse may need to be directed to things that are analytical, synthesis, evaluative, reflective of the early life problems and real-life students to achieve the ability to behave and act can be justified scientifically, social, cultural, and religious, but always adapted to the real capability level that has been owned by the students along with the physical and mental development. indonesia education characteristics of the various academic discussions, it is suspected that a number of negative side implementation of the education system in indonesia which memerlu-kan efforts to reform or systemic changes. some of them are as follows. 1. either consciously or not education in indonesia tend to emphasize "a formality more important than the essence". it has become a kind of cultural disease that values appearance(appearance)more will be found or used as the main reference rather than performance (performance). indeed, it is reasonable and very natural because everyone wants happiness clicking, aminul wathon education human excellence volume 1, number 2, november 2016 | 168 zzzzzz want to see good results, and or encouraging news. however, naturally anyway, a forgetting, omission, or disclaimer of all weaknesses, the negative side, or the negative impact of an activity or performance will give positive results that are false are very likely the end result is negative men-base and ultimately fatal , products is indeed a positive that is products that are also always raised the weaknesses that occur from the positivity followpositivity appearing. 2. the holders of authority in educational systems tend to be positivistic excessive by relying on pen-dekatan positivistic quantitative naturally seems it is not and will never correspond to menyelesai-kan problems associated with man and all humanity that naturally there will always diwamai by their unique differences between one human being with another human being. starting from the unique nature of human nature is the best way (makes sense) to mempertemukannya is a naturalistic approach that characterized its early existence by recognizing the difference. 3. in terms of leadership in the organization system of the education system in indonesia, it seems the leaders are likely to have a reference to the-i's bigger than all of our late and much less to all of our's. perhaps "change minister byword policy change" is one symptom that is caught to the possibility of the phenomenon. 4. it should be noted that the superior concept which has been used in the orientation of the education system in indonesia is linked to the concept of partial advantage that the context was never traced or dijelasakan comprehensively. cover not willing is the indonesian people have a superior human resources, of course want. however, the meaning of "superior" which were intended-there aminul wathon education human excellence volume 1, number 2, november 2016 | 169 zzzzzz needs to be clarity so that it will be able to invite the responsibility, accountability, and community participation in the widest part of the responsibility and accountability of the indonesian nation nationality. so it needs to be explored and defined the meaning of excellence in education is more fundamental than that during this popular understood and referred to by most people, including the public bureaucracy and stakeholders to arbitrary field of education in indonesia. keep in mind that the only hope of an education work involving many parties is the lack of commitment by the parties involved. the most vulnerable in the presence of commitment is that the intensity or quality of commitment memedomani itself is controlled entirely by the parties involved in each and nobody can mengen-dalikannya. leaders, coaches, or coaches can not force the implementation of a commitment to the people who were under his leadership. in other words there is no word manipulation or direct intervention that can be done to improve the quality memedomani commitment for the parties involved. finally, deciding everything together work success is awareness of the parties involved. when will we, me, and you have this awareness? only time can prove it aminul wathon education human excellence volume 1, number 2, november 2016 | 170 zzzzzz references bell, f. learning communities-reality or feelgood factor. (online) (http://www.ece.salford.ac.uk). accessed 24 april 2016 at 08.00 am. t. inagaki cs. multipurpose independent-study environment for information technology based education and training information mediacenter.hiroshima: hiroshima university. 2001. mayor, f. and tanguiane, s. the continuing relevance of a visionary text. (on line).(http://www.unesco.org).accessed accessed 12 april 2016 at 09.00 am. munhuweyi, p. early childhood education programs: focus on developing countries on setting the pace forlearning.presented at isec 2000. (online) (http://www.isec2000.org. uk). accessed on 12 april 2016 at 18:30 pm. schugurensky, d. learning societies and the question of democracy: pedagogy ofengagement.(online proceedings)(http://www.oise.utoronto.ca).accessed on 13 april 2016 at 14.00 pm. smith, mk lifelong learning, the encyclopedia of informaleducation,(online)(http://www.infed.org).accessed on 12 april 2016 at 15.00 pm. , globalization and the incorporation of education 'the encyclopedia of informal education. (online)(www.infed.org).accessed on 13 april 2016 at 14.30 pm. tim wikipedia. theory of cognitivedevelopment.(online) (http://en.wikipedia.org).accessed april 11 at 7:56 pm. http://www.unesco.org/ http://www.oise.utoronto.ca/ http://www.infed.org/ http://www.infed.org/ http://en.wikipedia.org/ educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the role of parents in improving children's learning motivation in arabic language learning binti rosyidah, annisa nurwinda sari stai miftahul ula nganjuk rosyidahbinti66@gmail.com accepted: 10 august 2020 reviewed: september 5, 2020 published: 20 november 2020 abstract: this study discusses the role of parents in highlighting children's learning motivation in grade ii-a arabic language learning at mi kunuzun naja wonotengah. the reason researchers discussed this problem was because of the lack of parental control at home towards children's learning activities. in fact, parents are assets that play a big and important role in improving children's knowledge. the interests, talents, abilities, and potentials of children as learners will not develop optimally without the help of parents. this type of research is qualitative. the study was conducted in grade ii-a with subjects of 6 students and 6 parents. without motivation one's efforts will not be able to achieve good results, as well as in terms of learning. learning will be better if it is always accompanied by motivation. methods used by parents in motivating children in research in the form of: (1) gift giving (2) giving praise and (3) sanctions (punishment). this study aims: (1) to find out the parents in improving children's learning motivation in grade ii-a arabic language learning at mi kunuzun naja wonotengah purwoasri. (2) to know the method of parents in providing motivation to their children. the results of this study are showing the role of parents in improving their child's learning motivation and what methods are used to increase their child's motivation. keyword: parental role, motivation, arabic language learning introduction according to law no. 20 of 2003 on the national education system chapter 1 article 1 paragraph 1 states that education is defined as a conscious and planned effort to realize the learning atmosphere so that learners actively develop their potential to have religious spiritual power, selfcontrol, personality, intelligence, noble character, as well as the necessary skills of themselves, society, nation and state1. in relation to education in schools, parents are an asset that plays a big and important role in improving children's knowledge and skills. the interests, talents, abilities, and potentials of children as learners will not develop optimally without the help of parents. parents have a great responsibility to the implementation of learning programs in schools and constantly monitor the intellectual and emotional development of the child itself. however, what happens in practice is that there are some parents who assume that after the child is included in the school environment, the responsibility is handed over to the teacher completely, when it is the wrong thing to do. parents who come face to face with students at home, have a role that is no less important even greater than the teacher. this is because most of the time 1 republik indonesia (uu ri no 20 tahun 2003 tentang sistem pendidikan nasional). (cet. ii; jakarta: sinar grafika, 2006), hal. 2 mailto:rosyidahbinti66@gmail.com educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 170 zzzzzz z students are at home rather than at school. in school students learn between 6 to 7 hours, while the rest is spent at home. therefore, it should not be if parents hand over all responsibilities to the teacher in the school. in fact, the time that teachers have to educate students in the school environment is very limited. even a teacher in practice in the school environment should pay attention to many learners. so it is not possible if parents submit fully the progress of the learner in the hands of the teacher. and it is highly unlikely that the teacher will pay attention to only one student. for example, an arabic teacher teaches arabic vocabulary to students in madrasah ibtidaiyah (mi), then the teacher asks the students to repeat at home and memorize the vocabulary that has been taught in school. however, it turns out that when at home parents do not proceed to help and guide their children in evaluating and repeating vocabulary that has been taught in school. then it is impossible that the competence of arabic learners will develop. it is known that the characteristics of elementary school students range in age from 6 to 12 years. that age is the age at which learners still need attention, guidance or direct involvement of parents in the learning process of learners. we know that the success of the learning process or the student's learning outcomes are motivated by two factors, namely2: 1. internal factors: internal factors are factors derived from learners, which affect their learning ability. these internal factors include: intelligence, interest and attention, learning motivation, perseverance, attitude, learning habits, as well as physical and health conditions. 2. external factors: factors derived from outside the learners that affect learning outcomes. external factors include: family, school, and community. in connection with children's learning activities, there are still many parents who have not maximized their role in fostering the motivation of learning of learners and even there are still parents who do not understand how important it is to motivate learners because they themselves do not understand the education itself. in fact, successful or not a learner in learning while having motivation in learning. similarly, arabic is one of the subjects in madrasah ibtidaiyah (mi), it is a must for parents to motivate students to always learn arabic and even always instill a love for arabic itself. for the realization of such motivation in learners, the thing that can be done by parents is to provide understanding to learners of the purpose and benefits of learning arabic which is part of religion and language to be able to understand the qur'an and hadith. to support this research, the researchers edified several previous studies related to this research, including: 1. munirwan umar3, peranan orang tua dalam peningkatan prestasi belajar anak, jurnal ilmiah edukasi, vol.1 no.1 tahun: 2015. this research is included in the type of qualitative descriptive research. data collection method conducted in this research is observation and interview. the informants in this study were parents and teachers. the 2 ahmad susanto, teori belajar dan pembelajaran di sekolah dasar, hal. 12-13 3 umar, munirwan. "peranan orang tua dalam peningkatan prestasi belajar anak." jurnal edukasi: jurnal bimbingan konseling 1, no. 1 (2015): 20-28. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 171 zzzzzz z result of this research is the importance of the role of parents in conducting coaching in order to improve children's learning achievements. 2. hermus hero & maria ermalinda sini4, peran orang tua dalam meningkatkan motivasi belajar siswa kelas v di sekolah dasar inpres iligetang, jurnal riset pendidikan dasar, vol.1 no.2 tahun 2018. this research is included in the type of qualitative descriptive research. data collection method conducted in this research is observation and interview. the informants in this study were parents and teachers. the result of this study is to discuss about the role of parents towards children's learning motivation. from the results of the study above is different from the research that the researchers raised. the research in this thesis discusses the attention of parents whose results foster motivation to learn arabic in learners. methods this type of research is qualitative. qualitative research is research that uses natural background, with the intention of interpreting phenomena that occur and conducted in a way that involves various existing methods. design this research approach is in accordance with the type of problem proposed. in this research used naturalistic approach design. where this naturalistic approach is to seek and find understanding or understanding of phenomena in a specially textured setting5. this research was conducted in madrasah ibtidaiyah kunuzun naja. madrasah ibtidaiyah kunuzun naja is located at jalan pahlawan no. 43 wonotengah village, purwoasri district, kediri regency. results and discussion based on the results of the study, it is known that not many of the parents pay attention to the learning of arabic learners. in other words, parents who pay attention to learning arabic are far fewer learners than parents who pay attention to learning arabic learners. this is in accordance with that expressed by the teacher of arabic subjects6. that almost all parents who do not pay attention to arabic language learning have similar answers to their lack of attention to learners' arabic language learning. in line with the research data through observations in the field, indeed most parents are quite likely to instill their children's attention to the regional language used in daily communication. based on the results of interviews with parents and students above, it can be concluded that the role of parents who excel in improving the motivation of children's learning, here is very needed. because, the role of parents or adults of students is very necessary to give attention, advice and spirit in learning, as well as provide the facilities needed in learning, so as to foster a sense of wanting to learn and continue to learn in achieving their dreams and goals. the role of parents of underachieving students can be found by researchers after conducting research on resource persons by interviewing the parents of the students and by being coded ls, rk and ah for parents of underachieving students. by using interview techniques with a focus on the indicators that exist against the parents of students at mi kunuzun naja wonotengah. based on the results of interviews conducted by researchers on parents of underachieving 4 hero, hermus, and maria ermalinda sni. "peran orang tua dalam meningkatkan motivasi belajar siswa kelas v di sekolah dasar inpres iligetang." jrpd (jurnal riset pendidikan dasar) 1, no. 2 (2018): 129-139. 5 lexy, j moleong, metodologi penelitian kualitatif, (medan: pt. remaja rosdakarya, 2011), hal. 4-5. 6 interview with mr. burhan as teacher educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 172 zzzzzz z students namely ls, rk, and ah with students named av, gn, and ak that the role of parents of underachieving students in improving student learning motivation is due to the lack of care and attention from parents and lack of awareness of their own children. because the children in elementary school age (sd / mi) is still playing. meanwhile, her parents are just busy with her work, such as not wanting to know what the child is doing at school, every task from their school is just telling her child to do their job immediately without being accompanied and guided in completing it. every child's facilities or needs related to the school are provided, but just giving is never noticed in every child using the facilities provided. to support the learning success of their children the family has a huge part, especially in providing support and motivation. because with great motivation from parents, children will be motivated in learning so that they have a passion in learning and will eventually get satisfactory results. table 4.3 interviews of parents of outstanding and underachieving students no. parents of outstanding students parents of underachieving students 1 2. 3. always asking what he had learned and what activities he was doing at school today always try to take the time to accompany and guide the children to learn even if it is only 30 minutes help and guide their children in doing tasks that are poorly understood what has been learned and if there is a task to do it yourself when learning is only accompanied and supervised so as not to while playing told to study with his brother or study with his friends (source: interview with parents) table 4.4 results of interview toward students who are interpreted no. outstanding students underachieving students 1. 2. 3. always asked what has been learned and what activities have been done in school today always accompanied when studying always assisted and guided in doing tasks that he does not understand asked and told to finish the task immediately accompanied and supervised only told his brother to help him get the job done. (source: interview with student) conclusion based on the discussion above, it can be concluded: the role of parents to increase the motivation of children's learning, as follows:, always pay attention and provide support to children, establish good learning habits., teach children how to learn well. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 173 zzzzzz z in this way, children are expected to be more motivated in repeating lessons or gaining understanding with supportive books. give maximum attention to children, especially for those who are achievementally left behind by other students. and it is appropriate for an accomplished child to be given an award or a compliment. surely the praise is constructive so that it makes the child excited. as well as giving gifts to his children who excel. the method used by parents in educating children is by: a) gift method, can be: 1) gift giving 2) good words 3) complimenting b) penalty method, can be: 1) cynical view 2) make a sound from the throat 3) not giving snack money 4) prohibit or limit habits, such as: watching television, playing mobile phones, games, and so on.. references sadirman, a.m,. interaksi dan motivasi belajar mengajar. jakarta: rajawali pers. 2014 wahib, abdul. menumbuhkan bakat dan minat anak. yogyakarta: pustaka pelajar. 1998 susanto, ahmad teori belajar dan pembelajaran di sekolah dasar. fachrurrozi aziz, erta mahyudin. teknik pembelajaran bahasa arab. jakarta: lembaga bahasa yassarna ybmg. 2011 narbuko, cholid, abu achmad,.metodologi penelitian. jakarta: bumi aksara. 2014 kodwara, deded. pendidikan anak berkebutuhan khusus berkesulitan belajar spesifik. jakarta: pt luxima metro media. 2013 departemen pendidikan nasional,. kamus besar bahasa indonesia. jakarta : balai pustaka. 2005 . monks, f.j. psikologi perkembangan dalam berbagai bagiannya. cet ii yogyakarta: gajah mada university. 1998 djafar, hamsiah . pembelajaran bahasa indonesia. cet. i; makassar: alauddin university press. 2011 hamzah,. teori motivasi dan pengukurannya. jakarta: bumi aksara. 2007 rukminto adi, isbandi. psikologi, pekerjaan sosial, dan ilmu kesejahteraan sosial: dasar-dasar pemikiran. jakarta: grafindo persada. 1994 iskandar,. metodologi penelitian kualitatif. jakarta: gaung persada press. jalaludin rakhmat, 1994. keluarga muslim dalam masyarakat modern. cet. ii bandung : pt. remaja rosdakarya. 2009 j. moleong, lexy. metodologi penelitian kualitatif. bandung: remaja rosdakarya. 2000 m, dalyono,. psikologi pendidikan. jakarta: pt. rineka cipta. 2005 mansur,. pendidikan anak usia dini dalam islam. yogyakarta: pustaka pelajar. 2005 mujiati (41 tahun), orang tua revalda berliana, wawancara, plemahan, 01 mei 2020. mulyasa,. panduan pembelajaran kbk. bandung: pt remaja rosdakarya. 2005 taufiq, najieb. tujuan pembelajaran bahasa arab, g:/referensi/tujuan-pembelajaran-bahasaarab.html. 2013 syaodih, nana. sikap belajar siswa aktif dan motivasi dari guru dengan prestasi belajar. bandung: ikip. 1980 purwanto, ngalim. psikologi pendidikan. bandung: remaja rosdakarya. 2004 muhajir, noeng. metodologi penelitian kualitatif. cet. viii; yogyakarta: rake selatan. 1998 nursi (35 tahun), orang tua pandu damar panuluh, wawancara, plemahan, 7 mei 2020. hamalik, oemar. proses belajar mengajar. jakarta: bumi aksara. 2010 educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 174 zzzzzz z ramayulis,. pendidikan islam dalam rumah tangga. jakarta: kalam mulia. 1987 republik indonesia (uu ri no 20 tahun 2003 tentang sistem pendidikan nasional). cet. ii; jakarta: sinar grafika, 2006. marmiah, siti (43 tahun), orang tua achmad yusuf, wawancara, purwoasri, 5 mei 2020. slameto,. belajar dan faktor-faktor yang mempengaruhinya, (jakarta: rineka cipta. 2010 soekamto, soerjono. memperkenalkan sosiologi. jakarta : cv. rajawali. 1989 arikunto, suharsimi. prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. 2006 yusuf, syamsu. dasar-dasar pembinaan kemampuan proses belajar mengajar. bandung: cv andria. 1993 taufik,. pembelajaran bahasa arab mi. surabaya: uin sunan ampel. 2016 the new oxford illustrated dictionary, (oxford university press, 1982). usman, uzer. menjadi guru profesioanl. bandung: pt remaja rosdakarya. 2002 gerungan, w.a. psikologi sosial. bandung: pt erisco. 1996 soemanto, wasty. psikologi pendidikan landasan kerja pemimpin pendidikan. jakarta: rineka cipta. 2012 winarno surahmad,. pengantar penelitian ilmiah metode dan teknik bandung: tarsito. 2008 educatio : journal of education volume 2, number 2, november 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z character education and the strategy of building an independent learners samsul hadi1, moh. toriqul chaer2 stit islamiyah karya pembangunan paron, ngawi 1samsulhadi2005@yahoo.com, 2toriqul_74@yahoo.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: education as an institution allows preparing human resources that have the readiness and competence in global competition. learning program prepares learners with integrative interconnect. in addition, the program language proficiency skills and skills that are hard skills and soft skills. therefore, strategies are needed education system and school management processes that lead to the formation of character learners. rationally, character-based education is critical for immediate implementation, therefore, the central issue is examined in writing regarding strategy, a readiness of human resources, indicators of success, design implementation, evaluation strategies, barriers and policy components required. this study used a qualitative approach to presenting the study; (1) the description of the reality of education in indonesia in general; (2) strategy to build a new discourse of understanding the implementation of character education based on local wisdom keywords: education, integrative-interconnective, character building, local wisdom introduction education is the interaction between humans and their environment, including the natural environment and human environment.1 inside the human interaction not only at interaction with fellow human beings but by nature so as to develop human potential optimally. a pedagogical concept which is based on the understanding that humans have the potential to be creative in reality and to free themselves from the oppression of cultural, economic and political. the concept of education is thought to be able to deconstruct the paradigm of education that has been based on a "banking concept of education", namely education as nothing more than putting investment or cram some material to the students who ultimately education is simply a process of mechanization and the dehumanization of man. 2 one of the prerequisites required for the achievement of "problem possing of education" is a democratic climate. freire, in this case agree with the proposition of karl manheim, which states that the process of democratization spread massively, it will be increasingly difficult to encourage the people living in ignorance", then the logical consequence of this proposition 1 saiful bahri djamarah, strategi belajar mengajar (bandung: rineka cipta, 1995), 8. 2 daniel. s. schipani, religious education encounters liberation theology (alabama: religious education, 1998), 3. mailto:toriqul_74@yahoo.com samsul hadi & moh. toriqul chaer character education and the strategy of building an independent learners volume 2, number 2, november 2017 | 164 zzzzzz required the construction of buildings in a dialogical education, egalitarian, humility, compassion, hope, confidence and critical attitude. educators play an important role learning how to realize the ideal. the development of science and technology (science and technology) requires people to learn, the more educators who have the task of educating and teaching. therefore, the ability of educators must be constantly upgraded to keep pace or to follow the progress of the era3. the problems of social, religious community that grew and developed into a fundamental duty of educators to translate, provide contextual analysis based on the appreciation, understanding, correct interpretation and proportional, balanced to the learners. demands on the management of learners a comprehensive and integral, then an educator is required to have a normative depth and sharpness of vision.4 first, it takes the profile of educators to describe the fundamental and human depth to generate. the ssharpness of vision required an effort to ensure the educational process can be continuous with the changes that occur in the contemporary era and the future so that learners produced are the individuals who have the readiness to face future challenges. second, the educational process is carried out not oriented to a vacuum but is relevant to the problems and the reality of the social, cultural and religious developments. therefore, an open learning system (open minded) is expected to overcome stuttering attitudes, behaviors of learners at any changes that occur in the community. the task of educators is how to build the process of empowerment and development (empowering) learners so that they are able to critically make changes and improvements own problems better life. in the study of theory educational philosophy progressivism, the process of empowerment and development through education is an attempt to "the liberal road to culture," i.e. how education in an effort to build a view of life that has the characteristic properties such as: flexible (not rigid, do not resist change, not bound by a particular doctrine), curious (to know, want to investigate), tolerant (egalitarian) and open-minded (to have open heart).5 educators according to freire is not only to give instructions to the students, but they also need to portray himself as a cultural worker (cultural worker)6. they educators must realize that education has two powers at once; as a cultural action for liberation, which advocates for religious values and education against social inequality or as a cultural action for domination, 3 muh barid nizarudin wajdi, ―kawasan teknologi pembelajaran‖ (2017). 4 malik fajar, visi pembaruan pendidikan islam (jakarta: lp3ni, 1988), 213. 5 zuhairini et al., filsafat pendidikan islam (jakarta: pt. bumi aksara, 2004), 27. rogers in tilaar (1999:116) provide guidelines for keeping educators as facilitators of learning, should provide methods of inquiry or study discovered (discovery learning) therefore educators are required to change the paradigm of thinking in teaching, and the foremost educators need to provide a range of learning activities that have implications for many kinds of learning experiences so that students can improve power-critical analytic, students are able to develop their competence. a comprehensive understanding of the nature of learning, and how to create interactive learning, analytical critical to develop the potentials that exist in students can be accommodated properly. if it has been fulfilled in every soul educators it is not possible education capable of printing the individuals who are able to realize the independent civil society (civil society). civilized society that upholds the values of humanity, who are aware of their rights and obligations, democratic, responsible, disciplined, control of resources in the fields of science and arts, cu lture and religion 6 muh barid nizarudin wajdi, ―metamorfosa perguruan tinggi agama islam,‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. samsul hadi & moh. toriqul chaer character education and the strategy of building an independent learners volume 2, number 2, november 2017 | 165 zzzzzz hegemony and cultural justification for the problematic; as a medium for producing new social system, progressive or as a medium for reproducing the status quo. if education is understood by an educator as a socio-cultural action for liberation, then education is not restricted function is only limited areas of learning in schools. educators should extend its role in providing a solution for a culture of violence, the culture of poverty and a culture of corruption in order to create public life was polite, ethical, fair, democratic and uphold the religious religiosity. therefore in view of freire, "reading a word cannot be separated from reading the world and speaking a word must be related to transforming reality". thus, there should be contextual learning in class. texts taught in class should be attributed to advocate for the problems in real life. in other words, there must be a dialectic between text and context, text and reality.7 dialectics is the text and context of learning efforts by hooking anything that has been taught educators with the event, thought or feeling obtained from the home life, social, athletic, musical, artistic, sporting or academic learners. the concept of learning "the world bring them into our world, and deliver our world into their world" is also known as quantum learning is the development of the theory of constructivism8. the theoretical basis of the above will be used to analyze the phenomena that occur in the reality of the world of education. in the history of education is developing more dwell on "ideology" that already exist and are held down from generation to generation. the next generation has not dared to give a new color with a variety of innovations and creations in order dynamics of education in indonesia, even if there seem half-hearted. modern touches are often underestimated, even considered harmful that could threaten and eliminate the "ideology" and national identity. the emergence of the idea of character education programs in indonesia can be tolerated. this is because the process of education has not managed to build indonesia's human character. the importance of building a national character that is authentic because it is motivated by: 1. the weakening of the culture of mutual cooperation in the community (the disappearance of selfless commitment crowded in the work). 2. personality eroded local communities (indigenous) by modernization. 3. fading etiquette among people with weak ethics education for the young generation, especially in affluent urban areas. 4. trends used in ways anarchists (uncivilized) by a group of people in delivering aspirations. 5. lack of accommodation of character education in formal, non-formal and informal; 6. the weakening of tolerance "kebhinnekaan" as a result of economic inequality and lack of justice for a particular community. 7. the emergence of a number of events that indicate a weakening of the commitment to 7 http://www.kompas.com/kompas-cetak/0305/05/275458.htm, accessed may 11, 2015. if the education management principles can be translated performative; not just declare and describe but want to convert it into real action (http://rumahfilsafat.com/2009/11/29/derrida-dan-dekonstruksi, accessed may 8, 2011, it is not impossible the implementation of education in indonesia will produce learners, the next generation of reliable. 8 wajdi, ―kawasan teknologi pembelajaran.‖ http://www.kompas.com/kompas-cetak/0305/05/275458.htm http://rumahfilsafat.com/2009/11/29/derrida-dan-dekonstruksi samsul hadi & moh. toriqul chaer character education and the strategy of building an independent learners volume 2, number 2, november 2017 | 166 zzzzzz defend the public interest by most businesses, the formulator of law shrimp and government or related parties for the sake of short-term gain/private. from the above background, it appears that character education is an alternative attempt, a breakthrough that should be taken to establish an authentic national character, independent, self-sufficient in order to prepare the next generation to face global challenges such as tough, a moratorium on the asean economic community. the idea of knitting ideal of education needs to be pursued, it is because education is an important factor in developing human capacity, capability, to students in order to see the existing reality with a contextual approach that frees. the idea of the concept revivalist and revitalization of education becomes important. besides, the moral responsibility of education to prepare generations of independent, responsible, empathy and compassion toward one another in the frame of education. besides, efforts to grow and develop creative and innovative in themselves educators explore new modes of management of the educational process without sacrificing the values of the idealism of the purpose of education itself.9 this study seeks to describe the general picture of education in indonesia and character education strategies in preparing an excellent generation to face global competition. change and social development (social change and social development) in modern society inevitably had an impact on the need for interpretation and a new understanding of the education system, application of character education in education today, yet also contributed significantly to the improvement of mental and moral qualities of participants children as the future generation. the results of the reading of literature and reference expected to be useful in: (1) purpose of theoretical form of contributions to the reading and the development of the education system; (2) purpose practical in terms of the inputs for the manager to maintain local knowledge (the old tradition that is relevant) and make revisions as well as taking new policies to component (entity) in the management of education so that the expected educational scored excellent generation, characterized by intelligent social transformation and civilization, especially in the face of global economic competition. there are several scientific works with the theme of character education, including; ida kurniawati (2013), with the title; character education in islam. in her reviewed, she said that the concept of character education in indonesia is the value of education, namely education noble values sourced from indonesian culture in order to develop the personality of the younger generation that includes three aspects: moral knowledge (moral knowing), moral 9 according to cohen in degeng (1989), there are three possible variations integrated learning with regard to education conducted in an atmosphere of progressive education that is integrated curriculum (integrated cu rriculum), the integrated (integrated day), and integrated learning (integrated learning). integrated cu rriculum is the integration of various materials to organize the activities of subjects through a cross -cutting themes form a meaningful whole so that the boundaries between different fields of study are no t tight or virtually non-existent. today the integrated form of planning the activities of the students of the class something on a particular day to study or do various activities according to their interests. meanwhile, integrated learning refers to learning activities that are organized in a more structured contradictory on certain themes or specific subjects as its center point (center core/center of interest). furthermore, innovative learning models and integrated that may be adapted, for more details see trianto, pembelajaran inovatif berorientasi konstruktivistik (jakarta: prestasi pustaka publisher, 2009). samsul hadi & moh. toriqul chaer character education and the strategy of building an independent learners volume 2, number 2, november 2017 | 167 zzzzzz attitudes (moral feeling) and moral behavior (moral acting). besides, it is explained that the concept of islamic education is the guidance given by someone to someone so that he develops optimally in accordance with the teachings of islam regarding the coaching aspect of the body, mind, and heart learners. character education in the context of education in indonesia is the value of education, namely education noble values originating from the culture of indonesia.10 the ministry of national education board of research and development center for curriculum (2010) in the development of culture and national character education. this book is a hand book for schools. broadly speaking, disclosed that character as a 'moral excellence' or morality is built on various virtues (virtues) which in turn only has meaning when it is based on the values prevailing in the culture (nation). indonesian national character is a character owned by a citizen of indonesia based measures are considered as a virtue by the values prevailing in the society and the nation of indonesia. therefore, culture and national character education focused on efforts to develop the values that underlie a virtue to become a citizen of personality. different from teaching materials that are 'mastery', as well as a 'performance content' of a competence, materials and cultural and national character is 'developmental'. differences in the nature of both groups such material requires treatment differences in the educational process. educational materials that are 'developmental' educational process requires quite a long and mutually strengthen (reinforce) the learning activities with other learning activities, between learning in the classroom with curricular activities at school and outside of school.11 tanty erlianingsih (2011) with the title, growing spirit of nationalism in frame character education. she concluded that the spirit of nationalism or nationalism does not come by itself but is influenced by various factors such as character and national character and acculturation in everyday life. the responsibility of character education is not only the responsibility of some educators, especially teachers of civics subjects alone but requires the cooperation and synergy among the public schools, education to jointly develop, cultivate character education based on local wisdom and culture of the east.12 research method this research is a library (library research), which studies the data obtained from the literature or the relevant literature. the study also included in the category of descriptive analytic because the study is about the strategy of character education in indonesia. in accordance with the meaning jane richie, the research seeks to present the social world and its perspectives in terms of concept, perception fund behavior is characteristic of qualitative research.13 this study used qualitative methods focused on discourse analysis. thus, the process used was the induction, so do not rely on the existence of a theory or hypothesis because in qualitative research are working to understand or interpret the data that has been 10 ida kurniawati, ―pendidikan karakter dalam islam‖ (skripsi, salatiga: sekolah tinggi agama islam salatiga, 2003). 11 buku pedoman sekolah, pengembangan pendidikan budaya dan karakter bangsa (jakarta: kementerian pendidikan nasional badan penelitian dan pengembangan pusat kurikulum, 2010). 12 tanty erlianingsih, menumbuhkan semangat nasionalisme dalam bingkai pendidikan karakter (t.t.: lazuardibirru, 2011). 13 lexy j. moleong, metodologi penelitian kualitatif (bandung: remaja rosdakarya, 2005), 6. samsul hadi & moh. toriqul chaer character education and the strategy of building an independent learners volume 2, number 2, november 2017 | 168 zzzzzz uncategorized.14 selection of the approach was done because there was a belief that the nature of social reality and the text of the document was double, which were objective as well as subjective or two shades express (phenomena) and implicit (noumenon). of course, to understand social phenomena or human behavior that are unique to the interpretation required methods that umbrella paradigm interpretive epistemology.15 the data to be collected included; (1) overview of education in indonesia; (2) the problems of education in indonesia; (3) character education strategy. the technique used to analyze the research data was to shape content analysis (content analysis), using any method that was used to draw conclusions as an attempt to find message characteristics and objectively and systematically.16 efforts that this research could be focused and systematic, the research was conducted through methodological steps as follows: (1) track and collect data relevant to the problems of education in indonesia. therefore, the reference books used as the source of the writing had not just limited to books on education, particularly the education of character references; (2) processing the collected data to be classified based on the similarity of themes and issues, then given a special mark to facilitate the editing process. then the data were linked and compared to each other and placing it in an abstract pattern that exists logically. the next stage was to identify and classify the data in variables, so that between each other there were a tangle of logical and systematic; (3) to analyze the data, by using descriptive analytic approach for reviewing of the implementation of education in indonesia, especially the character education, was to provide a complete picture, and systematic and conduct analytical studies in uncovering problems in the world of education. therefore, the method used was a qualitative method with descriptive writing techniques. result and discussion "education is not a preparation for life, but it's life itself". thus, the opinion of john dewey when he tried to explain about the realm of real education. education is a life process. but in the process of education is often learners uprooted from the world when it comes to learning. attempts to question the term "blackboard-whiteboard educators regardless of the issue of life" has always been required questions to ask when about to start building a world of idealism education. this is because until now the educational process in the school was still more priority than the cognitive aspects of affective and psychomotor. even the national exam was more concerned with the intellectual aspect rather than honesty. allegedly the level of honesty of the national examination was only 20% because there are many students who cheat in various ways in the work of the national examination (even ever encountered dishonest efforts of educators to seek some elements of the national examination results from). in this case, the character education is needed to build a more civilized life, not life just filled wi th savage 14 anas saidi mahfudz, ―pokokpokok perbedaan epistemologi positivistik dan epistemologi intepretatif: sebuah pengantar‖ (paper of metodologi penelitian, presented at pekan ilmiah mahasiswa ptais se-indonesia, jakarta: graha wisata remaja tmii, 2005), 25. 15 noeng muhajir, teori perubahan sosial (yogyakarta: rake sarasih, 1984), 17. 16 moleong, metodologi penelitian kualitatif, 198. samsul hadi & moh. toriqul chaer character education and the strategy of building an independent learners volume 2, number 2, november 2017 | 169 zzzzzz behavior known as character education (character education). education as a process of character formation of students at least involve aspects of knowledge (cognitive), feeling (feeling), and action (action).17 three of these aspects is an integral and synergistic whole. if one does not exist then the character education will not run effectively. awareness of the process of a person knows about the values of good (knowing the good), then felt and loving kindness (feeling and loving the good) was so etched in his soul which eventually became a strong character to do good. feeling and loving the good, is how to feel and love of virtue into a power that can make people always want to do something good. referring to history, the leaders, and the world of education experts agree that the history of character education as old as the history of education itself. since, 2500 years ago, socrates has said that the most fundamental purpose of education is to make one a good and smart. in the history of islam, the prophet muhammad asserts that the primary mission of educating people is the enhance the character and pursue the formation of good character (good character). but along with its development, the formation of character as the basic purpose of education began to be eroded by the thought of positivism and relativism, which considers that there is no moral truth and there is no objective right and wrong, all values are relative. each individual is free to determine its own merits without being able to be forced by anyone. character education was increasingly drowned with their understanding of pluralism that considers all values, whatever it is, is good. according to howard, the 18th and 19th century, character education began to be seen as the main purpose of education but raised sinks related to political issues and historical events. similarly, in indonesia, education pattern corresponding to the character of the ruling political era. for example, in the era of guided democracy, education is known as the national character and character building, in the new order era rolled out of character education in upgrading p4, and in the reform era character education included in the curriculum based on competence. (majid, 2011). at the national long-term development plan for 2005-2025 (higher education, 2011), a character education placed as the first vision of the eighth national development vision. on many occasions, the indonesian president also expressed the importance of the development of character (character building), because the state indonesia wants to build a human who has a certain, well-mannered and well-behaved. nation character development national policy has developed as the implementation of the mandate of the national long-term development plan for 2005-2025 and also the implementation of the directives of the president of the republic of 17in the view of thomas lickona (1992: 219) the character of the child can be established or known by educating for character. in the establishment of these characters, lickona refers to thinking philosopher michael novak argued that the nature or character of a person is formed through three aspects include: moral knowing, moral feeling, and moral behavior. through three frameworks are the result of the formation of attitudes or character of children can be seen. each of these three aspects in the framework of moral formation of child ren who lickona noted above has elements or aspects of their own. aspects of the concept of moral (moral knowing) includes moral conscience (moral awareness), knowledge of moral values (knowing moral value), foresight (perspective taking), moral reasoning (moral reasoning), decision making (decision making), and self-knowledge (self-knowledge). aspects of moral behavior (moral feeling) include: conscience (conscience), confidence (selfesteem), empathy (empathy), love kindness (loving the good), self-control (self-control), and humility (humility). aspects of moral behavior (moral behavior) include: the ability (compalance), volition (will), and custom (habit). samsul hadi & moh. toriqul chaer character education and the strategy of building an independent learners volume 2, number 2, november 2017 | 170 zzzzzz indonesia. after learning that character education is currently a crucial requirement for national education, a fundamental question arises about the meaning of character education itself. character education is education that emphasizes the formation of character values in students. there are four basic traits of character education formulated by fw foerster (timothy, 2011); first, emphasize character education every action guided by the normative values. students respect of existing norms and guided by the norms. second, coherence or building confidence and courage, so students will be the private firm establishment and not easily swayed and are not afraid of risk every time we face a new situation. third, autonomy, that students appreciate and practice the rule from the outside to be for his personal values. by doing so, the students were able to take independent decisions without being influenced by pressure from outside parties. fourth, constancy and fidelity. dependability is the durability of the students in realizing what is considered good. and loyalty is the basis of respect for the commitments that have been selected. gaffar (2010) explained that character education is a process of transformation of the values of life to be cultivated in a person's personality to become one in the behavior of that person's life. in this definition, there is three important ideas mind, namely: (1) the process of transformation of values, (2) is fostered in personality, (3) into one in behavior. while majid (2011) argues that character education is an attempt to guide human behavior toward the gold standard. character education focus is on ethical purposes, but in practice includes strengthening the skills that are important which includes social development of learners. the purpose of character education by lickona (1993), are: (1) develop the social skills of the students, both ethically and academically by incorporating character education into curriculum education, (2) help students develop good character which includes aspects of knowing (knowing), care (caring), respect (respect), responsibility (responsibility), honesty (honesty), justice (fairness), and casing pity (compassion). while, according to kusuma (2011) goal of character education are: (1) strengthen and develop the values of the good life that it becomes a distinctive personality, (2) correct behavior that is incompatible with the values that are developed, (3) establish connections harmony between family and community responsibility in playing a character education.18 based on the above it can be concluded that the exposure of character education is not only educated to understand the course but to internalize these values in themselves, forming a distinctive character or personality. true, ultimately, the success of a person's character education does not just stop at the cognitive assessment, but how that character could form the human 18 according rosworth kidder, there are characteristics that make the quality of character education, namely: (1) empowered, educators should be able to bamboozle him to teach character education by starting from itself, (2) effective, the educational process should be carried out effectively, (3) extended into a community, the community should assist and support schools in instilling valu es, (4) embedded, integrate the entire value into the cu rriculum and the whole learning process, (5) engaged, involving the community and displays the topics that are essential, ( 6) epistemological, there must be coherence between thinking the meaning of ethics with the efforts made to help students apply it correctly, (7) evaluative, evaluation, awareness of ethics, confidence to make decisions, the capacity to show confidence in practice, the capacity to use practi cal experience in the community, and the capacity to be agents of change. see abdul majid and dian andayani, pendidikan karakter perspektif islam (bandung: pt rosdakarya, 2011). samsul hadi & moh. toriqul chaer character education and the strategy of building an independent learners volume 2, number 2, november 2017 | 171 zzzzzz personality and civilized, in accordance with the opinion of mardiatmaja stated that character education is the spirit of education in humanizing (humanist human).19 it should not be a mere formality or stop the discourse of values and norms in the implementation of character education in educational environments because it is very complex and comprehensive judgment. do not get stuck in a routine and shedding liabilities, while the spirit of education the character itself was denied. this will only be futile because the applied character education will never be able to produce human-human character. therefore, character education must be supported by all elements of the nation, either from family, society, and government. basically, the character is formed of imitation (modeling) and habituation (habituation), so how can a character education play an optimal role if there is no synergy between the family, the community, and the government as policymakers and implementers. in creating quality human resources can be implemented several steps as follows: (1) program to maximize the talents of human resources early on to carry out the process of filtering interests and talents; (2) the provision of appropriate educational talents of human resources; (3) escort and giving structure to channel the talent; (4) provide guidance and optimization skills; (5) provide business opportunities, and facilitate the ability of human resources. if the minimum has been implemented, indonesian human resource capacity optimization probably is not possible. minimum reducing the unemployment rate in indonesia. of course, with the improvement of the education system that impressed this chaotic. furthermore, addressing the issue of culture. indonesia is a haven of culture in the world. with a wealth of diverse cultures and has a characteristic between each race or races in indonesia. by maximizing the potential of culture in indonesia, it is not impossible indonesia will become an international tourist destination paradise. many efforts may actually be implemented in maximizing the potential of culture in indonesia. one of them by setting up cultural centers are able to spread in the region in indonesia. this being the case, is expected to provide an open door for the development of indonesian culture. also by authenticating and registering assets indigenous cultures of indonesia to unesco, and continue to oversee the preservation of culture in indonesia, being a valuable asset to the infinite riches of the price and become the country's wealth-producing opportunities, and of course the identity of a nation proud of its people. crisis characters that happen in this life are not yet developed characters for their good behavior reference unfavorable to become unclear. as a result, all groups or individuals making respectively. this condition susceptible problematic, there is a collision, friction is even possible until the horizontal conflict because all of the groups claim to be a true community. under these 19 sholeh (2006) revealed that in the process of education, educators not only perform the function of knowledge transfer (transfer of knowledge), but also serves to instill values (values) and to build character (character building) learners in a sustainable manner. in islamic terminology, educators termed murabbi, one root word with rabb meaning god. thus, the function and role of educators in the education system is one manifestation of divinity. thus, noble educator position, as to the lord, in the sense as rabb identify himself as rabbul 'alamin the supreme master. to that end, the first duty imposed upon each slave as disciples of the supreme master is learning, seek knowledge. after that, anyone who has had a science has an obligation to teach it to others. thus, the teaching profession is a duty that is a manifestation of worship. as a consequence, anyone who hides a knowledge that he had stepped to the brink of hellfire. see asrorun niam sholeh, membangun prof esionalitas guru analisis kronologis atas lahirnya uu guru dan dosen (jakarta: elsas, 2006), 3. samsul hadi & moh. toriqul chaer character education and the strategy of building an independent learners volume 2, number 2, november 2017 | 172 zzzzzz conditions the characters are often only limited discourse, and in the subsequent development tends to occur a crisis that increasingly worrisome and now people just realized that all the crises of economy, fuel, food, environment, and the health crisis it departs from a spiritual crisis and crisis introduction us to the absolute, god. plato, said that: "if you ask what is the good of education, in general, the answer is easy, that education makes good men, and that good man act nobly." prayitno and manulang (2011) says that "the end of education is the character". so, entire educational activities should be geared towards the formation of character. intra and extra-curricular activities as the core of education in the education unit should be done in the context of character development. the quality of indonesian citizens has the character of pancasila means of quality size (educated) for all citizens of the homeland is whether he has the values of pancasila and human values. drought pancasila values of personality would constitute a threat to the homeland. philosophical ideographic make room so that every intelligent citizen and master of science widely. therefore, citizens have quality pancasila character, human values and individual abilities in the mastery of science and technology. a character cannot be in the interpretation as a number of properties, but the character is personality. “the essence of education is to recognize truth. all branches of learning are like rivers. the spiritual learning is the like ocean. all rivers go and merge into the ocean. when they merge in the ocean, the rivers lose their individually completely”. characters should be seen as an overall property of a personality, which runs through a person's behavior. this is the essence of a character concept. if a person of good character at home, then it is also a good character in the community, workplace, and others. in the case of multiple personality disorder, the two characters in a person, more likely to be regarded as a clone character, i.e. when speech is not in accordance with the act. characters golden generation is expected to show a figure personality intact and original, where greeting accordance with the act. character education consists of the development of a positive attitude, mindset essential, normative commitment, and competence that must be grounded iesq ability. a positive attitude includes understanding (though), action (action), and custom (habit). the main foundation of understanding is iq, actions and habits are ieq foundation are iesq especially sq. mindset essentially consists of a practical approach, theoretical approach, and the approach is essential. the main runway practical approach is iq, a theoretical approach is the cornerstone of ieq and essential approach is iesq especially sq. the commitment consists of continuous, effective, and normative. competence consists of understanding the concept knowledge, skills, and abilities. the main runway is understanding the concept of iq, skill to apply the concept is the cornerstone of ieq, and ability is iesq especially sq. efforts to create a golden age character can be built intact and original, with iesq that (intelligence quotient iq, eq-emotional, and spiritual-sq). iq refers to the speed and accuracy of cognitive activity in understanding, solving various problems, challenges, and tasks. intellectual intelligent means fast and precise mental activity, thinking, reasoning, and problem-solving. dimensions intellectual capabilities include numerical, verbal comprehension, samsul hadi & moh. toriqul chaer character education and the strategy of building an independent learners volume 2, number 2, november 2017 | 173 zzzzzz perceptual speed, inductive reasoning, deductive reasoning, visualization space, memory. iq can be measured using intelligence tests. eq refers to the potential ability and interpersonal issues. sq referring to noble qualities and human values is intelligence associated with the problem of meaning and value. this intelligence is positioned behavior and life in the context of a broader meaning and rich. sq is the necessary foundation for the proper functioning effectively iq and eq. iesq development strategy in the education unit can be done by controlling the entire program and activities of intro and extra-curricular activities, as well as institutional development. the school principal leadership, teacher learning, employees in administrative services to build iesq everything was under control. iesq development in a comprehensive manner is a prerequisite for building a positive attitude, mindset essential, normative commitment and competence abilities. it can be concluded to form a golden generation of character on the basis iesq which include; (1) a positive attitude towards the value of pancasila and human values into daily living habits. this attitude effectively developed in intro and extra-curricular activities as well as the development of education units; (2) mindset is essential to use the essence of the approach in solving problems and tasks of life. this mindset effectively developed mainly in intra and extra curricular activities; (3) normative commitment of fidelity and willingness to sacrifice for the institution or for the nation. this commitment effectively developed on the development of the educational unit, the main significance of each individual's institutional interests; (4) competence ability, professional stints as art. conclusion in conclusion of this review, the researcher presents the story of pygmalion drama created by george bernard shaw who recounts the efforts of a professor helping a woman "cheesy" named eliza doolittle become a respectable woman. this story tells of the efforts of the professor treats eliza doolittle really like to treat a lady. at the end of the story, the woman really meets the expectations placed on him the professor. drama pygmalion inspire the movie "pretty woman," starring julia roberts and richard gere, by setting the storyline among the tangle of love story romance between a prostitute with a flamboyant rich. goethe stated above principle with the following sentence: "treat a person as she had seen it he would have been worse. but treat a person as possible by its potential, then surely it will be so". goethe statement above meaning when one optimized capacity based on the potential and talents, it will be the maximum potential power that can be used either for himself or for the benefit of society. because a person's potential cannot be measured physically everyday appearance. potential and talent are unique things become a hidden membership of a person because in essence humans are created with potential and talents vary. goethe implicit meaning of the phrase implies actually if we have correlated with efforts to establish the character of the golden generation, we can make reference material contemplation, that the print quality generation like offset also by optimizing the potential and talents of learners. not just stuffing with scientific theories, but the development of the skills possessed by learners. when this education process systematically includes elements of character samsul hadi & moh. toriqul chaer character education and the strategy of building an independent learners volume 2, number 2, november 2017 | 174 zzzzzz education, maximizing iesq, and also offset both by optimizing the potential and talents of learners, it is not impossible for this country to create a generation, the golden generation of quality that has moral sublime and also the ability to think and act intelligently. bibliography djamarah, bahri saiful. strategi belajar mengajar. bandung: rineka cipta, 1995. erlianingsih, tanty. menumbuhkan semangat nasionalisme dalam bingkai pendidikan karakter. t.t.: lazuardibirru, 2011. fajar, malik. visi pembaruan pendidikan islam. jakarta: lp3ni, 1988. fromm, erich. psychoanalysis and religion. yale university press, 1972. http://www.kompas.com/kompas-cetak/0305/05/275458.htm joesoef, daoed. pembaharuan pendidikan dan pikiran, ed. sularto, masyarakat warga dan pergulatan demokrasi: antara cita dan fakta. jakarta: kompas 2001. kurniawati, ida. ―pendidikan karakter dalam islam.‖ skripsi, salatiga: sekolah tinggi agama islam salatiga, 2003. mahfudz saidi, anas. ―pokok-pokok perbedaan epistemologi positivistik dan epistemologi intepretatif: sebuah pengantar.‖ paper of metodologi penelitian, presented at pekan ilmiah mahasiswa ptais se-indonesia. jakarta: graha wisata remaja tmii, 2005. majid, abdul and andayani, dian. pendidikan karakter perspektif islam. bandung: pt rosdakarya, 2011. moleong, lexy j. metodologi penelitian kualitatif. bandung: remaja rosda karya, 2002. muhajir, as’aril. ilmu pendidikan perspektif kontekstual. jogjakarta: ar-ruzz media, 2001. muhajir, noeng. teori perubahan sosial. yogyakarta: rake sarasih, 1984. mar’ati, rela. ―pesantren sebagai basis pendidikan karakter; tinjauan psikologis.‖ jurnal almurabbi 01, no. 01. paron, ngawi: stit islamiyah karya pembangunan, 2014. schipani, s. daniel. religious education encounters liberation theology. alabama: religious education, 1988. sholeh, asrorun niam. membangun profesionalitas guru analisis kronologis atas lahirnya uu guru dan dosen. jakarta: elsas, 2006. subagi. kritik atas: koensientasi dan pendidikan, teropong paulo freire dan ivan illich , ed. martin sardy, pendidikan manusia. bandung: alumni, 1985. suyudi. pendidikan dalam perspektif al-qur'an. yogyakarta: mikraj, 2005. trianto. pembelajaran inovatif berorientasi konstruktivistik. jakarta: prestasi pustaka publisher, 2009. zuhairini et al. filsafat pendidikan islam. jakarta: pt. bumi aksara, 2004. wajdi, muh barid nizarudin. ―kawasan teknologi pembelajaran‖ (2017). ———. ―metamorfosa perguruan tinggi agama islam.‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. http://www.kompas.com/kompas-cetak/0305/05/275458.htm educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z teachers professional identity and its influence on quality educational outcomes in kenya margaret gathondu, josphat kagema, anne wanderi karatina university, kenya email : mgathondu20@gmail.com, jkagema@karu.ac.ke, awanderi@karu.ac.ke accepted: 10 february 2020 reviewed: april 5, 2020 published: may 30 2020 abstract: quality education outcomes are the driving force of society developments. this has been the call and stipulations of various national and international frameworks including sustainable educational goals and kenya’s vision 2030. teachers are considered focal in providing quality education. nevertheless, an examination of their pedagogical practices reveals gaps in achievement of quality education outcomes. this study examined how teachers’ professional identity influences their pedagogical practices thereby impacting on quality educational outcomes in kenya and guided by the attribution theory. the focal research instruments used were questionnaires for teachers and learners in the selected public secondary schools in nyeri and laikipia county. additionally, interview guide was used to collect qualitative data from principals. validity enhanced by the piloting of instruments prior to collecting the final data. drawing from data of 400 secondary school teachers spread in two counties of kenya, the study hypothesized that there was significant difference set at p < .05 to assess if teachers’ professional identity influence quality education outcomes. to test the significance of this relationship, a one way analysis of variance with a 0.05 level of significance was computed. the results clearly indicated a significant relationship between the teachers’ professional identity and teachers’ professional identity (f= 2.100, p=0.286). the study findings indicate that teachers have a pivotal role to play in quality education outcomes. it is the teacher who constructs the pillars of nation building in the form of students’ development. it is the responsibility of teachers to train individuals’ different aspects of personality. for effective teaching learning process the competent teacher is considered as a key. the study recommends that school administration should make it possible to develop cooperation between parents and teachers for the sake of effective learning of students. keyword: teachers; professional identity; quality; educational outcomes; curriculum; policy introduction according to hamman et al.1 studies on teacher professional identity in educational domain has gained specific attention. renee (2013) stated that teacher professional identity has important role in teacher efficiency, maintenance, and their practice in classroom. beijaard et al.2 1 doug hamman et al., “using possible-selves theory to understand the identity development of new teachers,” teaching and teacher education 26, no. 7 (2010): 1349–1361, http://dx.doi.org/10.1016/j.tate.2010.03.005. 2 douwe beijaard, paulien c meijer, and nico verloop, “reconsidering research on teachers’ professional identity,” teaching and teacher education 20, no. 2 (2004): 107–128, http://dx.doi.org/10.1016/j.tate.2003.07.001; douwe beijaard and yvonne de vries, “building expertise: a process perspective on the development or change of teachers’ beliefs,” european journal of teacher education 20, no. 3 (1997): 243–255, mailto:riyu.choirul57@gmail.com mailto:mgathondu20@gmail.com mailto:jkagema@karu.ac.ke margaret gathondu, josphat kagema, anne wanderi teachers professional identity and its influence on quality educational outcomes in kenya volume 5, number 1, may 2020 | 2 zzzzzz defined teacher professional identity as ongoing process of integration of the ‘personal’ and ‘professional’ sides of becoming and being a teacher. studies on self and identity can only be performed if the individual, local and global levels are taken into account 3. teachers’ professional identity (tpi) is interdependent and shaped by a teacher’s perception of himself, and also by how he is perceived by others. kostogriz & peeler 4stated that teachers’ professional identity formation is not a stable process; rather it is teachers' continuous negotiation in the situated context. indeed, researchers and practitioners generally agree that identity formation is constantly evolving. through the professional identity, the teacher transmits to pupils the information, skills, and values that he or she finds relevant for teaching and learning. tpi is therefore a key factor in understanding teachers’ professional lives, career decision making, motivation, effectiveness, retention, professional development and their attitude toward educational change5. professional identity is about the answers to the question “who are we as members of a profession?” 6. it can be defined as the relatively stable ways in which professionals see themselves in terms of who they think they should be – i.e. self-image – and what they do – i.e. role 7. selfimage refers to the normative beliefs professionals hold about the purpose, goals, values, norms and interaction patterns associated with being a member of their institutionalized collective 8. based on the work of vermunt9 studied three critical factors related to teachers’ professional identity through examining teachers’ expertise within three related areas, including their roles as subject matter expert. beijaard et al 10 stated that teacher's identity changes as a result of shifting in their knowledge of content matter, pedagogy and didactics. as volkmann and anderson11 maintain “professional identity exists as a complex and dynamic equilibrium where personal self-image is balanced with a variety of social roles that teachers feel obliged to play". reflection is a main component linked with the concept of self 12. http://dx.doi.org/10.1080/0261976970200304. 3 raquel antunes scartezini and carles monereo, “the development of university teachers’ professional identity: a dialogical study,” research papers in education 33, no. 1 (2016): 42–58, http://dx.doi.org/10.1080/02671522.2016.1225805. 4 alex kostogriz and eleanor peeler, “professional identity and pedagogical space: negotiating difference in teacher workplaces,” teaching education 18, no. 2 (2007): 107–122, http://dx.doi.org/10.1080/10476210701325135. 5 beijaard, meijer, and verloop, “reconsidering research on teachers’ professional identity.” 6 j b barbour and j c lammers, “measuring professional identity: a review of the literature and a multilevel confirmatory factor analysis of professional identity constructs,” journal of professions and organization 2, no. 1 (2015): 38–60, http://dx.doi.org/10.1093/jpo/jou009. 7 samia chreim, b e (bernie) williams, and c r (bob) hinings, “interlevel influences on the reconstruction of professional role identity,” academy of management journal 50, no. 6 (2007): 1515–1539, http://dx.doi.org/10.5465/amj.2007.28226248; michael g pratt, kevin w rockmann, and jeffrey b kaufmann, “constructing professional identity: the role of work and identity learning cycles in the customization of identity among medical residents,” academy of management journal 49, no. 2 (2006): 235–262, http://dx.doi.org/10.5465/amj.2006.20786060. 8 sumati ahuja, natalia nikolova, and stewart clegg, “paradoxical identity: the changing nature of architectural work and its relation to architects’ identity,” journal of professions and organization (2017): jow013, http://dx.doi.org/10.1093/jpo/jow013; trish reay et al., “getting leopards to change their spots: co-creating a new professional role identity,” academy of management journal 60, no. 3 (2017): 1043–1070. 9 jan d vermunt, “process-oriented instruction in learning and thinking strategies,” european journal of psychology of education 10, no. 4 (1995): 325–349, http://dx.doi.org/10.1007/bf03172925. 10 beijaard, meijer, and verloop, “reconsidering research on teachers’ professional identity.” 11 mark j volkmann and maria a anderson, “creating professional identity: dilemmas and metaphors of a first-year chemistry teacher,” science education 82, no. 3 (1998): 293–310, http://dx.doi.org/10.1002/(sici)1098237x(199806)82:3%3c293::aid-sce1%3e3.0.co. 12 janis l antonek, dawn e mccormick, and richard donato, “the student teacher margaret gathondu, josphat kagema, anne wanderi teachers professional identity and its influence on quality educational outcomes in kenya volume 5, number 1, may 2020 | 3 zzzzzz lack of reflection impedes the development of the self as a teacher, since as volkmann and anderson13 maintain “professional identity exists as a complex and dynamic equilibrium where personal self-image is balanced with a variety of social roles that teachers feel obliged to play". reflection is a main component linked with the concept of self 14. according to namaghi15 lack of reflection impedes the development of the self as a teacher, since self-reflection makes connection between teacher's experiences and their knowledge and feelings. according to decci and ryan16, autonomy as a volitional state of confirming choices reflects individual's interests, willing and values that can lead to wellbeing. teaching conditions indoctrinate teachers to behave in prescribed ways (e.g., receiver of knowledge, transmitter of knowledge, and implementer of externally produced plans), they do not find any opportunity to reason soundly about their teaching as well as to perform skilfully. they are thus alienated from their personal and professional identities ''17. literature review various investigation conducted by scholars demonstrated that agency is associated with autonomy and identity. agency, autonomy and identity are, indeed, interrelated and can be seen as a process involving different forms of agency that closely connect to autonomy, entail a reconstruction of identity and hopefully extend the realm of the three notions beyond language learning contexts. a non-linear relationship can be identified between agency, autonomy and identity, all of which play essential roles throughout the learning process. muwanga-zake 18say that not only do teachers continuously promote teaching skills and methods but also they are more inclined and eager to learn along with identity construction to develop their own competencies. furthermore, in a study alexander, van wyk, & moreeng 19they indicated that teacher's creative and innovative attitudes have association with their competencies. they criticized traditional education methods and demonstrated that creative instruction inspires student-teachers to think autonomously, engage actively and express themselves clearly and freely. they found that enabling environment established by mentor teachers and school principals can make student teachers to be more creative and promote their creative professionals. some strategies can improve creative instructions for developing teacher professional identity such as portfolio as autobiography: developing a professional identity,” the modern language journal 81, no. 1 (1997): 15–27, http://dx.doi.org/10.1111/j.1540-4781.1997.tb01624.x. 13 volkmann and anderson, “creating professional identity: dilemmas and metaphors of a first-year chemistry teacher.” 14 antonek, mccormick, and donato, “the student teacher portfolio as autobiography: developing a professional identity.” 15 seyyed ali ostovar namaghi, “a data-driven conceptualization of language teacher identity in the context of public high schools in iran,” teacher education quarterly 36, no. 2 (2009): 111–124. 16 edward l deci and richard m ryan, “the ‘what’ and ‘why’ of goal pursuits: human needs and the selfdetermination of behavior,” psychological inquiry 11, no. 4 (2000): 227–268, http://dx.doi.org/10.1207/s15327965pli1104_01. 17 namaghi, “a data-driven conceptualization of language teacher identity in the context of public high schools in iran.” 18 johnnie muwanga-zake, mitchell parkes, and sue gregory, “blogging at university as a case study in instructional design: challenges and suggestions towards professional development,” international journal of education and development using ict 6, no. 1 (2010): 14–29. 19 boitumelo b. moreeng alexander, gregory, micheal m. van wyk, “constructing student-teacher identities via a mentorship programme initiative: a case for school-based learning,” mediterranean journal of social sciences (2014), http://dx.doi.org/10.5901/mjss.2014.v5n9p405. margaret gathondu, josphat kagema, anne wanderi teachers professional identity and its influence on quality educational outcomes in kenya volume 5, number 1, may 2020 | 4 zzzzzz student-centered activities, multimedia, assistance, classroom management the connection of teaching contents to real-life situations, open-ended questions, and encouragement to think creatively 20. the above phenomenon is considered as the regionalization of disciplinary knowledge fields, such as psychology and economics, which, in singular form, are protected by strong boundaries and hierarchies. it is through the higher education curriculum process of modularization that regionalization is facilitated. desimone 21presents core features of professional development based on extensive research consensus. the core features “that are critical to increasing teacher knowledge and skills and improving their practice, and which hold promise for increasing student achievement [are] (a) content focus, (b) active learning, (c) coherence, (d) duration, and (e) collective participation” (p. 183). for content focus, desimone supports the link between activities that focus on subject matter content and how students learn that content with increases in teacher knowledge and skills, improvements in practice, and, to a more limited extent, increases in student achievement. active learning includes teachers “observing expert teachers or being observed, followed by interactive feedback and discussion; reviewing student work in the topic areas being covered; and leading discussions,” and other activities where teachers are engaged in learning rather than listening passively. beijaard, et al.22 stated that "professional identity is not something teachers have, but something they use in order to make sense of themselves. this may imply that subject matter knowledge is a fundamental aspect of teacher's identity to alter the programs, enhance effective activities, explain things at high quality level, and diagnose students' understanding and misconceptions adequately. teacher's knowledge about prescribed traditional models of teaching force them to consider relevant aspects of teaching, although it is not sufficient justice to the reality and complexity of teaching. according to intrator and kunzman 23 "potent teaching" associates with "vocational vitality that power, reinforce, and inspires students and cannot be restricted to a curriculum or method. teacher’s professional vitality is “the capacity to be vital, present, and deeply connected to his or her students," they say. it is not "a fixed, indelible condition, but a state that ebbs and flows with the context and challenges of the teaching life". they stated that vocational vitality demonstrates itself in individuals practice, leads them to engross in their roles, and direct energy into the physical, cognitive, and emotional efforts related to their jobs. better teachers enjoy teaching and increase student. the energy that is ignited based on relational forces that teachers impart to their students are important. according to cavner 24 teacher vitality is teacher's energy that is present in the classrooms and in their profession. high vitality teachers are purposeful, innovative in developing 20 ibid. 21 andrew c porter et al., “does professional development change teaching practice? results from a threeyear study.” (2000); thomas m smith, laura m desimone, and koji ueno, “‘highly qualified’ to do what? the relationship between nclb teacher quality mandates and the use of reform-oriented instruction in middle school mathematics,” educational evaluation and policy analysis 27, no. 1 (2005): 75–109. 22 beijaard, meijer, and verloop, “reconsidering research on teachers’ professional identity.” 23 sam m intrator and robert kunzman, “the person in the profession: renewing teacher vitality through professional development,” the educational forum 71, no. 1 (2007): 16–32, http://dx.doi.org/10.1080/00131720608984564. 24 delta cavner ed d, “teacher vital signs: a two-country study of teacher vitality,” international christian community of teacher educators journal 6, no. 1 (2010): 6. margaret gathondu, josphat kagema, anne wanderi teachers professional identity and its influence on quality educational outcomes in kenya volume 5, number 1, may 2020 | 5 zzzzzz current state, and consider obstructions as opportunities to learn 25. the concept of tpi has come to the foreground in the field of mathematics education, examining how both specialized and nonspecialist mathematics teachers (such as primary school teachers) understand themselves in the context of mathematics. the difference is that primary teachers who teach mathematics are generalists, meaning that they do not personally identify to the subject and hence they do not consider themselves as mathematics teachers 26. methods study area the study was carried out in secondary schools located in nyeri and laikipia counties of kenya. the researcher selected the counties after obtaining data about the below average students’ achievement from the sub-county director of education. sample and sampling techniques a sample is a small portion of the target population. according to orodho 27, a sample should constitute 10% of the population when the population is large and 20% when the population is small. therefore, a sample size of 20% was adopted for this study to enhance generalization. a twenty (20%) percent of each category of respondents from the different sub counties was randomly obtained. each member of the entire population had an equal probability of being selected 28. the sample consisted of 24 principals, 80 teachers and 144students as indicated in the table 1. the respondents were selected using stratified sampling method with a smaller error of estimation than would be produced by a simple random sampling of the same size. this result is particularly true if measurements within strata are very homogeneous. table 1. sample size county principals teachers students target population sample size target population sample size target population sample size nyeri 20 12 200 40 360 72 laikipia 20 12 200 40 360 72 total 40 24 400 80 720 144 source: researcher (2020) instrumentation questionnaires the study used both primary and secondary data sources since the nature of the data was quantitative and qualitative. purposive sampling was used in selecting the respondents. the researcher collected primary data by use of a semi structured questionnaire and interview guide. the interview concerned principles of the selected schools in both laikipia and nyeri counties. 25 intrator and kunzman, “the person in the profession: renewing teacher vitality through professional development.” 26 andreas karaolis and george n philippou, “teachers’ professional identity,” icme-13 monographs (springer international publishing, 2019), http://dx.doi.org/10.1007/978-3-030-13761-8_18. 27 kamau titus njoroge and john aluko orodho, “secondary school student’s perception towards agriculture subject in public secondary schools in nairobi county, kenya,” iosr journal of humanities and social science 19, no. 7 (2014): 30–36, http://dx.doi.org/10.9790/0837-19773036. 28 judea pearl, “models, reasoning and inference,” cambridge, uk: cambridgeuniversitypress (2000). margaret gathondu, josphat kagema, anne wanderi teachers professional identity and its influence on quality educational outcomes in kenya volume 5, number 1, may 2020 | 6 zzzzzz secondary data was obtained from the learners’ performance record year 2015-2017 of the selected schools. damien 29 defined questionnaire as a set of carefully designed, written down, and tested questions, which are asked of individual respondents to gather information in research. the questionnaire was structured into two sections; the first section seek data on the general information of the respondents, the second section sought data on the objective under study. this included only the alternative questions where the respondent had to choose only from the alternative levels using the likert scale ranging from 1 for strongly disagree to 5 for strongly agree. questionnaires were distributed to the selected respondents that is principals, teachers and learners of secondary level and later on the researcher picked them after 7 days. ethical considerations it is important for study respondents to have an informed consent as they participate in a study. the researcher maintained confidentiality about any information obtained from the respondents. it is a requirement for a researcher not to reveal the identity of the study respondents during or after conducting the study, otherwise the respondents may take legal action against the researcher. finally, the information obtained from the research was kept in safe custody. permission to carry out the study was obtained from the moe through the deo from nyeri county and principles from sampled schools. the researcher promised to keep private any information given by the respondents that touches on their persons or their private life. the researcher assured the respondents that no private information would be divulged to a third party. the respondent was also assured that no identifying information about him or her was revealed in written or other communication. concerning confidentiality, the respondent was assured that the information provided was only used for the stated purpose and that the information is not passed to a third party. this was done by ensuring the respondent duly fills and signs the form of consent. the researcher also ensured the respondents fully understood the data collection procedure. the researcher ensured and assured the respondent that his or her individual identity was not to reveal whatsoever. besides, no identifying information about the individual or the institution should be revealed in written or other communication. the nature and the purpose of the research were explained to the respondents. the researcher explained to the respondents the procedure to be followed during the data collection so that they can participate willingly. the raw data which was collected was filed for easy reference. once the data was analyzed, computer printouts were filed while softcopies was stored in storage devices such as cds and flash diskettes. result and discussion questionnaire return rate the researcher administered 24 questionnaires to secondary school principals and 20 were successfully filled and returned. at the same time 80 questionnaires were administered to teachers where 73 were responded. also the questionnaires were submitted to a total of 144 students and out of the total 140 were also successfully filled and returned. 29 meredith damien gall, walter r borg, and joyce p gall, educational research: an introduction (longman publishing, 1996). margaret gathondu, josphat kagema, anne wanderi teachers professional identity and its influence on quality educational outcomes in kenya volume 5, number 1, may 2020 | 7 zzzzzz table 2: questionnaire return rate respondent categories sampled respondents returned questionnaires achieved return rate principals 24 20 83% teachers 80 73 91.0% students 144 140 97.0% total 248 233 94.0% table 4.1, shows that the total questionnaire return rate was 94% asserting the point that the questionnaire return rate was appropriate and above 75% of the suitable levels to enable generalization of the results to the target population 30. results the research sought to establish whether there is significant influence on teachers’ professional identity on quality educational outcomes in kenya. to verify possibility between teachers professional identity and quality educational outcomes, data was collected on whether teachers maintains full responsibility on students under teachers’ care, guides students where necessary and whether teachers do not absent themselves from their duties to provide quality educational outcome as shown in the table below. table 3. questionnaire response summary teachers do not absent themselves from their duties teachers sd d n a sa total teachers maintains full responsibility on students under teachers’ care, guides students where necessary strongly disagree 0 0 0 4 1 5 disagree 0 0 0 2 0 1 neutral 0 0 1 0 0 1 agree 0 0 0 20 17 37 strongly agree 0 0 0 4 24 28 total 0 0 1 30 42 73 learners strongly disagree 1 0 0 0 0 0 disagree 0 0 1 3 0 0 30 john w creswell and j david creswell, research design: qualitative, quantitative, and mixed methods approaches (sage publications, 2017). margaret gathondu, josphat kagema, anne wanderi teachers professional identity and its influence on quality educational outcomes in kenya volume 5, number 1, may 2020 | 8 zzzzzz neutral 0 4 2 1 1 0 agree 0 3 5 9 8 2 strongly agree 0 2 14 26 8 7 total 13 30 50 30 18 140 data on teachers maintains full responsibility on students under teachers’ care, guides students where necessary and teachers do not absent themselves from their duties on quality educational outcomes in kenya. however, the chi test values are presented in the table below table 4: chi tests matrix teachers learners value df asymp. sig. (2sided) value df asymp. sig. (2sided) pearson chisquare 87.685a 8 .000 176.153a 25 .000 likelihood ratio 27.553 8 .001 39.592 25 .032 n of valid cases 73 140 * association is significant at the 0.05 level (2-tailed). ** association is significant at the 0.00 level (2-tailed). data was presented in a matrix form. a chi square was run to establish whether teachers maintains full responsibility on students under teachers’ care, guides students where necessary and teachers do not absent themselves from their duties to provide quality educational outcome. the test generated chi square coefficients of χ (1) =.87.685, 176.153 with corresponding significant levels of p= .000 for teachers and p= .000 for learners which were both equal to already determined level of significance of 0.05, that is p-values of 0.00 and 0.00 are equal to 0.00. these findings clearly show that there is significant influence between teachers’ professional identity impacts on teachers’ pedagogical practices teaching. the hypothesis h01, which stated that teachers’ professional identity has no significant influence on quality educational outcomes in kenya was therefore rejected. some studies examined that math performances scores of learners whose learners had a post graduate knowledge were significantly higher than those of learners whose teachers did not have a post graduate degree. assessment of related researches shows that the most important school‐based defining factor of students’ performances is the quality of teacher. several studies have established that teachers’ experience and professional qualifications significantly impacts on learner’s academic achievement 31. the first question was to establish whether teacher does maintain their full responsibility towards the students under their care where school heads disclosed that teachers maintain full responsibility with 60%. for examples, most principals had common views that teachers maintain their full responsibility towards the students under their care and they to extra efforts in ensuring learners achieve best outcomes. most interviewees remarked similar sentiments that teachers maintain full responsibility towards students and is practiced effectively and results to better and improved performances. 31 njoroge and orodho, “secondary school student’s perception towards agriculture subject in public secondary schools in nairobi county, kenya.” margaret gathondu, josphat kagema, anne wanderi teachers professional identity and its influence on quality educational outcomes in kenya volume 5, number 1, may 2020 | 9 zzzzzz these findings concurred to that darling-hammond32 who established that teachers’ professional qualifications are a great determinant to effective teaching. he also established that profession measures educator qualifications and that the process involves knowledge on subject matter knowledge learnt aspects. teachers can affect skills and knowledge that enables learners achieve his/her educational rights, increase their understanding and motivation for equal opportunities. according to unesco33, established that quality teaching is vital element that influences education results among advantaged and disadvantaged learners. another finding by linda 34reveals that diverse teachers’ competencies are a robust determinant in learners’ performances and outweighs the impacts of difference in heterogeneity and class size in dallas america. secondly, the researcher further sought to establish that whether teachers allocate time for curriculum implementation to enhance to enhance quality outcomes. most head teachers remarked that teachers allocate more time in curriculum implementation to ensure that they meet targets and requirements of the curriculum. this has increased efficiency and learners have achieved higher performance in schools. principals remarked that “teachers allocate ample time needed for curriculum implementation to enhance quality educational outcomes”. this means that teachers have adequate time to cover curriculum contents, have more time to assess learners that yields higher educational performances. these findings concurred to that of rothstein 35 who stated that enough time in teaching enables teachers to have enough knowledge, prepares and manages instruction, assist and promotes learners grow so that they can learn independently. further, adequate time improves teachers’ motivation and possess passion in their subjects, do care and have knowledge about their students, integrate various teaching strategies and assists learners appreciate the importance of information to their own context. unesco says that education within the sustainable development agenda is founded on principles drawn from a rich history of international instruments and agreements. these principles state that education is both a fundamental human right and an enabling right, i.e. it enables other human rights; that it is a public good and a shared societal endeavour, which implies an inclusive and that gender equality is inextricably linked to the right to education for all36. these principles are inspired by a humanistic vision of education and development based on human rights and dignity, justice and shared responsibility. these are the virtues that school head requires to ensure they are inculcated in the learners and teachers together.therefore, principals supervise, manage, the work of teachers and others in the school. through regular meeting, individually or in groups, feedback on the administrative functioning of the school, including curriculum implementation and development will be achieved. by being active within the school, by visiting classes, talking to teachers, pupils and parents, principal will be informed about the school community, its people and events. problems can often be prevented, simply because the school head keeps, as they say, his or her 'ear to the ground' at the same time setting a good example to others of self-discipline. further the interviewees were to discuss the instructional strategies that help enrich on quality of teaching and evaluation mechanisms employed. principals stated that they ensure performance 32 linda darling-hammond and robert rothman, “teacher and leader effectiveness in high-performing education systems.,” alliance for excellent education (2011). 33 unesco, “guidelines for inclusion: ensuring access to education for all,” united nations educational, scientific and cultural organization (2005). 34 linda darling-hammond, “how teacher education matters,” journal of teacher education 51, no. 3 (2000): 166– 173. 35 michael borenstein et al., introduction to meta-analysis (john wiley & sons, 2011). 36 leslie limage, “efa global monitoring report 2011: the hidden crisis; armed conflict and education by efa global monitoring report team at unesco, kevin watkins, director of publication. paris: unesco, 2011. 416 pp. isbn 978-92-3-104191-4.,” comparative education review 56, no. 1 (2012): 180–183, http://dx.doi.org/10.1086/664429. margaret gathondu, josphat kagema, anne wanderi teachers professional identity and its influence on quality educational outcomes in kenya volume 5, number 1, may 2020 | 10 zzzzzz appraisals in schools that ensures proper time management and goals are achieved in schools. principals remarked that “performance appraisals are regularly done, proper inspection of teachers’ duties and teaching requirement and conducts bench marking to improve students’ performances”. in the same breath, mpondo 37 urges that a head of school must construct a vision direction, which leads to effective teaching, students’ achievement in learning, spiritual, moral, cultural, mental and physical development, and prepare the students for adult life to be responsible and functional citizens. this study therefore identify that policy-makers should raise concern about the well-being of teachers and teacher motivation. this is especially so in the light of discussions on teacher shortages and working conditions like working long hours, difficulty in managing social relations, and pressure towards focusing solely on student performance are all directly associated with teacher motivation an attrition 38. conclusion the study concludes that teachers were competent in almost every skill of instructional planning. most of the teachers in secondary schools have known the objectives of their subject. teachers planned lessons by using students’ previous results information, their strengths and weaknesses. it was concluded that teachers were competent in professional competence of human growth and development. teachers considered students’ individual needs during teaching provide varieties of learning activities, allocate extra time for weak students and challenging tasks for brilliant students. they motivate students to participate in class, express their ideas, promote individual and team work. teachers were competent in using different techniques in classroom for student better comprehension. it was concluded that teachers were competent in professional competence of instructional strategies. teachers were competent in using various methods /techniques according to content nature, proper questioning technique, discussion method, grouping technique and information technology for better comprehension of concepts. teachers considered competent in using oral test to develop communication skills of students, motivational techniques to motivate students for learning and share students learning problems. further, principals remarked that teachers were competent in professional competence of assessment. teachers were expert in evaluating students’ learning through continuous internal assessment by using formal and informal methods of assessment. teachers discussed students learning achievements to their parents, guide to do their self-assessment provide positive feedback to students on their performance, helping students in discovering, correcting their errors and developing their self-confidence. teachers monitored learners understanding and re-teach the concept if students feel difficulty in comprehension and modify their instruction according to assessment feedback.. 37 helena s ndyali, “the role of school head in enhancing students’ academic performance in community secondary schools in mbeya urban” (the open university of tanzania, 2013). 38 wiljan hendrikx, “what we should do vs what we do: teachers’ professional identity in a context of managerial reform,” educational studies 46, no. 5 (2019): 607–623, http://dx.doi.org/10.1080/03055698.2019.1620694. margaret gathondu, josphat kagema, anne wanderi teachers professional identity and its influence on quality educational outcomes in kenya volume 5, number 1, may 2020 | 11 zzzzzz conclusion the study recommends that the administrations of schools may take necessary steps to make it possible that all teachers have an access to teaching resources including ict compliance to enhance their general knowledge about the subject and professional education. it will help teachers to enhance knowledge about their subject and teaching methods. also, the government should provide facilities related to information technology to every school so that teachers can avail it in their teaching. there should also be continual teacher professional development to equip teachers with 20th century skills that are the drivers the future for education. references ahuja, sumati, natalia nikolova, and stewart clegg. “paradoxical identity: the changing nature of architectural work and its relation to architects’ identity.” journal of professions and organization (2017): jow013. http://dx.doi.org/10.1093/jpo/jow013. alexander, gregory, micheal m. van wyk, and boitumelo b. moreeng. “constructing studentteacher identities via a mentorship programme initiative: a case for school-based learning.” mediterranean journal of social sciences (2014). 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smith, thomas m, laura m desimone, and koji ueno. “‘highly qualified’ to do what? the relationship between nclb teacher quality mandates and the use of reform-oriented instruction in middle school mathematics.” educational evaluation and policy analysis 27, no. 1 (2005): 75–109. unesco. “guidelines for inclusion: ensuring access to education for all.” united nations margaret gathondu, josphat kagema, anne wanderi teachers professional identity and its influence on quality educational outcomes in kenya volume 5, number 1, may 2020 | 13 zzzzzz educational, scientific and cultural organization (2005). vermunt, jan d. “process-oriented instruction in learning and thinking strategies.” european journal of psychology of education 10, no. 4 (1995): 325–349. http://dx.doi.org/10.1007/bf03172925. volkmann, mark j, and maria a anderson. “creating professional identity: dilemmas and metaphors of a first-year chemistry teacher.” science education 82, no. 3 (1998): 293–310. http://dx.doi.org/10.1002/(sici)1098-237x(199806)82:3%3c293::aid-sce1%3e3.0.co. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) improve sewing skills vocationally through zipper media video tutorials for deaf children nilam permai sari ¹, kasiyati ² state university of padang, indonesia nilampermaisari23@gmail.com accepted: january 10th 2020 reviewed: february 5th , 2020 published: may, 30th 2020 abstract : this research is based on observations made when the street vendors at slb 1 lima kaum, this study discusses improving zipper sewing skills for deaf children. the process of learning sewing skills is beneficial for children because learning to sew can improve children's skills so that when a child graduates from school, the child can develop his potential, such as opening his stitches at home or working with other parties. not all the components of sewing skills can be understood by the child, in the zipper sewing section children have difficulty in sewing zippers correctly. the use of other media can improve children's skills such as the use of video tutorial media. video tutorials are learning media in the form of a series of moving images, making sounds, and assembling into a storyline that contains learning messages and is stored in a media. the use of video tutorial media according to researchers is able to improve children's sewing skills, this can be seen in the baseline condition (a) of the child, ie horizontally (=), in conditions of intervention, increasing (+) and final baseline conditions also increasing (+). the results of the study prove that video tutorials can improve zipper sewing skills for deaf children. keyword: video tutorial, sewing skills, deaf child introduction deaf children are children who have limited ability to hear both in total and who still have a residual hearing1. deaf children also have obstacles in language and communication development so that children experience difficulties in academic and vocational aspects. vocational education is an education in which there is a combination of science and practice that aims to practice independently owned abilities2. barriers owned by children do not prevent children from working because with education skills can help children in preparing the world of work skill is an effort in implementing the expertise to manage and utilize ideas or equipment and materials so that it becomes a priceless value for the advances, derived from honing that skill 1 abdul hafiz, “pembelajaran pai untuk anak berkebutuhan khusus” (center for open science, 2020), http://dx.doi.org/10.31219/osf.io/764dc. 2 murni winarsih, “pembelajaran bahasa bagi anak tunarungu,” perspektif ilmu pendidikan 22, no. xiii (2010): 103–113, http://dx.doi.org/10.21009/pip.222.1. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 108 with exercises that repeated also or indeed innate from birth3.. according to elsa efrina4, vocational qualifications are vocational skills or proficiency that is often associated with some regions of employment in the community5. based on the explanation, researchers can interpret that vocational skills are the ability of a person to work on a job with a self-reliant, easy and careful and have the basic ability to prepare themselves for readiness to the job world. skills are many in teaching school which one of the sewing skills, but not all the parts that can be done by the child because, in sewing, the zipper children have difficulty in solving it. sewing zippers are an important part of the outfit because of their function being the opening and closing parts6. based on observations conducted by researchers at the extraordinary public schools 1 lima ka (slb n 1 lima ka) researchers conducted observations on deaf children of class xi with the initials "mr" in the sewing skills class. based on a preliminary study that the researchers observed, children were seen in the process of learning zipper sewing skills, namely the children's stitches were still not neat, the results of the children's stitches were still rough and the children did not sew according to the pattern that had been outlined. the researcher also interviewed the teacher of sewing skills, that in the sewing class, the teacher had used a demonstration method by providing exercises such as first sewing the product to be made by the child, then the teacher showed the results to the child to be emulated and added with some explanations in the manufacturing process7. products done by children are less successful because the children's products are still not neat, the zipper stitches are still rough and inappropriate. in addition to observing the child the researcher also observed sewing learning conducted by the teacher, it was found that the teacher was not able to provide explanations of zipper sewing learning materials to the child because the teacher had difficulty communicating the intent of the material being taught. therefore, researchers together with teachers sewing skills work together looking for solutions to improve children's skills in sewing skills with a media video tutorial that researchers think is able to improve children's skills. sewing skills training is very beneficial for children, so when children graduate from a child's school bench can develop such skills into business or work that is able to help the economic life of the child8. video tutorials are learning media that can help improve the learning process with the appearance of moving images and accompanied by sound. the learning process with media video tutorials can help students learn because their learning can be repeated until the child 3 ridho pratama and kasiyati kasiyati, “efektivitas metode demonstrasi dalam meningkatkan keterampilan membuat terarium bagi anak tunarungu,” jurnal penelitian pendidikan khusus 6, no. 2 (2018): 43–48. 4 mega iswari et al., “bermain peran : sebuah metode pembelajaran untuk mengembangkan keterampilan sosialisasi anak autis,” jurnal pendidikan kebutuhan khusus 2, no. 2 (2018): 39, http://dx.doi.org/10.24036/jpkk.v2i2.310. 5 karunia prastika nandia, “hubungan dukungan keluarga dengan kemampuan sosial dan emosional anak berkebutuhan khusus (abk); tunarungu di sdlb-b karya mulia i surabaya” (widya mandala catholic university, 2015). 6 rizky suci pratiwi, hasyimkan hasyimkan, and i wayan mustika, “pembelajaran tari bedana pada siswa tunarungu tingkat smp di slb negeri metro,” jurnal seni dan pembelajaran 1, no. 3 (2013). 7 nandia, “hubungan dukungan keluarga dengan kemampuan sosial dan emosional anak berkebutuhan khusus (abk); tunarungu di sdlb-b karya mulia i surabaya.” 8 ayinun mardhiati and umar mansyur, “teknik total physical respons untuk meningkatkan kemampuan berbicara anak tunarungu” (center for open science, 2018), http://dx.doi.org/10.31227/osf.io/8czqb. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 109 understands the learning9. the process of giving media video tutorials learning, researchers display the props and materials to be used ie pieces of cloth parts for the place of sewing, zipper, and others by showing the sewing process zippers step by step to solidify each stitch further. so that the ability of children after learning with video media tutorials, children are expected to be able to sew the zipper dress neatly. based on the problems that have been described, the researcher intends to research with the title enhancing vocational skills in zippers sewing through media vide tutorial for deaf children in slb n 1 lima kaum. method the research used is research through a single subject research approach. according to tawny and david (1987), single-subject research is research conducted on the subject to know the magnitude of the treatment that is given repeatedly at a certain time. this research uses the form of a-b-a design, according to the sunanto 10 a-b-a design is a way to measure child's ability in baseline conditions (a) with no treatment or intervention to the child, also called the intervention condition (b), then to get a conclusion then given the addition of a second baseline condition called (a2). the subject is a thorough researcher that is the son of class xi/b in slb n 1 five people who are initials female type mr. in the implementation of research involving teachers' skills and researchers, which teacher skills as observers while researchers as executor. data obtained through data collection techniques is through observation, documentation, and tests. for the data collection tools, researchers use an instrument test consisting of 15 steps sewing zippers. research and discussion results research that researchers use to get a data analysis, i.e. visual analysis of graph data (visual analysis of graphic data). data obtained from the initial stage of the child prior to the intervention (a) and after the treatment or intervention (b). in this research researchers use the form of a-ba design, the results of the observations that researchers do are: 1. analysis in condition a. length of condition long condition is an activity that calculates how long the observation time is performed at the time of initial baseline condition, intervention, final baseline. table 1. length of baseline conditions, interventions, final baseline conditions a b a2 length of condition 4 7 5 b. estimation of directional likelihood 9 sri rahayu et al., “the professional competency teachers mediate the influence of teacher innovation and emotional intelligence on school security,” journal of social studies education researchresearch 9, no. 2 (2018): 210–227. 10 juang sunanto, koji takeuchi, and hideo nakata, “pengantar penelitian dengan subjek tunggal,” universitas tsukuba: crice (2005). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 110 the research researchers did find the results that in the initial baseline condition (a) are flat, the intervention condition (b) rises, and the condition of the final baseline (a2) rises. table 2. trend toward the baseline, intervention, final baseline conditions a b a2 estimation the likelihood of direction (=) (+) (+) c. stability loudness the likelihood of stability is to show a small or a certain degree of data (sunanto,2005). data is said to be stable when a small data range or a low level of variation is at 80%90%, if the data is below the percentage of 80%-90% then the likelihood is unstable and if the stability range is 80%-90% stable data. the percentage of the criteria used is 15%. 1) baseline condition (a) a) trend stability trend stability = highest value x 0.15 = 46,66% x 0.15 = 6,9 half new stability 6.9:2 = 3.45% b) mean level calculating the mean = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑎𝑡𝑎 𝑝𝑜𝑖𝑚𝑡 𝑑𝑎𝑡𝑎 𝑛𝑢𝑚𝑏𝑒𝑟 = 46,66+46,66+46,66+46,66 4 = 46,66% c) upper limit calculating the upper limit is mean level + half trend stability. = 46,66% + 3,45% = 50,11% d) lower limit calculating the lower limit is the mean level – half new stability. = 46,66% 3,45% = 43,21% e) percentage stability calculating the percentage of data point number in the range: the amount of data x 100% = 4 : 4 x 100% = 100% educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 111 2) interventional conditions (b) a) trand stability calculating the stability range is the highest value x percentage criteria (0.15) = 73,33 % x 0,15 = 10,99 % setengan new stability is 10.99:2 = 5.49% b) mean level calculating the mean = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑎𝑡𝑎 𝑝𝑜𝑖𝑛𝑡 𝑑𝑎𝑡𝑎 𝑛𝑢𝑚𝑏𝑒𝑟 = 46,66+60+66,66+66,66+73,33+73,33+73,33 7 = 57,46% c) upper limit calculating the upper limit is mean level + half new stability = 57,46 + 5,49 = 62,95% d) lower limit calculating the lower limit is the mean level – half new stability = 57,46 – 5,49 = 51,93 e) percentage stability calculate the percentage of data points in a range: a lot of data x 100% = 1 : 7 x 100% = 14,28% 3) final baseline condition (a2) a) trend stability calculating the new stability is the highest value of x percentage criteria = 73.33 x 0.15 = 10,99 % half new stability is 10.99:2 = 5.49% b) mean level calculating the mean level = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑎𝑡𝑎 𝑝𝑜𝑖𝑛𝑡 𝑑𝑎𝑡𝑎 𝑛𝑢𝑚𝑏𝑒𝑟 = 66,66+73,33+73,33+73,33+73,33 5 = 71,99% c) upper limit calculating the upper limit is mean level + half new stability = 71.99 + 5.49 = 77,48% d) lower limit calculating the lower limit is the mean level – as a new stability = 71.99 – 5.49 = 66,5% educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 112 e) percentage stability calculating the percentage of stability is the number of data points in the range: many data x 100% = 5 : 5 x 100% = 100% table 3. stability of baseline conditions, interventions, and final baseline conditions a b a2 stability stable unstable stable d. define a data-trace the conditions of comparison of baseline, intervention, and final baseline can be seen more clearly in the following table: table 4. likelihood of trace baseline condition data, intervention, final baseline conditions a b a2 data trace likelihood ( =) (+) (+) e. define stability levels and ranges the result of the child's ability to sew the zipper done in a baseline condition (a) for five times the meeting which finds the percentage result is (46.66%) (46.66%) (46.66%) (46.66%) (46.66%). intervention conditions (b) found the percentage of results made by seven meetings increased namely: (46.66%) (60%) (66.66%) (66.66%) (73.33%) (73.33% ) (73.33%). the final baseline condition also found that the percentage of five meetings increased, namely: (66.66%) (73.33%) (73.33) (73.33) (73.33%). the results of the percentage of these conditions can be seen more clearly in the following table: table 5. level and stability range conditions a b a2 levels and range of stability 46,66% 46,66% 46,66% 73,33% 66,66% 73,33% f. find the change level 1) specifying first data points and last data 2) reduce large data with small data 3) determine the result of the difference in the data if the direction is good (+) or bad (-) table 6. level of change educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 113 conditions a b a2 level change 46,66% 46,66% = 0 % (=) 73,33% 46,66% = 26,67% (+) 73,33% 66,66% = 6,67% (+) gambar 1. analysis in the condition of research data the ability to sew zippers description: : condition boundary line : line of direction : lower limit : upper limit : mean 2. inter-condition analysis summary of the analysis results of the following conditions: table 7. analysis between conditions no conditions a : b : a2 1. number of variables at home 1 2. changes in directional direction : : = + + 3. changes instability stable : unstable : stable 4. level of change a. 46,66% ˗ 46,66% = 0% 0% 10% 20% 30% 40% 50% 60% 70% 80% i ii iii iv v vi vii viii ix x xi xii xiii xiv xv xvi kondisi baseline (a) kondisi intervensi (b) kondisi baseline akhir (a2) educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 114 a. a – b b. b – a2 b. 73,33% – 66,66% = 6,67% 5. overlap percentage a. a – b b. a2 – b a. 0 : 7 x 100% = 0% b. 5 : 7 x 100% = 71,42% conclusion the implementation of this research was conducted in slb negri 1 lima kaum for children who are deaf class xi. the study was raised based on problems in the fashion class on learning zippered sewing skills. the skill of sewing zipper child look less neat, the results of the child stitching still rough and sewing yet to suit the pattern. research sewing skills for deaf children with the use of media video tutorials can improve the child's skills in sewing the zipper neatly and adequately. the process of implementing this research is conducted using single subject research (ssr) research with a comparison of condition range of 4:7: 5 with three conditions, namely in condition initial baseline ( a), intervention (b), final baseline (a2). the result of the initial baseline condition (a) is obtained from four times the meeting with the value: 46.66%, 46.66%, 46.66%, 46.66%. at initial conditions, the child looks at 7 steps out of 15 steps by the way the child sewing the zipper directly with a sewing machine tampa working on the initial steps to sew the zipper. the result of the interventional condition (b) after the child is given treatment with value: 46.66%, 60%, 66.66%, 66,66% 73,33%, 73.33%, 73.33% on seven times meeting time. when a child is given a child treatment can improve the sewing skill of the zipper as the child is already sewing by using some initial step sewing zippers. the intervention process can be discontinued as the observation results have been met with saturated data. the result of the final baseline condition (a2) to get the data inferences based on five times the meeting with values: 66.66%, 73.33%, 73.33%, 73.33%, 73.33%. on the visible final baseline conditions the child underwent an increased change in sewing zippers, from the child initially sewing the zipper by directly sewing the chemesin tampa working on some initial steps in the process of sewing zipper until the child on the final baseline has been working on some initial steps in sewing so that child stitches are neater and correct than before. based on the results of the implementation of the research proves the use of video media tutorials can improve the vocational skills of sewing zippers for deaf children. reference hafiz, abdul. “pembelajaran pai untuk anak berkebutuhan khusus.” center for open science, 2020. http://dx.doi.org/10.31219/osf.io/764dc. iswari, mega, elsa efrina, kasiyati kasiyati, and arisul mahdi. “bermain peran : sebuah metode pembelajaran untuk mengembangkan keterampilan sosialisasi anak autis.” jurnal pendidikan kebutuhan khusus 2, no. 2 (2018): 39. http://dx.doi.org/10.24036/jpkk.v2i2.310. mardhiati, ayinun, and umar mansyur. “teknik total physical respons untuk meningkatkan kemampuan berbicara anak tunarungu.” center for open science, 2018. http://dx.doi.org/10.31227/osf.io/8czqb. nandia, karunia prastika. “hubungan dukungan keluarga dengan kemampuan sosial dan educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 115 emosional anak berkebutuhan khusus (abk); tunarungu di sdlb-b karya mulia i surabaya.” widya mandala catholic university, 2015. pratama, ridho, and kasiyati kasiyati. “efektivitas metode demonstrasi dalam meningkatkan keterampilan membuat terarium bagi anak tunarungu.” jurnal penelitian pendidikan khusus 6, no. 2 (2018): 43–48. pratiwi, rizky suci, hasyimkan hasyimkan, and i wayan mustika. “pembelajaran tari bedana pada siswa tunarungu tingkat smp di slb negeri metro.” jurnal seni dan pembelajaran 1, no. 3 (2013). rahayu, sri, nurul ulfatin, bambang budi wiyono, ali imron, and muh barid nizarudin wajdi. “the professional competency teachers mediate the influence of teacher innovation and emotional intelligence on school security.” journal of social studies education researchresearch 9, no. 2 (2018): 210–227. sunanto, juang, koji takeuchi, and hideo nakata. “pengantar penelitian dengan subjek tunggal.” universitas tsukuba: crice (2005). winarsih, murni. “pembelajaran bahasa bagi anak tunarungu.” perspektif ilmu pendidikan 22, no. xiii (2010): 103–113. http://dx.doi.org/10.21009/pip.222.1. educatio : journal of education volume , number 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z moral education and the independence of students in boarding schools al-urwatul wutsqo jombang desy naelasari stit al-urwatul wutsqo jombang desynaelasari@gmail.com published: may 11, 2017 reviewed : april 5, 2017 received: march 10, 2017 abstract: boarding school as an educational institution to do various things, one of them in moral education. in pondok pesantren al-urwatul wutsqo example of moral education is, all young students who are required to kiss the hands of older, in addition to the students if paying respect to the cleric, said district, class, name. in addition to moral educated, well educated independence. independence in question is not spoiled the students are educated, competent, and can be in any field or ready to take life in the community. data collection techniques using observation, interviews, and documentation. data analysis included data reduction, data display, and verifying conclusion. test the validity of the data through an extension of the participation, persistence observers and triangulation. the study resulted in conclusions: 1) moral education of students through formal and informal education in pp-uw, a form of education more priority to physical education than the education of the soul first. phase-stage is done by coercion roommates gradually no longer feels forced. 2) education independence of students through formal and informal education in pp-uw dare to compete audiences teach students how to conduct interaction and not depend on others, teaches pious charity so that students are not saturated, self-contained and ready to face the future in public life. 3) the factors supporting and morals of students items, namely internal and external factors. internal factors that students have the will to be educated character, each input students are different, and so on. the external factor is the existence of subjects quran, teachers at school, the school environment that is outside and figures that play a role. 4) factors supporting and independence of students: (a) the pattern of parenting. (b) the system of life-uw school ma. (c) system of life in the hut. keywords: moral education, education pupils independence, pesantren mailto:desynaelasari@gmail.com desy naelasari moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, number 1, may 2017 | 2 zzzzzz introduction 1. context research education first character is the object of attention in islam. it can be seen from one of the apostolic mission prophet muhammad saw which is key to enhance a noble character. our prophet muhammad saw said: الخالق مكارم التمم بعثت انما ( البخارى رواه ) meaning: actually i was sent (allah) to enhance the morals (manners). (hr.bukhari).(muhaimin, 2008: 75). in addition, the method of moral education, especially moral outwardly, can also be done by means of coercion which gradually no longer feels forced. if education is longstanding, then the compulsion is no longer felt as coercion1. according to ali in addition to the need for moral education which has been described above, was the independence of one's self is also needed to support the perfect personal self 2. discussion of independence in terms of a variety of perspectives on ushering in an essence that independence is an internal state of the individual obtained through the process of individualization. moral education and self-reliance that were outlined above, can not be separated from the world of boarding school. pesantren as religious educational institutions is a reality that cannot be denied 3. the cottage is a simple place that is home to clerics shared his students 4. education at boarding can be divided into two, namely formal and non-formal education. formal education is summed up in the structure of school subjects were conducted on teaching and learning. in addition to formal education, there is also a non-formal education is education islamic student which has its own schedule and curriculum structure. islamic student activities into the heart of life in boarding schools because it includes the implementation of activities for 24 hours. among the activities at such islamic student diniyah koran, prayer in congregation, islamic studies, etc5. 1 abuddin nata, akhlak tasawuf, jakarta: rajawali pers, 2009, hlm. 158 -166 2 mohammad ali, moh asrori, psikologi remaja (perkembangan peserta didik), jakarta : bumi aksara, 2010. hlm 107-108 3 a'la, abdul. pembaharuan pesantren. yogyakarta: pustaka pesantren, 2006. hlm. 15 4 hasbullah. sejarah pendidikan islam di indonesia lintasan sejarah pertumbuhan dan perkembangan. jakarta: rja grafindo persada. 1999. hlm. 142 5 abdurrahman mas'ud , intelektual pesantren: perhelatan agama dan tradisi (yogyakarta: lkis 2004). hlm. 55 desy naelasari moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, number 1, may 2017 | 3 zzzzzz pondok pesantren al urwatul wutsqo bulurejo diwek jombang established by k.h.m. yaqub hussein in 1946. here students are educated character, one example, all young students who are required honoring older, in addition to the students if devote to the cleric, teachers also mentioned district , class and name. example: ani of jepara student of ma class 2. so when devote, ani said technically, said the district, grade, name of the road while paying respect. in addition to moral education, in pondok pesantren al-urwatul wutsqo also educational independence. self-reliance is the students are educated here in order not spoiled, competent, can be in all areas, and ready to take life in the community. this study seeks to determine how the students moral education and self-reliance through both formal and non-formal education in pondok pesantren al-urwatul wutsqo bulurejo diwek jombang. b. literature review education in terminology can be interpreted as coaching, formation, direction, the intellectual level, training is addressed to all students in formal and informal with the goal of forming students who are intelligent, personable, has a particular expertise as a provision in the life of society 6. behavior is the character or nature of a person, the state of the soul that has been trained, so in the soul actually has inherent qualities that gave birth to deeds easily and spontaneously without thought wishful again . attention of islam thus against moral education can also be seen from islamic attention to the education of the soul that takes precedence over physical education, because of the good soul this is going to be born deeds either at a later stage will easily produce goodness and happiness on the entire life man, outwardly and inwardly 7. in certain stages, moral education, especially moral outwardly can also be done by means of coercion which gradually no longer forced terrace. someone who wants to write and say nice words for example, at first he had to force his hands and mouth write or say the words and letters were nice. if education is longstanding, then compulsion is no longer felt as coercion. factors that affect the education of morality in children there are two, namely the factors of the potential for physical, intellectual and the heart (spiritual) brought the child from birth, 6 hasan basri. filsafat pendidikan islam. bandung : pustaka setia. 2009. hlm 53 7 muhammad ghazali. akhlak seorang muslim, terj. moh.rifa'i dari judul asli khuliq al-muslim. semarang: wicaksana. 1993. hlm. 13 desy naelasari moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, number 1, may 2017 | 4 zzzzzz and external factors, which in this case is both parent at home, teachers at school and figures as well as community leaders. through good cooperation between three educational institutions, then the cognitive (knowledge), affective (appreciation) and psychomotor (practice) will be formed doctrines taught in children. and was then known with whole human terms 8. according to sulaeman, in ali & asrori 9, the development of self-reliance is a process that involves normative elements. this implies that self-reliance is a process that direction. methods this type of research is a field research (field research).the approach used is qualitative. the instrument of this study is the researchers themselves key instrument research 10. arikunto said that the source of the data here are informants caretakers cottage, cleric-teachers, teachers, and students are concerned. data collection techniques used are: observation, interviews, and documentation. interviews with caretakers cottage, teachers, master (the data for formal education), students and pupils concerned 11. according to moleong, 12 data analysis techniques include: 1) reduction or simplification of data(data reduction). 2) presentation of data (data display) 13. 3) withdrawal conclusion(conclusion verifying) 14. while the data validity checking techniques through extension of participation, persistence observation, and triangulation. triangulation is meant here is the triangulation of sources 15. results research 1. education behavior pupils through formal education and informal in pondok pesantren al-urwatul wutsqo bulurejo diwek jombang education morals of students through formal education (ma-uw) is through the existing curriculum in ma-uw precisely through the subject matter pai (islamic 8 abuddin nata, akhlak tasawuf. jakarta: raja grafindo persada. 2009. hlm 171 9 muhammad asrori, muhammad dan ali, psikologi remaja. jakarta: pt bumi aksara. 2010. hlm 112 10 john w cresswell, research design, pendekatan kualitatif, kuantitatif dan mixed. terj. achmad fawaid. yogyakarta: pustaka pelajar . 2010. hlm. 294 11 suharsimi arikunto, prosedur penelitian suatu pendekatan praktik. jakarta: rineka reserved. 2006. hlm 30 12 lexy j moleong, metodologi penelitian kualitatif. bandung: remaja rosdakarya. 2004. hlm 103 13 nawawi, hadari dan mimi martini. penelitian terapan. yogyakarta: gajahmada university press. 1996. hlm. 73 14 nana sudjana, tuntunan penyusunan karya ilmiah (makalah, skripsi, tesis, disertasi). bandung: sinar baru algesindo. 1999. hlm 7 15 lexy j moleong, metodologi penelitian kualitatif. bandung: remaja rosdakarya. 2004. hlm 178 desy naelasari moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, number 1, may 2017 | 5 zzzzzz education) . for the lesson pai in ma-uw is based on the quran, the moral education of students in the ma-uw is based on the verses of the qur'an were then presented by the teacher concerned, then supported by habituation, and it is habituation character / morality. the pai applied subjects in the pp-uw is subject ppgq (koran teacher training). ppgq here teaches "q ur-any "1, 2, 3, 4, 5, tafsir ahkam (laws tafseer of the quran) 6a, 6b, 6c, 6d, amaly exegesis (tafsir to be carried out). here, students are educated in order to understand that "qur-any" it only as a means only to understand the quran, the most important is to a peak that is to be able to practice (tafsir amaly). examples of moral education through formal education that devote after school, young students who are required honoring older students / senior, lined up two rows extending backward, forward is sequence of grade 3 ma, 2 ma, and so on. thus, the moral education of students through formal education at the pondok pesantren al-urwatul wutsqo is consistent with the theory put forward by ghazali 16 "attention islam thus against moral education can also be seen from islamic attention to the education of the soul should take precedence over physical education, because of the good soul this is going to be born deeds either at a later stage will facilitate produce goodness and happiness in all of human life, both outwardly and inwardly 17. "while the moral education of students through non-formal education (at the cottage) that his students through a curriculum of moral education at boarding school. there is a character study, as well as habituation, such as paying respect when meeting with abah yai / bu nyai / teachers. and in pp-uw students are terms ranging surveillance bed to sleep again. pupils are required for the congregation, istighotsah, the koran, schools and charitable pious. and this event has become a routine and scheduled. this activity is for new students an activity such as forced, but over time has become a habit that does not feel forced. thus, the moral education of students through non-formal education in pondok pesantren al-urwatul wutsqo is consistent with the theory put forward by nata 18, "in certain stages, moral education, especially moral outwardly can also be done by coercion which gradually no longer feels forced. someone who wants to write and said nice words for example, at first he had to force his hands and mouth write or say the words and letters 16 muhammad ghazali. akhlak seorang muslim, terj. moh.rifa'i dari judul asli khuliq al-muslim. semarang: wicaksana. 1993. hlm. 13 17 muhammad ghazali. akhlak seorang muslim, terj. moh.rifa'i dari judul asli khuliq al-muslim. semarang: wicaksana. 1993. hlm. 13 18 abuddin nata, akhlak tasawuf. jakarta: raja grafindo persada. 2009. hlm 165 desy naelasari moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, number 1, may 2017 | 6 zzzzzz were nice. if education is longstanding, then the compulsion is no longer felt as coercion19 . "examples of when the car teacher (abah) pass, the students stopped and read fatihah for teachers (abah). another example of the students always read fatihah before the exit gate (good for pious deeds or other activities), even though the abah not in the cottage. 2. pupils independence education through formal and non-formal education in pondok pesantren al-urwatul wutsqo bulurejo diwekjombang independence example students through formal education in ma-uw that can be trained in their duties, such as the task group / task independently. especially in ma-uw equipped laboratories, such as the practice of biology per group, each individual will make a report on their own, and each child has a different answer, although one group. in addition, there is also the practical activities in cooperation with the cottage, for example, eye patch (grafting), grafting, etc. while the examples of physics, for example, students are taught the practice also on the furniture by measure using a right angle, and so on. and this theory has been explained in the school. in theory ma-uw children gain knowledge from school, but in practice they carry out, or before school hours. another example of independence education students through formal education and is one of the characteristics of the ma-uw is class 1, 2 ma-uw has been trained to live independently so it can cooperate with institutions mi / sd around diwek and surrounding areas to teach qur'any 1.2 , 3,4,5, ahkam interpretation, interpretation amaly or summarized in school lessons are subject ppgq (training teachers quran) ". this activity is commonly called "ppl".ppl is a task of the school, but conducted outside school hours or before school hours are 7:00 s / 11.00. but the schedule rotation, so each child gets 1 week / no 2 weeks to ppl. ppl activity teaches students to be able to show itself, dare to compete public how to conduct social interaction or relationship with another individual, and not depend on others. thus, educational independence of students through formal education is consistent with the theory put forward by kartadinata 20, "independence of social, is the ability to hold interaction on others and does not depend on the actions of others." while education in self-reliance of students through including non-formal education through the process of self-reliance can be done by way of giving charitable pious. pious charity is the good deeds can be said to help the lodge without asking a fee from anyone except allah. 19 abuddin nata, akhlak tasawuf. jakarta: raja grafindo persada. 2009. hlm 166 20 sunaryo kartadinata, dkk. bimbingan di sekolah dasar. bandung: depdikbud. 1998. hlm. 114 desy naelasari moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, number 1, may 2017 | 7 zzzzzz in agricultural fields unit, students are invited pious charity for planting, grafting, stick to the eye, tree planting cassava, etc. in the field of carpentry unit, students are invited to create their own chairs, tables, doors, cabinets, making their own wooden shelves. and in the field of construction unit, which students are invited to create a mosque, cottage building, campus, building mi, bathroom, and so on. thus, educational independence of students, according to the theory put forward by dahlan al barry and partanto pius 21, "independence is usually characterized by the ability to self-determination, creativity and initiative, set behavior, and responsibility, able to refrain , make your own decisions, able to overcome the problem without any influence of people. 3. supporting and inhibiting factors in the implementation of moral education students through formal and informal education in pondok pesantren al-urwatul wutsqo bulurejo diwek jombang. factors that support the implementation of moral education of students through formal education such as: a. lesson of existence of the quran that supports not violate morals and books provided. b. teacher their set up and develop at the school at the same time in the cottage called uk (teacher class). c. their sons and daughters grade separation, which minimizes the sexual transgression. d. pai teacher is concerned, that when teaching not only deliver teaching materials, but also educate, nurture student morals. e. between schools and in their quarters cannot be separated. life in the cottage is very supportive. because together, for example, want to do the work a lot of friends. while the inhibiting factors in the implementation of moral education of students through formal education as between the other: a) an assortment of student input, there is a moral good child, and there has not been good. b) some children in formal school education but not the mole, and it is difficult to control. c) schools and office locations rather distant. examples of the practice of grafting is the place of planting seedlings in front of pp-uw campus. d) teachers from outside pondok not understand the material content pai at uw, so that the material presented less than the maximum. e) not wearing tools such as books from pp-uw about pai. 21 dahlan pius, partanto dan barry, kamus ilmiah populer. surabaya: arloka. 2 007. hlm 115 desy naelasari moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, number 1, may 2017 | 8 zzzzzz while supporting factors in the implementation of moral education of students through non-formal education, namely: a) availability of tools such as pocket books / props, ahkam interpretation, interpretation amaly, and so on. b) 24 hours to educate students, as student boarding c) willingness to students who want to be educated character d) cleric-teacher sincerity who always educate and nurture students morals. e) the existence of the koran quran f) their full control in pondok g) their koran in pondok sometimes filled abah yai to establish morals students. h) their supervisors, their teacher class, and added more class president. while the inhibiting factors in the implementation of moral education of students through non-formal education (at the cottage), namely: a. occasionally permit exit abused b. time available underutilized c. pupils will be educated character that permits many d. unwillingness of students to be educated morals. based on the description described above, we can see that the supporting factors and obstacles in the implementation of moral education of students through formal and informal education are internal factors and external factors. thus, supporting factors and obstacles in the implementation of moral education of students through formal and informal education, according to the theory put forward by nata 22, "factors affecting the moral education of children, there are two, namely the factors of the potential for physical, intellectual and the heart (spiritual) brought the child from birth, and external factors, which in this case is both parent at home, teachers at school, and figures as well as community leaders. through good cooperation between three educational institutions, then the cognitive (knowledge), affective (appreciation) and psychomotor (practice) will be formed doctrines taught in children. and was then known as human beings. 4. "supporting and inhibiting factors in implementing independence education students through formal and informal education in pondok pesantren al-urwatul wutsqo bulurejo diwek jombang. 22 abuddin nata, akhlak tasawuf. jakarta: raja grafindo persada. 2009. hlm 171 desy naelasari moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, number 1, may 2017 | 9 zzzzzz the factors supporting the implementation of the independence of students through formal education are: a. they are trained first so they can live independently in cooperation with agencies around diwek and surrounding areas. b. teachers teach independence early c. students willingness to learner independence d. in pondok between school and could not separated. the tasks given at the school, sometimes done in the cottage, and life in the cottage is very supportive for doing something together. while the inhibiting factors in the implementation of self-reliance education students through formal education, namely: a. division of time when teaching to sd / mi around sometimes asked him to interfere with school hours. b. lack of transportation when the pediatric teaching in sd / mi around diwek and surrounding areas. while supporting factors in the implementation of self-reliance education students through non-formal education, namely: a. availability of adequate facilities and infrastructure in each element (landless, woodworking tools, building materials, etc.). b. human resources who want to be educated self-reliance, and gradually become capable, so begins would then be rendered by god. c. intention, determination and the willingness of students to be educated independence although not paid. d. their motivations are always given by the supervisor every chance that made each students work with the maximum for optimal results. e. supporting their families. f. can eliminate boredom, because charity beyond g. there the lure of abah yai as encouragement pediatric population. children's spirit, because for one tree grafting if successful, it gets money usd 1000, so the children the spirit of grafting and vying to get as much as possible. h. all students have a talent and interest i. when recitals in the cottage they were also taught about the sincerity in the world so many pious deeds in the hereafter will go to heaven forever. spearhead mole here are pious desy naelasari moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, number 1, may 2017 | 10 zzzzzz charity. in this case the children vying for pious deeds. instead, there are several factors that can hinder the implementation of self-reliance education students through non-formal education, namely: 1. internal factors. internal factors are factors originating from itself, for example lazy to charitable pious, do not execute orders from his superiors, slow in pious charity, and some even harmful. external factors, namely, for example of students not support his family on pious charity in the cottage, on the grounds that the mole is usually the students occupied the koran, not even in order to the paddy, the building, the furniture, etc. 2. sometimes if management is not good, then the non-formal schedule could clash with formal education in modern school activities. 3. transportation also can inhibit this activity. 4. the lack of proofreading by the chairman and the chairman of the lack of coordination between the members. 5. in one work should be taken into account the amount of work by many workers. 6. because the pious charity which is quite far away, making tired. which could eventual ly make the reasons for the students, and when it was the location plus indirect pious charity work. 7. this pious charity work sometimes clash with other activities. examples : pious charity klengkeng time, there was a job wrapping stickers, folding qur-any, etc. although this does not happen every day, but it could be an obstacle. in addition to those already described above, there are still some factors that may affect the independence of the students, among others, as follows: 1) pattern foster parent. parents who create a safe atmosphere in the interaction of the family will be able to encourage the smooth development of the child. 2) school life system. ma-uw in this school and the cottage can not be separated. the theory gained in the school, will be practiced in the cottage, and vice versa. for example, as noted above, the task of grafting biology will be practiced outside school hours, and so on. this could prevent, because it is contrary to the designs that have been made by the caregiver for smooth and speed. 3) cottage's living systems. in this case, the system of life in the cottage can be a support in the implementation of self-reliance education students in both the formal and non formal education. instead, the system of life in this cottage could be an obstacle, if the students do not take advantage of cottage life in the fullest. as an example lazy, slow in pious deeds, etc. desy naelasari moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, number 1, may 2017 | 11 zzzzzz thus, the factors that affect the independence of these students, according to the theory put forward by ali & asrori, (2010: 118-119) 5. factors affecting independence: a. pattern foster parent. how parents caring for or educating children will affect the development of their teenage child's independence. parents are too many prohibit or exclude the word "do not" to children without being accompanied by a rational explanation would hinder the development of the child's independence. instead, parents create a safe atmosphere in the interaction of the family will be able to encourage the smooth development of the child. b. the education system in schools. educational process that emphasizes the importance of respect for the child's potential, granting rewards, and the creation of positive competition will expedite the development of self-reliance. c. the system of life in society. the system of life in society too stressed the importance of hierarchical social structure, feeling of insecurity or lack of respect for gripping and potential manifestations of youth in productive activities without hampering the smooth development of adolescent independence. conversely, a safe community environment, appreciate the potential expression of young people in the form of a variety of activities, and not too hierarchical will stimulate and encourage self-reliance development 23. d. conclusion: 1. moral education of students through formal education and non-formal at pondok pesantren al urwatul wutsqo bulurejo diwek jombang, prefers physical education as devote after school, grade separation sons and daughters, women students must cover the genitalia and poked her head scarf, etc. than the education of the soul first. while the phase-stages can also be done by means of coercion which gradually no longer feels forced. 2. independence education students through formal and non-formal education to teach students to be able to show itself, dare to compete public how to conduct social interaction or relationship with another individual, and not depend on others. as examples of activities ppl class 1, 2 ma to sd / mi diwek and surrounding areas. examples again on the subjects of biology students are taught practical eye patch, grafting, in physics, students are taught the practice of the furniture by measure using a right angle, etc. to make chairs, etc. 23 mohammad ali, moh asrori, psikologi remaja (perkembangan peserta didik), jakarta : bumi aksara, 2010. hlm 118-119 desy naelasari moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, number 1, may 2017 | 12 zzzzzz in addition, the independence of the students here to teach students to charity pious, and with pious charity students, both in the agricultural unit, unit construction and carpentry unit makes students not saturated, students independent and ready to face the future in public life. 3. supporting factors and obstacles in the implementation of moral education of students through formal and informal education at the pondok pesantren al-urwatul wutsqo bulurejo diwek jombang ie internal factors and external factors. internal factors which each students have a willingness to be educated character, input any different students, and so on. while external factors are the subjects of the quran that supports teachers in the school were very influenced, figures abah yai, the teachers are always to foster and school environment that is outside is also very affecting, etc. but here the obstacles can be overcome by pp-uw. supporting factors and obstacles in the implementation of self-reliance education students through formal and informal education, namely: a) the pattern of parenting. in this case, the parents can be a contributing factor, the opposite could be a limiting factor. b) systems in the school of life. school and his cottage can not be separated. the theory gained in the school, will be practiced in the cottage, and vice versa. but life in the school system can turn into problems when there are several parties who are not loyal to the institution. c) the system of life in the hut. in this case, the system of life in the cottage can be a support in the implementation of selfreliance education students in both the formal and non formal education. e. conclusion education morals students through formal and informal education at the pondok pesantren al urwatul wutsqo bulurejo diwek jombang, form of education more priority in education is like devote after school, the separation of class sons and daughters, female students to cover their genitalia and poked her head scarf, etc. than the education of the soul first. while the phase-stages can also be done by means of coercion which gradually no longer feels forced. as examples of activities that have been scheduled then it must be carried out unless absolutely forced to be abandoned. the timing of the koran then shall the koran, the time the congregation, the congregation shall ff. and if it is not implemented, including one example of a moral offense / ban students. but because it was used to perform activities such as above, does not feel forced. independence education students through formal and informal education at the pondok pesantren al-urwatul wutsqo bulurejo jombang diwek teaches students to be able to show desy naelasari moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, number 1, may 2017 | 13 zzzzzz itself, dare to compete public how to conduct social interaction or relationship with another individual, and not depend on others. as examples of activities ppl class 1, 2 ma to sd / mi diwek and surrounding areas. examples again on the subjects of biology students are taught practical eye patch, grafting, in physics, students are taught the practice of the furniture by measure using a right angle, etc. to make chairs, etc. in addition, the independence of the students here to teach students to charity pious, and with pious charity students, both in the agricultural unit, unit construction and carpentry unit makes students not saturated, students independent and ready to face the future in public life. supporting factors and obstacles in the implementation of moral education of students through formal and informal education at the pondok pesantren al-urwatul wutsqo bulurejo diwek jombang ie internal factors and external factors. internal factors are factors from the inside, where each students have a willingness to be taught morals, input any different students, and so on. while external factors are external factors such as the subjects of the quran that supports teachers in the school were very influenced , figures abah yai, the teachers are always to foster and school environment that is outside is also very affecting, etc. but here the obstacles can be overcome by pp-uw. supporting factors and obstacles in the implementation of self-reliance education students through formal and informal education, namely: a) the pattern of parenting. parents who create a safe atmosphere in the interaction of the family will be able to encourage the smooth development of the child. in this case, the parents can be a contributing factor, the opposite could be a limiting factor. b) systems in the school of life. ma-uw in this school and the cottage cannot be separated. the theory gained in the school, will be practiced in the cottage, and vice versa. but life in the school system can turn into problems when there are several parties who are not loyal to the institution, such as the teachers are concerned not wear un and the koran books from pp-uw. c) the system of life in the hut. in this case, the system of life in the cottage can be a support in the implementation of self-reliance education students in both the formal and non formal education. because education in pondok that is 24 hours of sleep until sleep again, there is the builder, there was a teacher who watched, there is class president, etc. instead, the system of life in this cottage can be a constraint, if the student does not utilize its full potential in life. as an example of lazy, in person a lot, and so on. f. biblioghraphy desy naelasari moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, number 1, may 2017 | 14 zzzzzz a'la, abdul. 2006. pembaharuan pesantren. yogyakarta: pustaka pesantren. ahmad, djamaluddin. 2009. resep al-ghazali 11 langkah melatih jiwa, membersihkan akhlak serta mengobnati penyakit hati. tambakberas: pustaka al-muhibbin. anwar, ali. 2009. cara mudah menulis karya ilmiah. kediri:iait press. anwar, desi. 2002. kamus lengkap bahasa indonesia. surabaya: amelia. 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arloka. prastowo, andi. 2011. metode penelitian kualitatif. jogjakarta: ar-ruzz media. putra, nusa & lisnawati, santi. 2012. penelitian kualitatif pendidikan agama islam. bandung: remaja rosdakaraya. rahim, husni. 2001. arah baru pendidikan islam di indonesia. jakarta: logos wacana. ridlwan, nasir. 2011. antologi kajian islam. surabaya: pascasarjana iain sunan ampel press. stit-uw. 2006. pengantar psikologi dan perkembangan peserta didik. jombang. sonhadji, ahmad dan huda, muhammad.2014. asesmen kebutuhan, pengambilan keputusan, dan perencanaan. malang: um press. sudjana, nana. 1999. tuntunan penyusunan karya ilmiah (makalah, skripsi, tesis, disertasi). bandung: sinar baru algesindo. sugiono. 2010. metode penelitian pendidikan, pendekatan kuantitatif, kualitatif dan r& d. bandung alfabeta. suhartini, halim. 2005. manajemen pesantren. yogyakarta: pustaka pesantren. sulthon dan khusnuridlo. 2006. manajemen pondok pesantren dalam perspektif global. jambi: laksbang pressindo. sunarto, masyhud dan khusnurdilo. 2003. manajemen pondok pesantren. jakarta: diva pustaka. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z designing superlary game to learn vocabulary of tenth grade students hesty puspita sari, wahyu dwi lestari english department, faculty of teacher training and education, balitar islamic university, blitar email: hestypuspita1403@gmail.com accepted: 10 august 2020 reviewed: september 5, 2020 published: 20 november 2020 abstract: the background of this research is important of vocabularyt in leaarning english. but students still difficult to adding and memorizing the vocabulary. so, to help students for learning it, the researcher develop platformer game with combination material of tenth grade students and have the result superlary game. to develop this media, researcher used the sugiyono development model. this development aims to give the media to learn english vocabulary in order to increase motivate to learn english of tenth grade students of senior high school. based on the sugiyono model, researcher only use eight from ten steps, namely potential and problem, data collection, design product, design validation, design revision, product trial, product evaluation and final product. english learning media produced in the form of computer-based game application used programer conctruct 2, which contains the second semester vocabulary material for class x sma / ma students. this media completed with guiding book of how to play the game. the student’s response for this game have the result large scale trials obtaining total score are 816 from criterion score 960, percentage of students’ response are 85% this valued include in 80 < x < 100% in criterion score. so it can be concluded that the learning media developed is very good for use in learning classes in class x sma / ma on second semester vocabulary material. keyword: platformer, game, vocabulary, learning media introduction vocabulary is a basic aspect of language that must be mastered to communicate. vocabulary is also an important part of learning a language that has been mastered, especially english, which is the main foreign language used after local languages. according to hatch and 1 vocabulary is a list or set of words for a particular language or a list or set of words that individual speakers of language might use. however, many students have not mastered a lot of vocabulary. this is because students still have difficulty learning and adding new vocabulary. the weak mastery of vocabulary makes it difficult for students to learn english, especially in speaking and communicating. sari 2 states that vocabulary mastery can be improved by using learning media. she also supported that media is really affecting students in learning vocabulary, 3. vocabulary mastery can be improved through learning media such as simulations and games. games as learning media are called educational games. with games in learning, students will feel happy with the ongoing 1 evelyn hatch and cheryl brown, vocabulary, semantics, and language education. (eric, 1995). 2 hesty puspita sari, “the effectiveness of using pictures in teaching vocabulary to the sixth grade students of sdn singkalanyar i prambon nganjuk viewed from their motivation (an experimental study)” (uns (sebelas maret university), 2008). 3 (sari et al., 2018) mailto:riyu.choirul57@gmail.com educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 160 zzzzzz z learning. this is supported by 4:39) who state that the value of educational games increases in language education because they make education fun. according to 5 teachers can use existing technology to become an appropriate learning medium, making it easier for students to receive learning material. 6 adds that game can motivate and interact students to learn. students having high spirit to ear due to they are learning not seriously but by playing game7. 8 in his book explains that interactive learning is often known as computer-based learning. by using computers, educators can develop design, production, implementation, and learning evaluation materials. the advantages of computer-based learning are stated by including the use of computers in educational institutions to provide flexibility for students to determine learning speed and to choose the order of learning activities according to their needs. according to 9 2001: 26-28) the benefits of computer-based learning are computers that really support individual learning, where an individual learning system is recommended in modern education. based on previous research, it has been explained that the learning model in the form of games or games can increase the attractiveness of children in learning and improve children's abilities in understanding learning material. this game application develops with the previous application, namely the development of m quotting platform for object name recognition in 3 languages for early childhood using construct 2, where construct is an integrated game engine software to create html5-based 2d games that support various platforms such as pc, iphone, mac, android, ios and browser 10. from previous research by 11 entitled the effect of big city adventure game media utilization on learning outcomes of english vocabulary mastery in class ii madrasah ibtidaiyah students ihyaul ulum bluri lamongan stated that percentages are the result of a number an average of 86,11 %. if on the criteria for qualitative data the percentage classified as good once. based on the description above, the researcher is interested in conducting research on the effect of the superlary game in mastering vocabulary in class x iik 2 ma bustanul muata'alimin, blitar. the digital media for superlary games will be useful to help students master vocabulary. methods the model used in this study is the 12 model by using several stages. this development research uses the eight stages as follows. 1. analysis of potential problems in the first stage of this research, the researchers found potential and problems after observing the initial needs analysis by interviewing and distributing questionnaires to teachers and students of sma bustanul muata'alimin. researchers conducted interviews with class x teachers with the aim of knowing the use of instructional media in class and student difficulties in learning english. from the observations, the researcher found problems that could become obstacles in the learning process, namely the difficulties of 4 derakhshan & khatir (2015 5 aunurrahman et al., (2017) 6 (sari & hestiningrum, 2019) 7 abdul muhid et al., “improving islamic elementary students’ reading comprehension skill through survey, question, read, recite, review (sq3r) strategy,” international journal of psychosocial rehabilitation 24, no. 7 (2020): 9589–9598. 8 erlinawati et al., (2016) 9 ismaniati, 10 emy nurchasanah, s t endah sudarmilah, and m eng, “pengembangan multiplatform game 2d pengenalan nama benda dalam 3 bahasa untuk anak usia dini” (universitas muhammadiyah surakarta, 2016). 11 muflihatun niswah, (2014) 12 sugiyono (2008) educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 161 zzzzzz z students in mastering english vocabulary and also the use of less attractive learning media such as the use of textbooks and worksheets. this is due to the lack of creativity and innovation of educators in the use of learning tools. therefore, there is need for innovation, namely by developing technology-based learning media, the hope is that students will be more active and motivated to use gamebased learning media. 2. data collection after making observations in the form of interviews and distributing questionnaires to class x teachers and students, potential and problems were obtained, then it was necessary to collect information that could be used to design media products that were expected to solve problems. the method to be used depends on the problem and the accuracy of the objectives to be achieved. 3. product design at this stage the researchers began to prepare the materials needed for media production including hardware in the form of computers, class x textbooks and software such as the construct 2 application, corel draw x7 and preparing material to be included in the media. in making a game application, the maker also prepares the images needed in the game, such as characters, background, ground and other images needed in making the superlary game. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 162 zzzzzz z a. layout (interface) in the chart above, it is explained that there are several interesting things in this gamebased media. the material is designed by combining animations that are compiled as a whole. in this game there are backsounds and quiz-seeking adventures. the initial step of development is to collect backgrounds and create images (characters, keysdoors, quizzes, ground, backgrounds) based on potable network graphics (.png) using corel draw x7.furthermore, programming is carried out based on the procedures mentioned above. sprites buttons, backgrounds are collected and arranged into a complete unit on the construct 2 worksheet or layout. figure 1 construct 2 open corel draw gambar. png layout even sheet file.aplikasi nwjs run layout superlary game. apk audacity audio. ogg atau audio.wav superlary game berbasis html export project chart 1. design mock-up product doing preface designing program code trying out the program educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 163 zzzzzz z b. writing program code (coding) the coding process is done on a worksheet called an event sheet, where there are logics for running the layout. in this logic, there are various terms such as global variables, instance variables, in general language this logic is termed "if then" logic. c. add backsound at this stage the back sound and sound effects are added in the programming. the backsound of the game consists of several pieces of the song put together with the help of the audacity application. then export the sound into an mp3 based file. to convert mp3based files into ogg or wav-based files, it is used for a converter application which is accessed online at the address' online-audio-conventer.com. d. implementation the implementation stage is a concrete step to apply learning media that has been developed according to its role and function, namely the superlary game. after the programming is complete, the application is based on html5 which can only be run using a web server. in order to run on a computer device, an auxiliary application or converter is needed which can be used for free and the maximum result is a converter from nwjs application files that can be accessed offline. figure 2 educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 164 zzzzzz z 4. design validation after the product design is finished, the next step is to validate the product design to the media validator and the material validator. the validator consists of three media validators and three material validators. the validation instrument used by the validator is a closed questionnaire. 5. design revision after the validation is done, data is obtained in the form of criticism and suggestions from the media validator and the material validator. these criticisms and suggestions will be used to improve and refine the product design developed in order to produce computerbased media with the construct 2 application that is suitable as a learning medium in the classroom. 6. product trials the trial at this stage used the quasi experiment method with a one group pre-test posttest design. the sample in this study were students of class x iik 2 in the population of class x ma bustanul muta`alimin, totaling 24 students. data collection techniques were obtained from vocabulary learning outcomes, for that in this study using test and questionnaire techniques. the test technique in this study was a learning outcome test which was carried out twice, namely before being given treatment (pre-test) and after being given treatment (post-test). the test given is in the form of multiple choice questions, the pre-test and post-test questions are the same questions to avoid changes and students' knowledge and understanding after the treatment. the questionnaire technique used was to determine student responses to the use of the superlary game digital application media used in learning english vocabulary. 7. product evaluation product evaluation is carried out after the trial is carried out, based on input from students and teachers who have tested learning media. product evaluation is carried out to complement the deficiencies that exist in the media to achieve maximum product. 8. final products the final product of pafda's superlary game media is a computer-based game application that supports 64-bit computer systems. equipped with a manual for using media and materials and questions summarized in the game. 2.2 functional analysis and how it works computer-based media with the construct 2 application in the form of 2d games. at the start of the game there is the name of the game accompanied by the profile of the maker, the "start" menu and the "exit" menu. in the start menu, there are materials and games, each of which consists of eight chapters. in the material, the vocabulary is presented in accordance with the material for class x semester 2. and in the game there are also eight levels that are made with different views and the difficulty level of playing at each level. the games developed can make it easier for educators to deliver english vocabulary material because the media developed has the convenience of educators to operate it. the developed media is also quite easy to distribute because we only need to copy the finished draft to duplicate it. for students, this developed media can make it easier to learn english vocabulary because in the game examples of english vocabulary needed by class x semester 2 students are provided. in addition, in the game there are also questions related to the material to see how many words have been mastered. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 165 zzzzzz z 2.3 implementation plan the implementation plan for using the developed media uses an individual learning model with the student center learning method. the media and materials used are 2d computer games with the construct 2 application. this trial aims to assess the quality or feasibility of the computerbased superlary game media product with the construct 2 application and the influence of media on student motivation and learning outcomes. the first stage the educator opens learning activities by opening greetings, leading prayers and checking student attendance. then the educator conveyed the basic competency and learning objectives to be achieved, as well as the learning methods to be used. furthermore, the educator provides direction about the superlary game and how to play or operate it. the next stage, the students worked on the questions by playing the superlary game learning media. in the superlary game, the score obtained by each player is listed so that students can immediately know the score or value that has been obtained. if a character in the game falls, the score is automatically lost and the game returns to the beginning. the educator gives an award to the student who gets the highest score, then the educator invites students together to repeat the english vocabulary that has been learned from the superlary game learning media. finally, the educator closes the lesson. results and discussion table 1 result of material validation statement validator 1 validator 2 validator 3 total score 1 2 3 4 5 6 7 8 9 10 11 4 4 4 5 4 5 5 3 4 5 4 3 3 3 4 3 3 3 3 3 3 3 5 4 4 5 5 4 4 4 5 5 5 12 11 11 14 12 12 12 10 12 13 12 account criterion value presentage 131 165 79,39% based on table 1 the assessment on the material validator has a total value of 131 with a percentage of 79,39%. this assessment is in the good category with the criteria of 60-80%. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 166 zzzzzz z table 2 result of media validation statement validator 1 validator 2 validator 3 total score 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 5 4 4 5 5 5 5 4 4 5 5 5 4 4 4 5 5 5 4 5 5 5 4 4 5 4 4 4 4 4 4 4 4 4 5 5 4 5 5 4 5 5 4 4 4 4 4 4 4 4 5 15 13 13 15 15 13 14 14 12 13 13 13 12 12 12 13 14 jumlah nilai kriteria presentase 226 255 88,62% based on table 2 the assessment on the media validator has a total value of 226 with a percentage of 88.62%. this assessment is in the very good category with the criteria of 80-100%. 3.1 trial results results of pre-test and post-test based on the research that has been done, the pre-test and post-test results were obtained, the pretest results showed the students 'mean score was 67.5 and the post-test results showed the students' mean scores were 97. for the results of the pre-test and post-test data analysis, it is known that the results of vocabulary mastery show an increase, this can be proven from the difference in the results of the scores before learning and after learning that has been produced. this is shown by the results of calculations using the t-test with a significant level of 5%, db = n-1 = 23 with t0.05, so that the t-table is 2.069 and the t-count is 19.0815, so taccount bigger than ttabel there are 19.0815 >2.069 thus in this study, ha reads "there is a significant influence in the use of media in the game of superlary on the learning outcomes of mastery of english vocabulary in class x iik2 ma bustanul mutaalimin kota blitar" can be accepted. this is evidenced by the results of the hypothesis above. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 167 zzzzzz z conclusion based on the discussion above, it can be concluded: 1. english learning media produced in the form of computer-based game applications called super lary uses application construct 2, which contains the second semester vocabulary material for class x sma / ma students. this learning media was developed with adaptation using sugiyono's development method. the steps for product development are as follows: 1) potential and problems, 2) collecting information, 3) product design, 4) design validation, 5) product revision, 6) trial use, 7) product revision, and 8) production mass. 2. the response of students to the learning media developed is very good. it can be seen from the results of large-scale trials obtaining total score are 816 from criterion score 960, percentage of students’ response are 85% this valued include in 80 < x ≤ 100 % in criterion score. so it can be concluded that the learning media developed is very good for use in learning classes in class x sma / ma on semester vocabulary material. references aunurrahman, aunurrahman, fuad abdul hamied hamied, and emi emilia. “exploring the tertiary efl students’academic writing competencies.” indonesian journal of applied linguistics 7, no. 1 (2017): 72–79. derakhshan, ali, and elham davoodi khatir. “the effects of using games on english vocabulary learning.” journal of applied linguistics and language research 2, no. 3 (2015): 39– 47. dhenabayu, riska, hesty puspita sari, and silviana valyanda yunita sari. “sistem pakar penentuan motif dan warna batik berdasarkan ciri fisik dengan metode forward chaining.” antivirus : jurnal ilmiah teknik informatika (2018). erlinawati, n ai, uman suherman, and deni darmawan. “media pembelajaran mobile learning untuk meningkatkan motivasi dan kemampuan praktikum mahasiswa stikes karsa husada garut.” pedagogia 14, no. 2 (2016). hatch, evelyn, and cheryl brown. vocabulary, semantics, and language education. eric, 1995. ismaniati, ch. “pengembangan program pembelajaran berbantuan komputer.” yogyakarta: fakultas ilmu pendidikan. universitas negeri yogyakarta (2001). muflihatun niswah, vidia. “pengaruh pemanfaatan media game big city adventure terhadap hasil belajar penguasaan kosakata bahasa inggris pada siswa kelas ii madrasah ibtidaiyah ihyaul ulum bluri lamongan.” jurnal mahasiswa teknologi pendidikan 5, no. 1 (2014). 0 20 40 60 80 100 pre-test post-tes educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 168 zzzzzz z muhid, abdul, yuli ani setyo dewi, imam nur aziz, m. labib al halim, and muh barid nizarudin wajdi. “improving islamic elementary students’ reading comprehension skill through survey, question, read, recite, review (sq3r) strategy.” international journal of psychosocial rehabilitation 24, no. 7 (2020): 9589–9598. nurchasanah, emy, s t endah sudarmilah, and m eng. “pengembangan multiplatform game 2d pengenalan nama benda dalam 3 bahasa untuk anak usia dini.” universitas muhammadiyah surakarta, 2016. sari, hesty puspita. “the effectiveness of using pictures in teaching vocabulary to the sixth grade students of sdn singkalanyar i prambon nganjuk viewed from their motivation (an experimental study).” uns (sebelas maret university), 2008. sari, hesty puspita, and yunita sari putri hestiningrum. “pengembangan snake and ladder game sebagai media pembelajaran pada mata kuliah vocabulary semester iii universitas islam balitar.” konstruktivisme: jurnal pendidikan dan pembelajaran 11, no. 2 (2019): 163–175. sari, hesty puspita, nita sutanti, and linda tri wahyuningsih. “developing flashcard media for teaching vocabulary to the seventh grade students of junior high school (study case in the seventh grade students at smpn 1 sanankulon).” konstruktivisme: jurnal pendidikan & pembelajaran (2018). sugiyono. metode penelitian pendidikan:(pendekatan kuantitatif, kualitatif dan r & d). alfabeta, 2008. educatio : journal of education volume 2, number 2, november 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z phycctm development based on kkni on impuls and momentum material to increase hots and independent character soeharto yogyakarta state university soehartopfisika@gmail.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: this study aimed to: (1) produce kkni-based phycctm learning tool to improve hots and independent character learners, (2) to know the result of hots improvement in physics learning by using kkni-based phycctm learning tool developed, (3) to know the level of character category self-supporting learners in physics learning using kkni-based phycctm learning tools developed, and (4) to know the effect of applying learning using kkni-based phycctm learning device to control class and experiment on hots and independent character of learners. the developed product uses r & d method in the form of kkni-based phycctm learning device on impulse and momentum materials covering syllabus, rpp, teaching material, lkpd, hots evaluation test and self character sheet. the study was conducted in sman 8 yogyakarta and sman 1 kasihan. the results showed that (1) phycctm-based learning tools kkni worthy of the category "good and very good". (2) kkni-based phycctm learning tools can improve hots for learners (sig. 2-tailed by 0.001). (3) kkni-based phycctm learning tools can enhance the independent character of learners with the category "fair". (4) kkni-based phycctm-developed learning tools effectively improve hots and independent character of learners (sig. 0.000). keywords: phycctm, hots, independent character introduction indonesia's achievement of science in international level can be seen based on two world-level survey results that need to be observed, namely: the learning curve 2014 report and the pisa 2012 report. the learning curve 2014 report (november 28, 2012) showed education outcomes in indonesia were in the bottom 10 (z-score = -2.03). indonesia was in about 2-3% of the lowest group. in addition, findings from member countries and partners of the organization for economic co-operation and development'-oecd on december 4, 2013, launched pisa survey results on 15-year-old students' abilities in math, language (reading: reading) and science. the result put indonesia at 64th in mathematics and science and the 61 st in reading. the lowest position was the 65th. it was also reported that most (75.7%) of indonesian students' ability to participate in the survey was in the below-level 2 group (oecd, 2014). that meant they were only able to work on the questions that the information had been available mailto:soehartopfisika@gmail.com soeharto phycctm development based on kkni on impuls… volume 2, number 2, november 2017 | 266 zzzzzz complete and could be answered directly without having to do inference such as issues that require high-order thinking skills1. lack of ability of learners in doing physics problems seen from the results of national examination high school students in yogyakarta special region showed that the lowest physics value was 3.40 and the highest value 9.70 and the average value was 6.90. compared with other science subjects such as chemistry and biology, the lowest physics score compared to chemistry 7,88 and biology 7.62.2 weak ability to think high-level physics learners also can be seen on the findings by istiyono3 who had examined the ability of high-order thinking or higher order thinking skills (hots) physics high school students in yogyakarta. the percentage of hots physics ability of sma students in yogyakarta in the order of very low, low, medium, high, and very high category was 1.91%, 16.03%, 61.11%, 20.75% and 0.19%. these findings showed that physics hots physics ability of learners only in the category of medium (61.03%), while in the high category and very high only 20.94%. the two schools included in the high and very high hots category are sman 6 yogyakarta (6.07%) and sman 1 bantul (2.23%), and five schools that belong to low and very low category were sman 1 kasihan (4, 28%), sman 1 godean (1,98%), sman 1 sewon (1,66%), sman 8 yogyakarta (1,53%), and sman 2 yogyakarta (1,41%). preliminary survey that had been done by researcher related to hots ability of students on impulse and momentum also found that average hots ability in sman 8 yogyakarta (49.37%), sman 2 sleman (46.15%), sman 1 poor (45.38%), sman 1 sentolo (48.26%), and sman 1 playen (53.37%) showed the physics hots capability was still relatively low. hots enhancement efforts have also been done by richland & simms (2015)4 using analogy to improve the hots of learners demonstrating that the key to developing hots in mathematics, science, and history is interrelated conceptual learning. simon (2015)5 conducted a study to increase hots learners with a virtual lab that shows the media can increase 60% hots learners. kapler et al (2015)6 examined the class semester simulations for increasing hots learners who demonstrate effective classroom simulation programs to improve hots. kuldas et al (2014)7 examined the importance of malaysian learners to improve hots, against risk factors and academic demonstrations to find that the background of learners greatly influences 1 devit etika sari and muh barid nizarudin wajdi, “the effectiveness of the method of gi with electronic workbench study to improve activities and results student,” educatio : journal of education 2, no. 1 (2017): 136–150, http://www.ejournal.staimnglawak.ac. id/index.php/educatio/article/view/22. 2 dikpora diy, “hasil un 2012 sma/ma/smk di diy” (yogyakarta: dikpora diy, 2012), accessed august 1, 2015, http://www.pendidikan-diy.go.id/dinas_v4/?view=v_berita&id_sub=2692 3 edi istiyono, djemari mardapi and suparno, “pengembangan tes kemampuan berpikir tingkat tinggi fisika (physthots) peserta didik sma,” jurnal penelitian dan evaluasi pendidikan 14, (2014): 1-12. 4 l. e. richland and n. simms, “analogy, higher order thinking and education,” wires cognitive science 6, (2015): 177-192. 5 n. simon, “improving higher-order thinking skills using virtual and simulated science laboratory experiments,” springer: new trends in networking, computing, e-learning, systems science, and engineering 312, (2015): 187-192. 6 i. v. kapler et al., “spacing in a simulated undergraduate classroom: long-term benefits for factual and higher-level learning,” science direct: learning and instruction 36, (2015): 38-45. 7 s. kuldas et al., “malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience,” international journal of adolescence and youth 20, (2014): 32-47. http://www.pendidikan-diy.go.id/dinas_v4/?view=v_berita&id_sub=2692 soeharto phycctm development based on kkni on impuls… volume 2, number 2, november 2017 | 267 zzzzzz their ability to complete cognitive tasks. harrison (2013)8 examined the use of interactive whiteboards to enhance the teacher hots’ ability. improvement of hots in science had been done by hugerat & kortam (2014)9 researching about hots improvement through science approach and inquiry found that average 82% ability of hots learners increase. however, from various research reviews found related to hots, it had not been seen that research studies on efforts to improve hots physics abi lity with teaching materials were still rare. thus, the research undertaken focuses on improving physics hots on impulse material and the momentum of learners in sman 8 yogyakarta and sman 1 kasihan which fall into the low category in physics hots. in addition to improving the ability of hots learners, the world of education can also be a means to exemplify, instill and familiarize positive behaviors in learners as well as on all the individuals involved in it. realizing this, the ministry of national education has compiled a grand design of national education in 2010 which states that the success of character education needs to be supported by (1) the commitment of all stakeholders in the success of character education; (2) consistency of policy and implementation of character education policy; (3) integrity and sustainability of the development of character education programs and activities; (4) prioritizing character education in the national education system; (5) guarantee the quality of character education; and (6) active participation of the community and business world in character education10. so that in good learning should emphasize character education. one of the characters developed in this study is an independent character. self-help characters assist students in developing cognitive knowledge. independent characters help students to prepare the knowledge they learn before the learning activities so that the independent character is a very important character for learners11. human resource issues are also a constraint in indonesia. the actions were taken by indonesia to improve competence and make equalization of human resource qualification are forming the indonesian qualification framework (iqf) or commonly known as the indonesian national qualification framework (kkni)12. kkni is designed to adapt the national qualification framework (nqf) globally where each level can be pursued in a variety of different ways informal education, informal education, training and work experience. high school or vocational high school (sma/smk) is at level 2 kkni. competencies that must be mastered for high school graduates based on kkni level 2 are (1) able to carry out a specific task, using the tools, information, and work procedures that are commonly performed and show 8 n. harrison, “using the interactive whiteboard to scaffold a metalanguage: teaching higher order thinking skills in preservice teacher education,” australasian journal of educational technology 29, (2013): 55-65. 9 m. hugerat and n. kortam, “improving higher order thinking skills among freshmen by teaching science through inquiry,” eurasia journal of mathematics, science & technology education 10, (2014): 447-454. 10 yuli choirul ummah and muh barid nizarudin wajdi, “dismantling paradigm book ta’limul muta’allim,” educatio : journal of education 1, no. 2 (october 30, 2016): 1–10, accessed october 21, 2017, http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/26. 11 muh barid nizaruddin wajdi, “arabic learning skill,” at-tahdzib: jurnal studi islam dan muamalah 3, no. 2 (2016): 32–47. 12 muh. barid nizarudin wajdi, “ المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها ,” at-tajdid: jurnal ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016), http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. soeharto phycctm development based on kkni on impuls… volume 2, number 2, november 2017 | 268 zzzzzz performance with measurable quality, under the supervision of his supervisor directly (2 ) have basic operational knowledge and factual knowledge of specific areas of work, so as to be able to choose available solutions to common problems and (3) be responsible for self-employment and be responsible for guiding others. this competency should be developed in the learning tools and curriculum in schools. kkni is the basic development of curriculum 2013. problems that occur in the effort to prepare and implement the curriculum 2013 is the absence of teaching materials that can precisely achieve competence in the curriculum and can improve the ability to think critically and analyze the students, so it needs to be made competent teaching materials developed from kkni and curriculum 2013. based on the problems and findings of research results that have been presented, preliminary research and literature review, the research conducted in the development of physics comprehensive contextual teaching material (phycctm) based on kkni on impulse and momentum materials to improve hots ability and independent character of high school students. the objectives of this research were; (1) produce kkni-based phycctm learning tool to improve hots and independent character learners, (2) to know the result of hots improvement in physics learning by using kkni-based phycctm learning tool developed, (3) to know the level of independent character categories learners in learning physics by using kkni-based phycctm learning tools developed, and (4) knowing the effect of applying learning using kkni-based phycctm learning device to control and experiment class on hots and independent character of learners. the expected benefits of the research results in terms of theoretical can be one reference learning tool in improving hots and character independent learners. meanwhile, in terms of applicative, is expected to be a stock of teachers, especially in the field of physics education at high school level that is improving hots and self character learners in physics learning. research method this research was an r & d (research and development) research with borg & gall development model whose steps are modified include preliminary study and planning, development stage and evaluation phase. this research used qualitative and quantitative approach. qualitative approach specializes to analyze the feasibility of the product, questionnaire responds an independent character of learners. the quantitative approach was used to analyze the hots improvement and the effect of the resulting product on the hots enhancement and the independent character of the learner. the study was conducted on january 1, 2016, until april 30, 2016. the preliminary study of hots survey was conducted in five schools in yogyakarta namely sman 8 yogyakarta, sman 2 sleman, sman 1 kasihan, sman 1 sentolo, and sman 1 playen. after conducting the survey in the school is done limited test class xi mipa 7 sma n 8 yogyakarta. the broad test was conducted in class xi mia 3 sma n 1 poor as an experimental class and grade xi mia 6 sman 1 poor as a control class. in the preliminary study conducted a survey of 5 schools in yogyakarta to know the soeharto phycctm development based on kkni on impuls… volume 2, number 2, november 2017 | 269 zzzzzz distribution of the ability of hots in 144 high school students. furthermore, a limited test was conducted on 19 students at sma n 8 yogyakarta and extensive test on 60 students at sman 1 kasihan. the total sample in this study was 223 high school students. the initial stage of this research was product development in accordance with the r & d research steps of the borg and gall development model. after that, the initial product that was vetted was validated by two expert lecturers and two physics teachers. after the final product was validated and improved according to the validator's suggestion, a preliminary survey was conducted to find out the distribution of hots in diy. the limited test was conducted in sman 8 yogyakarta. after a limited test, the product was repaired so as to produce product 1. furthermore, extensive test conducted in sman 1 kasihan. after extensive test, repairing and producing product 2. product 2 was the final product of the results of research conducted in the first year. survey data analysis was done quantitatively with the helped of rasch model to know reliability, empiric validity, and difficulty level of problem. the analysis of research data was done qualitatively and quantitatively. qualitative analysis was conducted to find out the category of product feasibility, questionnaire response and independent character of learners. quantitativ e analysis was performed using spss 17 assistance to determine the hots increase in the limited test with t-test and score gain. meanwhile, to know the effect of the resulting product on hots and independent characters learners used manova. result and discussion the preliminary survey results showed the validity and reliability of the hots evaluation instrument used. based on the analysis of rasch model it was known that cronbach alpha value (measure reliability) shows the value of 0.93 and 0.94 on the item stated that the reliability of the instrument was classified as "excellent." infit mnsq and outfit mnsq values on the items are 0.99 and -0.3 respectively that the instrument has a good validity as it approaches its ideal value was 1.00 mnsq infit and outfit mnsq values in person in sequence were 1.04 and -0.1 indicated that the instrument has good validity as it approaches its ideal value was 0.00. product feasibility result based on validation of expert lecturer and physics teacher in table 1. table 1. product feasibility by validator validator average value score expert lecturer 3.42 good physics teacher 3.81 very good based on product validation results. the product was said to be eligible with a good category of 3.42 by expert and excellent lecturer of 3.81 by the physics teacher. student response to lkpd, teaching materials, and learning process was shown in table 2. table 2. student's response to lkpd, teaching materials, and learning process test average value skor soeharto phycctm development based on kkni on impuls… volume 2, number 2, november 2017 | 270 zzzzzz limited test 3.04 good wide test 2.95 good from the result of limited test and wide test known to learners’ response to lkpd, teaching materials and learning process categorized both equal to 3.04 and 2.95. in the limited test known increase hots with gain score in table 3. table 3. gain hots score of learners on a limited test pre post gain category average 52.30 62.93 0.195 low while based on t-test known that there was significant difference in sig value. (2-tailed) of 0.001 <0.05 which indicates that there was a significant difference between the pretest and posttest hots evaluation tests. on the test, area was also known gain score hots learners. table 4 shows gain hots score of learners on a broad test. table 4. gain hots score of learners on a limited test pre post gain category average 42.98 66.38 0.397 medium in the broad test results obtained better than the limited test in terms of the increase in hots learners and gain score. this might happen because the learning that occurred because the product had been improved based on data from the limited test. enhancement and self-contained learner categories were known in the test area because they could be compared between the control and experimental classes. table 5 showed the character enhancement of independent on wide test. table 5. average self-character on extensive test group average value category control 2.67 fair experiment 2.76 fair based on table 5, the control class and the experimental class on the broad test had sufficient categories on the standalone characters, but the mean standalone character values in the experiment class were higher than the control class. these data showed that the treatment provided effectively improves the independent character of the learner. the effect of the application of the products produced on the control and experimenta l class in terms of hots and the independent character of the learners was known through the manova test with the help of spss 17. based on the manova test it was known that sig. of f from wilks' lambda, pillai's trace, hotelling's trace and roy's largest root is 0.000 <0.05, then ho was rejected. so, in conclusion: there were a significant difference in effectiveness on the average hots (y1) and independent characters (y2) between learners who were taught by phycctm-based kkni-based learning tools and learners who are taught with teacher learning tools. so, it could be said phycctm learning tool developed to improve hots and character soeharto phycctm development based on kkni on impuls… volume 2, number 2, november 2017 | 271 zzzzzz independent learners. conclusion based on the research that had been done could be concluded that: (1) the product has been produced in the form of phycctm based on kkni on impulse material and decent momentum with "good" category by expert lecturer and "very good" by physics teacher. (2) learning tools phycctm based kkni able to increase hots learners on the material impulse and momentum. this had seen from the average gain of hots score of learners in the experimental class of 0.39 and control class of 0.15. in addition to the t -test was known that there was a significant difference in the value of sig. (2-tailed) of 0.001 <0.05 which indicated that there was a significant difference between the pretest and posttest hots evaluation tests. (3) learning tool phycctm able to improve the autonomous character of learners with the average questionnaire value and observation of independent characters of learners in the experimental class in sequence of 2.76 and 2.74 are sufficiently categorized. but the average experiment class was higher than the control class. (4) there was a significant difference in effectiveness on the average hots (y1) and independent characters (y2) between learners who were taught by phycctm-based kkni development tools and learners who were taught with teacher learning tools. could be concluded learning kit phycctm-based kkni able to improve hots and character independent learners. based on the manova test it was known that sig. of f from wilks' lambda, pillai's trace, hotelling's trace and roy's largest root was 0.000 <0.05. bibliography borg, w. r. and gall, m.d. education research an introduction (7thed.). new york. longman inc., 2003. dikpora diy. “hasil un 2012 sma/ma/smk di diy.” yogyakarta: dikpora diy, 2012. accessed august 1, 2015. http://www.pendidikandiy.go.id/dinas_v4/?view=v_berita&id_sub=2692 harrison, n. “using the interactive whiteboard to scaffold a metalanguage: teaching higher order thinking skills in preservice teacher education.” australasian journal of educational technology 29, (2013): 55-65. hugerat, m. and kortam, n. “improving higher order thinking skills among freshmen by teaching science through inquiry.” eurasia journal of mathematics, science & technology education 10, (2014): 447-454. istiyono, edi., mardapi, djemari and suparno. “pengembangan tes kemampuan berpikir tingkat tinggi fisika (physthots) peserta didik sma.” jurnal penelitian dan evaluasi pendidikan 14, (2014): 1-12. kapler, i. v. et al. “spacing in a simulated undergraduate classroom: long-term benefits for factual and higher-level learning.” science direct: learning and instruction 36, (2015): 3845. kuldas s. et al., “malaysian adolescent students' needs for enhancing thinking skills, http://www.pendidikan-diy.go.id/dinas_v4/?view=v_berita&id_sub=2692 http://www.pendidikan-diy.go.id/dinas_v4/?view=v_berita&id_sub=2692 soeharto phycctm development based on kkni on impuls… volume 2, number 2, november 2017 | 272 zzzzzz counteracting risk factors and demonstrating academic resilience.” international journal of adolescence and youth 20, (2014): 32-47. oecd. pisa 2012 results in focus: what 15-year-olds know and what they can do what they know. usa: oecd-pisa, 2014. richland, l. e. and simms, n. “analogy, higher order thinking and education.” wires cognitive science 6, (2015): 177-192. simon, n. “improving higher-order thinking skills using virtual and simulated science laboratory experiments.” springer: new trends in networking, computing, e-learning, systems science, and engineering 312, (2015): 187-192. sari, devit etika, and muh barid nizarudin wajdi. “the effectiveness of the method of gi with electronic workbench study to improve activities and results student.” educatio  : journal of education 2, no. 1 (2017): 136–150. http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/22. ummah, yuli choirul, and muh barid nizarudin wajdi. “dismantling paradigm book ta’limul muta’allim.” educatio  : journal of education 1, no. 2 (october 30, 2016): 1–10. accessed october 21, 2017. http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/26. wajdi, muh. barid nizarudin. “ :at-tajdid ”.المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها jurnal ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016). http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. wajdi, muh barid nizaruddin. “arabic learning skill.” at-tahdzib: jurnal studi islam dan muamalah 3, no. 2 (2016): 32–47. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 88 zzzzzz z the influence of self-concept on citizenship learning outcomes rida hatiarsih stkip kusuma negara, jakarta ridahatiarsih@stkipkusumanegara.ac.id accepted: jan 3th 2021 reviewed: march 5th 2021 published: may 30th 2021 abstract : this study aims to determine whether or not there is an influence of self-concept on learning outcomes of civics education, the influence of self-concept on emotional intelligence of class x state senior high school in pasar rebo district. the population of this research is all students of class x state senior high school in pasar rebo district. the schools that were sampled were sman 39, sman 98, and sman 106. the total population of the three schools was 574, using isaac and michael's tables, obtained a sample of 221 students. the results of this study prove that self-concept has a significant influence on student citizenship education learning outcomes with a correlation level of r132 of 0.361 or 3.6%. keywords: self-concept, learning outcomes, civic education introduction the task of education is not only limited to transferring the results of science and technology. in addition, the field of education is also tasked with instilling new values demanded by the development of science and technology in students within the framework of basic values that have been agreed upon by the indonesian people. therefore, a very prominent influence on existing values comes from the application of science and technology. in line with these developments, there are not only clashes and shifts in the values adopted by the community, but even changes in the values of society.1. learning achievement is the maximum benchmark that students have achieved after doing the act of learning for a predetermined time together. to determine student achievement, teachers need to evaluate learning outcomes. through the implementation of the evaluation of learning outcomes, it can be seen that student learning achievements achieved during the teaching and learning process can be seen. another aspect that needs attention related to student learning outcomes is the characteristics of the subjects studied. each subject has characteristics and special characteristics that are different from other subjects. the purpose of national education is the end result of a teaching and learning process which is expressed in the form of abilities, knowledge, and attitudes of students who have followed the process. there are several factors that affect learning outcomes including learning media, learning methods, teachers and students themselves, while those affecting students are two factors, namely internal and external factors.2. internal factors are factors that come from within students, 1conny semiawan, et.al. 1990. cultivating talent and creativity of middle school students. jakarta, gramedia. 2ha yunus. bandung educational philosophy, citra sarana graphic. 1999 mailto:ridahatiarsih@stkipkusumanegara.ac.id yuli choirul ummah dismantling paradigm book ta'limul muta'allim educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 89 zzzzzz including attitudes, talents, iq, attention, self-concept and motivation. external factors are factors that come from outside the students, including the curriculum, learning atmosphere, teacher abilities, living environment and school environment. the success of the teaching and learning process is partly influenced by the characteristics possessed by students, both as individuals and groups who are participating in the process. each student must have different characteristics, one of which is self-concept and emotional intelligence. self-concept becomes one of the important aspects in one's life because self-concept shows how one views about oneself. a student's self-concept can affect his motivation or desire to excel or achieve the targets he has set3. self-concept is a mental picture according to one's own state which includes four aspects, namely: how people observe themselves, how people judge themselves, how people think about themselves, and how people try in various ways to perfect and maintain themselves.4. there are several factors that influence the process of forming self-concept, namely: (1) parenting, (2) failure, (3) depression, (4) internal criticism5. so the self-concept is "a view of oneself as a whole as a result of observations of oneself in the past and in the present".6. self-concept originates and is rooted in childhood experiences and develops primarily as a result of our relationships with other people. the family is the first and most meaningful social place in a child's life, as a result the influence of the family on the development of the child's selfconcept is very dominant. a person's self-concept will develop along with the amount of experience gained and the social relationships he undergoes. the more social relationships you have, the more experience you get, the more things you can take to improve yourself in order to form an ideal self-concept.7. the role of self-concept for individuals in terms of behavior cannot be doubted, because selfconcept is the center of individual behavior. safarino quoted in suryabrata explains that selfconcept is a person's thoughts about his or her characteristics which include physical characteristics, gender, behavioral tendencies, emotional character and ideals.8. according to samuel soeitoe, self-concept is a series of conclusions that a person draws about himself based on experience, either directly or indirectly. this means that a student knows that he has advantages among his friends, and can accept the judgments of others who are the foundation of his confidence. a positive self-concept sees itself as having the ability to do something with high selfconfidence to achieve success, while a negative self-concept arises from a lack of confidence in one's own abilities, there is always a feeling of inability to overcome the problems at hand, more he has the ability to do something with high self-confidence to achieve success. learning outcomes can be defined as an end result after experiencing the learning process, where the behavior appears in the form of actions that can be observed and measured. so this learning outcome test is an instrument that can be used to measure how far the material and related 3m gufron. psychological theories. yogyakarta: ar-ruzz media. 2011 4sumadi suryabrata, educational psychology. jakarta, king grafindo persada. 2002 5sjarkawi.. formation of children's personality, moral, intellectual, emotional, and social roles as forms of integrity to build identity. jakarta, earth literacy. 2008 6hurlock. elizabeth b. developmental psychology: throughout the life span, transliterated: istiwidayanti. jakarta, erlangga. 1996 7yusuf, syamsu ln and nurihsan, a. juntika. personality theory. bandung, pt youth rosdakarya. 2008 8 loc cit yuli choirul ummah dismantling paradigm book ta'limul muta'allim educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 90 zzzzzz concepts that have been given and taught have been mastered by students.9. assessment of learning outcomes is a process or activity that is systematic, continuous, and comprehensive in the context of collecting and processing information to assess the achievement of students' learning processes and outcomes. learning outcomes are a description of what students must explore, understand, and do10. learning outcomes are divided into three domains, namely: cognitive, affective, psychomotor. cognitive domain is the ability to think, know and solve problems that are closely related to learning objectives. the affective domain is related to attitudes, emotions, feelings that indicate acceptance or rejection of something. while the psychomotor domain is related to skills, motor skills, manipulation of materials or objects11. methods this research is a type of quantitative research, the research is focused on the study of objective phenomena to be studied quantitatively. the population of this research is all students of class x state senior high school in pasar rebo district. the sample schools were students of class x at sma negeri 39, sma 98, sma negeri 106. the total population of the three schools that were sampled was 574 students, based on isaac and michael's table with a population of 574 with an error rate of 5%, obtained a sample of 221 students from the three schools. variables in quantitative research are: self-concept (x1) on civics learning outcomes (y). result and discussion the learning outcomes of civic education at the schools that are the object of the research are an average of 48.10, with the lowest score of 25.00 and the highest being 83.00, meaning that the learning outcomes of civic education for class x state senior high school pasar rebo district are low because the average is below the minimum completeness standard. while the results of the self-concept questionnaire show an average of 187.48, this shows that on average the respondents answered the self-concept questionnaire in the range of doubt and agree, meaning that students have a good (positive) self-concept in learning. discussion the test results prove that the self-concept has an indirect effect on the learning outcomes of students' citizenship education. student learning outcomes are strongly influenced by self-concept which is a factor in improving the quality of student learning. because every individual has dynamic, anti-deterministic and optimistic assumptions and feelings and actively forms their own knowledge and behavior. everyone is able to look at themselves, and to question, consider, describe, and evaluate certain things that are drawn into the field of consciousness, both in interacting with themselves and with others in their environment. the purpose of civic education learning is not only to create students who are capable or reliable in understanding and applying the meaning of civic education in everyday life. however, citizenship education lessons also have a very important role in growing and developing students' emotional intelligence 9suharsimi arikunto,. basics of educational evaluation. jakarta, literature development. 1990 10arifin zaenal, learning evaluation, bandung: pt pemuda rosdakarya. 2009 11benjamin s bloom, taxonomy of educational objectives, the classification of education goals handbook i cognitive domain. london. longman group ltd. 1984 yuli choirul ummah dismantling paradigm book ta'limul muta'allim educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 91 zzzzzz a good self-concept will know himself well so that he knows his obligations in learning. a positive self-concept will create good emotional intelligence in learning. with a good self-concept will create creative, brilliant and innovative ideas because students know themselves well as an integral part of their function as students. conclusion based on the results of the research analysis, it can be concluded that the better the selfconcept of students in learning, the higher the learning outcomes of civic education. if the selfconcept of students in the learning process is improved in a more positive direction. references arikunto, suharsini. basics of educational evaluation. jakarta, literature development. 1990 bloom, benjamin s. taxonomy of educational objectives, the classification of education goals handbook i cognitive domain. london. longman group ltd. 1984 gufron, m. psychological theories. yogyakarta: ar-ruzz media. 2011 goleman, daniel. emotional intelligence why ei is more important than iq, translated by t. hermaya. jakarta, pt gramedia. 2002 hendriati,. developmental psychology. bandung : refika aditama. 2006 hurlock. elizabeth b. developmental psychology: throughout the life span, transliterated: istiwidayanti. jakarta, erlangga. 1996 lawrence e, saphiro. teaching emotional intelligence to children. jakarta, gramedia. 1998 samuel soeitoe, educational psychology, prioritizing developmental aspects, volume 2 (jakarta: publishing institute fe ui, tt), p. 62. semiawan, conny, et.al. fostering talent and creativity of middle school students. jakarta, gramedia. 1990 sjarkawi.. formation of children's personality, moral, intellectual, emotional, and social roles as forms of integrity to build identity. jakarta, earth literacy. 2008 suryabrata, sumadi. educational psychology. jakarta, king grafindo persada. 2002 yunus, ha,. bandung educational philosophy, citra sarana graphic. 1999 yusuf, syamsu ln and nurihsan, a. juntika. personality theory. bandung, pt youth rosdakarya. 2008 zaenal, arifin, learning evaluation, bandung: pt remaja rosdakarya. 2009 educatio : journal of education volume 2, number 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z developing interactive english learning media based ict for elementary student mukhlisin, a. wathon stai miftahul ‘ula, nganjuk, east java, indonesia mukhlisin.endemic@gmail.com accepted: february 5, 2017 reviewed: april 10, 2017 published: may 20, 2017 abstract: the implementation of information and communication technology (ict) curriculum at elementary school is the educational sector development. ict subject is a practical subject which requires a direct practice to make easier in elementary student understanding the material. founding many problems in understanding their english material especially reading comprehension a teacher is demanded to make a learning media which helps the student to understand the material of study. this research is aimed at describing the model of ict in elementary school and using of learning media. moreover, the description can be bocome one of the basic from the development of interactive study model base on student self learning. designing material for elementary student and giving media learning can motivate them in teaching learning english better. concerning these problems, a set of suitable instructional elementary student material and media learning for elementary student. besides, the arranging of this study model is hoped to make habitual and self-learning. keywords: information and communication technology (ict), learning, learning media, interactive media introduction education technology is an important role, especially after the development of information and communication technology (ict). in which the computer is an integral part in it. education technology and many other education alternatives to the present and the future encourage teachers making the most use of the computer in education. education technology is the development, application and evaluation of system, techniques and aids to improve the process of human learning. education technology is the application of scientific knowledge about learning, and the condition of learning, to improve the effectiveness and efficiency of teaching and learning. the implementation of information and communication technology curriculum at elementary school level is one of the effort to improve the quality of education in indonesia. basically, the curriculum of information and communication technology makes student in order to be involved in the rapid changes not only in the world work but also the another activities that have additional and changes in the variation of the using of technology.1 1 pusat kurikulum badan penelitian dan pengembangan, kompetensi dasar mata pelajaran teknologi informasi mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 164 zzzzzz technology is needed in the development of education in indonesia. moreover, the indonesian government is responsive to the needs of ict based education. for example, in education, the increasingly widespread availability of the internet, video technology became available, all of which provide reinforcement on teaching and learning process. similarly, in the primary, secondary and vocational, the government has established an e-learning site that is a real form of government step in building e-education in the world of education in the country. today computers in schools are both a focus of study in them (technology education) and a support for learning and teaching (educational technology). schools provide ict capacity to ensure that all teachers and students have immediate access to all software that is required to support the curriculum framework and adequate support in teaching, studying and learning in order to achieve specific, well-defined educational objectives and goals. in other words, ict is used to support pedagogic practices that provide learning environments that are more learnercentered, knowledge-centered, assessment-centered, and community-centered. it means that ict is used to encourage students to be active as participants in their own learning, to provide more motivating and challenging learning experiences that encourage them to be more engaged with their individual learning and provide various assessment instruments. almost all of the ict study in the school is still rely on textbooks and teacher profiles as the source of information.2 whereas, there are many elementary school students, especially in grade 1 and 2 that still learn at the level of reading. thus, it becomes the contrary when the students are forced to read a computer learning modules while they are still in the stage of reading. the study should become a friendly learning, entertaining and motivating to the children. while teaching method is an important thing in conducting a classroom activities and learning styles also constributes to get a successful classroom in achieving the students’ creativity through teaching language. in learning english, the students should master four main language skills which are writing, speaking, reading and listening. these four skills are very important to support the students’ abilities in mastering english. this the learning background is how to make a media in studying ict becomes a friendly study, entertaining and motivating to children so that students can be motivated to have a habit and self learning. the material can be a form at media that can operate a comfortable atmosphere to interest and stimulate the students in the classroom learning process. it is very essential for the teacher to create a good classroom atmosphere and to avoid the student from getting bored. teaching must be learned in such a way that learning becomes interesting. making the best way to use of technology (ict) becomes a challenge for language teachers. teaching must be learned in such a way that learning becomes interesting. making the best way to use of technology (ict) becomes a challenge for language teachers. dan komunikasi sd & mi (jakarta: departemen pendidikan nasional, 2003). 2 sri huning a, “pengaruh penggunaan tutorial interaktif dan kamus tik terhadap hasil belajar siswa kelas 2 sd yang mempunyai tingkat intelejensia dan frekuensi latihan yang berbeda (studi kasus sdn paulan colomadu karanganyar)” (karanganyar: 2007) mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 165 zzzzzz literature review learning process one of the main components of education is the learning context. context of study includes various physical and social environment factors which is arranged base on necessity of the educational activity.3 the learning context is designed for the educational purpose. context of learning related to teaching and learning strategies. teaching and learning strategies is the way how to organize potency (the learner, educator) and resources (facilities, costs, and infrastructure) so that a program can be used optimally, or any subject can achieve its goal. learning media learning media is an instrument in the learning process both inside and outside class. the word “media” comes from the latin medius meaning 'middle', 'intermediate' or 'introduction'. the media is human, material, or events that make conditions in creating student enables to acquire knowledge, skills or attitudes. if the media carries messages or information which has instructional aimed or teaching objective, so the media is called a media of learning.4 there are some benefits of learning media in the learning process, namely: (1) teaching methods will be more varieties through verbal communication from the teacher explanation. (2) learning process will be more interesting and material learning will be easily to understand. (3) allowing to the students to control and achieve the learning goals. student is more doing activities in learning not only listening to the teacher description but also doing other activities such as observing, performing, demonstrating, acting, and others. in the selection of learning media, heinich in arsyad.5 proposed the use of effective planning model which is known as assure (analyze learner characteristics, state objectives, select or modify media, utilize, require learner response, and evaluate), namely: (a) analyzing the general characteristics of the target group or subject that follows learning. (s) formulating learning objectives that is behavior and abilities expected by the subject after attending lessons. capabilities include knowledge, skills and attitudes. (s) selecting, modifying, or designing and developing appropriate material and media. in the selection of media, it should be able to raise student interest and to provide opportunities for students in participating. (u) preparing all the things that support the implementation of media in teaching, so it becomes effectively because of the enough preparation. (r) asking student responses regarding the effectiveness of the teaching process after using learning media. (e) evaluating the learning process to determine the level of student achievement on the learning objectives, the effectiveness of media, approaches, and teachers. arsyad divides types of media based on technological developments into 2 forms: 1. traditional media a. operated visual quietly, eg: slides, filmstrips. 3 muhadjir, noeng, ilmu pendidikan dan perubahan sosial: teori pendidikan pelaku sosial kreatif. edisi v. (yogyakarta: rake sarasin, 2003). 4 azhar arsyad, media pembelajaran (jakarta: rajawali press, 2006). 5 ibid. mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 166 zzzzzz b. unprojected visual, eg: image, posters, photo, charts, graphs, etc. c. audio, eg: tape, disk recording, etc. d. print, eg: textbooks, modules, handouts, etc. e. games, eg: puzzles, simulation, board games. f. realia, for example maps, dolls, and the specimen. 2. modern media technology a. media based telecommunications, including teleconferencing and distance learning. b. media based microprocessor, eg: computer-assisted instruction, computer games, intelligent tutoring systems, hypermedia, interactive video, video compact disc. interactive media interactive media is a method of communication in which the output from the media comes from the input of the users.6 interactive media works with the user's participation. the media still has the same purpose, but the user's input adds interaction and brings interesting features to the system for better enjoyment. interactive media is helpful in the four development dimensions in which young children learn: social and emotional, language development, cognitive and general knowledge, and approaches toward learning. using computers and educational computer software in a learning environment helps children increase communication skills and their attitudes about learning. children who use educational computer software are often found using more complex speech patterns and higher levels of verbal communication. a study found that basic interactive books that simply read a story aloud and highlighted words and phrases as they were spoken were beneficial for children with lower reading abilities. children have different styles of learning, and interactive media helps children with visual, verbal, auditory, and tactile learning styles.7 the use of computers as a learning media has several advantages, there are: (1) provide a more affective condition so it can accommodate students who are slow in accepting the lesson, (2) stimulate students in doing exercises, (3) the absolute student control of learning so that the level of learning speed of the student can be matched to the level of control, and (4) development of students can be monitored by looking at the records of student activity through exercise files which is stored in the computer. suntoro ahmad8 also recognize the effectiveness of the use of computers as a learning media and state that computer media can make students become "active" play with information. the software can also be made interactive too. besides, computer media allows students to develop base on their condition and background capabilities. students who are capable in learning at high speed do not need to his/her colleagues who need more time to understand the subject matter. interactive learning media has a stimulus that is conducive to the development of the child independence, especially in terms of the development of competence, creativity, self 6 "interactive media". investopedia. retrieved 3 december 2014. 7 glaucoma, christina r., m.a. the effects of interactive media on preschoolers' learning: a review of the research and recommendations for the future. p. 13-17. ed. eileen espresso, patti miller, and christine cordoba. 8 ahmad suntoro, dkk, (2000) komputer untuk pendidikan. www.ilmukomputer.com. retrieved 3 maret 2017. https://en.wikipedia.org/wiki/interactivity http://www.investopedia.com/terms/i/interactive-media.asp mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 167 zzzzzz control, consistency, and commitment both to themselves and to others9. the use of computer as learning media has a significant influence on the attractiveness of students to learn the teaching of competencies. research method the research was conducted using research and development principles as stated in borg and gall (1989, p.789) according to them, r&d is a model of research and development. the process used to develop and validate educational product in this study research and development was used to develop material product using material for the third elementary student. the observations stage was done by direct observation aimed in collecting data as early information that will be used as input in the development stage. in this stage, the data collection included students basic skills of reading and writing processes and the introduction of computer, competence and educational qualifications of teacher who teachs ict subjects, and also the presence of ict infrastructure to support the implementation of ict lessons. researcher followed some steps of research and development as follow: 1) gathering set of information relevant, 2) needs assessment, 3) selecting and sequencing the material 4) expert validation, 5) revising, 6) the main-field testing or try out, 7) evaluating and revising, 8) finishing subjects of the study the involved for the subject of this research is 30 students or 1 class the third grade in min 2 nganjuk. researcher chosen involve the process of obtaining information, needs assessment and try out. beside that an english teacher in this school also involved in the needs assessment conducted in the interview stage and questionnaire. the purpose of need assessment in the study is follow: 1) identify the student's english background, 2) identify student's achievement, 3) identify the students interest when they studied english in the class room, 4) identify their motivation to learn english material, 5) identify what topic of learning can motivate the students to learn english. while, the stages of design and development of media used a model of software development through the stages shown in figure 1. evaluation stage aimed to evaluate the features and display from the interactive media. the results of this evaluation bacame the basis for redesign of the learning model. this stage involved several teachers, students, and lecturers. in this study, the researcher did adaptation and adjustment from the r&d cycles design by borg and gall to meet the reality in the field and the sake of practicality. it is because of under consideration in adopting the steps and also the estimation of money, workers, and time to develop the product. 9 ali m, “pengembangan bahan pembelajaran berbantuan komputer untuk memfasilitasi belajar mandiri dalam mata diklat penerapan konsep dasar listrik dan elektronika di smk”, (laporan penelitian research grant phk a2 jurusan pendidikan teknik elektro, yogyakarta: uny, 2005). mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 168 zzzzzz the following steps are the model taken after being adopted and adjusted. the first step is called need survey. it is like in borg and gall's modal of research and information collection. in this step, the researcher did observation, gave questionnaire to the students, interviews the english teacher and interviews the vice principle of curriculum. these are done to know the real condition of the students and to get some important information as the basic line to develop the materials. the second step is material development. in this step, the researcher does some steps; such as planning including making and modifying a standard competence and basic competence and developing the material. the third step is changing into the experts validations. the validations are aimed to see whether the product has already met the criteria or not. the fourth step is main product revision. the revision is based on the result of the expert's validation. the fifth step is main field try-out. after revising the product based on the result of the experts’ validation, the product is then tried out to the students. the sixth step is the second revision. this revision is based on the result of the try out. the last step is the need survey • observation: observing the learning situation in the school • interview: asking the need of the students final product • the improved instructional material is the final product developing material •starting the objective of the course • stating the content of the instructional material • stating the design and the arrangement of the activities experts validation • giving the draft to the expert • validation of the draft from the expert • data collection first revision •revising based on the expert validation second revision •revising based on the field testing result try out •trying out the product to know the applicability of the product in the real classroom • data collection mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 169 zzzzzz production of new materials. the new material is called final product. result and discussion the research used thirty islamic elementary school as the object of study. beside, the research also taken students in grade 1 until 3 from each elementary school as objects. the observations result shows that only 40% from elementary school in the district terrace of nganjuk has introduced ict subjects even it is in form of extra-curricular. the limitation of infrastructure and the lack of teachers who have computer competence become the reason why the implemantation ict subject has not been implemented. practicality media learning can stimulate students' interest and motivation. the media is also packaged in a form that is easy to learn anywhere and anytime without internet access. the students' will get the best opportunity to improve their skill easily. this media is very attractive and effective to improve the student achievement. autoplay media learning is potential as an alternative medium for the students to learn as the researcher as independent groups. with the tasks and exercises that include the answered key and feedback help students their own learning outcomes. autoplay media learning is wonderful media learning. this media is very suitable to motivate the student in teaching learning process. using this media learning the students can learn the material more often less understood in the classroom. there are a lot of materials, resources and links to enhance understanding of the material by using this media. autoplay media learning is easy to learn where there is computer without internet connection, and the students can learn as they want. the student can learn used a lot of media interest that has been provided in the media. autoplay media learning is very helpful to equip the students in mastering english such as listening, speaking, reading and writing. after students gain adequate language models in listening and reading, students are then trained to speaking and writing. giving example of this would be enough to help the process of language acquisition to produce language that is being studied. this product is easy to use without internet access. to operate autoplay media is very easy. there are some steps must be done the first copy file autoplay media learning to computer and save the data then double click the data autoplay media learning after double click the researcher can see the display and you click the button of menu from competence, material, video, quiz, motivation, and reference. mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 170 zzzzzz figure 1: menu of the computer introduction figure 2: menu of the computer introduction mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 171 zzzzzz the researcher uses contextual teaching and learning (ctl) to develop her instructional material with communicative language teaching (clt) as the approach. ctl is a form of evolution of behaviorism and constructivism. as material should give what the student’s need and the target language which the lecturer should reach in teaching learning process. the materials also provide some stimulus to learning the language. there are seven principles of ctl, according to suyanto (2002), as follows: constructivism, questioning, inquiry, modeling, learning community, authentic assessment and reflection. all of the principles are developed integratedly in the constructional material. the material contains of several sections related to topic on each unit. the title of each section, it may be different from one unit to others. questioning principle of ctl is shown here. in which, the researcher asks the students to read the material then give some comprehension questions relate to the reading material given. the students are encouraged to answeredthe questions. in this section, the students also need writing creativity to solve reading problem by using inquiry principle of ctl. conclusion learning using autoplay media learning with sample of grade 3 min 2 nganjuk according to the research objectives that is to develop learning media for teaching and learning english. krashen (2000) proposed the concept that learning the language will be successful if it is supported by the relationship between the provision of adequate language model and the enabling environment for the language used. autoplay media learning is very helpful at answering the opinions of krashen and spolsky, where the students into autoplay media learning is very helpful and will be easier to equip the students in mastering english. learning language skills, such as listening, speaking, reading and writing. after students gain adequate language models in listening and reading, students are then trained to speaking and writing. giving example of this would be enough to help the process of language acquisition because students are in a state of low anxiety (low anxiety) to produce language that is being studied. this product is easy to use, the first copy this product, and then paste into computer it doesn’t need internet access. then double click the object of autoplay to operate it. new learning paradigm emphasizes independent learning and putting teachers as facilitators. ict lessons are in need of independent exercises of students. however, in grade 3 elementary schools still rely heavily on the teacher as a place to ask. besides that, teachers are still many do not have a handbook. teachers realy more self-taught capabilities when providing ict material. autoplay media learning is expected to help student’s grades 3 to learn ict independently. autoplay media learning attempted prepared to accommodate students' literacy and supports the concept of learning fun so that students feel comfortable when learning.. mukhlisin & a. wathon developing interactive english learning media… volume 2, number 1, may 2017 | 172 zzzzzz bibliography allen n. d., second language teaching & learning. boston: heinle & heinle publishers, 2001. arikunto, s. prosedur penelitian: suatu pendekatan praktek. ed. v. get. 12. jakarta: pt rineka cipta, 2002. barolli, l. “a the researcher-based e-learning system for increasing study efficiency by stimulating learner's motivation. information systems frontiers. 8 (4): (pp. 297-306). 2006. baron, a.e.& orwig, g. w. multimedia technologies for training: an introduction. englewood, colorado: libraries unlimited, inc. heinich, 1995. baskoro g. d. “modul untuk materi pelatihan dalam pelatihan untuk pelatih literasi informasi tingkat lanjut di tjph karawaci,” 8-9 desember. 2010. bates, a. w. & poole, g. “aran josse framework for selecting and using technology”, in effective teaching with technology in higher education: foundations for success. (4) (pp. 77-105). san francisco: jossey bass publishers, 2003. borg, w. r. & gall, m. d., educational research: an introduction. london: longman, inc, 1983. cole, j. & foster, h. (ed.) using moodle: teaching with the popular source course management system. o'reilly media: beijing, 2003. devisi penelitian dan pengembangan, aplikasi php dan mysql untuk membuat the researcherbsite interaktif. madiun: 2004. glaucoma, christina r., m.a. the effects of interactive media on preschoolers' learning: a review of the research and recommendations for the future. p. 13-17. ed. eileen espresso, patti miller, and christine cordoba. international journal of computer-assisted language learning and teaching. july-september 2012, vol. 2, no. 3 special issue on language learning, online writing, essay writing, online peer interactions, and teaching phonics to children. magin, t. & ford, m. open source, open minds using moodle to become an effective educator. rochester: rochester institute of technology, 2010. nana, s. penilaian hasil proses belajar mengajar. bandung: pt. remaja rosdakarya, 2005. newby, t. j. instructional technology for teaching and learning. 2000. riordan, m. moodle an electronic classroom. cuyahoga valley christian academy, 2009. su, cheng-chao. an open source portal for educators. taiwan: national taiwan junior college of performing arts. (9) 3-6. 2005. suyanto, k, k, e. pengajaran dan pembelajaran kontekstual (ctl). a paper presented in seminar in faculty of letters. malang: state university of malang, 2002. trianto. model pembelajaran terpadu dalam teori dan praktek. jakarta: prestasi pustaka publisher, 2007. educatio : journal of education volume 4 , number 2, november 2019 issn : 2579-8383 (print) issn : 2579-8405 (online) volume 4 , number 2, november 2019 | 214 zzzzzz z implementation of three characters education design to improve the quality of academic civitas college achmat mubarok universitas yudharta pasuruan mubarok@yudharta.ac.id accepted: 10 august 2019 reviewed: september 5, 2019 published: 20 november 2019 abstract : the implementation of character education in college was conducted through three character education design bases: first, class-based character education, conducted with the relationship between lecturers as educators and students as learners in in the classroom. secondly, the education of character culture based on college campus, which is in the form of interaction with all members of academic civitas who support, improve and strengthen, and leadership as a figure of transparency in perform its work in accordance with its duties and functions. third, the application of character education based on campus community is done by collaborating and always listening to community aspirations through co-operative education program (university cooperation with entrepreneurs, education, and society), through the student activities program. keywords: effectiveness, implementation, three design, character education, quality improvement, college introduction one of the challenges of the future to be faced by the indonesian nation is included in the world of education in accordance with the mandate of the national education system law, namely to form the character and civilization of the nation dignified in order educate the life of the nation, the institution needs to be restored to its basic principle, which is an effort to humanize human beings by giving students the values of the nation's character in everyday life1. the impact of globalization that is happening today brings the people of indonesia to forget the education of the nation character, whereas, character education is a foundation of the nation that is very important and need to be implanted early to the child. from the events that occurred today, ranging from the corruption cases of state officials involving political parties, human rights abuses, various violence and riots that smelled sara, students who were threatened because honestly did not give conpress, brawl students, up to an anarkhist demo conducted by students in several colleges. from these events shows that people are able to perform actions that contradict the values, norms, and character of the nation, the previous violent acts may never have been imagined. this is because globalization has brought us to the "the" of material "so that there is an imbalance between economic development and cultural traditions of society, of course we become aware of how important character education is 1 departemen pendidikan nasional, “sistem pendidikan nasional,” jakarta (id): depdiknas (2003). volume 4 , number 2, november 2019 | 215 zzzzzz zzzzzz implanted since early childhood and sustainable2. usman rianse, rector of haluoleo university and the chairman of the indonesian rector forum, said college as a place to gather national thinkers in academic, moral, and social fields, should be involved in thinking and realizing the nation's competitiveness. this begins with character education to support the standing of four national pillars namely pancasila, the constitution 1945, the unitary state of the republic of indonesia, and the bhinneka tunggal ika. according to koesoema3 to implement character education effectively and simultaneously there are three design bases in its programming. first, a class-based character education design where this design is based on teacher relationships as educators and students as learners in the classroom. second, the design of character education based on school culture. this design tries to build a school culture that is capable of shaping students ' character with the help of school social institution so that certain values are formed and bathed in student. third, communitybased character education is that the school community does not struggle alone in educating but communities outside of educational institutions such as families, the general public, and the country have the moral responsibility to integrate character formation in their lives. if in the third character education the design is ignored then our education will only be partial, inconsistent, ineffective and as a discourse only. so, the problem of character education that has been in every unit of education need to be examined and sought by the solution so that it is easy to implement in the school. departing from the above concept, character education is essential for more in-depth study on: (1) implementation of three educational design bases for the character education of civitas akademika in universities; (2) supporting factors and role-inhibitors and lecturers/leaders in the application; and (3) the potential towards the development of the implementation of three character education design bases over existing support. the problem is the basis of development in the effectiveness of the implementation of three character education design bases in college as an effort to actualize and develop the operational character education in the national action plan of kemendiknas. literature review character education concept character building is one of the national educational objectives, in article 1 of the national education system act no. 20 of 2003 stated that among national education objectives is to develop the potential of learners to have intelligence, personality and noble morality. the mandate of the law aims to make education not only to form the intelligent human beings, but also personality or character, so that will be born generation of the nation that grows with the character that breathes noble values of the nation and religion. according to buchori4, character education should bring learners to the cognitive recognition of value, affective value, and ultimately to real-value practice. implementation of character education in college 1. implementation of class-based character education 2 masnur muslich, pendidikan karakter menjawab tantangan krisis multimedia (jakarta: bumi aksara, n.d.). 3 a koesoema and doni, pendidikan karakter: strategi mendidik anak di zaman modern (jakarta: pt grasindo, n.d.). 4 mochtar buchori, transformasi pendidikan (jakarta: pustaka sinar harapan, n.d.). volume 4 , number 2, november 2019 | 216 zzzzzz zzzzzz character formation is one of the national educational objectives that has been mandated through the national education system law no. 20 of 2003, which is expected to form the indonesian people who are of personality and breathing in noble values of the nation and religion, so that it can later bring the learners to the introduction of cognitive values, affective value, and finally to the real value-practice 5. the implementation of class-based character education in college shows the relationship between lecturers as educators and students as learners in the classroom, where in the process of learning activities in the classroom; (1) the lecturer serves as a figure of the example, by providing motivation for learning and updates on information related to the course of the course, to conduct a mutual agreement in the teaching and learning process in the early courses and in writing to create a conducive learning atmosphere; (2) lecturers position the value of respect for learners, embed character values in courses, provide motivation to study students, involve students in decision making and building cooperation; (3) lecturer role as a figure of the example of whether in class or outside class, treating students as companions, familiarizing orderly, discipline and moral, and eliciting character values explicitly on sap and syllabus; (4) lecturers establish good relationships with students, using collaborative learning methods and always motivate students for acceleration, non-authoritarian and always open in learning activities; (5) lecturers must be able to provide an ethical example on time in class, honest and responsible. class-based character education discusses more about how educational institutions can maximize the relational patterns that occur in the classroom so that each individual can grow healthy, mature and accountable. the application of character education in teaching and learning activities in the classroom, as expressed by koesoema 6, aims to develop the overall relational dynamics between private and various dimensions, both from within and from beyond himself, so that the person is increasingly able to live up to his freedom so that he can be more responsible for his own growth as the person and development of others in their lives based on moral values that value of human fame. koesuma further explained that there is a learning experience built through two approaches namely intervention and habituation. in the intervention developed the atmosphere of learning and learning interactions deliberately designed to achieve the goal of the character's scavenging by implementing activities that are structured as well as in colleges by raising value characters explicitly on sap and syllabus, so that the learning process is successful, the role of the teacher as the figure of the model is very important and decisive. meanwhile, in habituation created situations and conditions and strengthening that allows learners in the unit of education, in his home, in the community familiarize themselves to behave according to value and become the character that has been be internalized and personalised from and through the intervention process. the process of culture and empowerment that includes sampling, learning, habituation, and strengthening should be developed systemic, holistic, and dynamic. the application of class-based character education in college is a form of relation between lecturers as educators and students as learners in the classroom, lecturers serve as an equal figure, with the motivation to learn and update about the information related to the course, do a mutual agreement in the process of teaching and learning at the beginning of the lecture and in writing to create a conducive learning atmosphere, because the class is the main place of the process education in schools, interacting with each other in studying and exploring a 5 ibid. 6 heni zuhriyah, “pendidikan karakter (studi perbandingan antara konsep doni koesoema dan ibnu miskawaih)” (iain sunan ampel, 2010). volume 4 , number 2, november 2019 | 217 zzzzzz zzzzzz wide variety of sciences, so that the success of education depends on how a lecturer and students build a classroom environment comfortable and enjoyable learning7 there are three basic requirements for creating a moral community in the classroom 8(, namely: first, the students know each other. secondly, the students respect, strengthen, and care for each other. thirdly, students feel part and are accountable to their group. the design of a class-based character education curriculum takes place through two domains: instructional and non-instructional 9. the instructional realm is directly related to learning and teaching in the classroom. the activity is a process of learning together with the curriculum materials taught as applied in college through compulsory elective courses for all students, namely the multicultural education courses, whereas, the non-instructional realm refers to elements beyond the dynamics of teaching and learning in the classroom, but it has an important function to help the process of learning and teaching in the classroom. higher education lecturers also role as a figure of transparency both in class and outside the classroom, treating students as companions, familiarizing orderly, discipline and moral, and raising character values explicitly on sap and syllabus. these two things must go as parallel as the two have reciprocal relationships. there are some traits that become a way of acting in the development of class-based character education: (1) teachers as learning facilitators; (2) teachers as learning motivators; (3) teachers as program designers; (4) teachers as advisers and source of the livers; (5) the curriculum content is the source for character formation; (6) methods of teaching dialogue instead of monologous (7) using methods of learning through cooperation; (8) class community participation in learning; (10) class creation as a moral community; (11) enforcement of moral discipline; (12) the creation of a democratic class environment; (13) build a sense of responsibility for self-formation; (14) the management of moral conflicts through lessons; (15) to provide a fair and nonviolent conflict solution. 2. application of campus culture character education the application of education based character culture in college is done by trying to build student character with the help of campus social institution so that certain value/character is formed and built-in student, it is done with character formation that applied through instructional and non-instrumentalities, campus culture constructed and formed from interaction with all members of academic and natural environment and leadership as figure and treating the college citizen with respect. developing a campus culture-based character education aims to create an educational environment as a learning environment that can help every individual who is increasingly able to find their individuality and to fully internalize their freedom. the soulful campus culture of character building helps individuals grow up adults and healthy, psychologically, morally and spiritually10. through the vision, mission and objectives of the university all academic civitas in the higher education support each other, improve and strengthen in carrying out all programs, conduct regular meetings between leaders, lecturers and employees every beginning of semester and quarter semester, with the partner and the student guardian each year the new teaching is done so that the school culture is formed from a variety of norms, patterns of behaviour, attitudes, and beliefs owned by members of the community of an institution education. the culture of the campus is very important because the cultural values are made 7 a koesoema and doni, pendidikan karakter: utuh dan menyeluruh (yogyakarta: kanisius, n.d.). 8 thomas lickona, “pendidikan karakter: panduan lengkap mendidik siswa menjadi pintar dan baik (terjemahan dari educating for character, 2008, oleh lita s.),” bandung: nusa mesia (2013). 9 koesoema and doni, pendidikan karakter: strategi mendidik anak di zaman modern. 10 koesoema and doni, pendidikan karakter: utuh dan menyeluruh. volume 4 , number 2, november 2019 | 218 zzzzzz zzzzzz basis in giving meaning to a concept and meaning in communication between community members in the college environment. the position of the campus community character that is important in people's lives requires the campus culture to be the source of value in the application of a campus culture-based character education11. to form a character for all the academic civitas of the college, giving a strict action for the deviant behavior, giving a real response and addressing national events and social community, carrying out its work in accordance with its duties and functions, always give the lecturer motivation to be a figure of action for students. in the context of education, campus culture is a pattern of behavior and a way of acting that has been formed automatically into a living part in an educational community. the basis of patterns of behaviour and how to act it is the social norm, campus regulation, education policy. these three were not consciously formed because of formal legal expression in the form of rules, but rather the spontaneity of its members in acting, thinking, and making decisions in everyday life. the campus culture at yudharta university is also formed by involving all constituents in the decision-making, organizing democracy activities. campus culture can be said to be like a hidden curriculum, which is actually more effective in influencing patterns of behavior and way of thinking of the whole school community12. 3. implementation of campus community character education the implementation of community-based character education in college is done by collaborating and always listening to community aspirations through co-operative education program (university cooperation with entrepreneurs, educational world, and community), through the program of student activities, such as real work lectures, and student activities program filling in the event of ramadlan pondok held by the school in the upper, and strengthening cooperation with the government through accreditation colleges and courses, running rules that have been established by the government to support the development of education. activities are done in order to form the invalidity of various communities that have direct or indirect links to the life dynamics of the school campus as a community that has a relationship with many parties must be dynamic, open and willing to learn continuously if not want to be an institution that is left behind, and increasingly irrelevant to the needs of its members 13. therefore, inter-community cooperation in the development of character education on campus is very necessary, without good cooperation, character education on campus will be lame and ineffective. the community-the company is: (1) the community of parents, the first community that is a reference for cooperation between the campus and outside parties is the parent community. parents entrusted their children to be educated by the lecturers, while the campuses based on parents ' beliefs have the duty to educate and accompany students to grow more adults as individuals. therefore, the cooperation between the school and the parents is very important in order to have continuity between the education process at school and at home; (2) community communities, educational institutions are present not separated from community communities where they live. this community is what will eventually accept the presence of students who have been educated competently, professionally and well. cooperation with the community, regardless of the form, is necessary for the education institution not to feel struggling alone. example ngos, entrepreneurs, and various other social groups; (3) political community, in this case is the 11 pusat kurikulum, “pengembangan dan pendidikan budaya dan karakter bangsa: pedoman sekolah,” jakarta: kemendiknas (2009). 12 koesoema and doni, pendidikan karakter: strategi mendidik anak di zaman modern. 13 koesoema and doni, pendidikan karakter: utuh dan menyeluruh. volume 4 , number 2, november 2019 | 219 zzzzzz zzzzzz presence of the state, the state is always present in the development of education because the state has an interest in the education institution is active and responsible in preparing prospective members of the adult community. the potential towards the development of the implementation of three character education design bases in college for the existing support of character based education is very potential once, because the students are majority domiciled in pesantren, so that personality values are very coloring in every student behavior. individually lecturers have developed the design of character education in the cultural level or creativity in designing character education in the classroom is quite good, also supported by the formulation of a it education design in detail through a lecture contract. besides, the university provides adequate learning facilities, both related to internet access, laboratories, and a sufficient lecture room as a means of character education development. the potential towards developing the development of a character education based on campus culture is already developing 75% of the higher education directorate target. not far from the dependence of each in sensitivity in associating. the conducive environmental conditions and the social climate around the institution support and strengthen the learning character of campus culture. another potential towards the development of the application of character education based on campus culture in the college is strongly influenced also by the environmental conditions of the conducive community and the social climate around the institution is very supportive and strengthening the learning character of campus culture. meanwhile, from a review of the application of community-based character education in college is carried out through the development of potential of all citizens ' academic civitas by socializing the program implementation of character education and through the control mechanisms in order to run properly. conclusion the implementation of character education in college is carried out through three character education design bases, firstly, the application of class-based character education is done by the relationship between lecturers as educators and students as learners in the classroom, which in the process of learning activities in the classroom; (1) lecturers act as a figure of transparency, by providing motivation for learning and updates about information related to the course, (2) to conduct a mutual agreement in the teaching and learning process at the beginning of lecturing and in writing to create a conducive learning atmosphere, (3) lecturers positioning the value of respect for learners, (4) embedding character values in courses, (4) involving students in decision making and establishing cooperation, (5) treating students as companions, (6) familiarize the orderly, discipline and moral, (7) eliciting character values explicitly on sap and syllabus, (8) lecturers establish good relations with students, using collaborative learning methods and always motivate students to acceleration, (9) not authoritarian and always open in learning activities. secondly, the application of the education-based character culture in college is in the form of the results: (1) interaction with all members of academic and natural environment and leadership as a figure of the example, (2) the interaction of all academic civitas supporting each other, improving and strengthening the conduct of all programs, (3) conducting regular meetings between leaders, lecturers and employees every beginning of semester and tri wulan, with partners and parents of students each new school year, (4) provide strict actions for deviant behavior, (5) provide real responses and respond to national and social societal events, and (6) perform their work in accordance with their duties and functions. volume 4 , number 2, november 2019 | 220 zzzzzz zzzzzz thirdly, the application of community-based character education in college is done by collaborating and always listening to the aspirations of society through co-operative education program (university cooperation with entrepreneurs, education, and society), through the program of student activities, such as real work lectures, and student activities program filling in the event romadlon held by high school, and strengthening cooperation with the government through colleges and courses, running rules that have been established by the government to support the development of education. as a contributing factor to the implementation of character education in college, among others: (1) there is a lecturer in the design of character education that is quite high; (2) synergy between lecturers in sharing and exchanging experience in teaching learning process is good enough; (2) as well as the majority of students live in pesantren so that there are materials from the pesantren that support the implementation of character-based education; (3) the homogeneous educational and cultural background of structural campuses makes many choices to determine the policy; (4) the culture of pesantren is very supportive of the campus policy because it has a figure/figure that can be used as a person who is a kyai; (5) the jargon of multicultural universities can encourage the application of culture-based character education in college; (6) prepare through human or structural resources that are ready to accommodate all activities related to internal and external coordination by forming a human resource development institution, a team of quality guarantors, and a central institution of information and communication planning, and the support of the desires of parents who want their children to have character; (7) the characteristics of the civitas of the campus, the community, and the surrounding environment are complex and heterogeneous to be invited to good cooperation. while the potential towards development of the application of character education in the universities, among others: (1) from students who are majority domiciled in boarding school; (2) lecturers have developed the design of it education creatively and detail through lecture contracts and cultures; (3) the campus provides adequate learning facilities, both related to internet access, laboratories, and a sufficient lecture room as a means of development; (4) environmental conditions of conducive community and social climate around the institution supporting and strengthening the learning character of campus culture; (5) the campus to socialize the implementation of character education program maximally, continuously, and through control mechanisms to run well. suggestion there needs to be a mutual understanding, high motivation, and mature planning for all the academic civitas in the application and development of character education in college; there needs to be integrated special courses, cultural/orderly handbook, and planned development strategies, as well as institutional evaluation of successful implementation of karakater education; it is necessary to improve the evaluation of character education implementation for systematic and programmatic development plan; there is a need for socialization and good cooperation with the community, campus community, and parents in the efforts to develop character education. volume 4 , number 2, november 2019 | 221 zzzzzz zzzzzz references buchori, mochtar. transformasi pendidikan. jakarta: pustaka sinar harapan, n.d. koesoema, a, and doni. pendidikan karakter: strategi mendidik anak di zaman modern. jakarta: pt grasindo, n.d. ———. pendidikan karakter: utuh dan menyeluruh. yogyakarta: kanisius, n.d. kurikulum, pusat. “pengembangan dan pendidikan budaya dan karakter bangsa: pedoman sekolah.” jakarta: kemendiknas (2009). lickona, thomas. “pendidikan karakter: panduan lengkap mendidik siswa menjadi pintar dan baik (terjemahan dari educating for character, 2008, oleh lita s.).” bandung: nusa mesia (2013). muslich, masnur. pendidikan karakter menjawab tantangan krisis multimedia. jakarta: bumi aksara, n.d. nasional, departemen pendidikan. “sistem pendidikan nasional.” jakarta (id): depdiknas (2003). zuhriyah, heni. “pendidikan karakter (studi perbandingan antara konsep doni koesoema dan ibnu miskawaih).” iain sunan ampel, 2010. educatio : journal of education volume 1 , number 2, november 2016 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z enhancing the effectiveness of teaching writing in class ii elementary school ilza azizah ma'azi stai mifahul 'ula kertosono nganjuk ilzamaazi@gmail.com accepted: august 6 2016 reviewed: september 17 2016 published: october 25 2016 abstract: this article is based on a research study aimed at finding out the effectiveness of the teaching-learning process of writing in the 2nd grade of the state elementary school. the study was a classroom action research and the subjects were the teachers and students of the 2nd grade of the state elementary school of aisyiah, kertosono. the research consisted of three cycles. the study involved the teachers and the principal, who were concerned with improvements in the effectiveness of the teaching-learning process in the 2nd grade of the state elementary school. all of them were involved in (1) the discussion and the unification of ideas concerning the effectiveness of the teaching-learning process in the 2nd grade to identify and formulate the research problem, (2) the planning of the actions, (3) the implementation of the actions, (4) the observation of the implementation, (5) the reflections on the results of the implementation, (6) the revision of the actions and evaluation of reviews their implementation, and (7) the drawing of conclusions concerning the results. the results of the research were as follows: (1) the process approach and drawings as media could improve (a) students' writing skills, (b) reviews their learning motivation, and (c) reviews their attention; (2) the students' activities at the state elementary school of aisyiah, kertosono, improved after the implementation of the actions, (3) the teachers were able to construct the design of action research on the teaching-learning process of writing using the process approach and drawings as media; and (4) the school principal, teachers, and students responded to the implementation of the teaching-learning process using the process approach and drawings as the media positively. keywords: the writing skill, the process approach, as media drawings. mailto:ilzamaazi@gmail.com ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 51 zzzzzz introduction learning to write the beginning of a very important taught in primary schools so that children can be involved in reading and writing. education is the basis to determine the writing of elementary school students in the write-up on the next class. without having adequate writing skills from an early age, the child will have difficulty learning in the future. in connection with the function of writing skills, morsy said "modern life is obvious that writing skills are needed. presumably, it is no exaggeration to say that the writing skills is the hallmark of an educated man or nation that learned.1 writing skills can only be acquired and mastered with the practices and exercises. according to dawson one of the forms of practice and practice to gain mastery of writing, as one of the four language skills through learning activities.2 this statement of akadiah agrees that writing skills are not skills passed down through generations, but is the result of the learning process and diligence practice.3 so, it undergoes a process of writing skills through practice growth. to acquire writing skills are not enough to learn the language and learn the knowledge of the theory of writing, but grows through the training process. the reality on the ground, pointing to the effect that learning to write less attention perspective. pelly and efendi said that learning to read and write which was once a staple of lessons and practice has now received less attention, both from the students and teachers. learning to write is not handled properly. this resulted in the students' writing skills are inadequate.4 badudu found the low quality of students' writing ability due to the fact that teaching ignored 1 hg. tarin, writing as a language skills (bandung: space, 1985), 4. 2 hg. tarin, writing as askills,1 3 akhadiah, indonesian module ii (jakarta: p2lptk, 1999), 143. 4 k. syamsi, skills enhancement elementary students in writing (yogyakarta: teachers' training college, 1999), 1. ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 52 zzzzzz fabricated.5 to optimize learning outcomes, especially in the fields of writing skills, learning approach is needed more emphasis on learning activities and creativity of the students. the effort to improve the effectiveness of learning to write by using an approach that emphasizes the importance of the learning process for students subject, the process approach and media images. a. problems research the learning process is a very complex problem involving many factors. factors that question is the goal, teachers, students, learning activities, evaluation tools, materials evaluation, and the evaluation atmosphere.6 among these factors are related to the main teaching-learning process is learning.7 of the two opinions above teachers have important role in the learning activities, this is because teachers make learning design and simultaneously execute it. from initial observations, students' writing skills class ii elementary school where the study is low, only 40% of students scored 6.5 and above. besides, attention, motivation and learning activities of students in participating low. writing skills, attention, motivation and low student activity suspected of factors cause the students, teachers, and the learning environment in the classroom. the above factors, most can be corrected through the role of the teacher. first of all, we need to realize that the effectiveness disable in writing is largely determined by the ability of teachers, motivation, attention, activity, and independence of the students to follow the teaching and learning process in the classroom. 5 k. syamsi, skill 2. 6 syaiful bahri djamarah and aswan zain, teaching and learning strategies (jakarta: rineka copyright, 1996), 10. 7 hd. brown, teaching by principles, an interactive approach to language pedagogy (cliffc englewood, new jersey: prentice hall regents, 1994), 18-21. ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 53 zzzzzz with regard to the above issues, this research examines the issues related to the teaching of writing in class ii sd. is learning to write using a process approach and media images can: 1. improve the interpretation of learning to write grade ii sd? 2. increase the motivation of second-grade students to learn to write? 3. increase students' attention on learning to write? 4. enhance the activity of students in learning to write? b. process approach according to funk, a process approach is an approach that gives students the chance to work with science, not just telling or listening to stories of science. on the other hand, the students are happy because they are active and do not become passive learners.8 according to tompkins, there are five stages in the writing activity using a process approach, namely: 1. prewriting (pre-write); 2. drafting (drafting); 3. revising (revise); 4. editing (editing) and 5. publishing/sharing (publication). the fifth stage of the writing shows the different activities, and the order of these stages is not a linear sequence. in practice, the five stages of writing it are not clearly separated, but often overlap. for example, when making his draft at the same time continuously check and make revisions here and there.9 in this study, researchers used a process approach according to tompkins. this approach was chosen because of students actively in the learning process of writing, from drafting, revising, editing, to publish. to improve physically and mentally active participation of students, menu-rut brown, the teacher should not dominate the activity of teaching and 8 dimyati and mudjiono, learning and learning (jakarta: rineka copyright, 1999), 138. 9 gf. tompkins and k. hoskison, language arts: content and teaching strategies (new york: merrill, 1990) ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 54 zzzzzz learning, but give the widest possible opportunity for students to interact, both with the teacher, the subject matter, as well as with fellow human beings.10 likewise, students should be given the opportunity to practice at the time in the form of teachers delivering learning a skill. thorndike proposed activity of students in learning by the law"law of exercise" it, that learning takes practice. mempuyai meaning of this law, that in learning to write good students need to be trained about spelling, punctuation, and selection of appropriate vocabulary. the more often repeated, will be more controlled. repetition in learning to write, not just any repeating the boredom in learning.11 learning to train students for skilled writing can be done through activities such as the following: 1. tracing; 2. copy; 3. staring; 4. penmanship / beautiful; 5. dekte; 6. simple fabricated; 7. concocted with the help of pictures; 8. authored by completing the sentence in the form of discourse; 9. authored by sorting the sentence in the form of discourse. c. effectiveness of learning writing ideally, the intended learning is effective learning. the word comes from the word effectiveness. effectiveness seems to be effectiveness with success 10 hd brown, teaching by principles an interactive approach to language pedagogy (new jersey: prentice hall regents) 11 gh bower and erhilgard,theories of learning (englewood cliffs: prentice hall, inc., 1981) ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 55 zzzzzz (business, action). associated with the understanding that an effective learning if the learning is said to achieve the goal.12 effectiveness refers to the evaluation of a process that produces an output that can be observed or the success of a program.13 effectiveness can be divided into two parts, namely: 1. the effectiveness of the internal and 2 external effectiveness. internal effectiveness examines whether the education process has been run in accordance with wellplanned way from planning to the teaching process has happened. while the external effectiveness concerns about the level of interest seen from conformity ketercapian world of work.14 in this study, researchers used for internal and external effectiveness in the learning process more researchers plan methods and media to achieve effectiveness. effective learning will happen if the relationship between teachers and students both. if a teacher is to build good relationships, teachers do not need to switch from one role to another role. conversely, if the relationship is not good teachers and students, teaching techniques which after all is a good idea would be pointless.15 of the opinion, to attract the involvement of students in the learning toward teachers must build good relations, namely to establish mutual respect and mutual understanding. a good relationship will create a bridge towards the passion of students. according to reigeluth & merrill, learning effectiveness is usually measured by the level of student achievement. according to them, there are four criteria used to settle effectiveness of study are 1. accuracy mastery terhadap nothing learned, 2. accuracy performance, 3. levels over the study, 4. the 12 department of education, the great dictionary of indonesian (jakarta: balai pustaka, 1994), 250. 13 a. tasiman, d-ii program effectiveness equalization bjj ut in upgrades teaching (bandung: space, 2000 ), 43. 14 a. tasiman, effectiveness programd-ii,44. 15 t. gordon and n. burch, becoming an effective teacher (jakarta: gramedia pustaka utama, 1997), 23. ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 56 zzzzzz retention rate.16 in this study, the criteria used is the precision performance and retention rates. students careful in writing will be able to have the writing skills. the opinion reinforces the view that the effectiveness of learning is usually associated with the outcome of the learning process. in creating the conditions for effective learning, there are at least five types of variables that determine the success of students, namely: 1. involve students ak-tif, 2. attracting, motivating students 3., 4. individual principle, and 5. demonstration in learning.17 in the description illustrated that the effectiveness of learning is not only concerned with learning products but also refers to the learning process. d. use of media images in writing learning media teaching plays an important role as a tool to create an effective learning process. each of the learning process characterized by several elements, among other objectives, materials, methods, and media as well as elements of evaluation. element methods and media is an element that can not be separated from another element that serves as a method or technique to deliver learning materials in order to the destination. in the learning process media used with the aim of helping teachers to student learning process more effective and efficient. the use of media in learning implementation, however, will help smooth, effectiveness, and efficiency of pen-achievement of objectives. study materials are manipulated in the form of teaching aids that make the child as if playing, fun and work with a medium that would be more fun they are, and of course teaching more meaningful(meaningful).the use of media in learning can help: 1. students learn more, 2. reminds longer, 3. equip an effective stimulus 16 in degeng, science teaching taxonomy variables (jakarta : dekdikbud, 1989), 17 moh. uzer usman, become teachers (bandung: pt. youth rosdakaya, 1996), 21-31. ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 57 zzzzzz for learning, making learning more concrete 4., 5. bringing the world into the classroom, 6. provide approaches assortment of the same subject.18 the use of media in teaching and learning (pbm) has a value of (a) can put a real basic to think, (b) to increase the interest and attention. the applicability of the images in the media to clarify the concept of learning to write and draw the attention of children. this is according to piaget, children of primary school age are in the stage of concrete operational thinking.19 as stated by piaget, the child is able to perform certain logical activities (operation), only in concrete situations. piaget adding elementary school age, the ability to think, reason, and language development requires symbols or images. for example, pictures of animals as below.20 with both images like the one above will help the student to write a word or make a sentence. the image is very interesting for children and as a stimulus to learning to write in primary school students at an early stage. this is confirmed by nurgiyantoro that primary school pupils beginner stage is perfect when served as a stimulus picture writing assignments, on condition that the drawings do not contain explanatory writing. from these explanations, images that do not contain writings as the excitatory task of writing greatly assist 18 tatang sastradiradja, guidelines manufacture and pemaikan viewer tools primary education (jakarta: department of education, 1971). 19 nanasudjana,basics of teaching and learning (bandung: new light, 2000). 20 tampubolon, developing reading interests, and habits of effective and efficient (bandung: space, 1991) ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 58 zzzzzz students in expressing their ideas and produce language (words or phrases) which will be expressed through writing.21 the use of media images can be motivating and stimulating learning activities, as well as providing psychological effects on students. in addition, the media can arouse desire and interest to learn new ones.22 in line with these opinions, according to muh uzer usman in creating the conditions for effective learning, there are at least five types of variables that determine the success of students, namely: 1. involve active student, 2. attracting, motivating students 3., 4. individual principle, and 5. demonstration in learning.23 e. setting study the action research was conducted on students in grade ii sdn kertosono aisyiah. sdn aisyiah is located in the countryside with the mindset that has different characteristics with urban sdn. the number of second grades is 30 students consisting of sixteen boys and fourteen girls. the state of the parents of students of class ii sdn aisyiah shows the level of education and work are diverse, which is 16 people had high school education, 9 junior high school education, elementary education 5 people. cement-tara, the work of parents class ii sd aisyiah showed that 7 as private employees, 18 people are farmers and the remaining 5 people in the civil service. the teacher becomes the main collaborators of this action research is a classroom teacher and teacher indonesian class ii. he was educated in d-ii pgsd. 21 b. nurgiyantoro, assessment in teaching language and literature (yogyakarta: bpee, 1987), 274. 22 oemar hamalik, media education (bandung: citra aditya bakti, 1994 ) 23 moh. uzer usman, becometeachers,21-31. ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 59 zzzzzz f. how to research study design in stacking together between faculty, class ii elementary school teachers, and principals through dialogue and discussion. dialogue and discussion are directed to prepare: 1. the purpose of classroom action research design, 2. drafting personnel action research, 3. design measures implemented action research, and 4. the implementation schedule a class act. measures implemented by the draft which has been prepared with the following provisions: 1. the purpose of obtaining the models increase students' skills in writing in the indonesian language is good and right, increasing motivation, attention, student activities more positive towards learning to write, 2. personnel: teachers, teacher grade ii sd, principals and students of class ii sd, 3. step action: students follow the teaching of writing by using the media image through a phase. writing, b. to draft, c. revise, d. editing, and e. publish, and 4. the time it takes as many as 16 sessions. meanwhile, the monitoring carried out by the following provisions: 1. purpose: to monitor the implementation of measures in order to improve students' skills in writing, motivation, attention and activity of learning to write, 2. personnel: teachers, elementary school teachers, and the principal 3. source of information: primary school teachers, principals, students, learning, and the classroom environment, 4. time of week one, 5. at the time of execution of the action and carried out repeatedly, ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 60 zzzzzz 6. things that are monitored include the number of activities of students and teachers in order to improve students' skills in writing, and increased motivation, attention and liveliness to learning right through the application process approach and media images, 7. the monitoring is done by observing the activities of students and teachers in the implementation of the teaching of writing with a process approach and media images through interviews incidentally to ask the things pertaining to the problems faced by students and teachers in the application approach process and media in the teaching of writing, 8. monitoring instruments: observation sheet and valuation modified from tompkins, and the 9. criteria for the success of this action research is increasing students' skills in writing in a language of indonesia is good and right, increasing motivation, attention, and student activity during the learning of writing. measures implemented by the draft which has been prepared with the following conditions: 1. goal: obtaining the model increase students' skills in writing in indonesian language is good and true, and increased motivation, attention, and liveliness more positive towards learning to write, 2. personnel: professor and head schools as monitors, teacher grade ii sd as executors as well as observers, and grade ii elementary school who participated in the implementation of the study write, 3. step action: students follow the teaching of writing through the steps of a) writing, b) make the draft, c) revise, d ) editing, and e) publish. at this stage of the action taken is pramenulis students were asked: 1. choose topic posts, 2. setting goals and writing, ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 61 zzzzzz 3. find and develop ideas and to develop the outline based on the image displayed by the teacher at the blackboard. at this stage, the teachers were asked to help the students to prepare for the writing. at the stage of writing the draft, the students were asked to express an idea based on images, feelings, or their experiences in the form of rough paper. in revising stage, students are asked to: 1. read the writing rude, 2. shared the experience of writing a rough draft with a friend or teacher, and 3. change the writing with regard comments or feedback from friends or teachers. at this stage, teachers are asked to coordinate student activities and give-kan comment on student writing. in the editing stage students are required to: 1. reread good writing is read by yourself or by a friend or a teacher, 2. writing spelling errors identified with the help of a friend or a teacher, and 3. improve writing. at this stage, teachers are asked to help students find mistakes regarding spelling. assistance provided by the teacher is writing on the blackboard to be considered by the student. for example, the use of capital letters at the beginning of a sentence, the person's name, the name of the month, the day name, the name of god, the name of religion, a question mark interrogative sentence, and the dot at the end of a sentence. in the publish phase, students are asked to: 1. read the writing end and display the writing on the chalkboard that has been provided by the teacher, 2. paying attention and a plus against writings were read. evaluation of the successful implementation of the actions carried out by using tests, observation, and questionnaires. the test is used to uncover the student's skills in writing, and observation is used to uncover the motivation, attention, and liveliness to the teaching of writing, while the questionnaire used ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 62 zzzzzz for triangulation of the results of observations made by teachers, principals and teachers. questionnaires using likert scale models with three possible answers, namely (a) happy, (b) pleased, and (c) not happy. meanwhile, the reflection carried out with 1. the aim of: a. identify the weaknesses in the form of action and b. obtain a revised form better action, 2. personnel: teachers, principals, and teachers grade ii 3. material: the results of monitoring, and 4. time: every activity monitoring. g. results and discussion action research was conducted in three cycles. each one silk consists of four sessions. by using the guidelines on the assessment, observation, and record the results on the field results are as follows. table 1. student profile on initial conditions and after action skills student activity intensity writing motivationin% in% attention activity in% initia l sik sik sik begin ning siki sik ii sik initial siki iisik sik beginn ing siki sik ii sik i ii iii iii iii iii 12 14 16 17 11 14 16 17 9 12 14 16 54.43 58.53 68.23 71.87 studen ts stude nts studen ts student s stude nts studen ts studen ts student s student s studen ts stude nts students 63% 80% 93.3,% 96 , 7% 66.7% 83.3% 86.7% 96.7% 36.7% 66.7% 80% 93.3% based on the evaluation made known that the average score of students' writing skills, before being given the action is 54, 43 with the lowest score and ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 63 zzzzzz 39 the highest score 71. meanwhile, after being given an average score measures students 'writing skills is 71.87 with the lowest score and the highest 39 86. in addition, it is also known to: (1) the students' motivation to learning writing before the given action was 63.3% and choco-dah given action 96.7% (2) the student's attention to the learning writing before the given actions 66.7% and 96.7% after the given action (3) active students towards learning to write before the given actions 36.7% and 93.3% after the given action. before being action research, in general skills of students to the teaching of writing is still low. similarly, motivation, attention and active students towards learning to write, which generally showed low. it can proofed with the results of the evaluation showed that prior to action by an average score of 5.3 students' writing skills, motivations were 63%, 66.7 attention, and activity of 36.7%. application of the process of learning to write with the approach of peer correction techniques to image the media has brought good impact on the development of students' language skills that students do more reading activities. reading activities often do students on student time to revise, edit, and publish the results of his writings. learning to write in class ii sd with the approach of the correction technique among friends and media images have achieved the objectives of the study. however, students are still experiencing difficulties in revising and editing spelling, even if the teacher has been instrumental in revising. h. conclusion enhancing the effectiveness of learning to write using a process approach and image media, it can be deduced as follows. ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 64 zzzzzz 1. there was an average increase learning achievement in writing by 17, 44 (baseline 54, 43 increased to 71.87. 2. the observation of the principal and teachers after the action in class ii, there was an increase: a. students' motivation in learning writing experience dizziness by 34.4%, b. the attention of students in learning to write increased throughout much 30%, c. student activities increased by 56.6%. 3. the principal, teachers, and researchers observed that most students have difficulty in applying the five stages in the writing process. the difficulty that many experienced, particularly at the stage of revising the content and language editing. 4. the principal, teachers, and researchers involved in the implementation of the research collaborative writing using a closers process and image media, generally responded positively, ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 65 zzzzzz bibliography akhadiah, s. modul bahasa indonesia ii. jakarta: p2lptk. 1991/1992. anita, e. w & lorraine, m.n. educational psychology for teachers. englewood cliffc, new jersey: rutgers university. 1975. bower, g.h & hilgard, e.r. theories of learning. englewood cliffs: prentice hall,inc. 1981. brown, h. d. teaching by principles an interactive approach to language pedagogy. englewood cliffc, new jersey: prentice hall regents. 1994. degeng, i. n. ilmu pengajaran taksonomi dan variabel. jakarta: depdikbud. 1989. depdikbud. kamus besar indonesia. jakarta: balai pustaka. 1994. dimyati dan mudjiono. belajar dan pembelajaran.jakarta: rineka cipta. 1999. djamarah, s. b dan zain, a. strategi belajar mengajar. jakarta: rineka cipta. 1996. dirjendikti. proyek pengembangan lptk. gordon. t & burch, n. menjadi guru yang efektif. jakarta: gramedia: pustaka utama. 1997. hamalik, o. media pendidikan. bandung: citra aditya bakti. 1994. kemmis, s and mc taggart, r. the action research planner. victoria: deakin university. 1990. muslich, m. .dasar-dasar pemahaman kurikulum 1994. malang: yayasan asih asah asuh. 1994. nurgiyantoro, b. penilaian dalam pengajaran bahasa dan sastra. yogyakarta: bpee. 1987. sastradiradja, t. dkk. pedoman pembuatan dan pemakaian alat-alat peraga pendidikan sekolah dasar. jakarta: depdikbud. 1971. slameto. belajar dan faktor yang mempengaruhinya. jakarta: rineka cipta. 1995. syamsi, k. peningkatan keterampilan siswa sd dalam menulis. laporan penelitian. yogyakarta: ikip. 1999. ilza azizah ma'azi enhancing the effectiveness of teaching writing in class ii elementary school volume 1, number 2, november 2016 | 66 zzzzzz sudjana , n. dasar-dasar proses belajar mengajar. bandung: sinar baru. 2000. tampubolon. mengembangkan minat dan kebiasaan membaca efektif dan efisien. bandung: angkasa. 1991. tarigan,h.g. menulis sebagai suatu keterampilan berbahasa. bandung: angkasa. 1985. tasiman, a. efektivitas program d-ii penyetaraan bjj ut dalam peningkatan kemampuan mengajar sd. yogyakarta: thesis pps. 2000. tompkins, g.f, and hoskison, k. language arts: content and teaching stategies. new york: merrill. 1990. tompkins, g.f. teaching writing: balancing proces and product. new york: macmillan publishing company. 1990. uzer, m.u. menjadi guru profesional. bandung: pt remaja rosdakarya. 1996. educatio : journal of education volume , number 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the influence of the application of learning strategies model elaboration results learn aqeedah akhlaq in mts mu'allimat college cukir jombang imam muslih siska inda sari universitas hasyim as’yari jombang muslihkyg@gmail.com published: may 15, 2017 reviewed april 9, 2017 received: february 11, 2017 abstract: learning models of elaboration is to start learning the contents of the presentation on the general level of moving to a detailed level (elaborative sequence). by learning from the general to the particular pattern, giving students a simple description contained in the content frame (epitome) then develop into sub-sub material in more detail. besides that, there are two stages of elaboration stimulate students' memory where the second elaboration stage as the consolidation of the student's abilities in the first stage of elaboration. also students are encouraged to develop a sense of high social learning designed to implement cooperatively, it allows students who are less intelligent can ask more intelligent students in the group (peer learning) .the purpose of this research are: 1) describe the learning strategy elaboration on the models of morality in subjects aqeedah; 2) describe the learning outcomes of subjects aqeedah morality; 3) describe the effect of the application of learning strategies elaboration models of the learning outcomes of aqeedah morality in mts-pm cukir jombang. this research is a quantitative research approach ex post facto. conclusion: 1. learning models of elaboration is to start learning the contents of the presentation on the general level of moving to a detailed level (elaborative sequence), giving students a simple description contained in the content frame (epitome) then develop into subsub material in more detail.2. the learning result is obtained behavioral changes after studying the material learners demonstrated creed akhlaq results.3 through the final test. there is a positive and significant influence between the implementation of learning strategy elaboration of learning outcomes creed akhlaq college students at mts cukir mu'alimat jombang. keywords: elaboration model of learning, learning outcomes morality aqeedah 1. introduction education is one very important aspect in human life. in fact there is a saying reciprocation of a country depends on the education provided to the community. however, the quality of education in indonesia is still not encouraging and underdeveloped when compared to other countries. according to the survey political and economic risk consultant, mailto:muslihkyg@gmail.com imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 31 zzzzzz the quality of education in indonesia was ranked 12th out of 12 countries in asia. indonesia's position is under vietnam1. indonesian education has not produced many beings who are creative, independent and resilient. one of the causes of the failure of education in our country is less effective learning models 2. religious education is education that provides knowledge and forming attitudes, personality and skills of students in the practice of their religion, which is carried out at least through the subjects / courses in all channels, levels and types of education. (pp 55 of 2007) learning creed akhlaq in mts as an integral part of religious education, it is not the only decisive factor in the formation of character and personality of the learner. but substantially subjects aqeedah and morality have contributed in providing the motivation for learners to practice the values of religious beliefs (monotheism) and akhlaqul karimah in everyday life. quality good graduates from madrasah, islamic schools, and universities are the expectations to be realized. long before the law no. 20 of 2003 on national education system, outlines of the indonesian state policy has always set a goal of national education towards the formation of human beings 3. the formation of the whole man is in accordance with the words of allah: ()كافة السلم في ادخلىا آمنىا الذين أيها يا "o you who believe, come ye to islam kaffah ( overall), and do not you follow the traces syaithan for indeed syaithan is a big enemy for you. "(surah al-baqarah: 208) to go towards efficiency in managing education, learning teaching in the madrasah ideally should lead to independence of children learn , according to the theory of constructivism, learners should be able to find themselves and transform complex information, check the new information with the old rules and revise them if the rules 1 widyawati. “strategi pembelajaran permasalahan pendidikan di indonesia”, makalah internet, http://widya57physicsedu.files.wordpress.com/.../no-29-widya-wati-10-masalah-pendidikan. diakses pada tanggal14 februari 2017. 2 agustin mubiar. permasalahan belajar dan inovasi pembelajaran: panduan untuk guru, konselor, psikolog, orang tua, dan tenaga kependidikan. bandung: pt refika aditama. 2014. hlm 81 3 hari suderadjat. manajemen peningkatan mutu berbasis madrasah. bandung: cv cipta cekas grafika. 2005. hlm. imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 32 zzzzzz are no longer appropriate4 . some cases of teachers today still use traditional methods, so that students like empty bottles that were not given the opportunity to think, to process or digest let alone creating, eventually they become passive students. learning is certainly irrelevant to the morality of particular creed lesson junior level for one of the characters is the junior age children behave cognition, is the act of knowing or thinking about a situation in which the behavior occurs. every effort involving brain activity or activities included in the cognitive domains. according to benjamin bloom there are six levels of the cognitive domain, namely knowledge, comprehension, application, analysis, synthesis and evaluation5. for students to be able to really understand and be able to apply their knowledge to solve problems, learners required to elaborate on their ideas. the most important principle in education is that teachers not only impart knowledge to students. learners must construct their own knowledge in his mind.6 thus, an educator requires a method pakem (active, creative, effective, and fun) so that learning objectives can be achieved especially learning akhlaq creed.7 it is also in line with the word of allah in surah an-nahl verse 125 which reads: وجادلهم الحسنة والمىعظة بالحكمة ربك سبيل إلى ادع )125( meaning:"callupon (men) to thy lord with wisdom and good lessons and bantahlah them in a good way. your lord is he who knows who strayed from his path and he knows best those who receive guidance"in such circumstances it is essential to learning materials creed akhlaq discussed in a straightforward, collaborative and attractive and designed in good form. indeed akhlaq 4 trianto. model-model pembelajaran inovatif berorientasi konstruktivistik. jakarta:prestasi pustaka. 2007. hlm 13 5 wina sanjaya. kurikulum dan pembelajaran. jakarta: kencana prenada media group. 2010. hlm 104 6 trianto. model-model pembelajaran inovatif berorientasi konstruktivistik. jakarta:prestasi pustaka. 2007. hlm 13 7 sm ismail. strategi pembelajaran agama islam berbasis pakem . semarang: rasail media group. 2009. hlm 3 imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 33 zzzzzz aqeedah material so attractive if presented, but will depend on the nature teacher. for more interesting, the teachers are required to have a qualified design study model, and can attract the attention of all students. appropriate learning strategies to stimulate positive interaction between learners, so that learners are keen to follow the lessons, which in turn can improve the achievement of learners.8 one of the strategies that can be used by teachers in teaching is the elaboration of learning and cognitive styles. of learning elaboration is the process of adding new details so that the information would be more meaningful, thus making coding will provide convenience and greater certainty.9 the process of adding these details can be obtained from the making of the record. through the elaboration of learning, learners are expected to delve information has been obtained, and be able to elaborate on the new information. learners are also expected to actively and understand the concept better, remember longer, and be able to apply in other circumstances and are also excited in learning aqeedah morality. departing from this author chose mts college mu'allimat cukir jombang as the object of the research objectives. jombang cukir mts mu'allimat university is a mid-level educational institutions under the auspices of the foundation pesantren putri walisongo. this institution is a private madrasah students to multiply significantly from year to year which indicates that the madrasah is progressing very rapidly in addition to the increase of public confidence in this madrasah. besides, mts college mu'allimat cukir jombang a mid-level educational institutions began to compete with the educational institutions are equal in jombang. so it is necessary to improve the quality of learning, especially in learning strategies. the purpose of research is revealing things about the goals to be achieved by a researcher who became the basic motivation and analyze critically and look for answers to the basis of the formulation of the problem. the purpose of this research is: 1. describe the model learning strategy elaboration on the subjects of morality in mts 8 widarto & jarwo puspito. efektifitas model pembelajaran cooperative learning dalam meningkatkan kecakapan kejuruan dan kecakapan hidup (life skill) siswa smk yogyakarta : lembaga penelitian uny. 2004. . hlm 32 9 trianto. model-model pembelajaran inovatif berorientasi konstruktivistik. jakarta:prestasi pustaka. 2007. hlm 92 imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 34 zzzzzz aqeedah mu'allimat cukir university jombang 2. describing learning outcomes subjects mts aqeedah morality in jombang cukir college mu'allimat 3. describe the effect of applying the model of learning strategies elaboration on learning outcomes aqeedah morality in jombang cukir mts college mu'allimat 2. literature review and hypotheses pegembangan (if any) this research is ex post facto is essentially a data research model presented after the occurrence.10 according to sugiono explain ex post facto research is a study conducted to investigate the events that have occurred and then by backward-factor to determine the factors that cause these events.11 the paradigm of this research paradigm is simple, consisting of one independent variable(independentvariable)is (x1) learning strategy model of elaboration, and one dependent variable(dependentvariable),namely (y) learning outcomes aqeedah morals , to find the relationship (x1) model learning strategy elaboration by (y) aqeedah learning outcomes character, using a simple correlation techniques. figure 1. 2 paradigm research notes: x:learning strategy y elaboration:learning outcomes creed akhlaq r: relationships therefore, in this study, researchers sought to find whether there is influence learning strategy elaboration model based on learning outcomes in mts university aqeedah akhlaq mu 'allimat cukir jombang. a. population and sample 10 suharsimi arikunto, prosedur penelitian. jakarta: pt asadi mahasatya. 2006. hlm 66 11 suharsimi arikunto, prosedur penelitian. jakarta: pt as adi mahasatya. 2006. hlm 6 r y x imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 35 zzzzzz 1. population according sugiyono population is generalization region consisting of the object or subject that has certain qualities and characteristics defined by the researchers to be learned and conclusions drawn. (sugiyono, 2008: 117) thus in accordance with the definition above, the population of this study the number of students mts cukir mu'alimat jombang education are as follows: table 3.1 number of students in universities mu'alimatcukir mts jombang no. class vii viii ix number 1 . a1 29 36 28 93 2. a2 34-30 64 3 b 35 37 28 100 4. c1 36 40 35 111 5 c2 36 34-70 6. d 39 30 24 93 total 209 177 145 531 students from the above table the total population of the study, the number of students on university campuses mts mu'alimat cukir jombang is 531 students. 2. sample the sample is part of the number and characteristics possessed by this population. when a large population, and researchers may learn all there is in the population, for example, because of limited funds, manpower, and time, researchers can use the sample drawn from that population, the conclusion can be applied to the population. for that samples taken from the population to be truly representative (representing).12 is partially or representative sample of the population studied. named the study sample, if we intend to generalize the results of the study sample.13 further suharsimi arikunto argued that if the subject is less than 100, preferably taken 12 sugiyono. metode penelitian pendidikan. bandung: alfabeta. 2012. hlm 114 13 suharsimi arikunto, prosedur penelitian. jakarta: pt asadi mahasatya. 2006. hlm 174 imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 36 zzzzzz all, so research is a research population. next if the number of subjects of magnitude more than 100, it can be between 10% -15% or 20% 25% or more.14 since the total population of more than 100 students, so in this study the authors only used a sample of 10%. sampling technique using stratified proportionate random sampling, is taking a sample of the population members conducted randomly and noticed that there is in the population strata. number of samples in this study were taken 10% of the 531 students 53 students. decision-member sample of the population was randomly and noticed that there is in the population strata. researchers determine the amount of the required sample size of 53 students. since there are 3 classes with the many students as follows: 209 students of class vii, viii class of 177 students, 145 students of class ix, then: table 3.2prosentase sample research on university campuses mts mu'alimat cukir jombang n0 class total female students percentage of10% 1 vii 209 21 2 viii 177 18 3 ix 145 14 total 531 53 b. research instruments (type and scale data, a derived variable, validity and reliability instruments) instrument ratings are equipment or facilities used by researchers to collect data so that job easier and the results better , in the sense that a more thorough, complete and systematic so more easily processed.15 the structure of the instrument of this research are: 1. types and data scale data is the plural of datum the data are particulars about something, it can be something 14 suharsimi arikunto, prosedur penelitian. jakarta: pt asadi mahasatya. 2006. hlm 134 15 suharsimi arikunto, prosedur penelitian. jakarta: pt asadi mahasatya. 2006. hlm 160 imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 37 zzzzzz known or assumed. thus, the data can be interpreted as something that is known or considered or perceived. data are the facts and figures that can be used as material to construct an information, while the information is the data processing that is used to run an errand.16 data according to type, there are two, namely quantitative and qualitative data. in this study, the data used is quantitative data, quantitative data that is data-number. 17 all of tangible numbers quantitative data can be analyzed using statistical analysis, both inferential or most prominent noninferensial. inherent in the nature quantitative data, which can be quantified.18 the research instrument used to measure the value of the variables studied. thus the number of instruments that will be used for research will depend on the number of variables studied. because the research instruments will be used to perform measurements with the aim of producing an accurate quantitative data, each instrument must have a scale. type of measurement scale used in this study is the scale interval. interval scale is a scale that shows the distance between the data with each other and have the same weight.19 of the interval scale can be determined level of measurement that will be used in this study, namely the attitude scale. the shape of the attitude scale used is a likert scale, which is a scale to measure attitudes, opinions and perceptions of a person or group of people about the phenomenon ofd social. the answer each item instrument that uses a likert scale has a gradation from very positive to very negative, for the purposes of quantitative analysis, the answer it can be scored. likert scale presented a series of simple questions that measured attitude then respondents are asked to answer by choosing one of the options in response among the five possible answers that have been provided. 2. variable descriptions no. variable subvariable indicator data source method 16 sukardi. metodologi penelitian pendidikan. jakarta: bumi aksara. 2012. hlm 12 17 riduwan, skala pengukuran variabel -variabel penelitian, bandung: alfabeta. 2008. hlm 5 18 burhan bungin. metodologi penelitian kuantitatif: komunikasi, ekonomi, dan kebijakan publik serta ilmu-ilmu sosial lainnya, jakarta: kencana prenada media group. 2005. hlm 120 19 burhan bungin. metodologi penelitian kuantitatif: komunikasi, ekonomi, dan kebijakan publik serta ilmu ilmu sosial lainnya, jakarta: kencana prenada media group. 2005. hlm 9 imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 38 zzzzzz 1. learning strategy elaborati on model makin notes a. short and concise information b. store information for a retrial to be memorized c. organize information so that it can be processed and linked to existing knowledge more effectively. students questio nnaire the use of analogy may point out the similarity between the fundamental characteristics of an object or idea a. pq4r strategy d. facilitate transfer of information from short-term memory into long-term memory e. encoding enrich the 2. learning outcome s akhlaq creed cognitive domains knowledge or memory, comprehension, application, analysis , synthesis, and document s documentat ion imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 39 zzzzzz evaluation. from the above-mentioned indicators is then used as a starting point to construct items instruments which can be a statement or a question. instruments used in order to produce accurate quantitative data, each instrument must have a scale. the scale used in this assessment instrument scale is likert used to measure attitudes, opinions and perception of a person or a group of social phenomenon.20 this scale is used in the form of a score. the scoring of each item on the question of this research are: table 3.4skor / tabulation questionnaire positive (favorable) questionnaire negative (unfavorable) category score category score always 4 always 1 often 3 often 2 sometimes 2 sometimes 3 never 1 never 4 based on the questionnaire obtained data analysis as follows: table 3.5 classification of learning strategy elaboration n o. categories of class interval 1 excellent applied 31-40 20 sugiyono. metode penelitian pendidikan. bandung: alfabeta. 2012. hlm 134 imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 40 zzzzzz 2 pretty good applied 21-30 3 less well applied 10-20 based on table learning strategy elaboration in top with the item number as many as 10, then the highest theoretical score that may be achieved is 4 x 10 = 40, and the lowest score that may be achieved is 1 x 10 = 10. table 3.6 classification of learning outcomes creed akhlaq n o. category interval grade 1 is very capable of understanding aqeedah moral subjects 31-40 2 self is able to understand the subjects aqeedah morality 21-30 3 less able to understand the lesson aqeedah morality 10-20 based on the table above by the number of items as much as 10, the highest theoretical score that may be achieved is 4 x 10 = 40, and the lowest score that may be achieved is 1 x 10 = 10. 3. validity validity is a measure that showed levels of validity or validity of an instrument. test the validity of the evaluation is data that has been tested and conform to reality. in order to obtain valid data to evaluate the instrument or tool to be valid. an invalid or valid instruments have high validity. preferably, the instrument is less valid means having a low validity. an instrument is said to be valid if it is able to measure what it wants an instrument, said to be valid if it is able to reveal the data of the variables studied properly. high and low validity imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 41 zzzzzz of the instrument indicates the extent to which the data collected does not deviate from the idea of the validity of the question.21 to test the validity of this study empirically instruments carried by item analysis to find the index of correlation between each of the items with a total value then using formula product moments: r xy = 𝑁 𝑥𝑦− 𝑥 𝑦 𝑁 𝑥2− 𝑥 2 {𝑁 𝑦2− 𝑦 2 formula 1. formula product moment description: r xy = number correlation index "r" product moment n = the number of data (respondent) 𝑥𝑦 = number by multiplying score x and y 𝑥 = the total score x 𝑦 = the total score y the results of calculations performed with spss version 20.0 briefly to tabular form as follows: table 3.7 classification of learning strategy elaboration n o. r compute r table description 5% 1% 1 0.648 0.279 0.361 valid 2 0.603 0.279 0.361 valid 3 0.417 0.279 0.361 valid 4 0.718 0.279 0.361 valid 5 0.697 0.279 0.361 invalid 6 0.384 0.279 0.361 valid 7 0.634 0.279 0.361 invalid 8 0.591 0.279 0.361 valid 9 0.564 0.279 0.361 valid 10 0.546 0.279 0.361 valid 21 suharsimi arikunto, prosedur penelitian. jakarta: pt asadi mahasatya. 2006. hlm 212 imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 42 zzzzzz n = 53 respondents based on the above validity test using a sample of 53 and the number elaboration about strategy as much as 10 items declared valid by the significant level of 0.05 or 0.01, so if r count> r table, then the instrument is valid and feasible for research use. table 3.8 classification of learning outcomes creed akhlaq n o. r compute r table description 5% 1% 1 0.783 0.279 0.361 valid 2 0.534 0.279 0.361 valid 3 0.486 0.279 0.361 valid 4 0.783 0.279 0.361 valid 5 0.765 0.279 0.361 valid 6 0.472 0.279 0.361 valid 7 0.596 0.279 0.361 valid 8 0.488 0.279 0.361 valid 9 0.765 0.279 0.361 valid 10 0.497 0.279 0.361 valid n = 53 respondents based on the above validity test using a sample of 53 and the number of learning outcomes aqeedah about morality as much as 10 items declared valid by the significant level of 0.05 or 0.01, so that when r count> r table, then the instrument is valid and feasible for research use. 4. instrument reliability is the reliability of the correlation technique to determine the validity of this item is now the most used technique. reliability testing done by investigators internal consistency, done by trying the instrument imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 43 zzzzzz once, and then the data were analyzed with specific techniques. results of analysis can be used to predict the reliability of the instrument. (arikunto, 2013: 185) sampling techniques using stratified proportionate random sampling, is taking a sample of the population members conducted randomly and noticed strata that exist in the population. as for testing the reliability index halved researchers used techniques, the research group the score even as the number of the first half (x) and odd sides score for both sides (y). then the score split correlate first with both sides using the formula as the formula product moment to examine the validity, so as to obtain results rxy. to obtain a reliability index instruments, the author uses the formula spearman brown as follows: 𝑟 11 = 2 𝑥𝑟 1/2 1/2 (1+𝑟 1/2 1/2 formula 2. formula spearman brown description: r 11:instrument reliability r½ ½: r xy described as an index of correlation between the two parts of the instrument. the results of these formulations were consulted with the formulation of the product moment, when smaller than r table then this instrument is not reliable, but otherwise if r is bigger than r table then this instrument reliable. table 3.9 level of reliability based on alpha value alpha reliability level of 0.00 to 0.20 less reliable 0.200 to 0.40 somewhat reliable 0.40 to 0.60 simply reliable 0.60 to 0.80 reliable 0.80 to 1 , 00 very reliable imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 44 zzzzzz if the reliability of the research results can be seen from the table below table 3.10 level of reliability strategy elaboration of reliability statistics cronbach's alpha n of items .779 10 in table reliability statistics shows that the n use values cronbach's alpha was 0.779 with a number of questions 10 items. it can be concluded that the count r = 0.779 was greater than r table = 0.279 (5%) and 0,361 (1%) and lies between 0.60 to 0.80 (see label 3.7), so the reliability is unreliable. table 3.11 level reliability creed akhlaq student learning outcomes reliability statistics cronbach's alpha n of items .821 10 the table shows that the reliability statistics cronbach's alpha value is 0.821 with a number of questions 10 items. it can be concluded that the count r = 0.821 was greater than r table = 0.279 (5%) and 0,361 (1%) and lies between 0.80 to 1.00 (see label 3.7), so the reliability is very reliable. 1. data gathering techniques data collection technique is the most important step in the research, data collection methods are appropriate and relevant is an important step in a study. data collection techniques used in this study is the method of observation and questionnaires to obtain data. an observation method can be interpreted in a systematic observation and recording of symptoms or phenomena under study. with this observation, the authors obtain information about the state of the research object, the state of infrastructure imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 45 zzzzzz used in teaching and learning, etc. thus the researchers hope the data collection activities to run smoothly. questionnaires are a number of technical questions that are used to obtain information from respondents in terms of his personal report, or the things they know.22 model questionnaire used closed questionnaire where respondents lived choose answers that are given. researchers used a closed questionnaire to obtain data for: a. respondents will be easier to answer, because it has provided the answer. b. data obtained in accordance with the expected. c. data analysis techniques data analysis technique used in this study is directed to answer the formulation. then the data analysis techniques used are statistical methods that have been available, namely the way of quantitative data processing tangible figures with the help of computer program statistical package for the social sciences (spss). the steps are in use in analyzing the data is confirmed in outline that the analysis of the data it includes four things: 1. editing (preparation) is a re-examination of the completeness of the answers obtained with a view to perfection questionnaire, namely: to a. check the name and identity of the data b. checking completeness data c. check for any entries data 2. coding is an attempt to clarify the answers of respondents. 3. scoring is giving the values on those items with a score of questionnaire answers. 4. tabulation is entering the data that has been collected into a table. included in the tabulation activities include: a. providing a score on the items that need to be scored. for example, test, questionnaire form of multiple choice, rating scale, and so on. b. provide the code to items that are not given a score. c. changing the type of data, adjusted or modified with analysis techniques to be used. 22 suharsimi arikunto, prosedur penelitian. jakarta: pt asadi mahasatya. 2006. hlm 143 imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 46 zzzzzz d. providing the code in relation to the processing of data if it will use the computer. the data analysis is an activity that is very important and requires precision as well as the criticality of researchers. pattern analysis will be used, whether or non-statistic statistical analysis should be considered by researchers.23 1) test prerequisites analysis before data analysis to test the hypothesis, testing should be performed so that the conclusions drawn prerequisite to meet the requirements. 2) normality test normality test used to determine the normality of the data distribution. test normality using test of normality the kolmogorov-smirnov test at significance level of 0.05 with spssstatistics20.00,with guidelines for decision making based on significance: ▪ if the significance of> 0.05 mka h0 accepted ▪ if significance <0.05 thenh0 is rejected 3) homogeneity testing homogeneity test on two groups of samples intended to ensure that both groups have the same variance. this test is performed by lavene's test with spssstatistics 20.00. the testing criteria are based on a probability value: a) if the probability value> 0.05 thenh0 accepted b) if probability <0.05 thenh0 is rejected 4) hypothesis if the test prerequisites have been met, then the test of the hypothesis, which is used to determine whether there is influence strategy elaboration on learning outcomes aqeedah morality student. hypothesis test is two-sample t-test free(independent sample ttest).it can be written as follows. 1) if the significance of> 0.05 thenh0 accepted 2) if significance <0.05 thenh0 is rejected to test the hypothesis used simple regressions impel . regress aims to study the relationship between two variables. the equation: 23 suharsimi arikunto, prosedur penelitian. jakarta: pt asadi mahasatya. 20 06. hlm 198 imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 47 zzzzzz 𝑌 = a + bx formula 3. simple regression 𝑌 = dependent variable (tied) x = independent variable a = constant (the price of y to x = 0) b = score direction (regression coefficient), indigo b positive (+ ), the direction of regression rises and when b is negative (-), the direction of regression down. the price of a and b can be determined by the formula: a = 𝑌 𝑋2 − 𝑋 𝑋𝑌 𝑛 𝑋2 − 𝑋 2 b = 𝑛 𝑋𝑌 − 𝑋 𝑌 𝑛 𝑋2 − 𝑋 2 3. results and discussion a. overview research area setting mts education mu'allimat cukir diwek jombang is an educational institution located on jalan irian jaya no. 3 village cukir diwek district of jombang. cukir mu'allimat mts jombang education is one of the junior high formal education unit, under the auspices of the foundation for waqf board kh.adlan aly. founded in 1952, motivated by awareness of the importance of women's education cadres of islam as well as the scarcity of educational institutions as a continuation of madrasah ibtida'iyah daughter at the time. among five of the pioneering figures are: kh. m. adlan aly (cukir), kh. syansuri badawi (cukir), kh. abdul manan (banyuarang), h. kholil musthofa (tebuireng), k. abu hasan (heaven). since establishment has undergone some improvements and developments, in 1997 has gained the status of lumped, and has been accredited-a since 2005 until now. with the national standard curriculum (same as smp) that is integrated with the curriculum and the charge mora school, mts. universities mu'allimat as a vehicle for the preparation of the young generation of muslim intellectuals and religious as well as a imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 48 zzzzzz sense of responsibility. the neighborhood around the madrasah is pondok pesantren putri walisongo under the auspices of the same foundation foundation of wakaf board kh. adlan aly, so as to support the development of emotional intelligence of students. b. data to determine whether there is the effect of the application of learning strategies elaboration and cognitive style on learning outcomes in the moral creed mts mu'alimat cukir university jombang, the authors will present quantitative data. as already explained in the previous chapter, that the process of collecting data elaboration and implementation of the learning strategy of cognitive style against the results of studying aqeedah akhlaq students are starting the now deployed on the 53 respondents, then in a discussion of testing and data analysis suggests researchers will yield raw data that researchers obtain from the spread of the now given to respondents using the tabulate the score. based on tabulated score of elaboration and implementation of the learning strategy of cognitive style against the results of studying aqeedah akhlaq students, the next step is to enter into the following levels: tabel 4.1 the data about the application of score learning strategies elaboration n o skor no skor no skor 1 25 21 31 41 28 2 22 22 32 42 23 3 29 23 34 43 24 4 28 24 35 44 28 5 26 25 32 45 25 6 28 26 27 46 22 7 31 27 33 47 29 8 32 28 37 48 28 imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 49 zzzzzz 9 29 29 31 49 26 10 24 30 33 50 28 11 35 31 33 51 24 12 24 32 32 52 26 13 22 33 31 53 24 14 32 34 32 15 40 35 32 16 34 36 32 17 24 37 34 18 40 38 29 19 32 39 22 20 24 40 29 based on data presented in the table above do data analysis elaboration about implementation of learning strategies. analysis of the values found in the table above can be known the frequency and percentage of implementation of the learning strategy elaboration by way of classification. as for the range of values the application of learning strategies the highest elaboration is 40 and the lowest value is 10. i.e. the number of score of 53 students who answered the question form with answers a to d, the highest value of the field is 40 and the lowest value obtained was once known then the next interval is used to determine the classification of presents, frequency and application of learning strategy elaboration. tabel 4.2 prosentase strategi pembelajaran elaborasi. no kategori interval frekuensi prosentase 1 sangat baik diterapkan 31– 40 24 45,3% 2 cukup baik diterapkan 21 – 30 29 54,7% 3 kurang baik diterapkan 10 – 20 0 0% imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 50 zzzzzz jumlah 53 100% based on the above table can be put forth that of the 53 students, shows very well applied with a frequency of 24 percentage of 45.3% and category quite nicely applied with 29 percentage frequency 54,7%, while lacking both applied with the frequency 0 0% percentage and level of learning strategies elaboration in mts mu'alimat college cukir jombang belongs good enough applied. grafik 4.1 diagram of learning strategies elaboration table 4.3 data score about the results of studying aqeedah akhlaq n o skor no skor no skor 1 25 21 31 41 34 2 22 22 32 42 36 3 29 23 34 43 32 4 28 24 35 44 28 5 26 25 32 45 25 6 28 26 27 46 22 7 31 27 39 47 29 imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 51 zzzzzz 8 32 28 27 48 28 9 29 29 25 49 26 10 24 30 33 50 28 11 35 31 39 51 24 12 24 32 34 52 26 13 22 33 39 53 24 14 32 34 33 15 40 35 37 16 34 36 40 17 24 37 31 18 40 38 33 19 32 39 30 20 24 40 36 based on the data in the table above, conducted data analysis regarding the results of studying aqeedah akhlaq students. analysis of the values found in the table above can be known frequency and percentage results of studying aqeedah akhlaq students by means of classification. as for the range of values the results of studying aqeedah akhlaq highest student is 40 and the lowest value is 10. i.e. the number of score of 53 students who answered the question form with answers a to d, the highest value of the field is 40 and the lowest value obtained was once known then the next interval is used to determine the classification, the frequency and presents the results of studying aqeedah akhlaq students. table 4.4 percentage of study results of aqeedah akhlaq no kategori interval frekuensi prosentase 1 very sensitive in understanding the lessons of aqeedah 31 – 40 27 50,9% imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 52 zzzzzz akhlaq 2 quite sensitive in understanding the lessons of aqeedah akhlaq 21 – 30 26 49,1% 3 less sensitive to understand the lessons of aqeedah akhlaq 10 – 20 0 0% jumlah 53 100% ased on the table above, it can be put forth that of the 53 students, shows a very sensitive in understanding the lessons of aqeedah akhlaq with 27 percentage frequency 50.9% and categories are quite sensitive in understanding the lessons of aqeedah akhlaq frequency 26 percentage of 49,1%, whereas less able to understand the lessons of aqeedah akhlaq frequency 0 0% percentage and level of learning outcomes in students aqeedah akhlaq mts college mu'alimat cukir jombang belongs to very sensitive in understanding the lessons of aqeedah akhlaq. chart 2.6 percentage of learning outcomes chart aqeedah akhlaq imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 53 zzzzzz as for knowing the distribution of data between variables example with variable teacher students emotional intelligence can be seen in the form of spss output result histogram plot and p-below: graph 4.1 normal curve learning strategy elaboration from the look of the results output histogram with normal curve application variables strategy elaboration support results from the scenes value close to 0. the resulting curve shape is not leaning to the left or to the right in the middle and likely bells. so the data elaboration strategies have a tendency normally distributed. graph 4.2 p-normal plot of learning strategies elaboration imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 54 zzzzzz whereas the results of a normal p-spss output plot strategy elaboration noticed that the distribution of data points spread around the diagonal line, and dissemination of data points with line diagonal. so the data on research can be said to be normal. the graph of a normal curve of learning outcome 4.3 aqeedah akhlaq from the look of the results output histogram with normal curve learning outcome variable aqeedah akhlaq students support the result of the scenes value close to 0. the resulting curve shape is not leaning to the left or to the right but tends to be in the middle and shaped like a bell. so the results of student learning data has a tendency normally distributed. grafik 4.4 normal p-plots the results of studying aqeedah akhlaq imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 55 zzzzzz whereas the results of a normal p-spss output plots the results of student learning to notice that the distribution of data points spread around the diagonal line, and dissemination of data points with line diagonal. so the data on research can be said to be normal. c. test the hypothesis after doing the describing data then the next step is to test the hypothesis. with regard to test the hypothesis then necessary steps as follows: 1. determine the hypothesis a. alternative hypothesis (ha) research is: "there is the influence of the application of learning strategies learning outcomes towards elaboration aqeedah akhlaq in mts perguruan mu'alimat cukir jombang.” b. the zero hypothesis (ho) this research is: "there is no influence of the application of learning strategies learning outcomes towards elaboration aqeedah akhlaq in mts perguruan mu'alimat cukir jombang.” 2. determine the extent of significant )α( because the research was included in the educational research then researchers using significant level of 5% with a value of 0.05 or truth of 95% or 0.95. 1. determining criteria testing hypothesis criteria testing is done to find out whether the alternative hypothesis (ha) is accepted / rejected or otherwise the null hypothesis (ho) accepted / rejected. the criteria hypothesis is as follows: imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 56 zzzzzz a. ha accepted if the count r / t> of r tables / t table, so then ho is rejected. b. ho accepted if the count r / t <of r tables / t table, and thus ha rejected. 2. doing calculations in effect testing, testers to test the statistical regression. before analyzing the data, researchers used linear regression formula, therefore it should be spelled out in advance about the correlation or the relationship between these variables. to measure how far the correlation coefficient between variables can be measured using interpretation guideline table below: table 4.6 interpretation of correlation coefficient interval value of r *) interpretation of 0.001 to 0.02 very weak correlation .201 to .400 weak correlation 0.401 to 0.600 correlation strong enough 0.6010,800 correlation strong 0.801 to 1.000 correlation very strong *) the interpretation applies to the value of r is positive or negative adapted from: sugiono (2007: 257) the results of the analysis of the correlation between the two variables of the results of spss output can be seen in the table below: table 4.7 correlation two variables (implementation strategy elaboration and learning outcomes creed akhlaq) correlations elaboration strategies learning outcomesc reed akhlaq strategy pearson correlation 1, 723** imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 57 zzzzzz elaboratio n sig. (2-tailed) .000 n 53 53 learning outcomes creed akhlaq pearson correlation,723** 1 sig. (2-tailed) .000 n 53 53 **. correlation is significant at the 0:01 level (2-tailed). based on the results of a calculation spss output table above shows the correlation coefficient elaboration implementation strategy on learning outcomes of students' aqeedah morality is r = 0.723, is between .601 to .800 this means closeness strong correlation (see table 4.6). while the value of r = 0.723 indicates a positive sign means the better the level of implementation of the strategy elaboration workable then increasing the learning outcomes aqeedah morality in mts college mu'alimat cukir jombang. in the column sig. (2-tailed) of 0.000 <0.05, ha ho accepted and rejected, which means the relationship between the application of learning strategies elaboration on learning outcomes aqeedah morality in mts college mu'alimat cukir jombang is significant. discussion: to find the effect of each independent variable individually (partial) and in conjunction with the dependent variable can be determined by using the test linear regression can be seen from the results of test f and test t aimed at knowing variable of independent (learning strategy elaboration) significantly the dependent variable (aqeedah akhlaq learning outcomes), whereas regression test of determination (r2)aims to determine how much influence the dependent variable (y) in the spss output 20.00. table 4.8 test f implementation strategy learning outcomes elaboration againstcreed akhlaq anovaa imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 58 zzzzzz model sum of squares df mean square f sig. 1 regression 730 917 1 730 917 56 010,000b residual 665 536 51 13,050 total 1396.453 52 a. dependent variable: learning strategy elaboration b. predictors: (constant), the results of studying aqeedah akhlaq from test f test, obtained f count equal to 56 010> t table 4.030 with a degree of probability / significant 0,000. because the probability (0.000) is much smaller than 0.05 then models regressional used can be used to predict that a significant difference between the application of elaboration strategies and learning outcomes aqeedah morality. table 4.9 regression testing learning strategies learning outcomes elaboration against creed akhlaq coefficientsa model unstandardized coefficients standardize d coefficients t sig. 95.0% confidence interval for b b std. erro r beta lowe r boun d upper boun d 1 (constant) 6277 3258 1926 .06 0 -.265 12 818 strategi_elabora si .723 7,484 .000 .110 .826 1,047 imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 59 zzzzzz .604 a. dependent variable: hasil_belajar_aqeedah_akhlaq source: output spss from the spss above it can be seen the influence of the independent variable (strategy elaboration) on the dependent variable (learning results creed akhlaq) is as follows: the formula of simple linear regression: where: y = a subject / value in the dependent variable predicted a = price of y when x = 0 (constant) b = number of regression coefficient direction y '= 6277 + 0.826 (x) constants (a) = 6277 are statistically translates that to assume x = 0 then y = 6277. regression coefficient (b) = 0.826. its means there is increase creed akhlaq learning results in universities mu'alimat mts cukir jombang, it can be concluded that there is a significant and positive influence between the application against the elaboration learning strategies learning outcomes creed akhlaq mts mu'alimat cukir university jombang. the coefficient of determination (r2)aims to determine how much influence the dependent variable (y) in the spss output, coefficient of determination lies in the model summary table (b) and written r square is said to be good if above 0.05 for the r-square ranging from 0 to 1 the analysis of the coefficient of determination can be seen in the following table: table 4.10 coefficient of determination (r2)strategies learning outcomes creed akhlaq towards elaboration model summaryb mode l r r squar adjuste d r std. error change statistics r f ddsig. f imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 60 zzzzzz e square of the estimat e square chang e chang e f1 f2 change 1, 723a .514.5 23 56,01 0.000 3,612 1 51 .523 a. dependent variable: elaboration strategy b. predictors: (constant), the results of studying aqeedah akhlaq source: spss from the spss output, has a coefficient of determination r square of 0.523 means that 52.3% of dependent variables (strategy elaboration) has an impact on learning outcomes of students' aqeedah morality, and the remaining 47.7% (100% 52.3%) due to the influence of other variables outside variables used, because the r-square more than 50%, we conclude that the application of learning strategy elaboration give effect to the creed akhlaq learning results in universities mu'alimat mts cukir jombang. this section presents the results of research. the results of the study can be equipped with tables, charts (pictures), and / or charts. discussion section presents the results of data processing, interpreting logically invention, linking with relevant referral sources. 1. conclusion from the results of research and discussion that has been outlined it can be concluded as follows: 1. learning model of elaboration is the start of the presentation of the learning content on a general level moves to the level of detail (elaborative sequence). by learning from the general to the specific pattern, giving students a simple description contained in the content frame (epitome) and then develop it into subs material in more detail. besides that, there are two stages of elaboration stimulate students 'memory in which the second elaboration stage as the consolidation of the students' ability in the first stage of elaboration. imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 61 zzzzzz 2. results of study subjects applied the model creed akhlaq after learning elaboration students more easily understand the material and got a satisfactory result. this is evidenced by the results of replicates almost all students more easily answered and may resolve questions well. each of the learning process, success is measured by the extent to which the learning outcomes are achieved learners, in addition to measured in terms of the process. aqeedah akhlaq learning implementation by the application of learning strategies elaboration models predicted to impact on student learning outcomes mts college mu'allimat cukir jombang. result of analysis using a regression formula and after the test was correlated with a significant (r = correlation coefficient) there are positive influence between learning strategies elaboration of the learning outcomes of students in mts aqeedah morality college mu'alimat jombang. it can be seen from f test, obtained by 56 010 f count> f table 4.030 it showed a significant difference between the learning strategy elaboration on learning outcomes of students' aqeedah morality , further analysis using t test formula is y '= 6277 + 0.826 (x) means the constants (a) = 6277 are statistically translates that to assume x = 0 then y = 6277. regression coefficient (b) = 0.826 means that there are significant and positive influence between implementation of learning strategy elaboration against creed akhlaq student learning results in universities mu'alimat mts cukir jombang. 4. bibliography aan ardian, pengaruh strategi pengorganisasian elaborasi dan gaya kognitif spasial mahastudent terhadap hasil belajar gambar mesin, laporan penelitian dosen muda,fakultas teknik universitas negeri yogyakrta desember 2008. agustin, agustin mubiar. 2014. permasalahan belajar dan inovasi pembelajaran: panduan untuk guru, konselor, psikolog, orang tua, dan tenaga kependidikan. bandung: pt refika aditama. arikunto, suharsimi. 2006. prosedur penelitian. jakarta: pt asadi mahasatya. burhan bungin. 2005. metodologi penelitian kuantitatif: komunikasi, ekonomi, dan kebijakan publik serta ilmu-ilmu sosial lainnya, jakarta: kencana prenada media group. ekawarna.2009. penelitian tindakan kelas. jakarta: gaung persada (gp press). imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 62 zzzzzz hadi, sutrisno. 2000. metodologi research jilid i. yogyakarta : andi offset. ismail sm. 2009. strategi pembelajaran agama islam berbasis pakem . semarang: rasail media group. margono, s. 2010.metodologi penelitian pendidikan. jakarta: pt rineka cipta. muno, hamzah. 2011. model pembelajaran menciptakan proses belajar mengajar yang kreatif dan efektif. jakarta : bumi aksara. pasal 1 ayat (1) peraturan pemerintah nomor 55 tahun 2007 tentang pendidikan agama dan pendidikan keagamaan). riduwan, 2008. skala pengukuran variabel-variabel penelitian, bandung: alfabeta. sanjaya, wina. 2010. kurikulum dan pembelajaran. jakarta: kencana prenada media group. suderadjat, hari. 2005. manajemen peningkatan mutu berbasis madrasah. bandung: cv cipta cekas grafika. sudjana, nana. 2000. dasar-dasar proses belajar mengajar. bandung: pt sinar baru algensindo. sudjana, nana. 2009. penilaian hasil proses belajar mengajar. bandung: youth rosdakarya. sugiyono. 2012.metode penelitian pendidikan. bandung: alfabeta. slameto. 2003. belajar dan faktor-faktor yang mempengaruhi. jakarta: rineka reserved. sukardi. 2012. metodologi penelitian pendidikan. jakarta: bumi aksara. trianto. 2007. model-model pembelajaran inovatif berorientasi konstruktivistik. jakarta:prestasi pustaka. widarto & jarwo puspito. 2004. efektifitas model pembelajaran cooperative learning dalam meningkatkan kecakapan kejuruan dan kecakapan hidup (life skill) student smk yogyakarta : lembaga penelitian uny. zuriyah, nurul. 2007. metodologi penelitian sosial dan pendidikan teori-aplikasi, jakarta: pt. bumi aksara. ahmadfaozan, penelitian tindakan kelas pendidikan, makalah internet, http://gpaiahmadfaozan.blogspot.mx/2012/09/penelitian-tindakan-kelas pendidikan, diakses pada tanggal 7 januari 2015 harietzaachmad, makalah tentang pembelajaran aqeedah, makalah internet, http://harietzaachmad.blogspot.in/2013/06/makalah-tentang-pembelajaranakidah, diakses pada tanggal 7 januari 2015. wati, widya. “strategi pembelajaran permasalahan pendidikan di indonesia”, makalah internet, http://harietzaachmad.blogspot.in/2013/06/makalah-tentang-pembelajaranakidah imam muslih-siska inda sari the inf luence of the application of learning strategies model elaboration results learn aqidah akhlaq in mts mu'allimat college cukir jombang volume 2, number 1, may 2017 | 63 zzzzzz http://widya57physicsedu.files.wordpress.com/.../no-29-widya-wati-10-masalah-pendidikan. diakses pada tanggal14 februari 2017. http://widya57physicsedu.files.wordpress.com/.../no-29-widya-wati-10-masalah-pendidikan http://widya57physicsedu.files.wordpress.com/.../no-29-widya-wati-10-masalah-pendidikan educatio : journal of education volume 1 , number 2, november 2016 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z teaching language and world vision: as a cross-cultural communication lilis rahmawati stai miftahul 'ula kertosono nganjuk elrahmawati22@gmail.com published: november 29 2016 reviewed: september 13 2016 accepted: august 11 2016 abstract: a language contains an implicit classification experience. the language system as a whole contains a vision of the world which by its speakers receipt and projected into reality. language does not make speakers blind to the facts of the real world, but instead indicate the existence of relationships. culture is actually an integral part and the interaction of language and mind. cultural patterns, customs and way of life are expressed in the language, and culturespecific worldviews reflected in its language. keywords:language, thought, culture, vision of the world. introduction there are several terms used to refer to the concept of vision of the world. some of them are cosmovision, worldview. 1 in addition, hymes also mentions several other termenologi used in turns for the same concept as ethos, configuration, pattern, theme, metaphysics, logica-meaningful intergration. the term weltanschauung often appears as a synonym vision of the world.2 vision of the world is one of a number of concepts in cultural 1 alfinofantini, exploring language andculture.(brattleboro: st. school for international training. 1987). 2 dell hymes, language in culture and society (new york: harper and row, 1964), 115. mailto:elrahmawati22@gmail.com lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 172 zzzzzz anthropology that is used for the characterization and comparison of culture in a holistic manner. vision of the world is "... the sum of ideas which and individual within a group and / or that group have of the universe in and around them".3 vision of the world according to the definition above are the ideas from the perspective of individuals who have it from within a particular culture, not from outside that culture. meanwhile, geertz claimed that the vision of the world is "... the cognitive, existential aspects of a given culture, combining with the ethos and values (the moral and the aesthetic aspects), underpins religion to give a set of social values what they perhaps need most to be coercive; an appearance of objectivity ". the implication of this definition is important for the study of symbolic systems and ethics.4 or in other words, the vision of the world is the concept of culture5 or cultural.6 this paper discusses the relationship between language and vision of the world. the questions posed are: 1) whether the components of the vision of the world, 2) whether the paradigm differences lead to different visions of the world, and 3) how the implications of different visions of the world that intercultural communication. although the discussion in this paper to explain the relationship between language and vision of the world, a touch of culture and mind would have been unavoidable. this phenomenon three-crochet hook with a vision of the world melatarinya. the concern is about the interaction between language and culture, language and thought, or culture, language, and thought.7 3 david l.sills,international encyclopedia of the social sciences (new york: the mc millan company and the free press, 1986), 576. 4 david l.sills,international encyclopedia. 579. 5 david l.sills,international encyclopedia, 576. 6 need h. seelye, teaching culture: strategies for intercultural communication (lincolnwood: national textbook company, 1987), 25. 7 h. doughlas brown, principles of language learning and teaching (englewood cliffs new jersey: prentice halls, in 1987). lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 173 zzzzzz world vision components theory of communicative competence should be able to explain what is known speakers of a language of his language, which allows it to produce and understand utterances of the new (novel) in unlimited quantities. competency model rationalistic ala chomsky was unable mengakomo tie theory of communicative competence and rejected based on three reasons: 1) the empirical test the theory does not support, 2) rationalistic theories are not able to accommodate the relationship of pragmatics between the speaker and the symbol(sign),which is fundamental in determining both the acceptability grama tikal and the meaning of an utterance, and 3) the implications metaphysical theory of universal grammar is not acceptable.8 empiricist with cognitive models ofacquisition languaageitsconsiders that the meaning of speech (ie meaning intended by the utterance in context), and the acceptability of grammatical utterance is ultimately determined by pragmatic relations speakers and emblem.9 this view seems inspired by charles morris semiotic theory which distinguishes between, syntax, semantics and pragmatics as the study of the relationship between 1) symbols, 2) symbol and referent, and 3) the emblem and human users.10 a symbol is anything that occupies a semantic function --whether as arbitrators, ikonikal, or indexical. do something that symbol or not depends on its usefulness(use)or functions in relation to a subject. in this context, the level of pragmatics provides the foundation for sintatik and semantic relationships. in other words, an interrelation between the three components, namely component 8 carol a. kats, pragmatics and an empiricisst semantic theory (itcha: cornel university press, 1980), 12. 9 carol a. kats, pragmatics andsemantic,12. 10 carol a. kats, pragmatics andsemantic,104. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 174 zzzzzz pragmatics(use),sintatik, and semantics, which led to the communicative competence. realization of the vision of his world seems to depend on the interrelation of these three components that interact with one another.11 thus the world vision components include the following components. a. pragmatics this component includes speakers of a language and its socio-cultural context. sociocultural aspects meme gang a crucial role in the communication process, an aspect which is still part of the egocentirce transak sional self in the process.12 sociocultural aspect is the cultural core. larsen and smalley, culture ... a blueprint that guides the behavior of people in a community and this is incubated family life. it governs our behavior in groups, make us sensitive to matters of status, and helps us know what others expect of us and what will happens if we do not live up to reviews their expectations. culture help us to know how far we can go as individuals and wahat our responsibility is to the group. different cultures are undrlying structures wich make-round community square round and square community.13 thus, determining the cultural context of cognitive and affective behaviors for each person, a pattern for personal and social existence. however, people tend to look reality in the context of his own culture. it is a reality that is created and is not necessarily the objective reality. a meaningful world where every human life is not a universal reality, but a reality category consisting of the order characteristics selectively marker deemed important by the community 11 alfino fantini, exploring language andculture. 12 h. doughlas brown, principles oflanguage,122. 13 h. doughlas brown, principles oflanguage,122. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 175 zzzzzz where he lives.14 b. shape this componentis a symbol of a system that includes elements of linguistic, paralinguistic, and socio-linguistics. linguiistik element includes phonetics, phonology, morphology, and syntax. paralinguistic vocal cues that accompany the spoken language, nonverbal information that color with elements of personality, attitudes, and emotional state. variations accretion sound can have a positive impact on kepri badiaan, poor sound quality can affect the perception of the listener. ekstralinguistik was nonverbal also called the hidden dimension. so mangasyikkan cultural expression in nonverbal communication so that obstacles in the greater cultural understanding on nonverbal dimension.15 competence ekstralinguis tick consists of 1) proxemics: the use of distance and space, 2) haptics / kinesthetics: pattern for touch, 3) kinesics: gestures and body movements, 4) oculistics: eye contact, 5) chronemics: use of time / space, 6) olfactics: smell, and 7) artefacts: clothing and jewelry. berke sociolinguistic aspects nan with stylistic variations are influenced by the context and defined by cultural criteria of appropriateness / inappro priateness, including behavioral marked /unmarked.which is a determinant of stylistic variation is setting, participant (age, sex, role, relations). medium, topics andpurpose. c. meaning / semantics psycholinguists assume that language is nothing more than a tool for knowledge exchange between speakers and listeners. in the process, the meaning of words depends on the system kenseptual speakers and listeners and the 14 h. doughlas brown, principles oflanguage,123. 15 h. doughlas brown, principles oflanguage,209. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 176 zzzzzz context in which the word / speech is uttered. an utterance containing a message. that message is determined by the knowledge of the speaker and the contextual situation in which the speech was uttered. meaning, therefore, is built with linguistic utterances by speaker-listener pairs in the context of certain pragmatic.16 meanwhile, kempson clicking revealed that there are three main characteristics that made by linguists and philosophers in explaining the meaning of natural language, namely by mendefi ned 1) the nature of the meaning of words, 2) the nature of the meaning of a sentence, and 3) the communication process.17 pragmatics speakers (context sosiokultular) world vision (vd) symbol system meaning / semantics figure 1: interaction component meaning 16 david s. palermo and lyle e. bourne, psicology of language (glenvie, iii. scott forresman and company, 1978), 159. 17 ruth m. kempson, semantic theory (cambrige: cambrige university press, 1977), 11. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 177 zzzzzz with sociocultural context, system triengles can be described as a symbol, and meaning / semantics follows: different, two or more interactive symbolic system includes components linguistics, tick paralinguis components, component ekstralingusitik (non-verbal), and components of sociolinguistics. d. paradigm different, different world vision'svision terepresen the separate world as a result of the interaction of the three components, namely components build communicative competence of speakers, symbolic systems, and semantics. berkaiatan with this reality, allen and corder says that "... a world-view of might, indeed, be represented by an overall system of structure of calasifications".18 18 jpb. allen and s. pit corder, reading for applied linguistics (london: oxford university press, 1973), 133. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 178 zzzzzz as shown in figure 2 above that a vision of the world reflected in a specific language. this means that a different vision of the world reflected in a different language. speakers of different languages, thus, will see the world in a different way and evaluate it differently. in connection with this phenomenon, sampson suggests that the contrast in the vision of the world can be either sharp differences and controversial. boas, for instance, pointed out on snow english word can have several connotations in the eskimo language, like snow falling, snow on the ground, driftingsnow.at a more concrete level is the gap between the conceptual schema in different languages quite obvious, and this fact must affect perception can thus be said that the human perception of the environment is modified by the conceptual categories owned language.19 sapir-whorf proposed a hypothesis known as the sapir-whorf hypothesisd, ian whorf hypothesis, linguistics relativity or linguisticdeterminism. 20 whorf proposed two hypotheses, which reads as follows 1) that all higher levels of thinking are dependent on language, 2) that the structure of the language are habitually uses influences the manner in the which one understands his environment. the picture of the universe shifts from tongue to tongue.21 the first hypothesis fairly broad support. yulian huxley, biologist, for example, said that "the evolution of the concept of verbal opens the door for any further achievement of the human mind". language, whorf said, is the best show men puts on. other creatures have developed a communication system rude, but not the language in the true sense. language is the main means of foster children, in organizing the system of the human community, the legacy of a culture from 19 gefrey sampson, schools of linguistics: competition and evolution (london: hutchinson, 1980), 85-86. 20 h. doughlas brown, principles oflanguage,139. 21 john b. carroll, language, thought and reality: selected writings of benyamin lee whorf (cambrige: the mit press, 1956), vi. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 179 zzzzzz generation to generation.22 chase himself recounts about the role of language on thought processes. he said: "maybe everyone has brainstorms (emergence of the idea suddenly) too quickly verbalized. in writing, often it happened to me. but, before i could manage such a thought blobs of blue sky, i must memverbalkannya, expressed with words to me reflect wisely. brainstorms that can not diverbalisasikan can not appear on the paper ".23 greek thinkers were the first to examine the logic and sense. aristotle created the famous syllogism as three laus ofthought.they turned out to underestimate the things that are behind the language and considers that the essence of the mind is the universal, shared by everyone, at least by thinkers. the implication of this view is that a train of thought which is expressed in a language can be dialihba hasakan without loss of meaning in any language.24 the establishment of this kind, which has grown for thousands of years, is opposed by whorf hypothesis that the second principle above. whorf said: "a change in language can transform our appreciation of the cosmos". edmund glenn prove this hypothesis by examining the translation of texts of the un to find differences caused by language concepts. in a case of the cases faced glenn is so; an english speaker says i assume, transfer my french interpreter translated into i deduce, russian interpreter translate the i consider. glenn conclusions on these cases is that on the surface looks smooth translation techniques, but the level of communication between russia and the uk delegation does not seem so.25 22 john b. carroll, language, thought andreality,vi. 23 john b. carroll, language, thought andreality,viii. 24 john b. carroll, language, thought andreality,viii. 25 john b. carroll, language, thought andreality,vii. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 180 zzzzzz another example can be mentioned here in connection with the second hypothesis, namely in english, speakers say look at thewave.but the wave 'surf' in nature never appears as a single phenomenon. hopi say look at thatslosh.hopi word that is closest to thesynonyms wave in the english language is the slosh and this word can indeed provide a closer equivalent in accordance with the physics of the motion of the waves, which connotes the mass movement ". based on the fact that, stuart chase concludedthat:there is no one metaphysical pool of universal human thought.speaker of different language see the cosmos differenly, evaluate it differenly, sometimes not by much sometimes widely. thinking is relative to the language learned. ... research is needed to discover the world view of many unexplored languages, some now in danger of extination.26 e. whorf hypothesis logic david mcneill did an analysis of the whorf hypothesis. the results of the analysis concludes that whorf hypothesis states three interlocking claims about the habits of thought, as follows. 1) linguistic determinism: the gramatical and lexical patterns of a lnguage are transparent and a projected onto raelity, and this guide habitual beliefs and attitudes aboutreality,2) linguistic relativity: if one language has a certain pattern and associated meaning, the projection onto reality of the people who speech language reviews these will be different in ways predictable form the linguistic patterncontast,3) world view: linguistic patterns embody a world view, or a model of the world. this embodied constitues distinctive models thought the world. it is accepted by speakers as the contruction of the world. thus spake the culture reaches into habitual thought patterns of its members.27 to understand the interrelatedness of the three statements, some of the 26 john b. carroll, language, thought andreality,v. 27 david mc neill, psycholinguistics: a new appoach (new york: harper and row pub, 1978), 178. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 181 zzzzzz illustrations can be raised by using a comparison between english and hopi about time nomen-clature. in english there is the construction of ten days, as well as ten stones, which projected into reality to demonstrate the existence of groups simultneus days and groups of simultaneous stones. this example illustrates the proposition (1) is linguistic determinism. furthermore, the plural pattern psentasikan mere vision of the world: aform and substance that days,stones,and the like are included in the category that can be grouped and cause these cultural beliefs affect english speakers. illustration supporting statement number (3) that worldview. sikan memproyek hopi language speakers of different models of reality, especially in this case that the days and stones included in the different categories of objects in reality. this is an example statement number (2), namely linguistic relativity. the third statement, said mcneill, is the key to whorf hypothesis testing. predictions of the most dramatic and the most convincing test is the linguistic relativity. however, claims world view and determinism is more fundamental and more than it claims world view should be viewed as a primer. because of this, any proposal must be based on testing of linguistic relativity progression of arguments in a row (3) (1) (2).28 f. exceptions element as a continuation of the vision of the world claim that (number 3) can happen that two or more languages has a different shape to a certain extent, but does not project a vision of the world. this means that the same model can be realized in different forms in the two languages and in accordance with the whorf 28 david mc neill, psycholinguistics: a newappoach,179. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 182 zzzzzz hypothesis, the effect of differences in this form of the mind must be the same.29 for example, whorf said at the sae languages such as french and english. in these languages there is no difference considered vision of the world because of the history that is so long, so that european countries are said to have the same culture (common culture).30 bhs.java description bhs. bali janur young leaves edema blarak old leaves danyuh sada leaves the bone sticks plapah where the leaf is attached to papah tebah bunch of sticks to repel flies sampat korek broom sampat manggar flowers troktokan mandha coconut seeds are white and can empol edible bluluk coconuts are young andyet bungsil juicy cengkir coconutsvery young, bungkak soft-shell reinforcededible, but not fleshy. degan young coconuts that have fleshy kuwud soft glugu woodcoconut seseh control ormidriblayer that can be worn smooth rope. for the record needs to be added right that there may be a system similar symbols on languages archipelago in the region there is a coconut tree. nevertheless, there had to be differences between the balinese and javanese due to the vision of the world, for example at the level of paralinguistic, 29 david mc neill, psycholinguistics: a newappoach,179. 30 gefreysampson, schools oflinguistics,85. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 183 zzzzzz ekstralinguis tick, and others. g. cross cultural communication public phenomenon perhaps nobody denies that a baby born to a world seemingly without armed with nothing (tabula rasa). then the baby was growing along with the development of attitudes, beliefs, religion, personality, including his vision of the world largely because it is formed by the environment. this means that man, wherever he lives, must have been influenced by family, community, country, and even language. in other words, the environment affects human developm ment it is the cultural environment, which is manifested by the principles that exist and spread in the environment. such a human being can be regarded as civilized human beings. he has been nurtured in oneculture.the man has actually become a culturalbeing.however, when a man, who has a certain culture confronted with another human right that has a different culture: what happened? very likely persaan feelings that arise in him is hatred, frustration, fear, strangeness, intrusions, denial, confusion, etc.31 why is that? actually, and it should be, concerned conscious of itself as a cultural creature. but his affection, most human beings, whatever their nationality, sees himself and his relatives are not as culture, but as a standard (which is true), and other groups as konglemerasi strange behavior.32 such an attitude really is not healthy because it is colored by etnocentrism or my group is a standard of right. as a consequence of this trism etnocen is that in view of other individuals, groups, the etnocentrism will use his own glass as a filter (standard). the result is certainly mostly mismatches. 31 joys v. valdes, culture bound: bridging the culture gap in language teaching (new york: cambrige language teaching library, 1987), vii. 32 joys v. valdes, culture bound, vii. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 184 zzzzzz if both groups have to communicate, which happens must have crosscultural in misunderstan perceptual ding caused by mismatches between them that has a different culture, such as schemas, cues, values, and interpretation.33 on the other hand, robinson states that "... the perceived dissimilarity and mismatching cues and schemas would contributes to the negative impressions of people from cultures different from one'sown".34 citing the opinion gumprerz, jupp, and roberts, robinson noted four types of differences that cause cation communion between people of different ethnicities were cut off.1)different culture assumptions about the situation and about the approriate behavior and intentions within it, 2) different ways of structuring information or an argument in aconversation,3) different ways of speaking; the use of different sets of unconcious linguistic convention (such as tone of voice) to emphasize, to signal connection and logic, and to imply significance of what is being said is terms of overall meaning andattitudes,4) different ways of interacting reciprocal versus non-reciprocal forms ofconversatrion.35 h. overcoming cross cultural communication gaps to address gaps in cross-cultural communication, there must be the assumption that every individual culturally sensitive. that is, the concerned recognize that other people are also cultural products, like himself, which is based on the difference in the vision of the world. in line with the development of that attitude, valdes menyim pulkan that "... (people) are (now) prepared and more willing to look at the behavior of persons from other culture and accept themnonjudgmentally".36 or in other words, they now understand "...why (other) people act the waydo".37 33 gail l. nemetz robinson, cross cultural understanding (new york: prentice hall, 1988), 49. 34 nemetz gail l. robinson, cross culturalunderstanding,55. 35 nemetz gail l. robinson, cross cultural understanding, 55. 36 joys v. valdes, culture bound, vii. 37 need h. seelye, teaching culture, 28 lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 185 zzzzzz along with the acceptance of mental nonjudg, continues also with the acceptance of the language, including the relationship between language and culture. it can be a signal that there is a willingness to enter the area of language and culture.38 clearly, robinson proposes that such communication gap can be bridged by knowledge on both partners of speech, ie knowledge about the different cultural assumptions. with reference to the opinion that embraces seelye rational approach to teaching culture. robinson stressed that seelye definition underscored the importance of understanding why people act the way they do. robinson also stressed that the assumptions underlying is "... by understanding the reason behind a particular event, bet it eting different foods, speaking in load voices, or speaking in close poximity, the learner will better understand and tolerate the person who is participating in the event".39 effective communication right come into one's vision of a two-way communication process that requires two treatments. in every conversation has to do is "... each partner to check the other's purposed and cultural assumptions about the conversation; each partner must learn about the diverse ways people structure informations; each must leave the different meanings associated with different ways of speaking and different forms of interaction; and each must learn to anticipate and engage in reciprocal and non-reciprocal forms of speech"vision40 of effective crosscultural understanding as a two-way process has important implications for bilingual programs, second language education programs, and foreign languages. conclusion based on the above description, it seems that there are three dimensions 38 h. need seelye, teaching culture, 28. 39 nemetz gail l. robinson, cross culturalunderstanding,9. 40 gail l. nemetz robinson, cross cultural understanding, 67. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 186 zzzzzz on which the discussion in this paper, the culture, the language and the mind, with the vision of the world as his starting point. culture, language, and thought interrelated with the vision of the world as essentially elements. culture (with a vision of the world as a referent) is an integral part of the interaction between language and thought. cultural patterns, customs, and lifestyles tereksperesikan in the language, as well as the vision of the world that is culture-specific are reflected in the language. when between culture and language is questionable whether the language or culture first, then this question can not be answered in black and white. so far, the burning question explanation of this is that both grow and evolve together, each memenga ruhi. nevertheless, if the culture and language are separated, whorf says that language that is far more established, more systematic and more robust. such a view is clearly visible on the statement of whorf following "we dissect nature along lines laid dowan by a our native tongues ... the world is presented in a kalkeidoscopic flux of impressions, the which has to be organized by our minds ... and this means largelly by the linguistic systems in our mind "itshould be noted that the language difference occurs more due to differences in the vision of the world. van humbolt says "... the differences between languages derives less from differences in sounds and signs than from differens of world-view". in addition, with respect to the relationship between language and thought, allen and corder suggests that "... language structure not only as interactingly reflective of cultural thought but as directly formative of individual thought. long before, chase illustrates that just as einstein in demonstrating the relativity of space and time, whorf is a person who is able to reach the relationship between human language and the human mind, how language can actually form the innermost thoughts of men. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 187 zzzzzz references allen, jpb and s. pit corder. reading for appliedlinguistics.london: oxford university press. 1973. brown, h. douglas. principles of language learning andteaching.englewood cliffs, new jersey: prentice hall, in. 1987. carroll, john. b. language, thought and reality: selected writings of benyamin leewhorf.cambrigde: the mit press. 1956. fantini, alfino. e. exploring the language andculture.brattleboro: st. school for international training. 1987. hymes, dell. language in culture andsociety. new york: harper and row. 1964. kats, carol.a.an empiricist pragmatics and semantictheory.itcha: cornel university press. 1980. kempson, ruth. m. semantictheory. cambrigde: cambridge university press. 1977. mcneill, david. psycholinguis tics: a newapproach.new york: harper and row pub. 1978. palermo, david. s. and lyle e. bourne, jr. psychology oflanguage.glenview, ill. scott: forresman and company. 1978. robinson, gail l. nemetz. understanding of cross-cultural.new york: prenticehall, inc. 1988. sampson, gefrey. schools of linguistics: competition andevolution.london: hutchinson. 1980. seelye, h. need. teaching culture: strategies for interculturalcommunication.lincolnwood, ill .: national texbook company. 1987. lilis rahmawati teaching language and world vision: as a cross-cultural communication volume 1, number 2, november 2016 | 188 zzzzzz silss, david. l. international encyclopedia of the socialsciences.new york: the mcmillan company and the free press. 1968. stern, h. fundamental concepts of language teaching.london: oxford university press. 1983. titus, harold. h., et. al ,. issues ofphilosophy,trans. hm rosidi. jakarta: bulan bintang. 1985. valdes, joys.v. culture bound: bridging the culture gap in languageteaching.new york: cambridge language teaching library. 1987. wahab, abdul. issue linguistics: language and literatureteaching.surabaya: airlangga university press.1991. educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) the effect of cognitive competency on early adolescent digital literation skills pratiwi kartika sari1, nurudin siraj2, nadia fatmalia3 1,3faculty of education, universitas muhammadiyah jakarta, jakarta, indonesia 2faculty of social and polotical sciences, universitas swadaya gunung jati, cirebon , indonesia kh. ahmad dahlan street cirendeu-ciputat, south tangerang, 15419 tiwikartika01@gmail.com, nurudin.siraj@ugj.ac.id, fatmalianadia@gmail.com accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract : this study aims to see the effect of cognitive competency levels c1-knowledge, c2comprehension, and c3-application on digital literacy skills in early adolescents. in this study cognitive competence is limited to three aspects, such as knowledge, understanding, and application. the research method used a survey by looking at the effect using simple regression analysis. the results showed that the cognitive competency level of knowledge in digital literacy skills was in the top position of 97.0%, the level of application cognitive competence in digital literacy skills was in the second position of 89.0%, the level of cognitive competence in understanding digital literacy skills was in the third position of 80. , 3%. the conclusion in this study is that there is an effect of cognitive competence on digital literacy skills of early adolescents with a knowledge level of c1-knowledge 97.0% it shows the concept of students' digital literacy skills in remembering and storing information very well, understanding c2-understanding 80.3% shows the concept of students 'digital literacy skills in understanding and choosing information well, c3-application 89.0% shows the concept of students' digital literacy skills in applying (using) information well. keywords : cognitive competence, digital literacy skills, google by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction in the 21st century revolution, it is famous for industry 4.0. with the trend of the technological revolution or digital revolution. briefly interpreting industry 4.0 is combining automatic technology with cyber technology 1. the characteristics of the 4.0 industrial revolution include digitization, optimization and customization of production, automation and adaptation, human machine interaction, value added 1 syamsuar syamsuar and reflianto reflianto, “pendidikan dan tantangan pembelajaran berbasis teknologi informasi di era revolusi industri 4.0,” e-tech: jurnal ilmiah teknologi pendidikan 6, no. 2 (2019). http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2025| 101 zzzzzz z services and businesses, automatic data exchange and communication, and integrating the use of internet technology2 internet technology such as the google search engine, youtube, and social media (facebook, instagram, whatsapp) has entered media convergence where there is media integration which makes media use more sophisticated and easy3. it was the emergence of the internet that triggered an explosion of information. the openness of information in the rapid development of technology means that messages can be delivered quickly in seconds, an information can be distributed directly throughout the world. the ministry of communication and information, in an international seminar stated that the use of digital media among children and adolescents in indonesia, also stated that from the research conducted on children and adolescents aged 10-19 years, there were at least 30 million indonesian children and adolescents. using the internet and making digital media their main choice of communication channels. based on the results of a survey conducted by the european union kids online and published by the european commission's safer internet program, it is stated that the highest activities carried out by children and adolescents are: school assignments (92%), playing games (83%), seeing video clips (75%), social networks (71%). apjii (2016) stated that the student group numbered 8.3 million people (6.3%). this data shows that as many as 6.3% of students use the internet. this number is not a small number considering that not all students have sufficient competence in using digital media. then came the term digital literacy skills or also known as digital information literacy. in general, literacy is the ability to read, write and listen using conventional media such as books, newspapers, magazines, television and radio. then the rapid development of technology and information shifts the existence of conventional media to digital media, so literacy develops into digital literacy. digital literacy or also known as digital information literacy is the skill of reading, writing and listening using digital media to seek information knowledge. (masitoh, 2018) (ferrés & masanet, 2018) states that if it is related to learning, digital media that is often used by students, especially early adolescents, is the google search engine, through the google search engine, early adolescents can read and listen to the knowledge of information obtained to increase knowledge of information. regarding learning, the google search engine digital media can help optimize the quality of early adolescent information knowledge. knowledge to obtain information in early adolescents aged 11-12 years enters the concrete operational stage, piaget stated that this concrete operational stage is characterized by the development of a system of thought based on logical rules. these concrete skills refer to the ability to use tools starting from perception, readiness, imitation, real, can be seen and heard, at this concrete operational stage it can be seen that early adolescent digital literacy skills in using digital media to seek information knowledge, to the stage of presenting, preparing , imitating what is seen and heard in searching for knowledge of information on digital media without considering critically the good and bad knowledge of the information for consumption. 2 iswan iswan and herwina bahar, “penguatan pendidikan karakter perspektif islam dalam era millenial ir. 4.0,” in prosiding seminar nasional pendidikan, vol. 1, 2018. 3 qory qurratun a’yuni, “literasi digital remaja di kota surabaya: studi deskriptif tentang tingkat kompetensi literasi digital pada remaja smp, sma dan mahasiswa di kota surabaya” (universitas airlangga, 2015). volume 9, number 1, may 2025| 102 zzzzzz z in this study, the author aims to determine the effect of cognitive competence on digital literacy skills of early adolescents, and the levels of cognitive competence c1, c2, and c3 which are the highest and affect digital literacy skills. the reason the researchers conducted this research was due to the rapid access to the internet among students and not all students had sufficient competence in using digital media. in previous research, digital literacy was carried out at the level of adolescent digital literacy competence in the city of surabaya based on aspects of internet search, hypertext guidance, evaluation of information content and preparation of knowledge. the solution to the problems raised in this study can be solved by the help of the teacher so that early adolescents are told more effective ways to filter information on their use using keywords, and for parents, play a role in accompanying and limiting then checking the list of information search history on early adolescent smart phones. to control usage and direct early adolescents to use an information search engine (google) with appropriate needs, namely related to learning and adding positive insights. cognitive compentency 1. competence competence is a characteristic of the work ability of each individual which includes aspects of knowledge, skills and work attitudes in a job related to performance effectiveness which can be seen from the style of action, behavior and thinking4 2. cognitive competence competence or cognitive ability is the ability of the brain's thinking process to collect knowledge and information through one's own experience by regulating cognitive activities including the use of existing concepts and rules. the cognitive domain involves knowledge and intellectual skills. there are six main categories of cognitive processes, ranging from the simplest to the most complex, that is the cognitive bloom taxonomy (benyamin, 2011). benjamin s bloom has developed a "taxonomy" for the cognitive domain. cognitive taxonomy is a method of making a sequence of thoughts from the basic stage towards a higher level of mental activity, with the following six stages: 1) knowledge (knowledge) is a person's ability to recall (recall) or recognize again about names, terms, ideas, symptoms, formulas and so on, without expecting the ability to use them. this knowledge or memory is the lowest thought process. 2) comprehension (comprehension) is a person's ability to understand or understand something after something is known and remembered. in other words, understanding is knowing about something and being able to see it from various angles. students said to understand something if they can provide an explanation or give a more detailed description of it using their own words. comprehension is a level of thinking ability which is one level higher than memory or memorization. 3) application is a person's ability to apply or use general ideas, procedures or methods, principles, formulas, theories and so on, in new and concrete situations. this application or application is a thought process at a higher level of understanding. 4 michael eraut, “concepts of competence,” journal of interprofessional care 12, no. 2 (1998): 127–139, http://dx.doi.org/10.3109/13561829809014100; françoise delamare le deist and jonathan winterton, “what is competence?,” human resource development international 8, no. 1 (2005): 27–46, http://dx.doi.org/10.1080/1367886042000338227. volume 9, number 1, may 2025| 103 zzzzzz z digital literacy skills 1. literacy literacy is the ability to read and write then develop along with the rapid development of technology into multiliteration where multiliteration is the skill of using various ways to express and understand information using symbols and multimedia forms on digital devices 5 . after a general introduction to the basic concept of 'literacy', which has been expanded to include newer forms of literacy, it is more suitable for complex information environments. some of them, for example libraries, media and computer literature, are mostly based on general concept skills, such as information literacy and digital literacy which are based on knowledge of digital literacy skills 6 2. digital literacy skills digital literacy can be defined as literacy or the ability to read, write and listen to text with the ability to use digital 7. another opinion states that digital literacy skills are not only the ability to read and write but the ability to listen, read, see, speak, write, create and reflect increasingly complex and sophisticated information by combining writing and speech in an informational text 8. digital literacy is very important to increase effectiveness or more efficient performance in learning digital literacy skills (emerald group publishing limitied, 2010) 9. digital literacy skills can link critical literacy to digital use activities so that students are ready to interact in the global world in using digital tools to find information outside academics 10. 5 pirjo kulju et al., “a review of multiliteracies pedagogy in primary classrooms,” language and literacy 20, no. 2 (2018): 80–101, http://dx.doi.org/10.20360/langandlit29333; robyn henderson, “classroom pedagogies, digital literacies and the home-school digital divide,” international journal of pedagogies and learning 6, no. 2 (2011): 152–161, http://dx.doi.org/10.5172/ijpl.2011.152. 6 david bawden, “information and digital literacies: a review of concepts,” journal of documentation 57, no. 2 (2001): 218–259, http://dx.doi.org/10.1108/eum0000000007083. 7 michelle m neumann, glenn finger, and david l neumann, “a conceptual framework for emergent digital literacy,” early childhood education journal 45, no. 4 (2016): 471–479, http://dx.doi.org/10.1007/s10643-016-0792-z; david c caverly et al., “identifying digital literacies to build academic literacies,” journal of college reading and learning 49, no. 3 (2019): 170–205, http://dx.doi.org/10.1080/10790195.2019.1638218; julian mcdougall, mark readman, and philip wilkinson, “the uses of (digital) literacy,” learning, media and technology 43, no. 3 (2018): 263– 279, http://dx.doi.org/10.1080/17439884.2018.1462206; julian mcdougall et al., “digital literacy, fake news and education / alfabetización digital, fake news y educación,” cultura y educación 31, no. 2 (2019): 203–212, http://dx.doi.org/10.1080/11356405.2019.1603632. 8 maureen walsh, “multiliteracies, multimodality, new literacies and …. what do these mean for literacy education?,” international perspectives on inclusive education (emerald publishing limited, 2017), http://dx.doi.org/10.1108/s1479-363620170000011002. 9 sedat akayoglu et al., “digital literacy practices of turkish pre-service efl teachers,” australasian journal of educational technology (2020), http://dx.doi.org/10.14742/ajet.4711; walsh, “multiliteracies, multimodality, new literacies and …. what do these mean for literacy education?”; the meanings of dress, the meanings of dress, 2019; irena y maureen, hans van der meij, and ton de jong, “supporting literacy and digital literacy development in early childhood education using storytelling activities,” international journal of early childhood 50, no. 3 (2018): 371– 389, http://dx.doi.org/10.1007/s13158-018-0230-z; neumann, finger, and neumann, “a conceptual framework for emergent digital literacy.” 10 natalie amgott, “critical literacy in #digitalactivism: collaborative choice and action,” the international journal of information and learning technology 35, no. 5 (2018): 329–341, http://dx.doi.org/10.1108/ijilt-05-2018-0060; michele garabedian stork et al., “embracing the power of digital in literacy education: evaluating the effectiveness of digital activities,” journal of formative design in learning 2, no. 2 (2018): 82–101, http://dx.doi.org/10.1007/s41686018-0022-8; akayoglu et al., “digital literacy practices of turkish pre-service efl teachers”; katherine cook et al., “teaching open science: published data and digital literacy in archaeology classrooms,” advances in archaeological practice 6, no. 2 (2018): 144–156, http://dx.doi.org/10.1017/aap.2018.5. volume 9, number 1, may 2025| 104 zzzzzz z digital literacy is used in education, where elementary school students, especially early adolescents, use digital to foster meaningful experiences with all students in all environments in seeking information both in the scope of school, class, and home 11. opportunities to teach and learn with new literacy help early adolescents bridge technical skill gaps, and benefit social relationships in digital communities and bridge digital literacy experiences for elementary students to be more critical of existing information within the school environment and outside of school 12. so to present the necessary skills the concept of digital literacy skills put forward 13 concerns the following aspects: a. knowledge assembly, that is the ability to build information from various reliable sources. b. the ability to present information including critical thinking in understanding information with awareness of the validity and completeness of sources from the internet c. ability to read and understand non-sequential and dynamic information material d. awareness of the importance of conventional media and linking it to networked media (internet) e. awareness of access to networks of people who can be used as a source of referrals and help f. use filters for incoming information g. feel comfortable and have access to communicate and publish information. if you look at the opinion of bawden14 above, digital literacy is more associated with technical skills in accessing, arranging, disseminating information. method this study utilized a survey research design to explore the digital literacy skills of early adolescents, specifically focusing on the cognitive competence levels of grade v students. the study was conducted in three elementary schools in the pondok betung area, namely sdn pondok betung 01, sdn pondok betung 02, and sdn pondok betung 04. a simple random sampling technique was employed to select the participants, ensuring that every student in the targeted population had an equal chance of being included in the study. participants the study targeted 125 grade v elementary school students from the three selected schools. these students were aged between 11 and 12 years old, representing the early adolescent group. the sample size was chosen to ensure a sufficient number of participants to achieve 11 chrystine mitchell and jennifer dandridge turner, “only one ipad: preparing pre-service teachers to teach digital literacies in under-resourced elementary schools,” best practices in teaching digital literacies (emerald publishing limited, 2018), http://dx.doi.org/10.1108/s2048-045820180000009004; caverly et al., “identifying digital literacies to build academic literacies”; mcdougall et al., “digital literacy, fake news and education / alfabetización digital, fake news y educación”; nisaul barokati seliro wangi, m hafidh nashrullah, and muh barid nizarudin wajdi, “digital era’s education and aplication in higher education,” edutec: journal of education and technology 1, no. 2 (2018): 119–128. 12 jessica s mitchell, rachael f thompson, and rebecca s anderson, “understanding a digital writing cycle: barriers, bridges, and outcomes in two second-grade classrooms,” literacy research, practice and evaluation (emerald group publishing limited, 2016), http://dx.doi.org/10.1108/s2048-045820160000007009; joy myers and melissa adams-budde, “teaching literacy in the digital age: inspiration for all levels and literacies,” international review of education 63, no. 5 (2017): 769–772, http://dx.doi.org/10.1007/s11159-017-9649-y; neumann, finger, and neumann, “a conceptual framework for emergent digital literacy.” 13 bawden, “information and digital literacies: a review of concepts.” 14 ibid. volume 9, number 1, may 2025| 105 zzzzzz z statistically meaningful results while maintaining practicality in terms of data collection. simple random sampling was used to select participants, where the researchers assigned a number to each student, written in two different colors (red and black). the numbers were shuffled, and students randomly selected one of the numbers to determine their inclusion in the sample. this method helped eliminate any bias in the selection process, providing a representative sample of the student population. data collection methods data were collected through the administration of a questionnaire, which was designed to assess the students' digital literacy skills and cognitive competence levels. the questionnaire consisted of multiple-choice questions and likert-scale items, focusing on students' ability to use digital tools for information retrieval, critical thinking skills, and their general approach to using digital media for educational purposes. the questionnaire was divided into two main sections: 1. digital literacy skills: this section assessed the students' proficiency in using digital media for academic purposes, including searching for information, evaluating sources, and integrating knowledge from digital platforms. 2. cognitive competence: based on bloom’s taxonomy (benyamin, 2011), this section evaluated the students' cognitive abilities across three levels—c1 (knowledge), c2 (comprehension), and c3 (application). these levels correspond to the students’ capacity to recall, understand, and apply knowledge, respectively. the questionnaires were distributed to the selected students, and they were instructed to complete them under the supervision of the researchers. the data collection process was conducted over a period of two weeks, ensuring ample time for students to respond thoughtfully to the questions. data analysis procedures the data collected from the questionnaires were analyzed using both descriptive statistics and inferential statistics to explore the relationship between cognitive competence and digital literacy skills. the analysis followed these steps: 1. data cleaning: the responses from the questionnaires were reviewed to ensure completeness and accuracy. any incomplete or inconsistent responses were excluded from the final dataset. 2. descriptive statistics: basic statistical measures such as frequency distributions, mean scores, and standard deviations were computed to summarize the students’ responses on both digital literacy skills and cognitive competence levels. 3. inferential statistics: to assess the relationship between cognitive competence and digital literacy skills, correlation analysis was performed. this method allowed the researchers to examine whether higher cognitive competence (specifically c1, c2, and c3 levels) was associated with better digital literacy skills. regression analysis was also employed to predict the extent to which cognitive competence influences digital literacy proficiency. the results of the data analysis were presented in tables and graphs to provide a clear visualization of the relationships and trends identified. the analysis was performed using spss (statistical package for the social sciences) software, which is widely used in educational research for its ability to perform complex statistical procedures efficiently. volume 9, number 1, may 2025| 106 zzzzzz z limitations of the study several limitations must be acknowledged in this study. first, the sample size of 125 students, while adequate for a preliminary study, may not fully represent the broader population of early adolescents across the country. as the study was conducted in only three schools in the pondok betung area, the findings may not be generalizable to other regions with different socioeconomic backgrounds or educational systems. additionally, since the data were collected using self-reported questionnaires, there is a potential for response bias, as students may have overestimated or underestimated their digital literacy skills. another limitation is that the study only focused on students' self-reported abilities to use digital media. future research could incorporate more direct assessments of students' digital literacy skills, such as practical tasks or performance-based tests, to provide a more accurate picture of their capabilities. reliability and validity to ensure the reliability and validity of the instruments used in this study, the questionnaire was pre-tested on a small group of students who were not part of the main study sample. the results of the pre-test were used to refine the wording and structure of the questions, ensuring clarity and relevance. the cronbach's alpha coefficient was calculated to assess the internal consistency of the questionnaire, with a value above 0.70 indicating acceptable reliability (tavakol & dennick, 2011). additionally, face validity and content validity were established by consulting with experts in digital literacy and cognitive development. these experts reviewed the questionnaire to ensure that it accurately measured the intended constructs—digital literacy skills and cognitive competence—based on established frameworks. result and discussion based on the research findings, the cognitive competency levels of c1, c2, and c3 that have the most influence on digital literacy skills can be seen in the following percentage diagram: illustrations fig 1. (a) percentage of competency / cognitive ability bar charts on digital literacy skills volume 9, number 1, may 2025| 107 zzzzzz z the level of cognitive competence towards early adolescent digital literacy skills with a knowledge level of c1 of 97.0% at this stage shows the concept of digital literacy skills of early adolescents in remembering and storing information is very good, understanding c2 is 80.3%, this stage shows the concept of digital literacy skills early adolescents understand and choose good information, the c3 application is 89.0%, indicating that the concept of early adolescent digital literacy skills in the application (use) of information is quite good fig 2. (b) simple regression curve table 1 reliability test and prerequisite analysis of the effect of cognitive competence on digital literacy skills reliability> 0.7 normality sig> 0.05 (normal) homogeneity sig> 0.05 (homogeneous) simple regression the result of the reliability test on the effect of cognitive competence on digital literacy skills in early adolescents is 0.754 the results of the normality test using kolmogorov smirnov obtained results 0.11 significance value> 0.05 so that 0.11> 0.05, it can be concluded that the residual value is normally distributed the results of the normality test using the levene test resulted in a significant value of 0.76> 0.05 so that 0.76> 0.05, it was concluded that all variables were homogeneous. based on the significance value of the coefficients table, it is obtained a significance value of 0.000 less than 0.05 (0,000 <0.05) so it can be concluded that the cognitive competency variable (x) affects digital literacy skills (y). the correlation value / relationship (r) is 0.990. from this output, the coefficient of determination (r square) is 0.979. volume 9, number 1, may 2025| 108 zzzzzz z discussion the results of this study provide compelling evidence that cognitive competence levels (c1, c2, and c3) play a significant role in shaping the digital literacy skills of early adolescents. the data revealed that cognitive competencies, particularly at the levels of knowledge (c1), comprehension (c2), and application (c3), have a substantial impact on students’ abilities to engage with digital media effectively. this discussion will analyze these findings in comparison to existing literature, integrating the cognitive development theory and digital literacy frameworks to provide a deeper understanding of the implications for educational practice and future research. cognitive competence and digital literacy skills the findings of this study align with bloom’s taxonomy of cognitive development, which classifies cognitive processes from simple recall of facts (c1) to more complex processes like comprehension (c2) and application (c3) (bloom, 1956). in the context of digital literacy, early adolescents demonstrated strong performance in c1 (knowledge), with a high percentage of 97.0% indicating that they excel at remembering and storing information from digital media. this result is consistent with previous research that highlights the importance of foundational knowledge in digital literacy 15. the strong performance at this stage suggests that early adolescents have a solid grasp of basic information retrieval processes, a critical skill for navigating digital platforms effectively. however, while the students performed excellently at c1, the c2 (comprehension) level revealed a slightly lower percentage of 80.3%, indicating that while students can understand and choose appropriate information, they may struggle to fully grasp the nuances of digital content. this finding resonates with studies by ferrés & masanet 16, who argue that comprehension of digital information involves more than just retrieving data—it requires the ability to critically assess and interpret digital content. the performance at this level reflects a developing capacity for critical thinking, which is essential in a digitally saturated world where the volume of information can be overwhelming. the c3 (application) level showed a solid percentage of 89.0%, signifying that students are fairly proficient in applying the information they have learned through digital media in practical contexts. this aligns with the view by henderson 17, who suggests that digital literacy involves not only the ability to access information but also the capability to use that information effectively in real-world scenarios. these results suggest that while early adolescents can apply digital knowledge in specific contexts, further development of critical thinking and decision-making skills is necessary to ensure that they use digital tools ethically and responsibly. cognitive competence and digital literacy: regression analysis the simple regression analysis conducted on the data revealed a significant relationship between cognitive competence and digital literacy skills. the correlation value (r) of 0.990 is 15 siti masitoh, “blended learning berwawasan literasi digital suatu upaya meningkatkan kualitas pembelajaran dan membangun generasi emas 2045,” proceedings of the icecrs 1, no. 3 (2018), http://dx.doi.org/10.21070/picecrs.v1i3.1377; neumann, finger, and neumann, “a conceptual framework for emergent digital literacy.” 16 joan ferrés, maria-jose masanet, and julio-césar mateus, “three paradoxes in the approach to educational technology in the education studies of the spanish universities,” international journal of educational technology in higher education 15, no. 1 (2018), http://dx.doi.org/10.1186/s41239-018-0097-y. 17 henderson, “classroom pedagogies, digital literacies and the home-school digital divide.” volume 9, number 1, may 2025| 109 zzzzzz z exceptionally high, suggesting a near-perfect positive relationship between the two variables. this is further supported by the coefficient of determination (r square) value of 0.979, which indicates that cognitive competence accounts for nearly 98% of the variance in digital literacy skills. these findings are consistent with mcdougall et al. 18, who emphasize that cognitive abilities, particularly comprehension and application, are crucial for developing robust digital literacy skills. the strong statistical relationship indicates that as cognitive competence improves, so too do the digital literacy skills of early adolescents. the reliability test score of 0.754 confirms that the instrument used to measure cognitive competence and digital literacy was reliable, with an acceptable level of internal consistency 19. additionally, the normality and homogeneity tests confirmed that the data were suitable for regression analysis, as evidenced by the significance values (p > 0.05) obtained for the kolmogorov-smirnov test and levene's test. these results validate the robustness of the analysis and the applicability of the findings to the broader context of early adolescent education. implications for practice the findings from this study have significant implications for educational practice, particularly in the development of digital literacy curricula. since cognitive competence, especially at the c1, c2, and c3 levels, plays a pivotal role in enhancing digital literacy skills, educators should focus on fostering these competencies in early adolescents. specifically, educators should create learning environments that not only encourage the retrieval of digital information but also promote critical thinking and the application of knowledge in practical contexts. for instance, teacher-guided activities could be designed to help students move beyond basic information retrieval and engage in tasks that challenge them to critically analyze digital content. these activities could involve problem-solving tasks, digital storytelling, or online research projects, which require students to apply their cognitive skills in a real-world digital context. this approach aligns with the ideas presented by bawden 20, who suggests that digital literacy should involve not only technical skills but also critical thinking and problem-solving capabilities. additionally, the findings highlight the importance of fostering collaborative learning environments, where students can interact with peers to share ideas and evaluate digital information together. this approach can help enhance comprehension (c2) and application (c3) skills, encouraging students to move from passive consumers of information to active participants in the digital world. while the findings of this study are promising, several limitations should be considered. the sample size of 125 students, though adequate for preliminary analysis, may not be representative of the broader population of early adolescents. future research could expand the sample to include students from different geographical locations or socio-economic backgrounds to examine whether the relationship between cognitive competence and digital literacy skills holds across diverse contexts. moreover, future studies could explore the impact of specific teaching interventions aimed at enhancing c2 (comprehension) and c3 (application) levels, as these competencies showed 18 mcdougall, readman, and wilkinson, “the uses of (digital) literacy.” 19 m tavakol and r dennick, “making sense of cronbach’s alpha,” international journal of medical education 2 (2011): 53–55, https://www.scopus.com/inward/record.uri?eid=2-s2.085028506646&doi=10.5116%2fijme.4dfb.8dfd&partnerid=40&md5=3b6332006bbf40a020e7428acf849533. 20 bawden, “information and digital literacies: a review of concepts.” volume 9, number 1, may 2025| 110 zzzzzz z slightly lower performance compared to c1 (knowledge). experimental studies that compare students who receive targeted instruction in these areas with a control group would provide valuable insights into effective teaching strategies for enhancing digital literacy. in addition, future research could investigate the long-term impact of digital literacy on students' academic performance and social engagement. given the growing importance of digital literacy in the modern world, it would be valuable to explore how early digital literacy skills influence students' ability to succeed in higher education and their preparedness for the workforce. this study demonstrates that cognitive competence—particularly in the areas of knowledge recall, comprehension, and application—significantly impacts the digital literacy skills of early adolescents. the results suggest that educators must focus on enhancing these cognitive competencies to help students navigate and critically engage with the vast amounts of information available on digital platforms. as digital literacy continues to be a critical skill for success in the 21st century, educational systems must prioritize its development, ensuring that students are equipped with both the technical and critical thinking skills needed to thrive in an increasingly digital world. conclusion the findings of this study underscore the critical role of cognitive competence in shaping digital literacy skills among early adolescents. the analysis reveals a statistically significant relationship between cognitive competencies (c1, c2, c3) and digital literacy skills, with a significance value of 0.000 (p < 0.05), demonstrating that cognitive competence significantly influences students' abilities to engage with and utilize digital media effectively. this relationship suggests that as students' cognitive abilities in knowledge, comprehension, and application improve, so too does their proficiency in navigating and critically assessing digital content. furthermore, the r square value of 97.9% indicates that cognitive competence accounts for a large proportion of the variance in digital literacy skills, highlighting the importance of fostering cognitive development in early adolescents to enhance their digital literacy. this strong effect aligns with existing research which emphasizes the interconnectedness of cognitive development and digital literacy . these results suggest that interventions aimed at improving cognitive skills, especially at the foundational knowledge (c1) level, can significantly boost students' ability to use digital media for learning and personal growth. among the cognitive competencies, c1 (knowledge) was found to have the most profound effect on digital literacy skills, with an r square value of 97.0%. this indicates that students who excel in recalling and understanding information from digital platforms are better positioned to develop strong digital literacy skills. the finding aligns with bloom's taxonomy (bloom, 1956), where foundational knowledge serves as the building block for higher cognitive processes such as comprehension and application. this suggests that educational strategies focusing on enhancing memory recall and understanding could be pivotal in fostering effective digital literacy skills in early adolescents. these findings have important implications for both educators and policymakers. firstly, educators should focus on enhancing the c1 (knowledge) level of cognitive competence among early adolescents, as it significantly contributes to the development of digital literacy skills. teachers can implement strategies that promote active learning, information retrieval, and knowledge organization, which are essential for improving students' ability to engage with digital content. incorporating more interactive digital tools and resources into the curriculum can also volume 9, number 1, may 2025| 111 zzzzzz z help students strengthen their foundational knowledge and develop a deeper understanding of how to use digital media effectively. additionally, schools should prioritize critical thinking and information evaluation within digital literacy curricula, ensuring that students are not only adept at accessing information but also capable of assessing its credibility and relevance. as digital media becomes increasingly prevalent, it is crucial to equip students with the skills necessary to navigate the complexities of the digital world. future research could further investigate the longitudinal impact of cognitive competence on digital literacy, exploring how cognitive development at different stages of education influences students' ability to engage with digital media over time. additionally, studies could examine how specific teaching interventions targeting cognitive competence (such as memory-enhancement techniques or critical thinking exercises) impact digital literacy skills in diverse student populations. research could also extend the findings of this study by exploring the role of socio-economic factors and cultural contexts in shaping digital literacy, particularly in regions with varying access to technology. finally, while this study highlights the importance of cognitive competence in digital literacy, future studies might explore multidimensional approaches to digital literacy, including emotional intelligence, social media literacy, and ethical considerations in digital engagement. this would provide a more comprehensive understanding of the skills necessary for effective digital participation and create a more holistic framework for educating digitally literate citizens. the study underscores the significant role of cognitive competence, particularly c1 (knowledge), in enhancing digital literacy skills among early adolescents. by fostering cognitive skills in the areas of knowledge recall and comprehension, educators can help students navigate and critically engage with the digital world. as digital media continues to evolve, it is essential to integrate these findings into educational practices and policies to ensure that students are equipped with the necessary skills to succeed in an increasingly digital society. references a’yuni, qory qurratun. “literasi digital remaja di kota surabaya: studi deskriptif tentang tingkat kompetensi literasi digital pada remaja smp, sma dan mahasiswa di kota surabaya.” universitas airlangga, 2015. akayoglu, sedat, h müge satar, kenan dikilitas, nazlı ceren cirit, and sibel korkmazgil. “digital literacy practices of turkish pre-service efl teachers.” australasian journal of educational technology (2020). http://dx.doi.org/10.14742/ajet.4711. amgott, natalie. “critical literacy in #digitalactivism: collaborative choice and action.” the international journal of information and learning technology 35, no. 5 (2018): 329–341. http://dx.doi.org/10.1108/ijilt-05-2018-0060. bawden, david. “information and digital literacies: a review of concepts.” journal of documentation 57, no. 2 (2001): 218–259. 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http://dx.doi.org/10.1108/s1479-363620170000011002. wangi, nisaul barokati seliro, m hafidh nashrullah, and muh barid nizarudin wajdi. “digital era’s education and aplication in higher education.” edutec: journal of education and technology 1, no. 2 (2018): 119–128. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) implementation of sq3r method in improving the students’ basic reading skill imam nur aziz inkafa gresik imamnuraziz@gmail.com accepted: february, 10th 2020 reviewed: march 5th 2020 published: may, 30th 2020 abstract : the sq3r method is an increasingly popular and widely used reading method. this method is considered as a method of reading which is quite effective and can produce good understanding. sq3r is a method of reading to find the main ideas and supporters of the main ideas also help the reader to remember longer. sq3r is an excellent method for intensive and rational reading. this method is more appropriate for study needs. because this method is designed according to levels that allow students to learn systematically, and efficiently. the study used qualitative approach by collecting data, arranged in a systematic, factual and accurate. this study used in-depth interviews, observations, and documentation. the results obtained from the implementation of the sq3r method in improving reading skills at mi uyunul ulum gayam bojonegoro are good enough, that the sq3r method can improve students' reading skills. it bocomes a sollution to build student creativity and also makes the students dare to advance in order to uphold the progress of the institution. keywords: implementation, sq3r method, reading skills background of the study education is an important issue for the lives of all human beings, every human being has ever received formal, informal and non-formal education 1. education is also a process of human efforts to develop all the potential both physically and spiritually to become a balanced person, as a good citizen, ready to accept and preserve and develop their culture. education is also a matter that is very necessary, both for the individual and society. for individuals, education is needed for the growth and formation of limbs, training in skills, using energy and strength to achieve sacred ideals, training the brain, recognizing and revealing various potentials. education is also very much needed by the community because education will bring goodness, security, and peace 2. the teaching and learning process is basically a change in the behavior of children during their learning. the success of teaching and learning in terms of teachers can be chosen from the teacher's determination and choose an interesting teaching style so that it can create an atmosphere of learning that is exciting, fun and exciting which in turn makes students easy and 1 imam nur aziz, “curriculum development of kkni at english education department of inkafa gresik,” jalie 2 (2017): 3. 2 ali qaimi, “menggapai langit masa depan anak,” bogor: cahaya (2002). mailto:imamnuraziz@gmail.com educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 98 can understand the lessons given by the teacher 3. a person's ability to understand and absorb lessons is certainly different in level. there are fast, medium and some are very slow. therefore, they often have to take different ways to understand the same information or lessons 4. the educational goal itself is to shape the child's personality to become a good and pious child, that is, a child who is the next generation of family, nation, and religion. then you must have a strong person, strong faith and noble character. in the whole process of education in schools, learning activities are the most basic activities, this means that the success or failure of achieving educational goals depends a lot on how the learning process experienced by all students as students 5. teaching and learning process is the most important part of education in which there are teachers as instructors and students who are learning. so that in teaching and learning activities must contain a series of actions by the teacher and students on the basis of reciprocal relationships that take place through educational relationships to achieve certain goals. the teaching method is one of the factors that greatly influence teaching and learning achievement and the choice of method is not only influenced by various factors including, teacher, students, subject matter, lesson objectives, facilities, teaching objectives, and also facilities and infrastructure. teaching methods must provide opportunities for students to be able to develop intelligence optimally because the selection of an inappropriate method will result in a learning process not optimal. related to the teaching and learning process, the teaching method is one of the important aspects of teaching to transfer knowledge or culture from a teacher to a student. therefore in the process of islamic education, the method has a very significant position to achieve the goal. the method is said to be the art of transferring knowledge or subject matter to students is considered more significant compared to the material itself. a degum said that: "the method is far more important than the material" it is relativity that the communicative delivery method is preferred by students even though the material is actually quite good because it is delivered in an unattractive way, the material itself is less digestible by students. therefore the right method greatly influences the achievement of success in the teaching-learning process. method improperly leads to inefficient use of time 6. teachers are required to master a variety of teaching methods in accordance with the characteristics of the subject matter being taught and determine the direction of the objectives to be achieved from the subject matter conveyed. and make effective and eviciance learning. the method as an organized and well thought out way to achieve knowledge, or a systematic way to facilitate the implementation of an activity in order to achieve the goals specified 7. based on this understanding, what is meant by the method of learning briefly is an organized way to achieve the learning objectives. in essence, learning can be interpreted as a business process carried out by someone to obtain a new behavior as a whole, as a result of his own experience in interactions 3 aziz, “curriculum development of kkni at english education department of inkafa gresik.” 4 hamzah b uno, “orientasi baru dalam psikologi pembelajaran, cet,” ke-2, jakarta: pt bumi aksara (2008). 5 sri rumini et al., “belajar dan faktor-faktor yang mempengaruhinya” (2003). 6 marsha joyse, bruce and weil, models of teaching, fifth. (new delhi: prentice hall of india private limited, 2003). 7 departement pendidikan dan kebudayaan, kamus besar bahasa indonesia (jakarta, indonesia: balai pustaka, 2016). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 99 with the environment 8. in this case, it is proven by the existence of a law on textbooks, which is to consider that textbooks play an important and strategic role in efforts to improve the quality of primary and secondary education, so there is a need for government policies regarding textbooks for students 9. therefore the need for an effective learning process, among others, is done through reading. with a passion for reading will gain new knowledge and insights that will increase their intelligence so that they are better able to answer the challenges of life in the future 10. so those who are not fond of reading, have gone to the process of ignorance, this is because reading cannot be forced from the process of having knowledge. by reading, insight, knowledge, and intelligence of a person increasingly widespread 11. based on the assumptions, reading is the key to the success of student learning in school. the ability to read with new methods, then students increase the activity of reading or learning. and also there must be a sense of interest in reading or learning that is embedded in him. formulation of the problem based on the background of the problem above, then the problem can be formulated as follows: how is the implementation of the sq3r method in increasing students' reading skills in english lessons at mi uyunul ulum gayam bojonegoro? research purposes 1. to find out how active students are when using the sq3r method (survey, question, read, write, review). 2. to find out the difference between the sq3r method and the conventional method. 3. to find out how students learn when reading using the sq3r method. theoretical review history and definition of the sq3r method starting from a scientist named professor francis p. robinson in providing solutions to learning problems to american military soldiers who are members of the astp ( army specialized training program ) where military training programs were instituted by the united states army during world war ii at a number of universities in america to meet wartime needs for junior officers and soldiers with technical skills. the purpose of the program was to provide the continuous and accelerated flow of high-grade technicians and specialists needed by the army. the aim of the program is to provide and accelerate the continuous flow of high-class technicians and specialists needed by the army. in this case, there is also an academic education where individuals who graduate above the acceptable level are sent to the special army training program, which includes intensive courses, around 25 class time hours per quarter, in the fields of engineering, science, medicine, dentistry, personnel psychology, and 34 foreign languages. 8 rumini et al., “belajar dan faktor-faktor yang mempengaruhinya.” 9 undang-undang guru, “dosen (uu ri no. 14 th. 2005),” jakarta: sinar grafika (2009). 10 farida rahim, “pengajaran membaca di sekolah dasar” (jakarta: bumi aksara, 2008). 11 dwi sunar prasetyono, “rahasia mengajarkan gemar membaca pada anak sejak dini,” yogyakarta: think (2008). http://translate.googleusercontent.com/translate_c?hl=id&sl=en&u=http://en.wikipedia.org/wiki/united_states_army&prev=/search%3fq%3dastp%26hl%3did%26client%3dfirefox-a%26hs%3dnqn%26rls%3dorg.mozilla:en-us:official%26prmd%3divns&rurl=translate.google.co.id&usg=alkjrhghxmjt3peatm9uwbhijxmbwutjkw http://translate.googleusercontent.com/translate_c?hl=id&sl=en&u=http://en.wikipedia.org/wiki/united_states_army&prev=/search%3fq%3dastp%26hl%3did%26client%3dfirefox-a%26hs%3dnqn%26rls%3dorg.mozilla:en-us:official%26prmd%3divns&rurl=translate.google.co.id&usg=alkjrhghxmjt3peatm9uwbhijxmbwutjkw http://translate.googleusercontent.com/translate_c?hl=id&sl=en&u=http://en.wikipedia.org/wiki/world_war_ii&prev=/search%3fq%3dastp%26hl%3did%26client%3dfirefox-a%26hs%3dnqn%26rls%3dorg.mozilla:en-us:official%26prmd%3divns&rurl=translate.google.co.id&usg=alkjrhhaewvxhb1zfceciqhxuoznyzbjpa http://translate.googleusercontent.com/translate_c?hl=id&sl=en&u=http://en.wikipedia.org/wiki/junior_officer&prev=/search%3fq%3dastp%26hl%3did%26client%3dfirefox-a%26hs%3dnqn%26rls%3dorg.mozilla:en-us:official%26prmd%3divns&rurl=translate.google.co.id&usg=alkjrhjlmadk1mr1toy4qkdjvbiu5dl6aq educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 100 these programs are accelerated; students are expected to complete the program in 18 months with a four-year degree and commission. this includes many volunteers from civil echelons who are at least 17 but less than 18 years old 12. so the objective of this study method is that the military troops are able to understand the material provided astp easily and quickly. and from this dynamism emerged the sq3r learning method, which was subsequently adopted by indonesia, especially in the basic education level, such as elementary and junior high schools recently 13. so sq3r can be concluded as reading methods are increasingly popular and widely used. this method is considered as a method of reading which is quite effective and can produce good understanding. sq3r is a method of reading to find the main ideas and supporters of the main ideas also help the reader to remember longer. many psychologists such as robinson (1970) and fox (1962) point out that most textbook reading methods used by students are too passive. students just simply read a chapter of a book, then close it or read while underlining it casually. students like daydreaming and let the reading material into his mind. and further, much of the material he reads came out again 14. therefore the lack of increased student reading can be realized by using the effective method with sq3r which begins by building a general picture of the material being studied, growing questions from the title/subtitle of a chapter and continued by reading to find answers to questions 15. according to him, reading with the sq3r method consists of five stages of the process; survey, question, read, recite, and review. sq3r learning method concepts to complete the description of the learning method with sq3r, the following compilers present how to study texts (discourse), especially those contained in books, scientific articles, and research reports. tips specifically designed to understand the contents of the text. sq3r is in principle an abbreviation of the steps of studying text which includes: 1. the survey, which means checking or researching or identifying all texts. 2. the question, it means to compile a list of questions that are relevant to the text. 3. read means to actively read the text to look for answers to the questions that have been arranged. 4. recite, it means to memorize every answer that has been found. 5. review, which means reviewing all the answers to the questions arranged in the second and third steps. the first step in conducting a survey activity, you need to help and encourage students to examine or examine briefly the entire structure of the text. the aim is for students to know the length of the text, section headings and subdivision terms and keywords and so on. in 12 i gusti ngurah pujawan, “penerapan model pembelajaran kooperatif dengan metode sq3r dalam meningkatkan aktivitas dan prestasi belajar matematika siswa smp,” jurnal pendidikan dan pengajaran ikip negeri singaraja, no. 3 (2005): 343–358. 13 ibid. 14 james f calhoun and joan ross acocella, psychology of adjustment and human relationships (random house, 1983). 15 alex sobour, “psikologi umum dalam lintasan sejarah,” bandung: cv pustaka setia (2003). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 101 conducting the survey, students prepare pencils, paper, and a feature maker (yellow, green, etc.), such as highlighter to mark certain parts. important parts of the root are used as question material, need to be marked to facilitate the process of compiling a list of questions in the next step. in the second step, you should give instructions or examples to students to arrange questions that are clear, concise and relevant to the parts of the text being studied. if the text that students learn contains things that were previously known, maybe they just need to make a few questions instead, if the background of students' knowledge is not related to the contents of the text, then he needs as many questions as possible. the third step, you should ask students to read actively in order to find answers to questions that have been arranged, in this case active reading also means reading that is focused on the paragraphs that are estimated to contain answers that are expected to be relevant to question earlier. in the fourth step, you should ask to mention again the answers above that have been arranged. train students not to open answer notes. if a question is not answered, students are still told to answer the next question. and so on, until all questions, including those that have not been answered, can be completed properly, and your fifth/final step (review) should ask students to review all the questions and answers briefly. the time allocation needed to understand a text with the sq3r method, may not be different from studying the text in a normal way (without the sq3r method). however, student learning outcomes using sq3r can be expected to be more satisfying, because with this method students become active readers and are directed directly to the essence or content of the principal implied and contained in the text. strengths and weaknesses of the sq3r learning method each learning method has advantages and disadvantages, so the accuracy of the teacher in choosing a learning method is very much needed so that it does not become an obstacle that can hamper the implementation of learning to achieve the learning objectives. according to (pujawan, 2005) the advantages of this sq3r learning method include: 1) with the survey stage at the beginning of learning, this arouses students' curiosity about the material to be learned so as to increase student motivation in learning, 2) students are given the opportunity ask questions and try to find answers to their own questions by reading. thus it can encourage students to think critically, be active in learning and meaningful learning, and 3) the material student's study is attached to a longer period of time. while the weaknesses of the sq3r learning method are as follows; first, this strategy cannot be applied to all physics subjects because remembering physics material that is not always easily understood by reading alone but also the need for practicum, and secondly the teacher will have difficulty in preparing reading books for each student if not all students have reading books. characteristics of the sq3r reading method in using this method, before reading we conduct a survey to obtain an overview of reading by looking at the beginning and end. for example, when going to read a book, we first survey the book's title, author's name, publisher's name, year of publication, table of contents, preface, summary, and bibliography. after surveying the book, we formulate a number of questions for ourselves about the reading that are expected to have an answer in the book. that educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 102 will help and guide us in reading comprehension16. armed with the formulation of these questions, then we read. the question is a determination that can help the reader find the information he wants quickly. after reading, to find out our mastery of reading, we do the activity of telling/expressing it again in our own words. to help our memory we make small notes. reading activities using the sq3r method ends with the activity of revisiting/repeating what we have read. we do not need to re-read the reading as a whole, but we only examine the parts that are considered important that provide an overall picture of the reading, also to find important things that might be missed when we read before. that's a brief overview of reading activities that use the sq3r method. thus, what is meant by sq3r is a method of reading to find the main ideas and supporters and to help remember to be more durable through the five steps of the activity. definition of reading skills reading is the ability to recognize and understand the contents of something written (written symbols) by reciting or digesting it in the heart. in essence, reading is the process of communication between the reader and the writer through the text he wrote. so directly, in it, there is a cognitive relationship between spoken language with writing. tarigan argues that reading is a process carried out and used by readers to obtain messages to be conveyed by writers through the media of words or written language 17. reading is an activity to get meaning from what is written in the text. for this purpose, besides having to master the language used, a reader needs to also activate various mental processes in his cognitive system. reading skills include two things, namely recognizing written symbols and understanding their contents. for indonesian students who have a background in reading latin writing, arabic reading skills are a problem. he also explained that reading itself involves three elements, namely meaning as an element of reading content, words as an element that carries meaning, and written symbols as visual elements. the aspects of reading are as follows; aspects of motion, namely aspects of reading that include recognition of letters in reading, recognition of elements of language, recognition of the relationship between intonation and letters, and also the speed of reading in the heart, and aspects of understanding that include the ability to understand readings simply, understand the meaning implicit in reading 18. to develop students' reading skills, a teacher must always help and provide guidance to students. thus, students are expected to have the skills they need in reading. reading has a very urgent social role in human life throughout time. because reading is a medium of communication, as well as a historical fact that is influenced by social background. besides being able to connect two different poles, this term is justified by 19 in his book "reading as a language skill" that the urgency of reading according to him is aspect. first, reading is a communication tool that is highly needed by a civilized society. second, the reading 16 abdul muhid et al., “the effect of metacognitive strategies implementation on students ’ reading comprehension achievement” 13, no. 2 (2020). 17 ulin nuha, “metodologi super efektif pembelajaran bahasa arab,” yogyakarta: diva press, cetakan pertama (2012). 18 lian zhang and sirinthorn seepho, “metacognitive strategy use and academic reading achievement: insights from a chinese context.,” electronic journal of foreign language teaching 10, no. 1 (2013). 19 wilga m rivers, interactive language teaching (cambridge university press, 1987). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 103 material produced at each time period in history is largely influenced by the social background in which it developed. third, throughout recorded history, reading has produced two very different poles. besides having urgency, reading itself has a purpose and classification. among them are loud reading, deep reading, intensive reading, and extensive reading. read by seeing all the senses reading this book is an activity that involves many aspects. besides thinking, we must also feel, and especially do what is recommended by books that make us grow. there are five components to reading a book: first, the first component is "body text". this is the main component in which the texts used by the author describe the core ideas or core stories that connect between one chapter and the next, the second is a visualization or a concrete description of the important ideas on each page that the meaning will be more to the reader if accompanied by an explanation through drawings, the third component is the utilization of spaces in the left and right sides of the book. so that readers of the book in the form of this magazine do not feel the lines are too long, then on the left-right edge provided a column that can be filled with texts that support the text that is in "body text", the fourth is can be called an action box, prominently this action box is placed in the "body text" and splitting the texts which are there, and the fifth are words for people who read it. these are magic or magic words taken from the words of famous figures who have achieved success in certain fields 20. so with that component, the reader will be able to feel interesting in reading, and can already be included in the category of reading activity for readers. especially the students who are still attending school. research methods in this study, researchers used a qualitative approach, while the notion of qualitative methodology is a research procedure that produces descriptive data in the form of written or oral words from people and observable behavior 21. so the qualitative approach is a research approach that produces findings that cannot be obtained using scholastic procedures or by means of quantification (measurement). or in other words, this qualitative research focuses on research procedures that produce qualitative data, expressions or data of the people themselves or the behavior of those who make observations. this research is intended so that researchers can obtain detailed information about the learning process using the sq3r method which is to increase the activity of reading students in the learning process. and using this approach allows researchers to obtain data sourced from school leaders or school principals, and also the teachers concerned, and not also with students who are undergoing the learning process. and so it produces descriptive data as one of the references in thesis research, which by using descriptive methods the researcher can collect data, compile it systematically, factually and carefully. data source the main data sources in qualitative research are words, and actions, the rest are additions such as documentation and others. data that will be used in research are primary data and 20 michel le bellac, quantum and statistical field theory (clarendon press oxford, 1991). 21 moh kasiram, “metodologi penelitian: kualitatif–kuantitatif” (uin-maliki press, 2010). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 104 secondary data. primary data obtained by in-depth interview method. the primary sources include inphase interviews of grade v language teachers, principals, supporting teachers or informants who have knowledge in accordance with the focus of the study, and students. while secondary data obtained by using a literature study conducted on many books based on the notes relating to this research with research. as for what is written in the secondary data are documents from the results of the study, which include; 1) history of the founding of madrasah ibtidaiyah (mi) uyunul ulum gayam bojonegoro, vision and mission, geographical conditions, and school goals, 2) components related to madrasah ibtidaiyah (mi) uyunul ulum gayam bojonegoro, 3) facilities and infrastructure of madrasah ibtidaiyah (mi) mi) uyunul ulum gayam bojonegoro, 4) learning implementation activities using the sq3r method. data collection techniques the data collection procedures that will be used are 1) observation, 2) documentation. as for the analysis of the data, the researcher uses an empirical approach that uses the process; inductive and descriptive. verification of the legitimacy of findings to determine the validity of the data required inspection techniques. the implementation of the technique is based on a number of criteria, one of which is the degree of trust (credibility). this criterion functions: first, doing inquiry in such a way so as the confidence level findings can be achieved; second, demonstrating the degree of trust in the findings by proving by the researcher to the multiple facts being investigated. meanwhile, to find out, the technique used is recirculation. here the researcher uses triangulation with sources, which means comparing and checking back the degree of trust in information obtained through time and tools that differ qualitatively. this can be achieved by (1) comparing observational data with interview data; (2) comparing what people say in public with what they say in private; (3) comparing what people say about the researcher's situation with what they say all the time; (4) comparing one's circumstances and perspectives with various opinions and views of people who are ordinary people, middle educated people, wealthy people, government people; (5) comparing the results of the interview with a related document. in this study to examine the validity of the findings the researchers used the method of interview of educators who use methods sq3r which may enhance the activity of reading students in language learning english in school, and the source of his supporters are learners, the operator of the process of learning english by using methods sq3r in school. research result implementation sq3r method in improving students' reading skills class v i in mi uyunul ulum gayam bojonegoro. data on the implementation of the sq3r method was obtained based on observations, documentation and also interviews with english teachers who applied their teaching with the sq3r method, which can improve students' skills in reading educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 105 lessons. and this learning method in the sense of the sq3r method includes five elements namely survey, question, read, write, and review. in a reading activity, especially in using the sq3r method, from the results of data analysis from subject teachers and students of mi uyunul ulum gayam bojonegoro it can be concluded that the sq3r method can improve skills in reading students' english texts. conclusion from the results of research on the implementation sq3r methods (survey, question, read, recite, review) in improving the reading skills of students of class vi mi uyunul ulum gayam bojonegoro, it can be concluded as follows; first, survey (investigate) in a reading activity, especially in using the sq3r method, there must be a reading survey or material that will be read first. because with the survey in advance, students can find out which ones are important topics and which ones are only complementary. second, (question) the question in this method is that i usually tell students to ask questions if there are people who have not understood the lessons that have been looked at, and only just maybe just asking only the description of the reading that was read earlier. as to what is the purpose of the title of the lesson. third (read), read the reading that was already in the reader's mind, by reading, the reader becomes more familiar with the material or reading that was read earlier, and in the end, the question will be answered correctly and done actively. fourth (recite), retelling in reading activities is a way to further improve students' memory and understanding. the retelling of this reading can be a story with itself or can be told by a friend. fifth (review), my students told me to repeat the reading that was read earlier, repeating the reading that was read was a difficult thing to do, but the benefits are many when i demanded children to schedule himself to repeat one subject, surely another lesson will be missed, as well as if repeated again to remember what was read and learned yesterday. so i gave a solution that is still trying to repeat reading each lesson in school and also with parental monitoring when at home, footnote aziz, imam nur. “curriculum development of kkni at english education department of inkafa gresik.” jalie 2 (2017): 3. le bellac, michel. quantum and statistical field theory. clarendon press oxford, 1991. calhoun, james f, and joan ross acocella. psychology of adjustment and human relationships. random house, 1983. guru, undang-undang. “dosen (uu ri no. 14 th. 2005).” jakarta: sinar grafika (2009). joyse, bruce and weil, marsha. models of teaching. fifth. new delhi: prentice hall of india private limited, 2003. kasiram, moh. “metodologi penelitian: kualitatif–kuantitatif.” uin-maliki press, 2010. kebudayaan, departement pendidikan dan. kamus besar bahasa indonesia. jakarta, indonesia: balai pustaka, 2016. muhid, abdul, eka rizki amalia, hilda hilaliyah, nia budiana, and muh barid nizarudin wajdi. “the effect of metacognitive strategies implementation on students ’ reading comprehension achievement” 13, no. 2 (2020). nuha, ulin. “metodologi super efektif pembelajaran bahasa arab.” yogyakarta: diva press, cetakan pertama (2012). prasetyono, dwi sunar. “rahasia mengajarkan gemar membaca pada anak sejak dini.” educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 106 yogyakarta: think (2008). pujawan, i gusti ngurah. “penerapan model pembelajaran kooperatif dengan metode sq3r dalam meningkatkan aktivitas dan prestasi belajar matematika siswa smp.” jurnal pendidikan dan pengajaran ikip negeri singaraja, no. 3 (2005): 343–358. qaimi, ali. “menggapai langit masa depan anak.” bogor: cahaya (2002). rahim, farida. “pengajaran membaca di sekolah dasar.” jakarta: bumi aksara, 2008. rivers, wilga m. interactive language teaching. cambridge university press, 1987. rumini, sri, edi purwanto, m si purwandari, tin suharmini, m si, and yulia ayriza. “belajar dan faktor-faktor yang mempengaruhinya” (2003). sobour, alex. “psikologi umum dalam lintasan sejarah.” bandung: cv pustaka setia (2003). uno, hamzah b. “orientasi baru dalam psikologi pembelajaran, cet.” ke-2, jakarta: pt bumi aksara (2008). zhang, lian, and sirinthorn seepho. “metacognitive strategy use and academic reading achievement: insights from a chinese context.” electronic journal of foreign language teaching 10, no. 1 (2013). educatio : journal of education volume 1 , number 2, november 2016 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z practice field experience integrated in quality improvement of teacher binti rosyidah stai mifahul 'ula kertosono nganjuk bintirosyidah@gmail.com published: november 20 2016 reviewed: september 14, 2016 accepted: august 13 2016 abstract: considering on the indonesian teacher and lecturer act, every indonesian teacher needs to have a teacher certification. indeed, it is a good opportunity as well as a challenge for every university, the which is conducting teacher training program, to have qualified graduates. as a qualified teacher, he must have four competencies concerning pedagogy, attitude, personal, and social. the question that may arise is "how to have such competencies?" of course, many ways can be done. however, improving the quality of teaching practicum is one of the many possibilities that can be considered. integrated student community service teaching practicum (kkn-ppl) the which is combining community service and teaching practicum program itself has been developed by yogyakarta state university (uny) to have a better models of such teaching practicum. keywords: kkn-ppl, teaching practicum, students teacher. introduction as mandated in law of the republic of indonesia number 20 year 2003 on national education system, article 42, that each educator is required to have the required qualification and certification in accordance with the level of authority to teach, physically and mentally healthy, and have the ability to realize the goal of education national.1 thus, every educator must have several competencies related to the 1 law of the republic of indonesia no. 20 of 2003 about the system of national education (bandung: image umbara, 2003), 28. mailto:bintirosyidah@gmail.com binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 103 zzzzzz theory and practice of teaching. further, in the law on teachers and lecturers article 8 states that a number of competencies and certifications be obtained by passing the education process profession. for that every prospective teacher education, including yogyakarta state university (uny), should be organized in teacher practices that are packed in practice field experience (ppl) to anticipate and prepare prospective teachers to be successful in teacher competency test.2 the fact is that teachers or prospective teachers have a dominant role in learning. for that, is necessary to arrange the realization of teachers and prospective teachers, as the man behind the gun, are of good quality in the field of mastering science, understanding of learners, learning methods, as well as the attitude and personality of the sublime. in order to improve self-esteem, a crunch student should be aware of, evaluate yourself, and have a desire to change for the better. for this, sumarno sudarsono said the 4 steps to wisdom, compiled anthony de mello, consisting of: 1) recognize negative feelings in yourself, 2) do not take that as a fact, 3) do not equate myself with that feeling, and 4) do not want others to change before yourself changing, it is very relevant indeed to be realized for the practitioner who was at the stage of self-change. nevertheless, the awareness and commitment of all relevant elements and the willingness to achieve optimal success required tips, techniques, and specific strategies.3 various attempts to improve the quality of teachers and prospective teachers have been carried out by the government. improving the quality of teacher training, in service training, as was done by the center for upgrading of 2 the draft of the republic of indonesia no. 14 year 2005 on the law on teachers and lecturers (house of representatives, 2005), 5. 3 sumarno sudarsono, desire to change: the willingness to change (jakarta: pt elex media komputindo, 2005), 117. binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 104 zzzzzz teacher education (pppg), improving teacher quality through program enhancement secondary school teachers (pgsm), either through equalization or further studies in domestic or overseas also has many do. not to forget, the stabilization of the ppl program is an important component in the preparation of candidates for teacher quality is also a concern for improved quality. in addition, the decision of the minister of national education number 232 / u / 2000 and number 045 / u / 2002 on the development of kurikulum competency-based (cbc) with five components of competency, which includes general life skill (gls) and specific life skill (sls ), is of great significance for development of prospective teachers. bids lptk partnership grant program initiated by the higher education, the website http: // www dikti.org., in this case the directorate of personnel and workforce education college (pptk and kpt), load the ppl quality improvement program, which is one of 6 education quality improvement program. further, higher education has coordinated and introduced seven lptk (including uny) in model development or how "new" the wmo to be learned and considered implementation by other lptk accordance with the conditions of lptk respectively.4 packaging model ppl developed by uny is ppl integrated (abbreviated kkn-ppl), which integrates (rather than clicking combine) between corruption and ppl both in terms of management, time, program funding, field supervisor (dpl), and the community target (public school). in addition, a synergistic collaboration between the institute for community service (lpm), as manager of kkn, and field experience practice unit (uppl), as manager of ppl, showed their awareness and synergistic work culture in accordance with the vision and mission of uny. 4 soli abhimanyu et al, monograph set of implementation ppl in lptk (jakarta: directorate pptk and kpt, higher education, 2004), 5. the binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 105 zzzzzz in general, more ppl activities are focused on improving learning skills and school administration. yet to become professional teachers is not enough just to stock both. many other competencies that need to be controlled, so that the demands of teacher competence as required 4 both in the law on teachers and lecturers and national education standards5 can be met. for the kknppl, as one form of developing of ppl, implemented to meet those needs. a. issues early of the idea on corruption-ppl marked by the controversial execution of corruption that occurred in uny. on the one hand there are groups who want corruption is eliminated, while in others there are demands that wants corruption continues. this difference of opinion has implications for the university's efforts to overcome and find a way out. to that end, showed several alternative models modified corruption, one of them is modified target communities, which was originally only in the countryside further developed also for the public schools. thus, came the implementation of service learning in schools (not just in the village). in fact, for lptk, field training activities have also been carried out in schools, namely in the form of ppl. as a result, there are two types of field practice different activities but both occurred at the school. in this respect, fair if further raised the following issues: 1. why kkn-ppl to development? 2. the extent of corruption-time allocation feasibility accordance with the weight sksnya ppl? 3. is there corruption-ppl conformity with the demands of teacher competence? 5 indonesian government regulation no. 19 year 2005 binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 106 zzzzzz 4. how does the existence of factors supporting and inhibiting factors kknppl? b. the idea of development of kkn-ppl existence of controversial on the administration of corruption which appeared in uny when it impacted on for two studies(independent)by lpm and uppl in 2001 with the respondent students, lecturers, leaders of faculty / department / study program, principals, teachers, and head of the education department. it turned out that both produce similar conclusion that corruption needs to continue to be implemented but with modivikasi. as described previously that the next step to follow up these conclusions is a review of the target communities of corruption, which was originally a rural community, expanded into the school community. for this, the students can make a choice according to his wishes. considering the school has been the scene of activities of ppl, then all the activities of the ppl has tersistematisasikan well. thus, learning activities and ppl are arranged such that se-up each other does not collide with each other. nevertheless, reality shows that the impact and collision program of activities is often difficult to avoid. in fact it can happen, the implementation of service learning in schools is done in a certain semester after semester of implementation of the ppl, its activity almost did not differ significantly with ppl activity ever undertaken. teacher / school to give the assignment to students implementing service learning activities in schools to teach students at school even though the teaching activities are not included in the plan service learning activities that must be performed. thus there is repetition of teaching activities that should not be done on learning activities at the school. as we know that the activities of the ppl program gives more readiness for prospective teachers to "stand up" in front of the class and other activities binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 107 zzzzzz for the improvement of skills in the field of administration and management of schools. in fact, the success of education, professionalism of teachers and prospective teachers, not enough simply determined by the "permissibility" of teachers in managing learning in class and clerical skills and school management, but also other factors in accordance with 4 of teacher competence. kete rampilan manage teachers' training, experience in organizing various competitions education, the ability to manage the extra-curricular activities, fostering and coordinating studies teachers associations, and relationships with related parties for the success of students, all of which are supporting components of teacher professionalism. in addition, doing business preventive against the influence of drugs to students, addressing student misbehavior, regulate education management and administration, as well as many others, is generally not / has not been set out in the program all ppl activeities itself. in connection with that came the idea to combine the two programs, namely corruption and ppl ppl become integrated (abbreviated kkn-ppl), as is described previously. by kon-septual, kkn this -ppl not two activities combined, corruption and ppl done in parallel, but the implementation of a more professional ppl are even strengthened by learning programs that "breathe" ppl. thus the kkn-ppl program is a blend of ppl program, which is getting strengthened, with service learning programs loaded with teacher training. both of these programs do not collide with each other because everything is controlled in units of program, time, funds, and dpl same. if only there will be a clash of programs, early-ter the collision can be detected by dpl is concerned. many advantages compared with the program kknppl and ppl service learning programs are conducted separately. in addition to the time and funds required pelaksanaann more efficient, in terms of the type of the cult of binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 108 zzzzzz the field, both of which are subject field practice deserves to be combined. in terms of relevance (relevance), kkn-ppl has a very high relevance to the program of improving the quality of teacher candidates. this is because the program itself remains pplnya be improved, while the corruption that had "breath" kan ppl ppl can serve as a support. furthermore, in terms of sustainability (sustainability) program of school development, corruption-ppl more to contribute positively to the growth of corruption in the quality of schools than rural. ker-tobetween schools, education authorities, local government, and lptk happen very harmonious and well established in the development dae-rah program / school and in terms of funding. nevertheless, some weaknesses still appear here and there. for this, the need to continue efforts to overcome them in order to obtain quality kkn more optimal ppl. in accordance with the results of the annual evaluation of the implementation of kkn-ppl involving various stakeholders such as schools, students, dpl, teachers, tutors, education, local government, uppl and lpm, that the implementation of kkn-ppl otherwise have an efficiency that is quite encouraging. some of the factors that affect the quality of the kknppl such as: management, program, time, funding, and guidance expressed more efficiently than the organization of corruption and ppl were done separately. this is according to the reviewer's comments on the proposal from the higher education system planning, programming and budgeting (sp4) filed by uppl in connection with improving the quality of teacher training programs through the development of kkn-ppl. two major factors that need attention in enhancing the quality of teacher candidates pass an kkn-ppl is empowerment and familiarization. empowerment factors include an increase in all incompetence and resource management so that it has a high relevance to management and administration are formidable. while the civilizing factors include willingness, work ethic, and binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 109 zzzzzz sustainability (sustainability) program to improve the quality of teacher candidates. c. execution time allocation feasibility improving the quality of teacher candidates through kkn-ppl beginning in semester 3 by way of student conduct observation activities in the school's practice, especially for tasks educational lectures held on the third semester. the results of these observations are then used for discussion and micro teaching practices in semester 5. thus, in the sam ping recording micro teaching always ready in the library uny to be learned from semester 1, observation and micro teaching practices constitute adequate preparation to support the implementation kkn-ppl. each weight-ppl service learning credits should be the same for each study program organized it but the fact still vary. implementation of kkn-ppl performed at intervals of two months, june and july. the interval-contested election tukan hour based on the calculation required under the combined weight of credits between corruption and ppl. as we know that the implementation of any course credits, consists of three activities, namely face-to-face, structured work and self-employment. in accordance with the academic regulations uny, for every subject field practices face an hour is equivalent to 4 hours of field work. thus, the calculation of the implementation of kkn-ppl clock with a weight of 6 credits are as follows:6 a. number of hours equivalent to the clock-face: 4 x 6 x 50 min = 1200 min. b. number of hours of structured:1 x 6 x 60 min = 360 min. c. number of hours of self-employment:1 x 6 x 60 min = 360 6 uny, uny academic regulations 2004 (yogyakarta: yogyakarta state university, 2004), 7. binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 110 zzzzzz min. ---------------------------------------------- total = 1920 min the number of hours is equivalent to 32 hours / week. every day magnified lukan working time about 5.5 hours / day with an allocation of work time can be set according to the number of these hours. for example, 3 hours allocated in the morning for activities directly related to the student and the school. other activities can be done in the afternoon and evening around 2.5 hours. in practice, the implementation of kkn-ppl is much larger than the allocation of 5.5 hours for each day. also realized that the time allocation will not have much meaning if their use can not be optimized with the best. with the optimization and efficient utilization of time allows a good result can be obtained with only memerlu-kan allocation of time is not too long. for this role of dpl is always optimized both the frequency of attendance and the quality of guidance. this can be done if the coordination is very systemic, compact, and synergy with related parties. therefore, the task of tam-ingredients in kknppl coaching is to improve the quality of management and administration, and control of implementation. koordi-routine and continuous rice ranging from structuring the administration, management, provisioning activity, jump, guidance, student withdrawal from the practice location, and evaluation of programs, continue to accommodate a wide range of criticism, feedback and constructive suggestions. d. conformity program kkn-ppl and teacher competence demands in order to examine the suitability of-ppl learning programs and the demands of teacher competence, there are two things that can be studied, binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 111 zzzzzz namely: 1. substance-ppl learning activities and competence of teachers (2) place and management of kkn-ppl. a. ppl substance-corruption activities and competence of teachers. kkn-ppl quality achievement equip students beginning with the practitioner on various knowledge and skills learning through micro teaching. in uny micro teaching guidelines stated that in preparing candidates for professional teachers are teaching basic competencies that need to be developed. competence includes teaching basic skills and teaching basic skills integrated.7 teaching basic skills are skills in terms of: 1) starting and ending learning 2) explaining something 3) reinforcement 4) using the media 5) develop learning scenarios 6) held a variety of learning 7) guiding the discussion, 8) manage the class, 9) motivate ask, and 10) evaluate the gradual and separated. as for the integrated teaching basic skills are several types of skills that are combined and performed within a certain learning. in addition, some learning life skills as well trained as: self-knowledge skills, thinking skills, social skills, academic skills, and proficiency voksional. in this regard, it appears their suitability kkn-ppl program with four competencies of teachers (pedagogical, personal, professional and social) as stipulated in government regulation no. 19 of 2005 on national education standards.8 pedagogical competence is the ability to manage the learning of students. personal competence is the ability of personality steady, stable, mature, wise and dignified, noble, and become role models for students. professional competence is the ability to estab-belajaran mastery of subject matter is broad and deep. while social competence is the ability of educators as 7 uny, regulation academicuny,9. 8 government regulation no. 19 of 2005 on national education standards, 9. binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 112 zzzzzz part of the community to communicate and interact effectively with students, fellow teachers, staff, parents / guardians of students and the surrounding community. by paying attention to descriptions of both, if done pencer-matan in more detail to it then it does not seem too difficult to determine that there is conformity between the two. in addition, in the menik rusdianti thesis stated that in general the kkn-ppl management system has been coordinated by the lpm and uppl. preparation and guidance kkn-ppl in order to improve life skills, especially for students majoring in mathematics education, runs well and has no relevance to the implementation of kkn-ppl.9 nevertheless, to achieve the desired goal, the quality of the management and implementation of adequate quality control system is crucial. b. points and managementkkn-ppl-ppl management of kkn carried out in several places that are relevant. campus, school, department of education, everything is utilized optimally for the preparation of prospective teachers to have sufficient competence. synergic cooperation between managers lptk with several stakeholders, including the head of the department of education, principals, leaders of local government (lg), dpl, teachers, tutors and students, all of them are potential to realize the dream of reaching prospective teachers that are reliable, competitive and adaptable high , renewal of ppl guidelines (2003), kkn-ppl (2004), and kkn-ppl (2005), the development of micro instruction execution by presenting some teachers tutor at the college, as an outstanding lecturer, everything is an effort to develop a kkn-ppl. in addition, uny has provided equipment for 9 menik rusdianti, "case study about the quality improvement program through mathematics teacher candidates kkn-ppl". essay. education s1. mipa-uny. yogyakarta, 51. binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 113 zzzzzz socialization kkn-ppl as early as possible through the recording disk micro teaching coordinated by uppl and development center and the development of instructional activity (p3ai) prepared in per-library so that students of various study programs can make use of it as early as maybe. lecturer and teacher training tutors, increased corruption-ppl administration services including monitoring its implementation, everything is done regularly and continued to support the realization of qualified teacher candidates. even though it has been shown that there is obviously time-enforcing the feasibility of kkn-ppl, but this does not mean that it is no longer needed improvement effort to become more feasible. therefore, taking into account the constructive criticism and suggestions, starting in 2006, the time interval kkn-ppl implementation is planned to be changed from 2 months to 2.5 months. this additional allocation is determined on the basis of the evaluation results kkn-ppl in 2005 and the same air agreement between dpl and principals, and other inputs that need to be considered. there is even the possibility, in the context of professional education and teacher certification, implementation of kkn-ppl needs to be done within one full semester. for this, equating weight-ppl service learning credits between programs of study needs serious attention in order to avoid variations in implementation. e. supporting factors and obstacles kkn-ppl in order to develop a kkn-ppl can not be separated from the supporting factors are as follows: 1) participants 2) commitment of various parties, and the factors that consists of: 1) the frequency of attendance dpl, and 2) the accuracy report turnaround time. 1. supporting factor a. program participants: animo students who participated in the corruptionppl every year tend to rise. in 2005, approximately 70% of the total binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 114 zzzzzz number of students preferring kkn kkn cende rung-ppl than corruption alone. in 2006 was registered in 1968 mahaiswa participants kkn-ppl. a substantial amount of this is an encouragement to corruption knowl-lola-ppl to work harder so that the kkn-ppl can serve as a preparation program more qualified teacher candidates. the success of field experience practice unit (uppl) in acquiring funds coverage program of higher education (pcpt), and funds from the district government strongly supports the success of kkn-ppl program. student proactive attitude in the determination of the place of corruption-ppl accordance with the wishes and field, with the knowledge manager, and the struggle in getting funds from sponsors, it can really help the smooth running of the program. the behavior of the participants kkn-ppl has always tried to work hard, keep the good name of the university, and showed a commendable personality so appreciated by people and communities where the practice strongly supports the smooth implementation of learning programs-ppl. b. the commitment of the parties to the kkn-ppl: development of rules of thumb practices through kkn-ppl field includes two main camps preparation of prospective teachers, namely: the mastery of scientific competence in accordance with the occupied areas and practice skills include learning other skills supporting the professionalism of teacher candidates. for this the participation of university leadership, faculty, dpl, managers, teachers, tutors, principals and employees' offices are all very helpful fluency program. his plan would be involved several senior lecturers and even leaders in micro teaching supervisor privilege is carrying the success of kkn-ppl. existence of innovative funds (block grants, internal) prepared by the university, a micro-feeling better teaching space, incorporating a more representative model of equipment and one-way binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 115 zzzzzz screen, is expected to increase the rate of success in improving the quality of teacher candidates. 2. inhibiting factors a. presence dpl: frequency of attendance very variation of dpl. demands the presence of at least 8 times during the period of service learning takes place not yet quasi-ppl can be met by the dpl in general, although there is also the presence me-exceeds 8 times. this is the "homework" leaders and managers to overcome. b. timeliness of completion of the report: despite a tight time schedule for the implementation of kkn-ppl has been disseminated, including the completion of the report in a way that at the start of next semester is not disturbed responsible activity early completion of reports of corruptionppl, but in practice there are still some students who can not timetable that has been determined. dpl for this role and cooperation of the parties involved to make timely critical to its success. conclusion by considering a variety of offerings above : 1. the development of kkn-ppl done as concerns student and lecturer on the implementation of kkn and ppl separately. some of the considerations that support the emergence of corruption-ppl include the belief that optimize the quality of teacher candidates can be achieved by improving the enforcement of ppl itself reinforced by kkn "breathe" ppl in an integrated manner. 2. by using mathematical calculations, was time spent on corruption-ppl showed feasibility, feasibility both in terms of the weight of credits kkn binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 116 zzzzzz ppl and its enforceability. yet, the desire of all parties to increase the execution time of considerable accommodation. 3. there is a correspondence between kkn-ppl with the demands of teacher competence. the development of several life skills in the defensehorse developed in kkn ppl is also in accordance with the demands of teacher competence. this compliance needs to be used so that the quality of the kkn-ppl can be optimized. 4. there are factors supporting and inhibiting factors are both to be anticipated such a way as to optimize the quality of the implementation of kkn-led can be realized. binti rosyidah practice field experience integrated in quality improvement of teacher volume 1, number 2, november 2016 | 117 zzzzzz references abimanyu, soli dkk. monografi kumpulan pelaksanaan ppl di lptk.. jakarta: direktorat pptk dan kpt, dikti, depdiknas. 2004. caruso, d.r. and salovey, p. the emotionally intelligent mana-ger: how to develop and use the four key emotinal skills of leadership. san francisco. jossey – bass a wiley imprint. 2004. dpr ri. rancangan republik indonesia nomor 14 tahun 2005 tentang undang-undang guru dan dosen. 2005. rusdianti, menik. “studi kasus tentang peningkatan kualitas calon guru matematika melalui program kkn-ppl.” skripsi s1 pendidikan. fmipa-uny. yogyakarta. 2004. sudarsono, sumarno. hasrat untuk berubah: the willingness to change. jakara. pt alex media komputindo. 2005. peraturan akademik uny tahun 2004. universitas negeri yogyakarta. yogyakarta. 2004. undang-undang republik indonesia no. 20 tahun 2003 tentang sistem pendidikan nasional. citra umbara. bandung. 2003. educatio : journal of education volume 2, number 2, november 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z the influence of leadership and performance on the motivation of participants education and training yusnidar yusuf muhammadiyah university of prof. dr. hamka yusnidar_yusuf@yahoo.co.id accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: participants education and training at human resource development centre of transport apparatus became the object of research to take the extent of the condition of leadership and performance effect on there work unit participants education and training and by spss through linear regression analysis showed that: partially t-test results showed that the leadership (x1) had a strong and significant influence on employee performance (y), for t > ttable was 4.829 > 1.96. similarly, the x2 form of motivation showed tcount > ttable was 6.639> 1.96. the independent variable x1 (leadership) and x2 (performance) simultaneously tested by f test strong and significant influence on the dependent variable y (performance officer), since fcount > ftable (614.059 > 3.07). the resulted of regression equation y = 2.254 + 0.411 x1 + 0.541 x2. the diversity of variable y was influenced by the diversity of variables x1 and x2 for the remaining 91.7% 8.3% influenced by other factors. this was due to factors leadership and performance indispensable and always needed to obtain an increase motivation of participants education and training. keywords: leadership, performance, motivation introduction the work unit the ministry of transportation is an element of government as policy makers in the transport sector which in practice can not be separated on performance goals ministry of transportation conducted through three stages: (1) identification of 27 (twenty seven) key performance indicators (kpi) of the thirteen (13) goals; (2) measuring the gains of each kpi (in percentage) through a comparison of the realization of the target; and (3) the gains of each kpi is calculated based on the achievement of the performance of each group of activities to achieve the targets that have been set. correspondingly, the work program has been poured into the strategic plan of the ministry of transportation including the strategic plan 2015-2019. ministry of transportation strategic plan 2015-2019 period is the third segment of a five-year long-term plan of transportation (rpjp), so expect the period 2015-2019 strategic plan of the ministry of transportation will facilitate economic growth throughout the region, especially to improve competitiveness as cost reduction efforts logisti. (strategic mot: 20052025). in order to support these policies, the necessary human resources are formidable. human resources in this case is the state civil apparatus (asn) which is an integral part in the yusnidar yusuf the influence of leadership and performance on the motivation … volume 2, number 2, november 2017 | 285 zzzzzz management of the indonesian government. to that have passed law on civil state apparatus no. 5 of 2014 in the article shall include the type of status and position of the state civil apparatus (law no. 5 of 2014: chapter iii).1 correspondingly, in order to support national development, so as to support the national defense strong and realization archipelago insight nationals, it is necessary to unite the archipelago including through the reliability of the national transportation system, namely the sectors of transportation (land, rail, sea and air) has a role dimension less very vital and strategic for national development, given its nature as a driver and the driver of the various aspects of community activities and the smooth wheels of government. to that end, the government's policy in the management of the transportation plays an important role related to the fulfillment of the public transport services. therefore, the performance demanded fulfillment of transport services providers and managers of transportation services, the human resources (hr) professional quality. to achieve qualified human resources in the ministry of transportation, the required human resource development are sustainable. the development is intended to do through education and training to improve the competence and ethical professionalism. in relation has been designated by government regulation no. 51 of the human resources in the field of transport which includes the education and training in the field of transport, hereinafter called the training and transport is organizing teaching and training in order to improve the knowledge, expertise, skills, and attitude formation behavior source human resources needed in the management of transportation. human resource development centre of transport apparatus organizational unit is part of human resources development agency of transportation, the ministry of transportation. transportation development centre apparatuses have the task and delivery functions of administrative training in the ministry of transportation (pm. 189 of 2015).2 but in terms of the process of education and training of personnel can not be separated from the problem of motivation is influenced and performance and there is a relationship influence the leadership and motivation of human resources to run the organization, as well as statements hadari nawawi (1998:42) that humans require organization and vice versa organizations require human, which is the driving force, without human organization will not work. to that end, the need to reform management leadership and motivation are able to contribute to improving the competence of the asn in the ministry of transportation. with the change in leadership management and motivation will be the realization of the integration in improving the ability of the ministry of transportation apparatus that support the tasks and functions of the unit organizations participating in education and training in an effective, efficient, transparent and accountable, professional, productive and accountable3. increased motivation must also be coupled with the professionalism of leadership and performance. for leadership serves as directing the activities of the work undertaken by program staff executing tasks. through the leadership of the weight, then the employees/staff can 1 undang-undang nomor 5 tahun 2014 tentang aparatur sipil negara 2 peraturan menteri perhubungan nomor pm.189 tahun 2015 tentang organisasi dan tata kerja kementerian perhubungan 3 muh barid nizaruddin wajdi, “arabic learning skill,” at-tahdzib: jurnal studi islam dan muamalah 3, no. 2 (2016): 32–47. yusnidar yusuf the influence of leadership and performance on the motivation … volume 2, number 2, november 2017 | 286 zzzzzz improve performance, as well as employee/staff must have the motivation that is able to mobilize all the potential ability to increase the duties and responsibilities in improving organizational performance through competency development in education and training at the center for resource development human apparatus of transportation. as the development of quality human resources, that will manage the agency well too. management here is the management of all fields of work, including the care and planning. how to improve and develop human resources with education/training, either through on-the-job and off the job training4. noting the above description, to know how to influence the leadership and performance of the motivation of education and training at the transportation development centre apparatuses, it is necessary to study. research problem in any implementation of research generally depart from problems that require discussion or resolution. according to nasution (1995)5, "the problem is the formulation of some of the questions thrown to be solved or a settlement that is vague, brief, including concepts used." essentially, the problem is the gap between expectation and reality. the main problem is the research has not increased motivation of participants in education and training as expected. it is influenced by various factors such as education and training, leadership, performance, ability, experience, organizational climate, other means of support. based on the identification of the above problems, the author limited to three (3) variables with a focus on leadership and performance of the independent variables and the dependent variable motivation of education and training in human resource development centre of transport apparatus at the ministry of transportation. based on the identification of the above problems, the problem in this research were formulated as follows: 1. how much influence leadership training on employee performance in education and training participants in the human resource development centre of transport apparatus? 2. how much influence the performance of the motivation on education and training participants in the human resource development centre of transport apparatus? 3. how much influence leadership training and performance of the motivation of education and training in human resource development centre of transport apparatus? this research was conducted for the purpose of preparing the scientific writing as requirements for the implementation tasks trainer key element in professional development environment of traninerin human resource development centre of transport apparatus. the purpose of this research were to: 1. knowing, understanding and analyzing the influence of leadership on the performance of education and training participants. 2. knowing, understanding and analyzing the effect of the performance of the motivation of 4 muh. barid nizarudin wajdi, “ المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها ,” at-tajdid: jurnal ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016), http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. 5 nasution, didaktik azas-azas mengajar (jakarta: bumi aksara, 2000), 11. yusnidar yusuf the influence of leadership and performance on the motivation … volume 2, number 2, november 2017 | 287 zzzzzz education and training in education and training participants. 3. knowing, understanding and analyzing the influence of leadership and motivation at a time or simultaneously on the performance of education and training participants. literature review education and training according to nasution (2000)6 “education is a process, technical and teaching and learning methods with the intention of transferring knowledge from one person to another according to predetermined standards.” while pont (1991:46) "the training is to develop people as individuals and encouraging them to become more confident and capable in life and work. according perspective ahwood and dimmoel (1999)7 ''education is more theoretical in general knowledge, social and oriented to the needs of individuals, while training is a process of developing the skills of employees to do the work in progress and jobs in the future. "the use of the term education and training in an institution or organization is usually incorporated into training (education and training)8. along with a couple of theories about the meaning of education and training mentioned above, the government establishes that the education and training of abbreviated training is the process of organizing learning in order to improve the ability of civil servants (pp. 101 of 2000).9 in the implementation of education and training is divided into two (2) types of training namely training preand in position. next, understanding government is inseparable from the notion of an organization or institution. according to robbins (1995)10 that the organization is the entity (entity) which coordinated social conscious, with a relatively identifiable boundary, which works on the basis of relatively continuously to achieve a common goal or group of destinations. according to martani and lubis (1987)11 that the organization as well as an a system consists of elements that are interconnected, which requires the input, transforming the input being excluded output on operation environment as well as the organization. apart from that organization closely associated with leadership.and according to hersey and kenneth h. blanchard (1977:84) that leadership can be defined as follows: "that leadership is the process of influencing the activities of an individual or a group in the effort toward goal achievement in a given situation" or in other words that leadership is the process of influencing the activities of a person or group in its efforts to achieve the objectives in a given situation. motivation is tied to leadership and according martives (1988:154), namely: "motivation is the instrinsic inducement that peoples and individuals to thinks, feel, and perform incertain ways it is internalized an exclusive yet the most important determinant of work behavior." but according hasibuan (1995:158), that the motivation as giving the driving force that creates the 6 ibid., 71. 7 m. ahwood and s. dimmoel, manajemen personalia (bandung: itb, 1999), 32. 8 devit etika sari and muh barid nizarudin wajdi, “the effectiveness of the method of gi with electronic workbench study to improve activities and results student,” educatio : journal of education 2, no. 1 (may 30, 2017): 136–150, accessed october 24, 2017, http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/22. 9 peraturan pemerintah nomor 101 tahun 2000 tentang pendidikan dan pelatihan pegawai negeri sipil. 10 p. stephen robbin, teori organisasi, struktur desain dan aplikasi, edisi tiga (jakarta: arcan, 1995), 97. 11 huseini martani and harri lubis, teori organisasi: suatu pendekatan makro, (jakarta: pau ilmu-ilmu sosial-ui, 1987), 33. yusnidar yusuf the influence of leadership and performance on the motivation … volume 2, number 2, november 2017 | 288 zzzzzz excitement of one's work to get them to work effectively and integrated with all means. maslow (1980:131) classifies human needs in five types of needs which are briefly described as follows: physical needs, a sense of security/protected, social needs, esteem needs, and self-actualization needs.motivation patterns as proposed by mc. chlelland are as follows: 1. achievement motivation, is a desire to overcome or defeat a challenge, for progress and growth. 2. affiliation motivation, is the impetus for relationships with others. 3. competence motivation, encouragement to be able to control the situation and the tendency to take risks in the destruction of the obstacles that occur. 4. power motivation, encouragement to be able to control the situation and the tendency to take risks in the destruction of the obstacles that occur.these properties are often carried out by people who are involved in politics. power motivation this result is not too bad, if followed by the achievement, affiliation and motivation competence good. for next, beside motivation, performance should know such as defined in the indonesian dictionary published by the department of education (1996:503) said that performance means: (1) is achieved, (2) achievement is concerned, (3) the ability to work. however, to know more needs to be an explanation of the performance. maier, as cited by as'ad (1995:47), says that "the performance of a person's success in conducting a job". in line with this lawler and porter cited by as'ad (1995:47) argues that the performance is "successful role achievement" that gain from his actions. the framework for thinking in this research, as follow: 1. employees as well as education and training participants should try to improve its performance. therefore, the challenges faced by these organizations become more complex. for that leaders must streamline its leadership in order to direct the employees, so that they can improve motivation. thus, leadership can affect motivation 2. as noted above, participant education and training should increase the motivation given the problems facing the increasingly complex work unit. this condition can be realized if education and training participants have the motivation to work. say so, because through motivation then they can have the power to work effectively, and even improve the results. thus, it can be said that the performance effect on employee motivation. 3. the influence of leadership and performance on motivation the charges against employees in accordance with the increase the complexity of the issues facing organizations is that they have to increase motivation. this can be realized if supported by leadership and employee performance. say so, because it is through these two things, in addition to an employee can be directed to the working conditions are better, they also will have the ability and strength in carrying out their duties, and even improve the results. thus, it can be said that the leadership and performance affect the increased employee motivation. x1 x2 y yusnidar yusuf the influence of leadership and performance on the motivation … volume 2, number 2, november 2017 | 289 zzzzzz x1 : leadership x2 : performance y : motivation € (epsilon)other factors beyond x1 and x2 affecting y, but it’s not investigated pyx1 : the simple correlation of x1 to y pyx2 : the simple correlation of x2 to y pyx1x2 : the simple multiple of correlation in coincide of x1 and x2 to y hypotheses according to good and scates (natsir, 1999:182) says that the hypothesis is an estimate or a reference to be sent home and accepted for a while that could explain the observed facts or conditions are observed and used as a guide for the next research steps. so in this study hypotheses can formulate : 1. leadership influence on motivation 2. the influence of performance on motivation 3. leadership and performance together to affect the motivation research method design research collection of quantitative data consist of primary data and secondary data and operational data is a variable which the independent variable. the first independent variable in this research was the leadership that the score obtained by measurement using a questionnaire that described the performance of employees at the agencies. the population in this research were all part icipants in the education and training of the center human resources development for communications apparatus. there are two conditions that must be met in the sampling procedure, namely: representative sample (represent) and the size of the sample should be sufficient. to meet these two conditions used statistical approach in taking good sample size, by determining the error or errors are tolerated in the sampling. in this research sample was determined through a formula slovin (rachmat, 1996:100), namely: n n = n (d)2 + 1 from the above calculation, then the resulting sample in this research amounted to 120 persons from 150 persons which consist of participant education and training procure ment of government goods and services. as for the procedures and data collection techniques used by means of questionnaires and documentation spread like studying various regulatory and books related to the study. furthermore, for the method of data analys is used descriptive and inferential statistical analysis, and analysis scheme would hypotheses. result and discussion in relation to research carried out in the education and training of participants, the technical data collected in this research, was to deploy a list of questions (questionnaire) to the samples or the respondent who had been determined as many as 120 copies. from the questionnaire distributed all questionnaires could be collected, so the number of copies of the questionnaire were analyzed as many as 120 copies. in this statement the list contains statements yusnidar yusuf the influence of leadership and performance on the motivation … volume 2, number 2, november 2017 | 290 zzzzzz that refer to the three research variables, namely variable leadership (x1), variable performance (x2) and motivation (y). data analysis and testing hypotheses 1. leadership variable (x1) leadership variables examined in this research, the results of computer calculations obtained: statistical leadership n valid missing mean median mode std. deviation variance range minimum maximum 120 0 54.8596 53.0000 63.00 6.0234 36.2810 23.00 45.00 68.00 for a description of the results of research data variable frequency leadership (x1), could be presented in a frequency distribution as follows: distribution frequency data leadership frequency percent valid percent cumulative percent valid 45.00 4 1.8 1.8 1.8 46.00 6 5.3 5.3 7.0 47.00 4 3.5 3.5 10.5 48.00 6 5.3 5.3 15.8 49.00 6 5.3 5.3 21.1 50.00 9 7.9 7.9 28.9 51.00 8 7.0 7.0 36.0 52.00 14 12.3 12.3 48.2 53.00 5 4.4 4.4 52.6 54.00 5 4.4 4.4 57.0 55.00 2 0.9 0.9 57.9 56.00 2 0.9 0.9 58.8 57.00 2 1.8 1.8 60.5 58.00 3 2.6 2.6 63.2 59.00 4 3.5 3.5 66.7 60.00 8 7.0 7.0 73.7 61.00 5 4.4 4.4 78.1 62.00 6 5.3 5.3 83.3 63.00 15 13.2 13.2 96.5 64.00 4 2.6 2.6 99.1 68.00 2 0.9 0.9 100.0 120 100.3 100.3 2. variable performance (x2) performance variables examined in this research, the results of computer calculations obtained: yusnidar yusuf the influence of leadership and performance on the motivation … volume 2, number 2, november 2017 | 291 zzzzzz statistical performance n valid missing mean median mode std. deviation variance range minimum maximum 120 0 54.8509 53.5000 50.00 6.2912 39.5793 24.00 43.00 67.00 distribution frequency data performance frequency percent valid percent cumulative percent valid 45.00 4 1.8 1.8 1.8 46.00 6 5.3 5.3 7.0 47.00 4 3.5 3.5 10.5 48.00 6 5.3 5.3 15.8 49.00 6 5.3 5.3 21.1 50.00 9 7.9 7.9 28.9 51.00 8 7.0 7.0 36.0 52.00 14 12.3 12.3 48.2 53.00 5 4.4 4.4 52.6 54.00 5 4.4 4.4 57.0 55.00 2 0.9 0.9 57.9 56.00 2 0.9 0.9 58.8 57.00 2 1.8 1.8 60.5 58.00 3 2.6 2.6 63.2 59.00 4 3.5 3.5 66.7 60.00 8 7.0 7.0 73.7 61.00 5 4.4 4.4 78.1 62.00 6 5.3 5.3 83.3 63.00 15 13.2 13.2 96.5 64.00 4 2.6 2.6 99.1 68.00 2 0.9 0.9 100.0 120 100.3 100.3 3. motivation variable (y) motivation variables examined in this research, the results of computer calculations obtained: statistical motivation n valid missing mean median mode std. deviation variance range minimum maximum 120 0 54.7368 52.5000 50.00a 6.0573 36.6912 23.00 45.00 68.00 yusnidar yusuf the influence of leadership and performance on the motivation … volume 2, number 2, november 2017 | 292 zzzzzz distribution frequency data motivation frequency percent valid percent cumulative percent valid 45.00 2 1.8 1.8 1.8 46.00 2 1.8 1.8 3.5 47.00 4 3.5 3.5 7.0 48.00 11 9.6 9.6 16.7 49.00 7 6.1 6.1 22.8 50.00 13 11.4 11.4 34.2 51.00 11 9.6 9.6 43.9 52.00 7 6.1 6.1 50.0 53.00 5 4.4 4.4 54.4 54.00 2 1.8 1.8 56.1 55.00 3 2.6 2.6 58.8 56.00 2 0.9 0.9 59.6 57.00 3 1.8 1.8 61.4 58.00 2 0.9 0.9 62.3 59.00 2 1.8 1.8 64.0 60.00 10 8.8 8.8 72.8 61.00 7 6.1 6.1 78.9 62.00 13 11.4 11.4 90.4 63.00 4 3.5 3.5 93.9 64.00 4 3.5 3.5 97.4 65.00 3 0.9 0.9 98.2 66.00 2 0.9 0.9 99.1 68.00 1 0.9 0.9 100.0 120 100.1 100.1 test requirements analysis for the purposes of testing the normality of the data, carried out in two ways: created histogram for the distribution of standardized residuals, and graphed normal probability plot on every model. to obtain accurate results, calculations were performed with spss version 11, a result the researchers pointed out as follows: based on chart illustrating the relationship between the value predicted by standardized delete residual, it appeared that the distribution of data around the zero point and did not seem the existence of a certain pattern on the distribution of the data. thus, the regression model complies with the requirements specified. hypothesis testing in this research, the hypothesis proposed to identify and analyze the effect of the three variables, namely: 1. the first hypothesis to determine the effect on the performance leadership variables on education and training participants. 2. the second hypothesis to determine the effect on the motivation of performance variables on education and training participants. 3. the third hypothesis to determine the effect of variables of leadership and performance on the motivation of the participants of education and training. yusnidar yusuf the influence of leadership and performance on the motivation … volume 2, number 2, november 2017 | 293 zzzzzz t test for 1st hypothesis h0 : b1 = 0 : there was no influence on the performance leadership variables on education and training participants. h1 : b1 # 0 : there is a variable effect on the performance leadership on education and training participants. if point of tcount>ttable, so hence h0 refused and h1 accepted. from the data processing research with the aid of computer calculation program spss version 11 obtained tvalue of 4.829 while the amount of ttable with degrees of freedom (df) 120 on the α (0,05) 1,96. thus, the t (4.829)> ttable (1.96), so that h0 refused and h1 accepted, as shown in table 4-3 below: coeficients model unstandardized coeficients standar dized coefisi ents t sig. correlations b std. error beta zeroorder partial part 1.(constant) leadership motivation 2.524 .411 .541 1.517 .085 .081 .409 .562 1.664 4.829 6.639 .099 .000 .000 .940 .949 .417 .533 .132 .181 with proven tcount> ttable, it could be stated that leadership and significant positive effected on the of education and training participants. t test for 2nd hypothesis the second research hypothesis proposed was: there was an influence on the performance of participants motivation on education and training, or the mathematical formula can be described as follows: h0 : b1 = 0 : there was no influence on the performance variables on motivation education and training participants. h1 : b1 # 0 : there was a variable effect on the performance on motivation in education and training participants. if point of tcount>ttable, so hence h0 refused and h1 accepted. from the data processing research with the aid of computer calculation program spss version 11 obtained tvalue of 6.639 while the amount of t table with degrees of freedom (df) 120 on the α (0,05) 1,96. thus, the tvalue (6.639)> ttable (1.96), so that h0 refused and h1 accepted. with proven tcount> ttable, it could be stated that the motivation of the performance on education and training participants. t test for 3rd hypothesis the third research hypothesis proposed was: there was significant variables and performance leadership jointly positive and significant impact on the motivation of education yusnidar yusuf the influence of leadership and performance on the motivation … volume 2, number 2, november 2017 | 294 zzzzzz and training, or by the following formula: h0 : b1 = b2 = 0 : there wasn’t influence of leadership and motivation together on the performance of the education and training participants. h1 : one or both b1 # 0 : there was an influence of leadership and motivation together on the performance of the education and training participants. if the value of fcount> ftable, then h0 was rejected and h1 accepted, as seen in table below: tabel : anova model sum of squares df mean square f sig. 1. regression residual total 3802.433 343.672 4146.105 2 118 120 1901.216 3.096 614.059 .000a from the data processing research with the aid of computer calculation programs obtained spss calculated fvalue of 614.059 while the amount ftable with degrees of freedom (df) 2 and 120 in the α (0.05) of 3.07. thus fcount (614.059)> ftable (3.07), so that h0 refused and h1 accepted. with proven fcount> ftable, it could be stated that the leadership and performance both the motivation. the coefficient of determination (r2) the coefficient of determination used to determine the level of diversity variael bound y (performance) caused by the difference in the independent variable x1 (leadership) and independent variables x2 (performance). with the help of computer processing of research data was based on the calculation of spss version 11 was obtained r2 value of 0.917. this meant that the diversity performance of 91.7% due to the diversity of leadership and performance, while the remaining 8.3% is caused by other factors not examined. model summaryb model r r square adjusted r square std. error of the estimate durbinwatson 1 .958a .917 .916 1.7596 1.942 1. predictors : (constant), performance, leadership 2. dependent variabel : motivation multiple regression equations multiple regression equation is a regression model to see the effect of variable leadership (x1) and performance (x2) the motivation variable (y). from processing computer based calculations spss version 12, was obtained: ŷ = 2,254 + 0,411 x1 + 0,541 x2 it meant that: 1. each increasing of 1 scores leadership variables affected the increase in variable performance score of 0.411 with the assumption that work motivation variable was constant. 2. each increasing of 1 score motivation variable influenced on the increasing in variable performance score of 0.541, assuming constant leadership variable/fixed. yusnidar yusuf the influence of leadership and performance on the motivation … volume 2, number 2, november 2017 | 295 zzzzzz discussion referring to the results of analysis of the effected on the performance leadership and motivation in education and training participants, needed to be discussed further existence of each variable as follows: 1. the effect on the performance of leadershipon education and training participant. based on the results of the research with the helped of data processing calculation program spss version 11 obtained tvalue of 4.829 while the amount of ttable with degrees of freedom (df) 120 on the α (0,05) 1,96 thus the value tcount> ttable, so h0: rejected, h1: accepted. although the results of hypothesis testing had proved their leadership influence on the performance significantly, but should continue to be taken innovative steps and constructively in order to improve performance through a variety of approaches. 2. the effect on motivation performance in education and training participants. based on the results of the research with the helped of data processing calculation program spss version obtained t value of 6.639, while the amount of t table with degrees of freedom (df) 120 on the α (0,05) 1,96 thus the value of t> t tab, so h0: rejected, h1: accepted. although the resulted of hypothesis testing had proven the influence of motivation on performance was significant, but the need continues taken steps innovation and constructively in order to improve performance in education and training participants. 3. the ffect of leadership and performance together to motivation from the results obtained by the data processing calculated fvalue of 614.059, while the amount of ftable with degrees of freedom (df) 2 and 113 in the α (0.05) of 3.07. thus fcount> ftable, so h0: rejected, h1: accepted. in other words, the better the application of good leadership was accompanied by a high motivation, it would also increase the performance of the education and training participants. in addition, the viewed of the coefficient of determination seen that, it turned out the degree of variation of 91.7% performance in education and training participants caused by leadership and performance was the dominant factor in increasing motivation, which was only 8.3% motivation was influenced by other factors in this research were not analyzed. from the description above, it could be said that the better leadership with high motivation, it would improve the performance of education and training of participants, in addition, was expected to give a good contribution to the process of improving the performance of employees in education and training participants. conclusion leadership had a significant influence on the motivation and education and training participants. in other words, the better the performance of education and training participants. this is consistent with the calculation results spss that t for x1 (leadership)> ttable. motivation and significant influence on the performance of education and training participants. in other words, the higher the motivation the participants' training, the better their performance. it was yusnidar yusuf the influence of leadership and performance on the motivation … volume 2, number 2, november 2017 | 296 zzzzzz based on the results of data processing obtained tvalue for the variable x2> ttable. leadership and motivation jointly and significant influence on the performance of education and training participants. in other words, the better the level of leadership with high motiva tion, the better anyway. this was consistent with the results of data processing in which the value of fcount> ftable, so that h0 refused and h1 accepted. the coefficient of determination (r2) of 0.917, meaning that 91.7% of the diversity of education and training participants performance caused by the diversity of leadership and motivation, while the remaining 8.3% caused by the other factors in this research were not analyzed further. recommendations of this research are: (1) giving the high influence on the motivation of leadership education and training, the need for concrete measures to maintain the existing level of leadership; even should continue to be improved. this was done by running and doing a good leadership to protect subordinates and remains responsible for all activities undertaken by the officers/employees. (2) this research showed the influence motivation on education and training participant. motivation can be defined as the process of observation of the conduct of all activities that can be responsible for the results obtained. thus, the motivation to do should be seen as an activity that is very helpful in carrying out its duties and functions as the executor of activities or can be said as a control in implementing work mechanism applies, so as to improve employee performance. therefore, it ought motivation to do really apply the principle of transparency. (3) need to do further research on other suspected factors can affect the motivation of education and training, so that the results can be more representative again. bibliography ahwood, m. dan dimmoel, s. manajemen personalia. bandung: itb, 1999. as’ad, mohammad. psikologi industri. cet. keempat. yogyakarta: liberty, 2000. hasibuan, s. p. malayu organisasi & motivasi: dasar-dasar peningkatan produktivitas. jakarta: bumi aksara, 1999. hersey, paul and blanchard, k. h. management of organizational behaviour utilizing human resources. new jersey: prentice hall, 1998. martani, huseini and lubis, harri. teori organisasi: suatu pendekatan makro. jakarta: pau ilmuilmu sosial-ui, 1987. nasution. didaktik azas-azas mengajar. jakarta: bumi aksara, 2000. peraturan menteri perhubungan nomor pm. 189 tahun 2015 tentang organisasi dan tata kerja kementerian perhubungan. peraturan pemerintah nomor 51 tahun 2012, tentang sumber daya manusia di bidang transportasi. peraturan pemerintah nomor 101 tahun 2000 tentang pendidikan dan pelatihan pegawai negeri sipil. renstra kementerian perhubungan tahun 2015-2017. robbin, p. stephen. teori organisasi, struktur desain dan aplikasi, edisi tiga. jakarta: arcan, 1995. undang-undang nomor 5 tahun 2014 tentang aparatur sipil negara sari, devit etika, and muh barid nizarudin wajdi. “the effectiveness of the method of gi with electronic workbench study to improve activities and results student.” educatio  : journal of education 2, no. 1 (may 30, 2017): 136–150. accessed october 24, 2017. yusnidar yusuf the influence of leadership and performance on the motivation … volume 2, number 2, november 2017 | 297 zzzzzz http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/22. wajdi, muh. barid nizarudin. “ :at-tajdid ”.المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها jurnal ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016). http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. wajdi, muh barid nizaruddin. “arabic learning skill.” at-tahdzib: jurnal studi islam dan muamalah 3, no. 2 (2016): 32–47. educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) introducing life skills through project-based learning in speaking for informal communication course ridwan yasin setiawan, diani nurhajati engish education departement university of nusantara pgri kediri setiawanridwan68@gmail.com , dianihamzah@unpkediri.ac.id accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract: in industrial revolution era 4.0, students should be equipped with life skills. the skills must be introduced to students in all level, including higher education level. there are many strategies to train those skills to students, one of which is through project-based learning (pjbl). the students will get various experiences through the steps of the teaching model. the aims of this research were to describe the steps of pjbl in speaking for informal communication and to explain the process of acquiring life skills experienced by the students in speaking for informal communication. this research used descriptive qualitative design. the subjects of the research were a lecturer who taught the subject and two students who took the subject. the techniques of data collection were observation, interviews and document analysis. the results of this research showed that the life skills obtained by the students were (1) self-awareness and personal life skills, (2) social skills, (3) thinking skills, (4) academic skills, (5) vocational skills. keywords: project based learning, life skills, speaking for informal communication, vlog by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the development of science and technology is so powerful which affects the demands of the quality of human resources. moreover, the development of technology in the era of industrial revolution 4.0 is very influential on the characteristics of work in the future rapidly. the use of technology and the internet is very massive which will affect the behavior of society in general, including students who are currently studying. therefore, they must be equipped with a number of skills and competencies to be able to survive the tight work competition. facing this condition, the government seeks to prepare steps in developing quality human resources that are able to compete at the international level. on one occasion, the indonesian minister of research, technology and higher education nasir (2019) said that the challenge of industrial revolution must be responded quickly and precisely by all stakeholders, especially higher education, in order to be able to increase the competition of the indonesian nation to face global competition. as a result, education is the key in this matter because through education it is able to create individuals who are creative, innovative, independent, and have a critical mindset. mailto:setiawanridwan68@gmail.com mailto:dianihamzah@unpkediri.ac.id http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2025| 115 zzzzzz z one of the important competencies to equip the younger generation to face the 4.0 industrial revolution is life skills. who 1 states that life skill is the ability to adapt and behave positively which enables a person to be able to face challenges and demands every day. the life skills include: (1) self-awareness skills and personal skills, (2) social skills, (3) thinking skills, (4) academic skills, (5) honesty skills (vocational skills). they need those skills to survive the high competition in their real life. with the provision of life skills, they will have a strong character, and they are able to make a decision independently. teachers must train the life skills to their students, including english lecturers. the lecturers must be able to choose the appropiate teaching model for the students based on standar process in higher education which the learning process must be in student-centered (student center), not the lecturers (teacher center). nurhajati and kencanawati 2 said that the learning activities should engage the students to develop their skills and practice communication using english based on contextual situations by selecting topics which are suitable to their interest to stimulate their critical thinking. the students are actively involved in building their knowledge, attitudes and behavior. thus, the learning process is able to develop student life skills. this research was based on some conditions in the classes. first, the writer found that many of their classmates did not realize the importance of life skills. it could be seen that they were lack of confidence and had difficulties in communicating with others. even though the lecturers had facilitated them to practice those skills, they did not give good response. another example, they were afraid to make mistake when they had to answer their lecturer’s questions. in fact, they knew the answer. it means that they did not know their personal skill. for this reason, it is needed a breakthrough to build students’ life skills. one of the ways to train the students’ life skills is by applying the project-based learning (pjbl) learning model. bell 3 explains, "project-based learning (pjbl) is an innovative approach to learning that teaches multitude of strategies critical for success in the twenty-first century. students drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge". pjbl is an innovative learning model through an inquiry process and collaborating in solving problems to create products based on the knowledge they have. in other words, pjbl is designed to be used on complex problems needed by students so that later the life skills of students will develop during the learning process. there are several advantages of the pjbl learning model. bell 4 states, "they are able to make better choices, whether they are related to process, environment, or outcome, which enables them to become more independent and responsible for their own learning." through pjbl students are able to solve various situations during the process learning so that they are trained to be independent and responsible in the problem solving process. thus, students are trained to be more active and successful in solving complex problems to increase students’ motivation during learning process. 1 who, “partners in life skills education. conclusions from a united nations inter-agency meeting,” 1999, n.d., who/mnh/mhp/99.2. 2 diani nurhajati, dewi kencanawati, and rika riwayatiningsih, “enhancing critical thinking in speaking skill through sekawan-p,” journal of english teaching and research 5, no. 1 (2020): 92–102. 3 stephanie bell, “project-based learning for the 21st century: skills for the future,” the clearing house: a journal of educational strategies, issues and ideas 83, no. 2 (2010): 39–43, http://dx.doi.org/10.1080/00098650903505415. 4 ibid. volume 9, number 1, may 2025| 116 zzzzzz z some researches prove that using pjbl teachers cannot only transfer knowledge to students, but also train other skills. first, based on the research by nurhajati 5, she found that by providing various learning experiences, the lecturer coulda stimulate the students to practice critical thinking, to be open, establish communication with others, take initiative, be creative, and have confidence. those conditions is in line with kavlu’s ideas 6 who states that teachers not only could teacher enhance the students’ language skills, but the teacher also could enhance their social communicative skills. aghayani 7 found pjbl had a significant effect to the learners’ writing. the students are able to enhance and promote their writing ability in a collaborative skill by the environment. in other words, there are many advantages of pjbl in teaching. in this research, the researcher focuses on the learning process of speaking for informal communication courses by using project based learning to inculcate the students’ life skill. it describes the process how the students got life skills. therefore, the objectives of the research can be formulated as follows: (1) what were the steps of pjbl in speaking for informal communication that train students' life skills? (2) how did the students acquire life skills? methods this case study employed descriptive qualitative approach. as creswell 8 said that case study research is a qualitative approach in which the investigator explores a bounded system (a case) or multiple bounded systems (cases) over time, through detailed, in-depth data collection involving multiple sources of information (e.g., observations, interviews, audiovisual material, and documents and reports), and reports a case description and case-based themes. it means that case study aims to improve the knowledge of the real communication events in its context. the single case of the study was the subject in which the lecturer applied pjbl and she assigned the students to create a vlog. the subjects of the research were the lecturer who taught speaking for informal communication course and two students who took the subject. the characteristic of a qualitative research is that the researcher is the instrument. it is a line with moleong 9 who said researcher has the main role as an instruments that become planner, executor, data collector, analyst, interpreter, and reporter at the same time. this study employed three techniques to collect the data, they were observation, interviews and documentation. in observation, the researchers observed the teaching and learning activities in the class. in addition, they took some documents as sources of information, such as the lesson plan, the materials from the lecturer, and the students’ vlog. in order to get the deep information they interviewed both the lecturer and the students. 5 diana nurhajati, “creating english student book through project based learning in teyl subject,” proceedings of the international conference on english language teaching (iconelt 2017) (atlantis press, 2018), http://dx.doi.org/10.2991/iconelt-17.2018.16. 6 aziza kavlu, “implementation of project based learning (pbl) in efl (english as a foreign language) classrooms in fezalar educational institutions (iraq),” international journal of social sciences & educational studies 4, no. 2 (2017), http://dx.doi.org/10.23918/ijsses.v4i2sip67. 7 behnam aghayani and elmira hajmohammadi, “project-based learning: promoting efl learners’ writing skills,” llt journal: a journal on language and language teaching 22, no. 1 (2019): 78–85. 8 john w creswell, educational research: planning, conducting, and evaluating quantitative (prentice hall upper saddle river, nj, 2002). 9 lexy j. moleong, “metodologi penelitian kualitatif (edisi revisi),” in pt. remaja rosda karya, 2017, 424. volume 9, number 1, may 2025| 117 zzzzzz z to analyze the data, the technique proposed by cresswell 10 was used. it consists of processing data, reviewing all data, analyzing data by coding, applying the coding process and interpreting data. result and discussion speaking for informal communication is a subject in the english department of university of nusantara pgri kediri. the objective of this subject is that the students are able to communicate to express the following language functions “introducing oneself”, “asking and giving information”, “asking and giving direction”, “asking and giving opinion”, “asking and giving suggestion”, and “describing objects” in various situations in english fluently and properly. the lecturer of the subject assigned the students to create a video blog (vlog) in which they could express the language functions they learned. the lecturer applied pjbl to realize the project. the findings of the research show that she applied pjbl proposed by fragoulis 11. there are four steps in the pjbl, namely: 1) speculation, 2) designing project, 3) conducting project, and 4) evaluation. speculation based on the revised syllabus and lesson plan, the lecturer introduced the objective of the course, the learning materials for one semester, and the course contract. the lecturer explained that the objective of the course was that students could reveal various information from recorded videos or vlog. to assess their final performance they had to make a project in the form of a vlog at the end of the semester. vlog means a short video, which informed the viewers about certain topics. the students had to communicate the information using english properly. she displayed some good vlog examples in accordance with the learning objectives as models for their vlogs. in addition, she provided an overview of topics that could be used to create vlogs. from this process of this stage, the students are trained to think critically and creatively because students must look for ideas about topics or concepts in the vlogs that they would create. designing project at this stage the students must determine topic, the concepts of the vlogs, and content in the vlog that would be made in accordance with the learning objectives. they were also required to be able to create vlogs that had interesting and creative content in accordance with the learning objectives. this could encourage students to think more critically about the phenomenon that was happening that they would pack in the vlog content. the ability to think critically, creatively, and recognizing their potential ability and the environment within students arose when they arranged topics, concepts, and content in the vlogs they would create. in this step, the lecturer also provided material about how to communicate informally in contextual situation. for example, the lecturer gave how to greet with peers, to greet in front of the class and to greet in the vlog. 10 john w creswell and cheryl n poth, qualitative inquiry and research design: choosing among five approaches (sage publications, 2016). 11 iakovos tsiplakides and iosif fragoulis, “project-based learning in the teaching of english as a foreign language in greek primary schools: from theory to practice,” english language teaching 2, no. 3 (2009), http://dx.doi.org/10.5539/elt.v2n3p113. volume 9, number 1, may 2025| 118 zzzzzz z conducting project at this stage, the lecturer gave an example of a vlog in accordance with the learning objectives for students to become a reference source for making a vlog. then, the students were asked to analyze the ways of their speaking in their vlog starting from the theme, opening, content, body language, language style and closing. it aimed to make them know what they had to do in their vlog. in other words, they were required to be able to synthesize the information and the ways to communicate with audience through the vlogs using proper language. then, they started to do discussion about topics, content, taking videos, and editing videos that they made. in the process of taking videos, some students were not equipped with the ability to capture and process video that was qualified. thus, the spirit of independence of students arose when they were looking for various references and learning resources on the internet or youtube for the process of making and processing videos independently. it could be seen from the students’ vlog who used thumbnail to attract the viewer. he said that he saw the tutorials on youtube about the way to attract the viewer. then, he decided to make good thumbnail as a tool to attract the viewer. another example comes from a student whose vlog entitled “my activity in malang.” the student did editing video with his crew. he asked his friends to be an editor video also recorder. moreover, he wanted to show a good vlog by collaborating with his friends who had ability in editing and recording video. at this stage, the ability to collaborate students appeared because they can collaborate with other friends in making their vlogs. furthermore, the students also consulted with the lecturers about the problems they faced during the process of making a vlog. evaluation in the evaluation stage, the students displayed their temporary vlog in front of the class. this activity was intended to get feedback from the classmates and the. the lecturer gave feedback for evaluation focusing on their speaking: the choice of words, the sentence structure, the expressions when they spoke, the body language, and the tone of the voice. here, the students' open minded skills could be trained. students could be opened to each other in receiving suggestions, criticisms, and evaluations from lecturers and other students. then, they were asked to fix their vlog after getting feedback. during the video screening process, the student’s confidence could be seen because the students must be able to speak and express their ideas and opinions in english according to the theme of the content they had chosen in accordance with the learning objectives. in this step also, the student's sense of responsibility was honed because the students must submit the vlogs and upload them to youtube on a predetermined time. the deadline for collecting vlogs was the final exam of the speaking for informal communication course. after going through the evaluation process, the students collected the vlog to the lecturer and uploaded it to youtube as the final product of the pjbl learning model. the second finding is the kind of life skills and the process of acquiring life skills by the students. it was found that the skills obtained by the students can be presented as follows: self-awareness and personal life skills to determine future job choices, each student must have different skills and they must be able to explore their potential. then, this skill is the ability to recognize the potential possessed volume 9, number 1, may 2025| 119 zzzzzz z by students. in addition, they are expected to be able to recognize and understand the potential of the surrounding environment. for example, what are the uniqueness of the area of origin, what culture is interesting to reveal, and the history of their area. this subject required the students to choose one of the topics related to the potential of their home region. after that, they had to communicate the topic in their vlog they created. it could be seen from some students who had a tourism vlog theme that introduced the potential of their area. examples of topics chosen by students were 'pare english village', and 'banana getuk'. another example came from a student who made a vlog about the selomangleng cave. he revealed that he wanted to bring in and to give an information about the local wisdom in his region through his vlog. furthermore, he hoped that many people know about tourism place in kediri. personal life skills and self-awareness also can be found in the vlog “my activity in malang”. in the vlog, the student showed his talent: perform modern dance. he wanted to share about his experience when he trained his student to take dance competition in malang. in addition, through their vlog the students could explored their talents that cannot be expressed when in the classroom in the log. as a result, creating vlog could accommodate the students to explore their skill and ability. social skills social skills are the key to individual success in socializing and adapting to the environment. in the education at the college level, social skills are needed. it aims to make students able to communicate and deal with and overcome issues related to social sensitivity. for example, at the stage of the process of creating a vlog, some students had difficulties in the editing process, so they asked for help from other students to teach how to do a good editing process their vlog. it could be seen from a student who asked the help for collaborating in his vlog to an editor and recorder his vlog. in this process, the students were trained to have ability to collaborate with others. furthermore, they were also able to get a new knowledge in editing video. thinking skill to deal with the rapid development of science and technology, university students must have thinking skill. anjarsari (2014) said that thinking skill is needed to stimulate the cognitive abilities of the students in gaining knowledge. beside, students are able to develop ideas for thinking about the problems contained in learning. they must be able to analyze their own thought to ensure that they had made decisions and made a conclusion correctly. then, it provides opportunities for them to think openly and flexibly. thinking skill trains students to have high order thinking skills (hots), so that they are able to become a decision maker and problem solver. the students could choose one of the topics provided by the lecturer, e.g. the uniqueness at kediri (traditional foods, dance, and people behaviors) or they may choose their own topic as long as it relates with local wisdom. one of the students chose a topic about local tourism place in the vlog “kediri 1000 stairs up”. after he took a long consideration, he chose the topic. he admitted the reason that as a young generation, he wanted to support the local tourism place in kediri through his vlog. besides, he found other people from outside kediri usually introduce the local wisdom at the area. therefore, he decided to create a vlog which content was about kediri. volume 9, number 1, may 2025| 120 zzzzzz z academic skill academic skill is the ability and skills of a person in the academic field. the field covers all the sciences in formal education. it train students to think more critically and understand problems that occur in an environment. students are expected to have sensitivity to environmental problems by identifying problems and explaining their relationship in certain phenomena. speaking for informal communication course aims at enabling the students communicate orally to express some language functions: "introducing yourself", "asking and giving information", "asking and giving directions", "asking and giving opinion", "asking and giving suggestions", and "describing objects". the students had to express those language functions in their vlogs. at the same time, they gave information about certain topics in the content of their vlogs. it was found out that the students were encouraged to apply their academic skill that they have got from the subject. the students' academic abilities emerged when they were able to be sensitive to phenomena that were happening in the environment and raise them in the topics and content of the vlogs they create. the language functions, such as “asking and giving opinion” and “describing objects”, were applied in vlogs. this can be seen in the vlog entitled "kediri 1000 stairs up" that the student introduced himself, described the object and gave directions to the klotok tourism. he also gave his opinion about that place to encourage people to come to thatplace using english. it could be seen how the students did the opening and closing in their vlogs. vocational skill vocational skill is a skill related with a particular field of work found in society. the skill emphasizes the psychomotor skill of students rather than thinking skill. it trains students' ability to make or produce a work. vocational proficiency can determine the expertise of students to choose jobs in accordance with their interests and talents. not only understanding about cognitive aspects, students are also required to be skilled in psychomotor aspects. this can affect the world work. in speaking for informal communication courses, the students were required to make a vlog as the final project of the learning process. during the process of making and processing the vlogs, the ability of the students’ vocational skill in video editing arose. it was proven by how the students did editing videos in terms of graphics, sound, layout, animation, etc. some of them who had not yet understood how to process videos to be interesting and neat also did good editing in the vlog. they ac apply the competency in the world work. thus, they were also given new experiences during the vlog editing process. from the findings, it was found that the stages of pjbl were able to train the students' life skills. the intended life skills include (1) self-awareness skills and personal skills, (2) social skills, (3) thinking skills, (4) academic skills, (5) vocational skills. while all of those life skills was covered by the step of pjbl namely speculation, design project, organizing project , and evaluation. furthermore, pjbl could be used as a learning model which is able to train and to build the student’s life skill through the project that should be created. discussion this section presents the discussion based on the findings of the study. it is concerned about the process of acquiring life skills during the learning process in speaking for informal volume 9, number 1, may 2025| 121 zzzzzz z communication using project based learning and the life skills which students have got in the speaking for informal communication courses. it is found out that pjbl provides a variety of learning experiences for students. through the steps in pjbl, student life skills embedded. life skills acquired by students were selfawareness and personal life, social skills, thinking skills, academic skills, and vocational skills. pjbl is a surefire solution for instilling student life skills. it is line with ribe and vidal12 who state pjbl is a systematic instruction method that develops student’s language skills, cognitive domain and global personality skills through valuable projects. thus, pjbl is a method that is suitable to develop the students’ knowledge and skills in the 21st century. in a previous study conducted by rochmawati 13 found that using pjbl the students actively participated in every step of the implementation of making projects in the form of staging role play and storytelling. the research finding shows a significant positive attitude towards the implementation of learning. nurhajati 14 found that pjbl is an appropriate learning model to be used in teaching writing skills where project-based learning helps students develop their ideas in written form. furthermore, nurhajati (2017) indicates that during the process of learning the character of students will be formed through the steps of pjbl where the final result students must be able to make english books. finally, zakiyah 15 finds that pjbl can increase students’ creativity in writing poetry. in addition, the students’ self-reliance on the skills of writing poetry after implementation of pjbl is a teaching models that has the high category. the previous researches focused on the learning process and outcomes by using project-based learning, but they did not discussed about how the process of training and aquiring life skills using project-based learning model. this research focuses on how life skills are trained using the project-based learning. conclusion pjbl can be used to train the students' life skills through the process of creating the project. the steps in creating the projects are speculation, designing project, conducting project, and evaluation. through those activities the students are trained their life skills. the life skills are (1) self-awareness skills and personal skills, (2) social skills, (3) thinking skills, (4) academic skills, (5) vocational skills. the life skills that students were acquired were networking, open minded, self-confidence, communication skills, and responsibility. the most important thing is that the teachers or the lecturers who teach using pjbl must consider the project or product that they students will create. it should be in line with what the students find in real life. it will be better if the students can make use of technology as technology is a part of people’s lives. finally, it can be concluded that pjbl is a learning model, which provides a variety of learning experiences to students as well as a new breakthrough in inculating and training the students’ life skills. 12 ramon ribé and nuria vidal, project work:[step by step] (heinemann, 1993). 13 pryla rohmahwati, “project-based learning to raise students’ speaking ability: its’ effect and implementation (a mix method research in speaking ii subject at stain ponorogo),” kodifikasia 9, no. 1 (2016): 199, http://dx.doi.org/10.21154/kodifikasia.v9i1.466. 14 nurhajati, “creating english student book through project based learning in teyl subject.” 15 zakiyah ismuwardani, agus nuryatin, and mukh doyin, “implementation of project based learning model to increased creativity and self-reliance of students on poetry writing skills,” journal of primary education 8, no. 1 (2019): 51–58. volume 9, number 1, may 2025| 122 zzzzzz z references aghayani, behnam, and elmira hajmohammadi. “project-based learning: promoting efl learners’ writing skills.” llt journal: a journal on language and language teaching 22, no. 1 (2019): 78–85. aghayani, hajmohammadi. project-based learning: promoting efl learners’ writing skills. 2019. llt journal: a journal on language and language teaching. volume 22:78 as a foreign language) classrooms in 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"project-based learning in the teaching of english as a foreign language in greek primary schools: from theory to practice." english language teaching 2 (2009): 1-10. https://ristekdikti.go.id/wpcontent/uploads/2019/04/pidato-hardiknas-2019-1.pdf https://zulkarnainidiran.wordpress.com/2008/11/28/pola-pelaksanaan-pendidikan-berorientasikecakapan-hidup-life-skill-education/ ismuwardani, z. "implementation of project-based learning model to increase creativity and self-reliance of students on poetry writing skills." journal of primary education 8, no. 1 (2019): 10-20. ismuwardani, zakiyah, agus nuryatin, and mukh doyin. “implementation of project based learning model to increased creativity and self-reliance of students on poetry writing skills.” journal of primary education 8, no. 1 (2019): 51–58. kavlu, a. "implementation of project-based learning (pbl) in efl." (2017): 50-65. kavlu, aziza. “implementation of project based learning (pbl) in efl (english as a foreign language) classrooms in fezalar educational institutions (iraq).” international journal of social sciences & educational studies 4, no. 2 (2017). http://dx.doi.org/10.23918/ijsses.v4i2sip67. kencanawati, i. "instructional design in teaching english using authentic assessment: the practice of experiment/demonstration in teaching speaking." prosiding semdikjar (seminar nasional pendidikan dan pembelajaran) 3 (2019): 100-110. kediri: unp kediri. moleong, lexy j. “metodologi penelitian kualitatif (edisi revisi).” in pt. remaja rosda karya, 424, 2017. moleong, lexy. metode penelitian kualitatif. bandung: pt. remaja rosdakarya, 2005. nurhajati, d. "creating english student book through project-based learning in teyl subject." kediri: unp, 2017. volume 9, number 1, may 2025| 123 zzzzzz z nurhajati, d. "creating vlog as the learning outcome to teach speaking." in the 12th bicole international conference proceedings, 200-210. bandung: itb, 2018. nurhajati, d., and widiarini. "developing an instructional guideline using project-based learning for efl." (2016): 25-35. nurhajati, diana. “creating english student book through project based learning in teyl subject.” proceedings of the international conference on english language teaching (iconelt 2017). atlantis press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.16. nurhajati, diani, dewi kencanawati, and rika riwayatiningsih. “enhancing critical thinking in speaking skill through sekawan-p.” journal of english teaching and research 5, no. 1 (2020): 92–102. ribé, ramon, and nuria vidal. project work:[step by step]. heinemann, 1993. rochmawati, p. "project-based learning to raise students' speaking ability: its effect and implementation (a mixed method research in speaking ii subject at stain ponorogo)." (2015): 75-85. rohmahwati, pryla. “project-based learning to raise students’ speaking ability: its’ effect and implementation (a mix method research in speaking ii subject at stain ponorogo).” kodifikasia 9, no. 1 (2016): 199. http://dx.doi.org/10.21154/kodifikasia.v9i1.466. students. the 5th eltlt international conference proceedings. semarang: unnes. tsiplakides, iakovos, and iosif fragoulis. “project-based learning in the teaching of english as a foreign language in greek primary schools: from theory to practice.” english language teaching 2, no. 3 (2009). http://dx.doi.org/10.5539/elt.v2n3p113. who (world health organization). partners in life skills education: conclusions from a united nations inter-agency meeting. who/mnh/mhp/99.2. geneva: who, 1999. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 27 a review of tolerance education in the development of children to adulthood case study: know the facts objective bambang afriadi bambang.afriadi@unis.ac.id universitas islam syekh-yusuf accepted: feb 10th 2020 reviewed: april 5th , 2020 published: may,30th 2020 abstract : the purpose of this study is to reveal the objective facts of children to recognize differences in their developmental period to the next stage of development in society. the method of writing this article is to use primary and secondary data related to this topic. supporting data from the author is from the results of the 2017 national religious harmony questionnaire, in the jakarta area of johar baru district, johar baru and kemayoran district, kemayoran district, as primary data from this study. in this discussion the fundamental is the collection of discussion reports that are relevant to the issues discussed as secondary data, secondary data sources in the form of journal articles, news articles, books and other supporting data. the results of the discussion showed tolerance, who wanted to understand other points of view. it also means learning a different reality. teachers and parents and even the community must be aware of the ways in which the reasons for a five-year-old child differ from the reasons for a fifteen-year-old child, it is also important to realize that school structure and expectations influence the way children grow and learn. whereas the data questionnaire shows that the tolerance level between the two districts is in a relatively good position. the answers to the results of this study indicate that children are also accustomed to living and playing or socializing with diversity from an early age. keywords: childhood development, tolerance, society introduction indonesia is a pluralistic country, in ethnicity, religion, race, culture, or language. ethnically, indonesia has more than 151 tribes that live from sabang to merauke. in religion, there are many religions in indonesia. the officially recognized religions in indonesia are islam, catholics, christianity, hinduism, budhism. in addition, there are many local beliefs growing in the society. each religion has diversities as a consequence of the doctrine of religious discourse in history1. national education has the main goal of being human. indonesia is a human being who grows and 1 abdul rohman, “pesantren as a basis for internalization of pluralistic values for preparing a democratic citizens in a diverse society,” walisongo: jurnal penelitian sosial keagamaan 25, no. 2 (2017): 419. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 28 develops according to the values of his religion, the culture of his people, in accordance with the soul of the pancasila and the 1945 constitution to face every challenge of changing times by being responsive and willing to live together in the frame of unity in diversity(jumiatmoko 2005). the goal of national education as a formulation of the direction of indonesian education that must be possessed by every indonesian citizen through education channels. in the aim of national education contains various human values, where these human values must be possessed by the indonesian people, so that the noble ideals of the indonesian people to make an intelligent and dignified nation can be realized(muharom 2003). education can be a starting point to unravel the tangled threads faced by our nation. education should have a role in resolving conflicts that have occurred massively in the community. at a minimum, education must be able to provide awareness to the community that conflict is not a good thing to be cultivated. the problem faced today is how the spirit and awareness of multiculturalism can be understood by all elements of this nation. in connection with this question, education is one of the effective means to instill and understand multiculturalism awareness for all students2. contemporary society is characterized by pluralism of relations and interconnection of different cultures. because of diverse national, cultural, religious and political values, misunderstandings and lack of dialogue often emerge between members of different cultures. this has severe consequences for all segments of society and its development. in order to overcome this situation the concept of intercultural education in schools is becoming popular3. the themes of human moral and social education are among the most relevant pedagogical actions, but often they are also the most neglected or misunderstood in educational institutions. difficulties in acting based on human morality and sociality cause the emergence of the phenomenon of intolerance. tolerance can promote peaceful coexistence between various groups and support individual self-actualization. on the contrary, intolerance impedes manifestations of tendencies and talents and demands many victims for those who dare to be different4. if people want to live together in peace, tolerance is the most important condition, it is the basis of a just society, where everyone can live their lives as they wish. tolerance is one of the most 2 ajat sudrajat, “mengapa pendidikan karakter?,” jurnal pendidikan karakter 1, no. 1 (2011). 3 sladjana andjelkovic, zorica prnjat, and zvezdan arsic, “school as a factor of development of interculturalism,” glasnik srpskog geografskog drustvabulletin of the serbian geographical society 97, no. 1 (2017): 109–135. 4 giacomo corneo and olivier jeanne, “a theory of tolerance,” journal of public economics (2009). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 29 important conditions for living together in peace. tolerance means accepting others as they are with their opinions and interests, even if they live in ways that people think are right. tolerance also means not looking at the perspective of the other, even if he thinks he is right. tolerance not only paves the way for peaceful coexistence, but also has another advantage: tolerance allows a person to develop his personality by recognizing different ways of thinking. "the formation of man" refers to the entire process of people were born, grew up as a man and nurtured in their environment. in the development of children tend to imitate what he saw, heard and felt. in particular, childhood is a time when the ego begins to grow. if the child has a lot of opportunities to have a curious, inquisitive mind, and so on, the child will have more opportunities to act independently. the initiative, developed in early childhood is an important foundation for ensuring that human foquestionnaire child afterwards. socially religious people cannot deny that they must associate not only with their own groups, but also with groups of different religions. religious people must try to bring up tolerance to maintain social stability so that there are no ideological and physical clashes between people of different religions5. after we are born, they met a variety of people and the environment and grow. in the process of growth, people can change perspective and thoughts can be changed. perspectives on the human refers to the way in which the character and way of thinking are formed through internal changes in the relationship with the outside world. the development of civilization in human life is nothing but a result of the educational process. taufik abdullah and ac van der leeden childhood differentiate into two phases in the book introduction to sociology durkheim and morality6: the first stage takes place almost entirely in the family or school kindergarten is actually a surrogate family. the second stage takes place at the time dasar.pada school children begin to learn to leave the family environment and began to enter the environment and enter luas.tahap environment is called the second stage of childhood. in recent years (2017-2019) there have been intolerances in both the cultural, political and religious dimensions. the era that is so fast going to develop and spread information widely children will have new views and sometimes misleading, more than that, intolerance is actually widespread. 5 casram, “m embangun sikap toleransi beragama,” wawasan: jurnal ilmiah agama dan sosial budaya (2016). 6 emile durkheim, pendidikan moral: suatu studi teori dan aplikasi sosiologi pendidikan (jakarta: penerbit erlangga, 1990). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 30 globalization and the advancement of the internet have helped to create the preconditions for violence in new zealand. it seems as though the spread of extreme ideologies and the violence that follows them is inevitable today. however, we cannot submit to this ideology. extreme ideology is not a necessity. with compassionate spirit we have the power to prevent and end the development of extreme ideologies full of violence7. education is the foundation of the nation, through indonesian human resource education institutions will be more qualified and dignified. this is inseparable from the role of all components in educational institutions. education is essentially an event that has a normative aspect, which means that in educational events, educators and students take place on the norm or values that are believed to be good. the teacher is an important personnel in education, besides the teacher is a person who has the closest relationship with students. most of the interactions that occur at school, are the teacher's interaction with students8. education is a strategic pillar to disseminate the values of tolerance, moderation, respect, and empathy, and to develop an attitude of non-violence for learners. schools become microcosm that reflects the situation that lives and thrives in society so that the activities and learning practices in schools also need to reflect the realities that exist in society 9. in the pursuit of understanding, children and young people need to learn how to be able to resist and condemn anti-social articulations of religion which engender harm, without resorting to crude essentialism. a mature understanding of religion is required which is able to encompass, and to reflect, the very best and worst of religious expression—and all of the shades of the spectrum inbetween 10. in this respect, changes in all aspects of school life and work are necessary, from the change of curriculum, school organization, to atmosphere and school culture as a whole. the authors conclude that humanistic, holistic and interdisciplinary approach as a basis for coexistence and tolerance provides enormous opportunities for implementation of the concept of interculturalism in 7 https://news.detik.com/kolom/d-4485219/krisis-toleransi-dan-kekerasan-terhadap-yang-lain (accessed 10/08/2019) 8 akhmad busyaeri and mumuh muharom, “pengaruh sikap guru terhadap pengembangan karakter (peduli sosial) siswa di mi madinatunnajah kota cirebon,” al ibtida: jurnal pendidikan guru mi (2016). 9 rohman, “pesantren as a basis for internalization of pluralistic values for preparing a democratic citizens in a diverse society.” 10 david r. smith, graeme nixon, and jo pearce, “bad religion as false religion: an empirical study of uk religious education teachers’ essentialist religious discourse,” religions 9, no. 11 (2018). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 31 school, but also point to the potentials of schools that are not used enough in the realization of this goal11. moral development depends on the development of children's intelligence, among various efforts to demonstrate the ability to assess moral. behavior accordance with the approved social standards, following a predictable pattern associated with the sequence of steps in the development of moral kecerdasan.perkembangan follow patterns predicted in the form children's attitudes criteria pelaksanaanya.dalam adaptation in this case the principal function of discipline is to teach children receive the necessary restraint and help direct the child's energy into a useful path and socially acceptable12. the american academy of pediatrics (2012) states that emotional social development refers to a child's ability to: have complete knowledge in managing and expressing emotions both positive and negative emotions, able to establish relationships with other children and adults around them, and actively exploring the environment through learning. social development is the development of behavior in children where children are asked to adjust to the rules that apply in the community environment. early social development in children grows from the child's relationship with parents or caregivers at home, especially family members. children start playing with other people, their families. unconsciously children begin to learn to interact with people outside themselves, namely with people around them. social interaction is then broadened, not only with families in the home but also starting to interact with neighbors and later stages of schooling13. one of the capabilities needed to enrich human formation is the ability to make decisions. in the same paper from saga university mentioned the effectiveness of human decision-making capabilities is described as follows: what becomes important when one sees the "humanity" is to say how the boy was seeing things and how they judge things, and what actions they take. in that respect, fostering "the power of decision-making" deeply involved in the "establishment of the children". tolerance is a complex and controversial subject. educators committed to its realization will have to confront many problems, including not only the conditions of intolerance previously described, but also the varying and contrasting concepts and perceptions of tolerance that can obscure its meaning 11 andjelkovic, prnjat, and arsic, “school as a factor of development of interculturalism.” 12 california press et al., “design for citizen science,” biological journal of the linnean society (2015). 13 femmi nurmalitasari, “perkembangan sosial emosi pada anak usia prasekolah,” buletin psikologi (2015). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 32 and the social conditions which make tolerance appear to be an almost impossible goal(“tolerance : the threshold of peace,” n.d.). we can define tolerance as accepting diversity of opinions, social, ethnic, cultural and religious. this is the ability to know how to listen and accept others, assess various ways of understanding and position in life, provided they do not violate the basic rights of that person. social tolerance will require us to find commitments that allow us to live side by side with our citizenship, respect their way of life, their way of thinking, and especially how they understand the behavior of our society. tolerance is the values and social norms of civil society, which is manifested in the right of all individual civil society to be different, ensuring sustainable harmony between various religions, politics, ethnicities and other social groups, respecting world cultural diversity, civilization and society, readiness to understand and cooperate with people who differ in appearance, language, beliefs, customs and beliefs of the unesco tolerance principles declaration. tolerance is often defined as the ideal relationship between people, even though it actually describes a method for achieving an ideal. when humanity destroys all prejudice and everyone sincerely respects others, this will no longer be a tolerant society, because no one will step over the present by itself. however, the main problem of tolerance lies in the relationship of this concept with freedom. respect and tolerance is the path to sincere respect cannot be instilled forcefully. the normative-formalist approach not only damages the essence of tolerance, but also severely limits a person. lack of tolerance destroys entire countries. history knows a lot of evidence about this. tolerance can be taught everywhere in the family, at school. tolerance in modern society can and must be identified to find a solution. through interrelated events and conversations about respecting things that are "different" in the circle of family, company friends and friends, the school community, the young generation can form an integral and conscious understanding of tolerance as a need in the study revealed that religious tolerance is developed through several parts of development which include: 1) development of an attitude of respecting differences in the content of prayer, 2) development of an attitude of respecting the ways of prayer and worship, 3) development of an attitude of respecting religious symbols, 4) development of an attitude of respecting the concept of halal haram, and 5) development of an attitude to understand the different names of god. certain educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 33 sub competencies in pedagogic, personality, professional, and social competencies are needed to support the role of teachers in the development of religious tolerance in early childhood 14. while the following research states (1) there is a wide gap between teacher expectations and student conditions (2) the learning module of tolerance values is assessed to have material activities that are in accordance with the learning objectives, (3) selection of appropriate learning strategies and methods and has visibility education can be implemented in elementary schools and all teachers see the need for tolerance learning in elementary schools, although there are variations in delivery strategies, namely as an intracuricular activity, extracurricular activities and inserted in subjects other than ppkn (citizenship education) 15. further in subsequent research (1) schools provide freedom to students because, students have advantages and capacities. students should be allowed to be what they think, feel, present and do so that students become independent, inspired in exploring creativity and imagination. (2) the reason for the practice of student freedom can be done in a democratic culture in schools because, democratic culture can act as a driving force in the lifelong space for learning democracy so that interactions, relations and behaviors of student freedom remain organized democratically, and (3) the practice of student freedom is, academic freedom with social control and implementing independent learning activities. in independent learning, students learn without teacher intervention, students critically and creatively learn by observing, analyzing, and sharing. students perform social interactions in the form of tolerance, mutual respect and accept ideas and criticism, and collaboration creates sharing relationships with other students to differentiate academic achievement 16. the findings in the study of religious harmony patterns in banyumas can be stated in several ways; first, harmonization of religious harmony in banyumas occurs because there is a sense of community tolerance related to differences; second, the harmony of religious communities in banyumas religious communities is formed by socio-cultural actions that are still in a circle; third, the 14 jumiatmoko jumiatmoko, “implementasi toleransi beragama pada pendidikan anak usia dini,” raudhatul athfal: jurnal pendidikan islam anak usia dini (2018). 15 nusi nuswantari, “model pembelajaran nilai-nilai toleransi untuk anak sekolah dasar,” premiere educandum : jurnal pendidikan dasar dan pembelajaran (2018). 16 herly janet lesilolo, zamroni zamroni, and suyata suyata, “kebebasan siswa dalam budaya demokratis di sekolah (studi multi kasus di sma yogyakarta),” jurnal pembangunan pendidikan: fondasi dan aplikasi (2015). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 34 harmony of religious harmony in banyumas can be created through understanding noble values, even though there is a changing side to becoming global 17. this research differs from previous research, an analysis developed through the realm of science and context, will comprehensively discuss that the introduction of objective facts in tolerance education is important. how children can recognize themselves and others besides their families, then can accept differences. tolerance in the pluralism and multiculturalism is a demand. the diversity requires a unity through the acceptance and appreciation, furthers, it is a cooperative attitude that upholds the value of harmony18. character building starts from the family environment, becomes the most important and fundamental part to educate children to have an attitude of tolerance, which is to know objective facts as human beings. more than that, the school becomes the most important part of adding insight and shaping the character of children in attitude towards the new environment. knowledge and skills are taught in schools according to the applicable curriculum. thus, it needs to be studied in more depth about this. this is the basis in this writing. from the background it appears there are several questions on this writing among others: (1) how to identify differences and be tolerant ?, (2) what needs to be done to establish tolerance character ? methods the method of writing this article is to use primary data and primeryang ini.data related to the topic of supporting the author of the questionnaire results of a national survey of religious harmony in indonesia in 2017, in the area of jakarta district of johar baru johar baru village rt 02 rw 06, and kemayoran sub-district kemayoran sub-district of rt 01 rw 01 as the primary data of this study presented. moreover, a review of books, literature, records, and reports have to do with the issues discussed as skunder.selanjutnya is conducting a study of data relating to the theories related to the topic of discussion the fundamental is a collection of reports on the relevant. 17 tri syamsul hadi, “penanaman nilai-nilai keagamaan pada anak usia dini (studi kasus di paud bintang laut desa panggung kedung jepara)” (stain kudus, 2017). 18 wita juwıta, abdul salim, and winarno winarno, “students’ tolerance behavior in religious-based primary school: gender perspective,” international journal of educational research review 3, no. 3 (may 2018): 51–58. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 35 results and discussion child development every child has the right to start the best in life, which paves the way for his healthy development and learning. a bad start can have life-long consequences. the structure of childhood is qualitatively different sequence periods: infancy, early childhood, preschool, elementary school, adolescence. childhood is a period where children are outside the productive and social activities of the community under the care and protection of adults. two phases can be distinguished: 1) the period of morphophysiological maturation and the acquisition of physical autonomy (the ability to act independently); 2) the period of mastery of professional knowledge and skills needed to transition to a new status. the social situation in the development of modern childhood fully proves the legitimacy of introducing the concept of "security" into scientific circulation and into educational practice.. children learn from birth, and they develop and learn quickly in their early years. this provides an important foundation for lifelong progress, and adults who provide care and education for children from birth to age 8 carry a great responsibility for their health, development and learning. individual differences in sensitivity to the environment. there are substantial individual differences in how vulnerable children are affected in their environment. some individuals appear more sensitive to positive and negative influences; others have survived challenging environments and seem to develop with few adverse effects (birth and age 2015). children develop more during the first 5 years than at other stages of development. child development is a term that identifies how children improve their ability to do things that are more difficult. growing up, children will learn and master skills such as talking, jumping, and wearing shoes. they will also learn how to direct their emotions and form friendships and connections with others. social development is a complex process that develops from the most specific, the child's ego, to the most absolute public. social development is the process by which children learn to interact with the people around them, from reference people, with people who build attachment when they are babies, to equalize, through the complex frameworks that make up the community in which they live. children's social development is obtained from maturity and learning opportunities from various environmental responses to the child. optimal social development is obtained from a healthy social response and the opportunities given to children to develop positive self-concepts. social educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 36 development of children is very much influenced by the process of treatment or guidance of parents towards children in introducing various aspects of social life or norms in society. social development begins to be somewhat complex when the child turns 4 when the child begins to enter the domain of the most basic education that is kindergarten 19. children's social development is obtained from maturity and learning opportunities from various environmental responses to the child. optimal social development is obtained from a healthy social response and the opportunities given to children to develop positive self-concepts. the stage of child development, in social adjustment is a way to adjust to the demands and constraints in society. including the ability to work in harmony and get satisfaction in social interactions. where from the results of individual interactions also learn the social skills needed in social adjustment. for many children, childhood is an exciting time to increase independence, broader friendship, and growing interest. childhood is also a time when children develop competence in interpersonal and social relationships. children have a growing peer orientation, but they are very influenced by their families. social skills learned through peer and family relationships, and children's increased ability to participate in meaningful interpersonal communication, provide the foundation needed for youth challenges. carol gestwicki put forward some basic principles of development. first, development is a predictable sequence. secondly, development is not likely to be sustained well if the child is encouraged to exceed or rush through the initial stages. children must be given time to adjust to what they need before proceeding to the next stage. third, development there are optimal times. optimal times indicate readiness must be experienced through careful experience. fourth, the development of maturity results from the interaction of biological factors ( maturity) and environmental factors (learning). fifth, continuous progress is an interconnected unity, with all aspects (physical, cognitive, emotional, and social) that influence each other. all learning experiences are known as integrated opportunities for growth, and not a fragmented skill. keenam, individuals develop according to their own time. every child has unique needs and characteristics at a certain stage. seventh, development takes place from simple to complex, from general to specifically.by paying attention to this principle 19 siti zubaedah, penulis adalah magister pendidikan, and calon dosen stain purwokerto, “mengurai problematika gender dan agama,” jurnal studi gender & anak 5, no. 2 (2010). educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 37 it is impossible for the child to be melam through a certain stage or rushed to a certain behavior if they are not ready. the development period of children in the dimension of human formation begins from the moment of birth. it can be said that it is the right of parents to be able to witness the child's growth process from the start. human formation can be enriched while enjoying the growth of what a child will achieve. human formation refers to the whole process of humans being born, raised as humans and nurtured. keisen's research emphasizes the process of gaining strength for life while respecting others and supporting one another. the home environment is important for children. from home, learn irreplaceable things in life. when we grow to a certain extent, we can stand and walk, and we can talk, we learn about human emotions. in the family, we learn how be happy, thank you, and be angry, and how to behave depends on the situation. this discussion introduces that the importance of decision making abilities and independence are important for human formation. to foster this ability, it is first necessary for parents to respect the wishes and behavior of their children. growth & parenting until the age of 3 years is very important because there is a fact that at this time the underlying personality is formed. most important for personality formation is whether deep self-affirmation and a positive outlook on the world, which is different from the horizon that has not yet been and will be discovered. it takes more than 10 years to form a child's personality, whether positive or negative, the pattern of thinking is printed at the age of 3 years, as if parents are thinking about what they saw for the first time since the child was born. it also said that it was not enough. the mindset and values that are internalized in hearts of 0 to 3 years are so strong. so, how to express the things that the child says, "a deep sense of self affirmation" or "positive worldview" will take root in the child's mind (brain). often if you intend to have enough love as a parent, it will leave a scar on the heart if hitting a baby is with the wrong parenting method and the wrong treatment. developing social emotional which is part of tolerating social facts about differences in skin color, attitudes, and behavior displayed by others must be done early on, especially at the age of kindergarten. this is because at that time children begin to develop relationships with peers in the home and outside the home. where the child will play with the person he just met, the concept of self educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 38 children will tend to start accepting other people besides their families. start on social interaction, sympathy and empathy for people he just met. it is important that children develop this ability to build bridges and not walls to separate. being able to accept, respect, and better understand others is tolerance and is part of traditional values. because children are not born tolerant, you must educate them from an early age. the simplest way to teach tolerance to children is https://eresmama.com/comoensenar-tolerancia-a-los-ninos/(access 10/13/2019): (1) you are the best example. don't be insulting, don't make fun of people and be careful with details that, even if they look silly, will certainly be copied by your child. (2) teach them to talk and listen to others without trying to make their best ideas. (3) if you have the opportunity, travel to various countries to get to know other cultures. it will enrich them and also open their minds to various races and ways of life. (4) read books, stories, stories, and watch films about tolerance. (5) encourage them to be generous and share with others. (6) show them how they can seek unity and respect, the same point, instead of fighting. (7) let me work in groups. (8) create a game with him that encourages dissent. (9) help them to have high self-esteem and feel valued, valued, and accepted. (10) choose treatment facilities, schools or campsites with many variations. thus they will have the opportunity to socialize with those who are different from them. (11) learn with them about various holidays and religious celebrations that are not part of their tradition. (12) answer the questions they ask about differences, but in a respectful and honest way. your children will know that the fact that differences are observed and analyzed is acceptable. (13) show your acknowledgment and acceptance of differences in your own family. value the skills, style, and interests that make each member unique. children have an innate ability to be tolerant. however, this can help them that we as a family, teacher and community can help children do the following: (1) show yourself to be compassionate (2) don't allow attacks (3) don't mess with people or don't respect them ( 5) when you face difficulties, you can stay calm (6) be thankful. parents are responsible for educating and teaching values to children. parents are a mirror where our children look at each other. children learn from us through our attitudes and behavior. teaching to be tolerant means accepting that we are different, both in appearance and in the way we behave and express ourselves. tolerating means accepting the opinions of others, not imposing our opinions. tolerance is harmony in difference. although these differences https://eresmama.com/como-ensenar-tolerancia-a-los-ninos/ https://eresmama.com/como-ensenar-tolerancia-a-los-ninos/ educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 39 do not imply, in any case, tolerate injustice. being tolerant especially accepts that there is another culture, another way to look at life. a education schools the first social interaction occurs in the family, along with the development of one's social environment, social interaction can occur in a wider scope, namely in the school environment, play environment and community environment. the number of cases of violence among children is clear evidence that children do not have adequate tolerance(nuswantari 2018). educational institutions have not been able to facilitate the formation of peer communities that can support each other in the process of growth and character development. character education aims to shape every person into a priority person. learning the value of tolerance of elementary school children needs to pay attention to the characteristics of the age children, both in terms of cognitive, moral and psychosocial. character education as a pedagogy provides a space for growth for every individual in an educational institution to grow integrally as a human who lives up to values, especially moral values, religious values and civic values. social concepts such as helping and valuing need to be planted. character building has characteristics such as integrity, humility, tolerance or tolerance, simplicity and so on, it needs to be applied not taught. the application of the model of tol erance education is not only at the level of secondary education and higher education, but also at the level of basic education. holistically, school education is ideal for children to learn about the real theories and contexts of life in society moral development depends on the development of children's intelligence, among various attempts to show the ability to perform moral judgments. behavior that is in accordance with agreed social standards, follows a predictable pattern that is related to the sequence of stages in intelligence development. moral development follows a predicted pattern. this "the main function of the discipline is (school) teaching the child to accept the necessary restraints and to help direct the child's energy into a path that is useful and socially acceptable". critical periods in progress educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 40 age child development 5 to 6 years children ready to enter school before they learn that they have to take orders and adjustments to the rules and orders of adults at home and later in school. 8 to 10 years the desire to receive as members of the gang (group) reached its peak at this age. most children feel that to be accepted, they must be able to conform to the pattern of gang predetermined process deviations and irregularities membahyakan 13 to 15 years efforts to obtain the approval of their peers, especially from members of the opposite sex, to control adolescent behavior patterns. teens adapted himself to hope for approval and acceptance. 17 to 19 years in this age of an effort to gain approval and acceptance, as well as exercises for the selected job, probably will curb creativity. if konformistas pattern with the standard pattern and must follow certain orders and regulations, as to which is the case with most of the routine work, it will freeze creativity source; elizabeth b. hurlock, child development the table above shows the period of the child's age difference at each stage of development that must be achieved. all children's activities during their development are influenced by the environment that will shape the child's personality or character. this is important for schools as a second environment after the family teaches to appreciate objective facts about differences and tolerance. about kindergarten education, discussion fosters basic lifestyle and attitudes of children, fosters growing morality, fosters curiosity and questions of thought to be the basis of will and attitude learning, enriching creativity and so on. this plays an important role in fostering the foundation of "life force" and the foundation of human formation throughout life. the school is a place for new people to meet, a student will meet and play with other students who were previously unknown. at school a student begins to adapt to other students and their new environment. the beginning of tolerance is in school, every child is born and grows in a different environment in different ways. child growth and development will need each other, and bond in friendship. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 41 beginning of education or instilling value in students begins with every activity both in school instruments and social interactions which are interpreted as civilizing or disciplinary forms that are part of morality. the pattern of school activities in this integration is the process of internalization and socialization. patterns of activities that internalize the values and norms of a system are transferred to students in the system (school). the school is a place for new people to meet, a student will meet and play with other students who were previously unknown. at school a student begins to adapt to other students and their new environment. the beginning of tolerance is in school, every child is born and grows in a different environment in different ways. child growth and development will need each other, and bond in friendship. beginning friendship when children begin to get acquainted with new students then, there is a tendency to doubt the negative feelings. this happens when the child first meets his new friend that he will have suspicion. all of these negative feelings tend to affect students as they adapt to their new school life, and will consequently influence their academic performance 20. as a continuation of the development of students, in this learning activity there is a link between social skills and adapting to their environment. students' skills related to children's social development are generally obtained by learning them in school. the new skills that children learn in primary school are acquired in development between the ages of 6-13 years. so with a six-year school level at the elementary school level will shape social development in order to have morals (discipline). in the development of elementary school age children, the prominent characteristic of this age is to love playing, always moving, playing in groups, and always wanting to implement or feel for themselves. in school teachers must be aware of changes in cognitive development that occur and provide appropriate learning opportunities to support students individually and facilitate growth. teachers must also be aware of the challenges facing their students to identify and help correct problems if they arise. teachers often play an important role in identifying behaviors that can be problems, and they can be mentors to students who need them. the purpose of education is two points from forming each person's personal character and fostering the personality of the nation and society, and this is universal regardless of how times change. 20 danhui zhang et al., “the role of school adaptation and self-concept in influencing chinese high school students’ growth in math achievement,” frontiers in psychology 9, no. nov (2018): 1–11. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 42 schools as a means of moral formation of children see from the side of child development. where as an example of a comparison between the level of elementary school children with the level of secondary school children up to high school level. have different characteristics where the formation of character starts from the level of elementary school age children. at this level the socialization of normative values will be in line with school expectations. if the handling or efforts made by the school are in accordance with the stage of development of elementary school age children. the important task of education today is the understanding and acceptance by children of universal human values (cultural, moral, social), which are close and can be understood by different people. very important in the formation of tolerance in children is given to teachers. tolerance in pedagogical understanding is communication between teacher and students, developing suboptimal conditions that contribute to the formation of a culture of communication among school children, respecting individual personalities, the ability to calmly express their opinions. it is important to convey to children in a way that is accessible to people who are tolerant: respect the opinions of others, be kind, be able to understand and accept, are curious and sensitive, and are condescending https://paidagogos.com/vospitanie-tolerantnosti-u-detey.html (accessed 10/11/2019). during the development of children, towards adolescents and adults, in schools it is important that a teacher gives an understanding of religion. when religious practices or texts are taught without a historical context, it is easy for students to see rituals or stories that have one meaning that lasts for all times and places. religion, however, exists in time and space and is constantly reinterpreted and reinterpreted by believers. in this context, religion in the world of education, especially in schools, has different backgrounds for each child. an important teacher in teaching facts about religious differences, compared with purely narrated about the history of religion. learning about religion is the recognition that religion is a collection of ideas, practices, values, and stories that are all embedded in culture and are not isolated from them. just as religion cannot be understood separately from its cultural manifestations, it is impossible to understand culture without considering its religious dimensions. learning aimed at promoting social tolerance mutual respect between religion, and beliefs; society to build, progress and prosperity, and foster a spirit of cooperation, consolidate the values of coexistence and rational free dialogue to overcome the attitude of fanaticism, bias, neutrality, and social consensus in multicultural societies, openness between them, respect for freedom, and educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 43 guarantee rights human rights guaranteed by religion and the constitution and law are important to be formulated. in order for students to know about the objective facts of value in society, that fundamentally each individual has a real difference and is obliged to be respected and recognized. through school teachers can instill pluralistic nature and practice into learners. teachers need to be creative in bridging cultural plurality and a pluralistic and peaceful community. as the spearhead of multicultural education, teachers must have an adequate understanding of multiculturalism and multicultural education. in the teaching activities, teachers develop multiculture-oriented climate that highlights social justice and culture. teachers need to transform themselves towards personal multicultural, to have a need for multicultural learning design is not based on cognitive-oriented only(sudrajat 2014). democratic culture in schools requires democratic relations and interactions so that students experience democratic experiences continuously. students cooperate, tolerate, do not differentiate and share opinions, suggestions and criticisms. however, until now the school still does not believe that, both freedom in general terms and academic freedom can be the foundation for increasing student academic achievement. as a result, students do not find themselves as creative, rich in initiative, and critical people(herly janet lesilolo, zamroni 2015). being a human being who understands the nature of life as a human being, where it is important to learn about differences in society later. and how children can accept and adapt to new environments. in the social context of emotions, emotions tend to encourage one's social activities. social competence is determined by one's emotional competence. someone with high emotional intelligence tends to be a socially competent person. one of the keys to social skills is how good or bad a person expresses his feelings. modern schools, in addition to solving educational problems in the classroom, direct their work to the formation of moral and cultural values of a growing personality. children need to instill not only an understanding of what is good and what is bad, but also to teach tolerance to principles and attitudes that are different from their own. in schools to respect and tolerate differences, every child can be entrusted with a kind of research on the traditions and habits of an ethnic, religious, and social group or even between countries. the idea is that this information is then shared with colleagues. the aim is that children learn about other cultures, so they understand, know and accept other values. in pedagogical practice, many methods, forms, and techniques have been collected to promote tolerance among schoolchildren related to organizing children's activities in the classroom, educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 44 the use of fiction and film works, and organizing forms of dialogue work (discussion , disputes, debates) that will make children understand the concept of tolerance. the issue of tolerance education is becoming very relevant today, because tensions are rising sharply in human relations. a thorough analysis of the causes of the mental mismatch of the human community cannot be excluded. in this case, the teacher in subject subjects, especially in class hours, must pay attention to patriotic education that aims to create an attitude of respect for the motherland, original places, historical past, indigenous cultures, the people themselves and people. the basis of teaching students lay pedagogical principles: humanization of learning, based on the fact that everyone is unique, every child is a miracle. language learning is one of the most effective ways of education in the spirit of tolerance and mutual understanding. however, only knowledge of other cultural languages opens up possibilities for a comprehensive understanding. it is important to pay special attention to the nurturing of historical memories, the truth about the formation and development of the state. the path to tolerance is serious emotional, intellectual, and mental stress work, because it is only possible on the basis of one's own changes, one's stereotypes, one's consciousness. in this case the teacher can shape the personality of the child under the influence of self-awareness by someone with all human manifestations inherent in him in actions, feelings, relationships and by introducing them to universal values and culture. b tolerant social environment the modern world defines itself as a multicultural society that is democratic, tolerant, free where different countries are united voluntarily. the unifying feature of all countries is the large number of cultural, religious, political views. the freedom to be who you are and live peacefully with millions of others, respecting their differences, is the foundation of today's global world. important tolerance in the modern world is not only the most important principle, but also the conditions necessary for the peace and socio-economic development of all people. tolerance does not mean the need to adopt a lifestyle, religion, but allows others the opportunity to live according to their principles, habits, beliefs. but tolerance is not indifference. this involves respect and understanding of people from different cultures. at the same time, the preservation of their own cultural values and belief in their beliefs remain important points. in addition, the concept of tolerance does not include spreading social injustice or the imposition of educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 45 other beliefs. that is, in society there must be a certain tolerance for each other. https://sibac.info/shcoolconf/science/xii/40778 (accessed 10/13/2019). tolerance does not mean the need to adopt a lifestyle, religion, but allows others the opportunity to live according to their principles, habits, beliefs. but tolerance is not indifference. this involves respect and understanding of people from different cultures. at the same time, the preservation of their own cultural values and belief in their beliefs remain important points. in addition, the concept of tolerance does not include indulgence in social injustice or the imposition of other beliefs. that is, in society there must be a certain tolerance for each other. https://sibac.info/shcoolconf/science/xii/40778 (accessed 10/13/2019). tolerance as one of the characteristics that significantly influences not only the development of social climate, interpersonal relations, politics, seems to be the most urgent task for the development of modern humans. to foster tolerance, it takes people who are ready to bring their own examples. the fact that society needs role models that will stimulate not only thoughts, but also actions, deeds. in this case, two aspects of tolerance are distinguished: (1) external tolerance (towards others) the belief that they can have their own position, can see things from a different (different) perspective, taking into account various factors; (2) internal tolerance (as flexibility, as attitude toward uncertainty, risk, stress) the ability to make decisions and reflect on problems, even if all facts and consequences may be unknown http://rl-online.ru/articles/2 -02 / 91.html (accessed 10/13/2019). tolerance is a factor that stabilizes the system (personality) from within, as well as from outside, as a factor that directs relationships in society in a peaceful direction and connects individuals with traditions, norms, culture. so, at this time, what is very important is the awareness of the importance of the phenomenon of tolerance for our society. the issue of tolerance education must bring together different people, first of all, specialists from various directions and levels psychologists, teachers, educators, leaders, ordinary leaders and specialists, as well as representatives from different age groups (children and adolescents, adults and teenagers). self control is the essence of tolerance. theoretically, tolerance can be understood as a political practice aimed at neutrality, objectivity, or justice for political parties. tolerance is usually based on assumptions about the importance of individual autonomy. tolerance can be associated with other virtues of power such as compassion. religious traditions provide additional historical background to the idea of tolerance. children who grow and develop in a fanatical and closed family, he will tend to educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 46 be difficult to adapt to his new environment. wherever he is, then it will be problematic. not the place that is problematic, however, self-interpretation of other people who actually mislead it. tolerance as a moral virtue can be linked to other moral virtues such as humility and self-control. however, the moral value most commonly believed to be the basis of tolerance is caring. tolerance is the highest, and most beautiful human value that can be characterized by humans, and taking an approach in their lives, it is the best way to make peace with oneself and with others, and is a reason for continuity in this life, and overcoming difficulties and situations that disturbing, and tolerance can be in one's ability to accept others. they face different situations with comfort, confidence, and selfconfidence. tolerant people enjoy peace of mind and feel free from pressure and hatred. tolerance makes someone more comfortable and able to carry on with a lot of optimism and hope. religious tolerance is tolerance that includes issues of belief in human beings related to the belief or divinity that they believe. one must be given the freedom to believe and embrace the religion (having the creed) that each chooses and to pay homage to the implementation of the teachings held or believed. a child must be given an understanding of this in the process of growing his puppies both by the family and especially school as a place where children learn many things. tolerance as a moral position that is individually responsible is a requirement made by the individual for himself. considered an impersonal norm, obedience expressed as a universal duty, it becomes an element of the political and legal system. in general, the peculiarity of a moral principle is that the principle is such that the individual who acts considers it universal and in this capacity is considered important, binding unconditionally to himself. what is said about tolerance is a general sign of moral demands. this is a requirement that a person makes not for another person, and cannot even, not have a reasonable reason to be made for someone else, but only for himself. social identity theory (sit; tajfel & turner, 1979) argues that individuals strive to be part of groups that give them safe and positive social identities and are motivated to maintain positive distinctiveness through intergroup comparisons. teasing, intimidating, disrespectful, and other negative behaviors are common in children who have never learned the importance of being tolerant. fortunately, parents can raise their children better by teaching tolerance and good values from an early age. although morals and values are taught in school, it is usually not enough. you must continue to teach good behavior at home. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 47 a life full of peace, comfort, and tolerance is the dream of all people, both religious and nonreligious people, of all time. because there is no religion and any social system that promotes hatred, violent conflict, and war, all humans have hope for peace and tolerance between them even though they differ in many ways. tolerance is willing to understand other points of view. it also means learning a reality that is different from your reality. therefore, this implies consideration, respect, commitment to others, and even at the social playground. however, be careful not to confuse it by becoming weak. it is not at all condemning others or condescending. the difficult part of raising tolerant children is teaching them not to lose their own identities. children are a reflection of their parents and other family members. when we say things that are judgmental or evil, that is what we teach our children. although many people may not realize it, children learn from this. they absorb what they see like a small sponge. everyone knows the truth that a child must be surrounded by parental love from birth. ideally, families should be dominated by friendly and cheerful relationships. all this affects the formation of tolerance in children. if, on the contrary, aggression, eternal dissatisfaction, screaming, humiliation, hostility to one another, reproach is considered normal in the family, then in such a family the child does not learn to adequately understand his own personality and individuality and will also see others. simple things to raise children in a tradition of tolerance: learn to listen to children and listen to them, learn to relieve emotional stress children, let your child express emotions, including negatives, accept and love your child as he is. some children see themselves more as members of ethnic groups and appreciate the membership of their ethnic groups. children who feel very committed to their groups tend to act in terms of their group membership. this theory believes that group identification interacts with outgoing group threats to predict group evaluations outside and tolerance of minority practices. the idea is that perceived threats have different effects depending on identification within groups because the motivational meanings of perceived threats are different. compared to low identifiers, those who have identification in high groups are more likely to worry about their groups, especially when the position and value of group identity are at stake. (eg, bizman & yinon, 2001; tausch, tam, hewstone, kentworthy, & cairns, 2007). respect for those who are different arguably very important in the era of globalization, where the potential for economic, social and personal development is increasingly becoming a function of educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 48 interaction with others that are different from oneself. interpreting group identification in terms of individual differences in the level at which group membership is centered psychologically and valuable. indonesia has a complex society or a multicultural society composed of cultural diversity, society and social structure. diversity is an inevitable fact in collective life and cannot be expected to exist or cannot be suppressed without an acceptable level of violence. the character of interaction between cultures in multicultural societies is cultural assimilation. likewise in terms of diversity. people who live in multicultural societies assimilate about how good religion is in a society with a heterogeneous composition of religious embraces. in a multicultural society that is identical to a pluralistic society in politics, culture or even religion, religious people tend to experience conflict due to the sharing of interests they face. the results of the study used the results of a national survey of religious harmony in indonesia in 2017, in the jakarta area johar baru district johar baru village rt 02 rw 06, and kemayoran district kemayoran kelurahan rt 01 rw 01 as primary data for this paper. in this study has 4 scales, the first scale for very objection answers, the second scale for objection answers, the third scale for no objection answers, while the fourth scale for very objection answers. each of the data below, has taken a random sample data, with various backgrounds of religion, education, occupation, and gender. with the following results: diagram1.1. subdistrict johar baru johar baru village rt 02 rw 06 2 3 3 3 3 3 3 3 3 3 live a neighborly life with faith the willingness of other religions to set up houses of worship the readiness of other religious people to celebrate religion children play with children of different religions skalatoleransi educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 49 diagram1.2. kemayoran kemayoran sub-district village rt 01 rw 01 from diagram 1.1 and 1.2 diagram shows the results of a questionnaire about the same. 3 scale with answers that do not mind living with other beliefs. it shows that the level of tolerance between the two districts are in a position of relative baik.hasil this questionnaire show that living together is the essence of where the points sendiri.di question the respondent's children are allowed to play with children of different keyakinan.jawaban research results this also shows that early child has been accustomed to live and play or socialize with diversity. not everyone uses the concept of tolerance in their lives. the clearest manifestation of tolerance in life is usually associated with religion: you can meet a christian who talks with a muslim, and both are tolerant of each other, listening to each other's position and opinions. religious education is fundamental and at least crucial for three parties: parents, state (politics), and religious institutions. this cannot be separated from the process of secularization and social processes to counter secularization (davis et al. 2015). it is important for a child to be able to socialize with diversity. this will have an impact on his character who can adapt wherever he interacts. in the next life in adulthood, that attitude will be inherited to the next generation. so there is no exclusivity in social life. this is an education that is authentically felt by a child during development. in addition to these children get insights about diversity in the school level environment. religion has an interest 2.9 3.0 3.0 3.0 3.0 3.0 3.1 3.1 3.1 3.1 neighborly life different beliefs the willingness of other religions to set up houses of worship the readiness of other religious people to celebrate religion children play with children of different religions skalatoleransi educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 50 in religious education because education is the main key as a successor to religious traditions. the state has other interests, namely to get political support in society, and in instilling citizenship ethics. efforts to introduce tolerance to others can be carried out by social and cultural institutions. a cultural study is not just an interpretation of events, but rather an institutional breakdown of the phenomenon as social integration and social systems. every religion always gives a view of the truth and becomes the most correct himself, only it also needs to be taught to give views to respect other religions (hadi 2016). by opening up the view of each person as different, but still in one shade, it will form consciousness into one entity even in the context of differences. violence in the name of religion can be interpreted as a radical action based on religion. the radicalization of religion is defined as a process to make a religion which has a strong action in opposing what is permissible and which cannot be done. conclusion the virtue of tolerance concerns how to behave politely with people who have political opinions, cultural customs, and religious beliefs that are different from us. in class, this important value must be respected by everyone, students but also and above all teachers. one of the most important tasks of citizenship education schools is promoted through meaningful experiences that teach us to look after ourselves, others and the environment and promote solidarity. childhood development is a critical period, where children begin to imitate what is felt, seen and heard. children will learn from the family environment how to interact, behave and give respect to others. children tend to imitate from habitus, or patterns of interaction that are patterned in their environment. if students oppose differences, they will be exclusive in their lives. difficulty interacting and socializing is a problem of adaptation. if these children continue to be educated in error, conflict and violence will arise in the next life as children grow up and have more power. the implications of schooling are known about how children develop, but it must be emphasized that growth is influenced by context, and school is the primary context of childhood. where children learn a lot about the differences that previously children do not know, ranging from new friends to new knowledge from what is learned in school. teachers and parents and even community circles must be aware of the ways in which the reasons for a five-year-old child differ from the reasons for a fifteen-year-old child, it is also important to realize that school structure and expectations influence the way children grow and learn. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 51 the school is a place for socializing children in the second stage. children at school learn about insights, skills and ways to behave. at school there are various differences, where children will interact with children from different backgrounds. this is where it will be clear how children adapt to their environment. children who tend to be exclusive will have difficulty playing with their friends. he will tend to be alone and play with his imagination. this has a bad impact on the child's education. this is where the role of the school is, in guiding children to know the objective facts of the nature of life itself, namely differences and respect for differences themselves. references abdullah, 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religion: an empirical study of uk religious education teachers’ essentialist religious discourse.” religions 9, no. 11 (2018). sudrajat, ajat. “mengapa pendidikan karakter?” jurnal pendidikan karakter 1, no. 1 (2011). syamsul hadi, tri. “penanaman nilai-nilai keagamaan pada anak usia dini (studi kasus di paud bintang laut desa panggung kedung jepara).” stain kudus, 2017. zhang, danhui, yiran cui, yuan zhou, mengfei cai, and hongyun liu. “the role of school adaptation and self-concept in influencing chinese high school students’ growth in math achievement.” frontiers in psychology 9, no. nov (2018): 1–11. zubaedah, siti, penulis adalah magister pendidikan, and calon dosen stain purwokerto. “mengurai problematika gender dan agama.” jurnal studi gender & anak 5, no. 2 (2010). educatio : journal of education volume , number 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z policy on access, quality and competitiveness islamic education ahmad zarkasyi sekolah tinggi ilmu syariah miftahul ulum lumajang zarkazee@gmail.com published: may 15, 2017 reviewed april 12, 2017 received: march 5, 2017 abstract: 1945 constitution explicitly mandates that every citizen has the right to education because education is the main instrument to build a culture and civilization both the islamic nation and nor. even indonesian government has committed internationally to achieve the target of increasing the quality of education for all by 2015, there are still many issues concerning education in addition to the issue of access to education. included in these issues is a matter of fairness and quality of education. to address these issues, the recommendations need to be provided based on evidence gathered from painstaking research in order to be relied upon by the government, to be used as a basis of an access, power quality competitiveness of education in the era of competition. effective policy formulation process must pay attention to harmony between the agenda of policy proposals and strategies (grand design) government. the government also is not the sole actor in increasing accessibility of education. communities also have an important role in improving the quality of life of their own. keywords: islamic education, policy on access, quality and competitiveness a. introduction 1. background the series of word "islamic education" can be understood in a different sense, among other things: 1) education (according to) islam, 2) education (in) islam, and 3) education (religion) of islam. the first term, education (according to) islam, based on the viewpoint that islam is a teaching about the values and norms of the ideal life. the second term, education (in) islam, based on the perspective that islam is the teachings, culture and civilization system that grows and develops throughout the course of the history of islam, since the time of prophet muhammad saw. until the present. thus, education (in) islam more historical or educational history islam. while then called third term, education (religion) of islam, in this case can be understood as a process and effort as well as how the transformation of the teachings of islam, mailto:zarkazee@gmail.com ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 65 zzzzzz in order to be a reference and outlook life for muslims. thus, education (religion) of islam emphasizes on the theory of islamic education.1 in essence, education is an effort to build a culture and civilization either islam or not. therefore, the 1945 constitution explicitly mandates that every citizen is entitled to education. education has a vital and strategic role in the development of the nation as well as contributing significantly to the economic growth and social transformation. furthermore, education has four pillars: learning how to learn, learning how to know, learning how to be, and learning how to live together, will create an educated society that is a prerequisite for the formation of an advanced society, independent, democratic, prosperous and free from poverty.2 in order to improve the quality and relevance of education, continue to be done increasing the number and quality of teachers and education personnel, including through the provision of auxiliary teacher while, the provision of teaching materials, especially textbooks and equipment educational products, strengthening the life skills education and structuring relationships education institutions with industry and the business world. although the indonesian government has committed internationally to achieve the target of increasing the quality of education for all by 2015, there are still many issues concerning education in addition to the issue of access to education. included in these issues is a matter of fairness and quality of education. to address these issues, the recommendations need to be provided based on evidence gathered from painstaking research in order to be relied upon by the government, to serve as an educational foundation that determines regularly prescribed plan for goal achievement. an education policy platform means is a basis for a decision to do something of stakeholders who design education decision making rules.3 the cornerstone of education policy has become a reference step in implementing education. policy decisions have been considered and carefully prepared premises for the purpose of improving the quality of education is better. policy formulation process that effectively address the alignment between the proposed policy agenda and strategies(grand design)government. indonesia, which suffered several days of leadership also affect education policy changes but remains a major policy platform of the opening act of 1945, officially, this management 1 fazlur.rahman, 1999. islam and modernity: transformation of an intellectual tradition , (us: the university chicago) h 351 2 http://www.ispi.or.id/2010/08/12/arah-kebijakan-pembangunan-pendidikan-di-indonesia/ 3 http://www.kompasiana.com/tohaunissula/kebijakan-pendidikan-nasional-dan-implikasinya-terhadappendidikan-agama-islam_54f94ac1a33311f8478b4e38 ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 66 zzzzzz change has been realized in the form of the law of the republic of indonesia no. 22, 1999, then revised and refined into act 32 of 2004 on regional government. the implementation of guidelines have been made through the indonesian government regulation no. 25 of 2000 regarding government authority and provincial authority as autonomous region and the regulation of the minister of education and culture of the republic of indonesia number 22 year 2015 about the strategic plan of the ministry of education and culture of the year 2015 2019. the logical consequence of law and government in the form of a change in direction of educational paradigm, from the old paradigm to a new paradigm, which would also have an impact on islamic education policy formulation process. ideally, a new paradigm of education should coloring education policy both substantive education policy and implementation. the government also is not the sole actor in increasing accessibility of education. communities also have an important role in improving the quality of life of their own. change mindset and awareness about increasing the quality of life greatly affect the accessibility of education, because that accessibility is not a process played by a single actor but done in synergy. this is done with equity, increased accessibility, improved macro and micro facili ties, must show the framework of cooperation with other fields in the vision of sustainable development. therefore, in this paper, the author tries to make a critical assessment of education access policy, the policy of education quality and competitiveness of islamic education in indonesia. 2. problem formulation based on the background of the problems mentioned above there are a few things to the writer formulated are : 1) how the concept of education access policy, the policy of education quality and competitiveness of islamic education? 2) how critical assessment of the policy of access to education, quality of education policy and competitiveness of islamic education? 3) how alternative solutions developed to bridge between reality and ideals in the implementation of the policy of access to education, quality of education policy and competitiveness of islamic education? 3. the purpose the purpose of this paper is as follows: 1) to describe the policy of access to education, quality of education policy and ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 67 zzzzzz competitiveness of islamic education? 2) to criticize the policy of access to education, quality of education policy and competitiveness of islamic education? 3) to provide alternative solutions developed to bridge between reality and ideals in the implementation of the policy of access to education, quality of education policy and competitiveness of islamic education? b. discussion 1. the concept of access policy education policy education quality and competitiveness of islamic education a. concepts access policy education leslie stated that: "the word the policy comes from the translation of policy, the which has the meaning as the best choice within the limits of the competence of actors and institutions concerned and formally binding".4 meanwhile, according aminullah in tilaar, "a policy or action is an attempt to influence the system meet the desired objectives, efforts and actions are intended to be long-term strategic and thorough".5 while the word access according to indonesian dictionary is the entrance and affordability.6 the terminology, moseley define access within the context of the public service as a guarantee of the availability of resources; the availability of resources will trigger a person's ability to get what he wanted. linkage parties as suppliers (providers) with those in need (demand) strongly supports the implementation of the access itself. resource utilization on par with similar needs that will make access both will be connected to the well and will run in accordance with what the objectives of a form of the service. briefly islamic education according hasan langgulung explained that islamic education is a process of spiritual, moral, intellectual, social and tried to guide man and give him the values and principles as well as an ideal example in the life hereafter. while education by syekh muhammad 4 pal a. leslie. 1992. public policy analysis, an introduction . ontario: a division of thomson canada limited., h. 7 5 suryadi, ace tilaar. har. 1993. analisis kebijakan pendidikan, suatu pengantar. (bandung rosda karya) h 5 6 boediono. 1995, kamus besar bahasa indonesia, departemen pendidikan dan kebudayaan, balai pustaka , jakarta ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 68 zzzzzz naquib al-attas termed ta'dib which implies science, teaching and upbringing that includes several interrelated aspects such as science, justice, wisdom, charity, truth, reason, soul, heart, mind, degrees and attitude. in general it can be said that islamic education is a science education based on islam.7 islamic education experts according to al-abrasy athiyah have agreed that the purpose of education and teaching is not meet the child's brain with all sorts of science that they do not know, but: a. educate their character and soul; b. instill a sense of virtue (fadhilah); c. familiarize them with the high courtesy; d. preparing them for a life that is holy entirely with full sincerity and honesty. thus, the ultimate goal of islamic education according to al -abrasy is educating character and formation of the soul. all education must contain moral lessons, and every educator must think of religious morals before the others because of religious morality is the highest morals, while the noble spirit that is the pole of islamic education. so we can conclude that the policy of access to education is is an attempt or act strategically to influence the system achievement of a leveling process to the implementation of education, so that all people can reach out and feel the service in pendidika the teaching and upbringing that includes several interrelated aspects such as science, justice, wisdom, charity, truth, reason, soul, heart, mind, degrees and manners. when the access of education you want associated with government policy platform, it will be found propernas regulations in 2000-2004, which refers to the guidelines 1999-2004 regarding education development policy on the first point to mention:8 "promoting the expansion and equalization obtain a high quality education for all indonesian people towards indonesian man creation of high quality with significantly development of education budget ". and on one objective of the indonesian education is to equal opportunity to participate in education for every citizen. "the orientation of education policy is primarily directed to the needs learners. the education policy should be directed at the formation of organic intellectuals who become agents of renewal in society people.9 many public education programs carried out by the government to open up people's access to education both formal and non-formal education. law no. 20 of 2003 article 13 explains 7 naquib al attas. 2001. risalah untuk kaum muslimin. (kuala lumpur: istac) h 17 8 dirjen dikti. 2003. “peran, fungsi, dan kebijakan pemerintah pusat pada pembangunan pendidikan tmggi 20032010” consolidated report. 11 november2003 9 abdul wahab, solichin, 2008. pengantar analisis kebijakan publik. (malang: umm) h 71 ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 69 zzzzzz that: 1. educational path consists of formal, non-formal and informal complementary and enriching; 2. education as mentioned in paragraph (1) shall be organized by an open system through face to face and / or over a long distance. programs that are prepared each district governments are not all the same, depending on the needs and desires of the policy direction of the chill, especially in the education sector, a variety of courses are offered ranging from the release of spp / bp3, procurement of textbooks, infrastructure development, education-based boarding, special education schools and so forth.10 the government's obligation to meet the public's access to education: 1. requiring a certain age follow the basic education requires a certain age then implemented basic education compulsory education of nine years it aims to achieve equitable and quality education unitary republic of indonesia and to fulfill the rights citizens basis certainly not without considerable attention from the government such as tuition exemption and a variety of programs for community education for the underprivileged. 2. expanding the number of schools. in line with the development of a fairly rapid population necessary to increase the number of schools that were able to accommodate all school-age children in line with the population growth. 3. expanding distribution schools except number of schools increased in number should also pay attention to the distribution of schools to reduce the education gap. this decline by providing great access to the public to participate in education which have been less affordable by remote communities, indigenous communities, and the poor. 4. provide the kind schools accordance with the needs or tastes of the people.11 organizing formal and non formal education in accordance with the characteristics required by the community. in addition to formal education, non-formal education is also considered important to improve life skill that will be able to separately raise the quality of life. fulfilling the mandate mandated by law no. 20/2003, article 36 (2), that the curriculum was developed to diversify and mandate of pp 19/2005 curriculum developed by the educational unit (school) with reference to the content standards, as stipulated in the ministerial regulation no. 10 peraturan pemerintah (pp.) no. 20 tahun 2003 tentang standar nasional pendidikan, pasal 13 11 sakban rosidi, , 2008. ekonomi politik pendidikan: sebuah piranti analisis kritik kebijakan . edu-articles.com ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 70 zzzzzz 22/2006, and standard competency education unit, contained in permendiknas number. 23/2006, and based on the guidelines drawn up by bsnp. development and implementation of a diversified curriculum is a major challenge for schools. if during the curriculum drawn up in full by the government and schools stayed apply, in the present and beyond the school demanded to develop their own curriculum. the policy requires the school to be able to outline the content standards set by the government into a curriculum that is believed to be suited to the circumstances of the school concerned and its implementation can deliver learners achieve competency standards have been set. b. concepts of quality improvement and competitiveness of the islamic educational quality by dahlan al-barry in modern indonesian dictionary is"kualitet"/ "good or poor quality goods".12 as well as being quoted by qura'ish shihab that defines quality as either level or quality of something bad something.13 the quality system is a process that emphasizes quality as a business strategy oriented to customer satisfaction by involving all members of the organization. so that when the quality associated with education, it can be understood in quality of education is a strategic action on continuous improvement, which can provide a set of practical tools to every educational institution to meet the needs, desires and expectations of the customers, now and in the future ,14 there are four quality standards of education in order of priority are as follows:(teacher)teachers need to emphasize the core values associated with the development of a scientific attitude and creative in every assignment given to students, guiding students to solve a problem,(curriculum)the curriculum also must contain clearly the ways of learning(learning)and method of evaluation (assessment) which is used in the classroom. (academic atmosphere)where the atmosphere is built from the interaction between the students, the interaction between students and teachers, interaction with parents and also physical environment created atmosphere, and(academic resource)scientific resources here is in the form of infrastructure in teaching activities, namely books, visual aids and technology. kemendikbud as regulatory policies also become the basis of islamic educational institutions 12 m. dahlan al barry, kamus modern bahasa indonesia (yogyakarta : arloka, 2001), 329. 13 quraish. shihab, membumikan al-quran (bandung : mizan, 1999), 28. 14 edward sallis, total quality management in educatian , diterjemah oleh ahmad ali riyadi dan fahrurrozi, managemen mutu pendidikan, (jogjakarta, ircisod,2006), 73 ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 71 zzzzzz have developed a comprehensive approach to improve the quality, relevance and competitiveness of education. this comprehensive approach is designed based on law no. 20 of 2003 on national education system, which mandates the development of the national education standards (nes), the holding of an international education and local excellence, accreditation of education, and the minimum service standards (spm).15 1) national education standards national education standards (snp) serves as a basis for planning and supervision of education in order to realize the national education quality. snp policy will be implemented through the following activities: 1) implementing the curriculum content standards in the education unit. 2) applying the competency standards. 3) applying the teacher qualification standards, and implement teacher certification. 4) applying the management standards of education. 5) applying the assessment standards of learning outcomes. 6) implement standards for school infrastructure. 7) applying standard educational process. 8) developing standards of education financing. 2) local excellence based education article 50 paragraph (3) of law no. 20 of 2003 on national education system mandates that the government and / or local governments organized at least one unit of education at all levels of education to develop into international standard schools, while paragraph (5) mandates that county and city governments to manage education as primary and secondary as well as the educational unit of local excellence.16 characteristics of international education is that the process and minimal education graduates on par with schools and universities in advanced countries. education development policies in the organization of an international education and local excellence will be implemented through the following activities: a) increase the number of education units development of local excellence least one school in the province, county, and city. b) helped organize local excellence based education units held by the public. 15 a. supriyanto, jurnal ilmu pendidikan mutu pendidikan di daerah diseminasi november 1997, jilid 4, (ikip : 1997), 225 16 peraturan pemerintah (pp.) no. 20 tahun 2003 tentang standar nasional pendidikan, bab i, pasal 50. ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 72 zzzzzz c) facilitates educational cooperation between the education unit to establish educational partnerships(sister school)abroad. 3) minimum service standards (spm) in carrying out the educational process required standard of judicial education services may be invoked by all educational units, for the government has implemented a set of spm education with kepmendiknas no.129a / u / 2004 is in the process of improvement to be aligned with the pp 19 year 2005 on national education standards and pp 65 of 2005 for spm education is very necessary so as to ensure the quality of education organized by the local government. the principles of spm in accordance with article 3, pp 65 year 2005, namely (1) spm is organized as a tool. government and local governments to ensure access to and quality of basic services to the public evenly within the framework of implementing the obligatory functions. a) spm is set by the government and enforced for the entire provincial government, local government districts and cities. b) spm implementation by local government is part of a nationwide basic service delivery. c) spm is a simple, concrete, easy to measure, open, affordable, and reliable and has a time limit of achievement. d) spm adapted to the development needs, priorities, and national and regional financial capability.17 in order to realize these objectives, improving public access to education more qualified to be implemented within the framework of the policy direction as follows:18 1) organizing compulsory basic education nine year to ensure equitable quality basic education in the entire territory of the republic of indonesia to fulfill the basic rights of citizens , for that efforts to recall the number of dropouts and graduates sd including sdlb, mi and package a, which did not continue to pursue the smp / mts / package b as well as the effort to reduce the dropout rate must be optimized. 2) significantly reducing the number of illiterates through increased intensification of expanding access and quality of functional literacy education that is supported by efforts to reduce dropout rates, especially in the early grades sd / mi or equivalent as well as develop a culture of reading to avoid illiteracy back (relapse illiteracy), and create a 17 peraturan pemerintah pp no. 19 tahun 2005 tentang standar nasional pendidikan . pasal 3. 18 pusat statistik pendidikan.2002. statistik persekolahan 1994-2011, jakarta. rentra depdiknas 2009-2014 ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 73 zzzzzz learning society. 3) promote the expansion and equity of secondary education, formal and non-formal both general and vocational anticipation of growing junior high school graduates as a result of the success of compulsory universal basic education nine-year, and provision of employment of graduates of secondary education quality by increasing the relevance of secondary education with manpower needs work. 4) promote the expansion and quality of higher education, including balancing and harmonizing the number and type of courses that are tailored to the demands of the development needs and to produce graduates who meet the needs of the labor market as well as increasing and strengthening the role of universities as the spearhead of improving the competitiveness of the nation through the creation and development of science , technology, culture and art. 5) promote the expansion of early childhood education in order to foster, cultivate and develop the full potential of early childhood optimally in order to have the readiness to enter further education. 6) organizing non-formal education quality to provide educational services to citizens who can not possibly meet the needs of education through formal channels, especially for people who have never attended school or are illiterate, school dropouts and other community members who want to improve or acquire the knowledge, skills / skill life and the ability to improve the quality of life. 7) lowering the disparity in education between groups by providing greater access to community groups that have been less accessible by educational services such as the poor, the people who live in rural areas, remote and island, people in conflict areas, as well as people with disabilities. 8) organize alternative education in areas of conflict and natural disasters were followed by rehabilitation and reconstruction of damaged infrastructure including the provision of teachers and education personnel, as well as the preparation of learners to be able to follow the teaching and learning process. 9) conducting special education for students who have difficulty in following the learning process because of physical, emotional, mental, social, and / or have the potential intelligence and special talents. 10) intensifying the socialization importance of education for all to the whole community as ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 74 zzzzzz well as the advocacy for decision makers to put greater emphasis on the development of education. 11) develop local and national curriculum tailored to the development of science, technology, culture and the arts as well as global developments, regional, national and local, including the development and integration kinesthetic life skills education to improve the work ethic and entrepreneurial abilities of learners; 12) develop citizenship education and multicultural education in order to foster national awareness and sow the democratic values by means of strengthening understanding of the values of pluralism, tolerance, and inclusive in order to improve adhesion pluralistic indonesian society, and strengthen national unity. 13) strengthening the moral education in order to develop noble character includes ethics and aesthetics early among learners and knowledge development of arts, culture, and environment. 14) provide materials and equipment to education (teaching and learning materials), and includes the latest print materials such as textbooks and are based on information and communication technology and the natural surroundings. 15) increase the number and quality of teachers and other education personnel taking into account the increase in the number of learners and the accuracy of the location, as well as improving the welfare and legal protection for educators to be better able to deve lop competencies and increase their commitment in carrying out the task of teaching. 16) the development of information and communication technology in education as a science, teaching aids, educational facilities, competency standards, supporting educational administration, educational unit management tools, and educational infrastructure. 17) developing a system of evaluation, accreditation and certification, including testing and evaluation of education systems in order to control the quality of national education in the educational unit as a form of accountability of education providers, as well as the evaluation of education providers in the district / city, provincial and national levels. 18) enhance the management of education by increasing autonomy and decentralized management of education to the education unit in organizing education to be effective and efficient, transparent, responsible, accountable and participatory based on the minimum service standards and increase the relevance of learning to the local ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 75 zzzzzz environment. 19) increase community participation in education development, including in education funding, the implementation of community-based education as well as in improving the quality of educational services that includes planning, monitoring, and evaluation of educational programs. 20) reforming the system of financing education is principled fair, efficient, effective, transparent and accountable, including the implementation of education funding based on the number of students (student-based financing) and an increase in the education budget to 20 percent of the state budget and the budget to continue the efforts on equity and the provision of educational services quality. 21) increase research and development of education for the development of policies, programs, and educational development activities in order to improve the quality, range and service equity, effectiveness and efficiency of educational services management including to support efforts to succeed compulsory nine-year basic education quality. 2. critical study on access and quality of islamic education azyumardi azra stated that the era of regional autonomy, "educational institutions, such as schools, madrasahs, schools, universities (colleges), and others are integrated in the nationaleducation should be reoriented, reconstruction critical, restructuring and repositioning, as well as trying to implement a new paradigm of national education ".19 in the context of equitable access to educational problems can occur due to lack of organizations coordination between the central government and regional government, to remote areas. this led to the breakdown of communication between the central and local governments. besides educational equity issues also occur due to lack of helplessness on an institution to undertake the educational process, it can only happen if the control of education that the central government and not local area reach remote areas. so this will result in the majority of the indonesian population of school age, can not get an education implementation, as expected. then the high costs to acquire a stool community college education make rural communities have no other choice except not continue their education at college even not attending school. in line with the process of educational equity, quality improvement for each level of 19 azyumardi azra, . 2002, paradigma baru pendidikan nasional, rekontruksi dan demokrasi, (jakarta :kompas) h xii ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 76 zzzzzz education through schooling is also implemented. this quality improvement is directed to improving the quality of inputs and graduates, process, teachers, facilities and infrastructure, and the budget used to run education. the low quality and relevance of education is influenced by several factors. the most important factor affecting the quality of the learning process is not yet able to create a quality learning process. educational outcomes are also not supported by testing and assessment system of institutionalized and independent, so that quality education can not be monitored objective and regularly . the test appeal between the quality of education one area to another can not be performed as expected. so that the results of educational assessment has not been functioning fatherly improved process and outcomes of education.20 in addition, the school curriculum is structured and laden with the burden of making learning becomes stiff and uninteresting. implementation of such education is not able to cultivate creativity fatherly students learn effectively. the system prevailing at the present time are also not able to bring teachers and professors to perform learning and learning management become more innovative. as a result of the implementation of the education is to be a school tend to be less flexible and not easily changes with time and society. in higher education, the implementation of the curriculum is set at the determination of the material scope set centrally, so it needs to be implemented change towards competency-based curriculum, and more sensitive to the development of science and technology. the low quality and relevance of education is also due to the low quality of teachers. assessment can be seen from learning qualifications can be achieved by teachers and lecturers. compared to other developing countries, then the quality of teachers of higher education in indonesia has a very fundamental problem. 1. alternative solutions developed to bridge between reality and ideals in the implementation of the policy of access to education, quality of education policy and competitiveness of islamic education a. efforts to increase access to education islam 20 hill, y., lomas, l., macgregor, j., 2003. student perception of quality in higher education, quality assuransce in education, vol. 11. no.1, pp. 15-20. ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 77 zzzzzz looking at the problem, it needed cooperation between educational institutions with various community organizations. to realize the national education policy, then there are several national education strategy. first, the democratization of education, efforts can be made to hold the expansion and equal access to education, realizing education for all, allowing the empowerment and public institutions, giving special attention to specific groups, and work for the establishment of educational units. second, improve the quality of education at all levels are realized with the reforms, the curriculum at all levels, enhance the professionalism of staff, improve the quality of the process and evaluation of education, improve the supervision role of education, and the improvement quality of research. third, improve the relevance of education to manifest with basic skills development, setting the program in accordance with the interests of the continuation of studies and enter the workforce, creating a humane educational process, and build an inclusive educational climate. lastly, improving the effectiveness and efficiency of education that can be realized with the establishment of school based management and education-based society, the rule of autonomy and accountability of educational institutions, the application in education funding based on performance and strengthening the presence and function of accreditation of educational institutions of all levels, and to seek bureaucratization of education , then the government can implementing education development program in higher education, which the program aims to improve equal opportunity to obtain higher education, particularly for outstanding students who come from poor families and marginalized rural society. policy formulation process that effectively address the alignment between the proposed policy agenda and strategies(grand design)government. through consultation and interaction, emphasizing the policy formulation stage so that the consistency of the new policy does not conflict with the government's agenda and programs that are being implemented. in fact, policy makers often lose their way in setting policy goals. solutions are often viewed as more important than the problem. yet often it is otherwise where a good solution will fail if applied to the wrong problem. that policies remain focused on the goals that have been set, the policy-making should be guided by a policy step cycle that includes planning and evaluation. in this process, the policy makers are usually guided by questions such as: what is the purpose or function of a policy? how the policy would affect the government's overall agenda, government departments, client groups, interest groups, and the community at large? what and how the relationship between the ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 78 zzzzzz means of implementing the policy objectives? is there a tool or mechanism of simpler implementation? how to policy with regards to the policies of other governments? can the new policies that make a difference as expected? according to anderson in his book subasono, there are four aspects that need to be studied in policy implementation, namely: 1. who implements 2. the nature of the administrative process 3. compliance, and 4. the impact of the implementation of the policy.21 meanwhile, according to ripley and franklin there are two important things to focus on implementation, namely compliance (compliance) and what's happening?.compliance refers to whether the implementer adherence to standard procedures or rules that have been set. as for "what's happening" questioned how the implementation process is done, what barriers arise, what is achieved, why and so forth. to see the success of the implementation, known to some models of implementation, among other models developed mazmanian and sabatier states that the implementation of the policy is a function of three variables: 1) the characteristics of the problem, 2) structure of program management that is reflected in the wide range of regulations to operational the policy, 3) factors outside the rules.22 the policy can be used as a reference in improving access to education for the community: 1) increasing capacities, especially for areas of good skill mastery of science and technology fields, as well as all areas of study that can improve the quality of life; 2) encouraging increased role of the private sector through private schools; 3) increase the provision of scholarships for participants who come from poor families; education and relief; 4) spread the educational capacity in all geographic levels to support regional development as well as provide an opportunity for low-income communities, including communities from disputed areas, by organizing coaching education institutions as centers of growth in the surrounding area. policies to promote the expansion and equity of secondary and higher education. the purpose of this policy is to increase the opportunities and educational services are structured and tiered, especially middle and high schools. the targets are: increased access to and equity of 21 subasono, ag, 2005. public policy analysis. concepts, theory and applications, (yogyakarta.pustaka student) h 91 22 gradstein, mark. 2003. the political economy of public spending on education, inequality, andgrowth.(world bank) h 113 ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 79 zzzzzz secondary education quality and affordable, and the college increased cooperation with local governments. the components of the concept of equitable access to education is more clearly expressed by schiefelbein and farrell in suryadi and tilaar stated that educational equity or equality of educational opportunity not limited to, whether the pupil to own an equal chance to go to school (even distribution of educational opportunity in falsify by coleman) but more than that, the student should get equal treatment since admission, study, graduate up to benefit from the education they participated in public life.23 first, equal opportunity of entering school (equality of access).this concept is closely related to the level of participation in education as an indicator of the ability of the education system to provide the widest possible opportunity for school children to get an education. this educational equity can be assessed based on two different concepts, namely equality of opportunity(equality of access)and justice (equity)in education. second, equal opportunity to survive in school(equality of survival).this concept focuses on the occasion of every individual to obtain success in education and training. this type of analysis to devote attention to the level of internal efficiency of the education system seen miraculous indicators produced from cohort. this method of studying the efficiency of education by pupil pupils compared with pupils of students repeating grades and dropping out of school. third, equal opportunity to achieve success in learning(equality of output).viewed from the standpoint of the individual, equality of output illustrates the ability of the education system to provide high capacity and skills to graduate without distinguishing variable ethnicity, region, socioeconomic status, and so on. the concept of educational output is usually measured by the achievement of academic learning. this concept illustrates how far the education system is efficient in utilizing the limited resources, effective in filling labor shortages needed, and able to control the possibility of redundancy in relation to the amount needed by the job. fourth, enjoy the benefits of equal opportunities in education in society (equality of outcome).this concept describes the educational success externally(external efficiency)of an education and training system associated with individual graduate earnings, the amount and composition of the graduates will be tailored to the needs of labor (people), and the further 23 suryadi, ace tilaar. har.1993 analisis kebij akan pendidikan, suatu pengantar p 21 ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 80 zzzzzz growth of the economy (society). technique used is usually includes the analysis of the rate of return to education, relation between education and employment, education production function using a "analytical attainment status model" and so on. b. efforts to improve the quality and competitiveness of islamic education to realize the national education policy, then there are several national education strategy. first, developing quality of teachers, the second increase in the material, the third increase in the means, the four quality learning. 1) improving the quality of teachers teachers who have a very important position and strategy in the development potential of the learners. in the self-teacher glory and safety of the nation's future with the planting of basic values as the noble ideals of national education in shaping the personality of spiritual and physical welfare, pursued through religious education and general education.24 therefore, it should be able to educate many things, so he became an educator proportional. so as to educate the students in creativity and their daily lives. to improve the professionalism of teachers in the learning, needs to be improved through the following ways: (1). following upgrading according to experts that upgrading is all business education and experience to improve the skills of teachers finish their knowledge and skills in accordance with the progress and development of science in the fields respectively. (2). following courses were education course this will add insight, while the courses usually include education arabic and english and computer skills. (3). reading being a professional teacher reproduce not only master or read and only based on one or some course books, teacher professionalism be a lot of reading a variety of books to add resource materials to be conveyed b). improved material in order to improve education, the improvement of essential material for with full attention given knowledge will certainly add a broader knowledge of materials presented educators should be able to outline as listed in the curriculum.25 educators must master the material with added ingredients or other relevant sources and more actual and warm. so that students are interested and motivated to learn the lesson. using a variety of methods as a combination, for example: 24 umiarso & gokali. 2011. manajemen mutu sekolah di era otonomi pendidikan .(yogyakarta. ircisdd) h 42 25 umiarso & gokali. 2011. manajemen mutu sekolah di era otonomi pendidikan .h 47 ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 81 zzzzzz lecture with a question and answer session. so the effort is an attempt to improve the quality of education to the learners in modern era. c) increased support facility are tools or methods and techniques used in order to improve the effectiveness of communication and educational interaction between teachers and students in the educational process and teaching in schools in terms of facilities that need to be considered their quest to improve as follows: a. understand in depth about functionality or usefulness of educational media understand the proper use of media education in teaching and learning interactions b. making the media should be simple and easy c. choosing the right media in accordance with the purpose and content of the material to be taught.26 a) learning quality improvement in any learning process sometimes experience difficulties or obstacles in studying these obstacles need to be overcome by a variety of businesses as follows: a) providing incentives interest in learning someone in touch with one's feelings. education should use appropriate methods to stimulate interest in learning provide motivation is a useful driving learners to grow and move integrally learners talent in the world of learning, is with a value taken from system lives of learners and addressed to the explanation duties task. a. closing 1. policy of access to education is is an attempt or act strategically to influence the system achievement of a leveling process to the implementation of education, so that all people can reach out and feel the service in education the teaching and upbringing that includes several interrelated aspects such as science, justice, policy , charity, truth, reason, soul, heart, mind, degrees and manners. while the education quality improvement is a strategic action on continuous improvement, which can provide a set of practical tools to every educational 26 umiarso & gokali. 2011. manajemen mutu sekolah di era otonomi pendidikan h 51 ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 82 zzzzzz institution to meet the needs, desires and expectations of the customers, now and in the future. where there are four educational quality standards in order of priority are as follows: teacher, curriculum, academic atmosphere and academic resources. 2. equitable access to educational problems can occur due to lack of organized coordination between the central government and regional government, \. besides the problem of educational equity also occur due to lack of helplessness on an institution to undertake the educational process, it can only happen if the control of education by the central government and the except area does not reach area remote areas, as well as the high costs the community to get an education bench make rural communities have no other choice e not continue their education at college even not attending school. while the factors that affect the quality is a learning process that has not been able to create a quality learning process. comparisons between the quality of education one area to another can not be performed as expected. so that the results of educational assessment has not been functioning fatherly improved process and outcomes of education. that policies remain focused on the goals that have been set, the policy-making should be guided by a policy step cycle that includes planning and evaluation. in this process, the policy makers are usually guided by questions such as: what is the purpose or function of a policy? how the policy would affect the government's overall agenda, government departments, client groups, interest groups, and the community at large? what and how the relationship between the means of implementing the policy objectives? is there a tool or mechanism of simpler implementation? how to policy with regards to the policies of other governments? can the new policies that make a difference as expected? bibliography rahman, fazlur. 1999. islam and modernity: transformation of an intellectual tradition , (us: the university chicago) pal a. leslie. 1992. public policy analysis, an introduction. ontario: a division of thomson canada limited. suryadi, ace tilaar. har. 1993. analisis kebijakan pendidikan, suatu pengantar. bandung: rosda karya. boediono. 1995, kamus besar bahasa indonesia, departemen pendidikan dan kebudayaan, balai pustaka , jakarta. ahmad zarkasyi policy on access, quality and competitiveness islamic education volume 2, number 1, may 2017 | 83 zzzzzz http://www.kompasiana.com/tohaunissula/kebijakan-pendidikan-nasional-dan-implikasinyaterhadap-pendidikan-agama-islam_54f94ac1a33311f8478b4e38 http://www.ispi.or.id/2010/08/12/arah-kebijakan-pembangunan-pendidikan-di-indonesia/ naquib al attas. 2001. risalah untuk kaum muslimin. kuala lumpur: istac. dirjen dikti. 2003. “peran, fungsi, dan kebijakan pemerintah pusat pada pembangunan pendidikan tmggi 2003-2010” consolidated report. 11 november2003 wahab, solichin abdul, 2008. pengantar analisis kebijakan publik. (malang: umm. peraturan pemerintah (pp.) no. 20 tahun 2003 tentang standar nasional pendidikan, pasal 13 rosidi, sakban, 2008. ekonomi politik pendidikan: sebuah piranti analisis kritik kebijakan . eduarticles.com dahlan, m. al barry. 2001. kamus modern bahasa indonesia (yogyakarta : arloka. shihab, quraish. 1999. membumikan al-quran. bandung : mizan, supriyanto, a. 1997. jurnal ilmu pendidikan mutu pendidikan di daerah diseminasi november, jilid 4, ikip. peraturan pemerintah (pp.) no. 20 tahun 2003 tentang standar nasional pendidikan, bab i, pasal 50. peraturan pemerintah pp no. 19 tahun 2005 tentang standar nasional pendidikan . pasal 3. pusat statistik pendidikan.2002. statistik persekolahan 1994-2011, jakarta. rentra depdiknas 20092014 azra, azyumardi. 2002, paradigma baru pendidikan nasional, rekontruksi dan demokrasi. jakarta :kompas. hill, y., lomas, l., macgregor, j., 2003. student perception of quality in higher education, quality assuransce in education, vol. 11. no.1, pp. 15-20 subasono, ag, 2005. analisis kebijakan publik. konsep, teori dan aplikasi, (yogyakarta.pustaka pelajar. gradstein, mark. 2003. the political economy of public spending on education, inequality, and growth. world bank. umiarso & gokali. 2011. manajemen mutu sekolah di era otonomi pendidikan. yogyakarta. ircisdd. http://www.kompasiana.com/tohaunissula/kebijakan-pendidikan-nasional-dan-implikasinya-terhadap-pendidikan-agama-islam_54f94ac1a33311f8478b4e38 http://www.kompasiana.com/tohaunissula/kebijakan-pendidikan-nasional-dan-implikasinya-terhadap-pendidikan-agama-islam_54f94ac1a33311f8478b4e38 http://www.ispi.or.id/2010/08/12/arah-kebijakan-pembangunan-pendidikan-di-indonesia/ educatio : journal of education volume 2, number 2, november 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z blended learning voice: students’ perceptions of mid transitioning into digital needs of academic reading lilies youlia friatin1, etika rachmawati2, ratnawati3 1, 2, 3galuh university, ciamis, west java, indonesia lilies.youlia@yahoo.co.id, etika.rachmawati@gmail.com, ratnawati.english.edu@gmail.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: blended learning is one of the elearnings to be concerned its improvement and it can not be apart from the digital learning practices. moreover, the application of blended learning itself is such of educational innovation in the 21st century era not only in indonesian setting but also in the worldwide spread. in fact, the deployement of blended learning which is covered by e-learning in indonesia is not good enough in higher education setting. the present study investigated students’ perception of applying it in an academic reading class as part of demand in digital era. the descriptive study was employed to analyze the students’ questionnaire toward the application of blended learning during classroom practices with the 30 participants took part in the research. the students’ positive responses and interpretation from students revealed of implementation of it though some troubles occured during teaching and learning process. from the result of the data, it indicates that blended learning can be one of the educators’ choices of classroom practices in order to improve the quality of higher education and it provides innovation of education in digital era. the study provides the limitations and pedagogical suggetions. keywords: blended learning, academic reading, perceptions introduction educational innovation is one of the government efforts in improving the quality of education especially in higher education (indonesian government vision, mission and plan, 2014). nowadays, innovation especially in educational setting is deliberately related to information and technologies (icts). besides, the basic output of indonesian country in which the integration of icts and the educational setting develop the quality and access of education to especially university students around.1 the worldwide facts indicates that the access of education widespreadly occured because of technology.2 also, the influence of icts toward educators and learners stimulate them to be innovative during classroom practices yet the learning environment 1 d. kunaefi, ―ict in university teaching/learning and research in southeast asian countries: a case of indonesia‖ (jakarta: directorate general higher education ministry of national education republic of indonesia, 2006). 2 l. m. jeffrey, l. m., milne, suddaby g. j, and a. higgins, ―blended learning: how teachers balance the blend of online and classroom components,‖ journal of information technology education: research 13 (2014): 121-140. lilies youlia friatin, etika rachmawati & ratnawati blended learning voice: students’ perceptions of mid transitioning into digital needs of academic reading volume 2, number 2, november 2017 | 224 zzzzzz is supported to do one.3 recent years, the applications of web 2.0 technologies also have coloured significantly in chinese educational setting.4 the role of icts then beneficial in calssroom setting for supporting the academic activities but not limited to internet-based content.5 as the realization of optimalization of icts as the soulpart of education, blended learning is such of recent crucial ways for meeting the educational worldwide demand in 21st century. as it is stated by bernatek, cohen, hanlon & wilka (2012)6 that integrating between pedagogy and practice in educational setting with donating the technology role as the part of the academic practices innovation7. this blended learning provides the flexibility and comfortness to the students becuase of prior activities are conducted on line, besides ftf or face to face activities may be done for crucial consideration between teacher and students so that increasing the learnig community is recommendable to support effective learning.8 some benefits are offered by applying blended learning such as; freeness of access, flexibility, active learning zone, self-regulated learning promotes.9 from considerations aforementioned, the blended learning is noticeable to be applied by indonesian educators in facing globalization. research problem the research question was, ―what are students’ perceptions of application blended learning in academic reading class in terms of utility, satisfaction and motivation?‖. for conducting the study, questionnaire with likert scale 5 was administered to the students online at the end of the semester. the considerations of choosing the online mode were flexibility and privacy terms. the term flexibility refers to the online questionaire provides free times and place to poll the choices while the following term ― privacy‖ means the educators or other friends surely possible to not record one’s polls. furthermore, the objective of the study was at measuring students’ perceptions in terms of utility, satisfaction and motivation during the implementation of blended learning in classroom practices. literature review 3 m. lópez-pérez, m. pérez-lópez, and l. rodríguez-ariza, ―blended learning in higher education: students’ perceptions and their relation to outcomes,‖ computers & education 56 (2011): 818–826. 4 r. shih, ―can web 2.0 technology assist college students in learning english writing? integrating facebook and peer assessment with blended learning,‖ australasian journal of educational technology 27, no. 5 (2011): 829-845. 5 s. paturusi, y. chisaki, and t. usagawa, ―assessing lecturers and student’s readiness for e-learning,‖ gstf journal on education (jed) 2, no. 2 (march 2015). 6 b. bernatek, j. cohen, j. hanlon, & m. wilka, ―blended learning in practice. introduction to case studies from leading schools‖ (michael and susan dell foundation, 2012). 7 muh barid nizarudin wajdi, ―metamorfosa perguruan tinggi agama islam,‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. 8 c. chen, and k. jones, ―blended learning vs. traditional classroom settings: assessing effect iveness and student perceptions in an mba accounting course,‖ the journal of educators online 4, no. 1 (january 2007). 9 g. saliba, l. rankine, and h. rankine, fundamentals of blended learning (sydney: university of western sydney, 2013). lilies youlia friatin, etika rachmawati & ratnawati blended learning voice: students’ perceptions of mid transitioning into digital needs of academic reading volume 2, number 2, november 2017 | 225 zzzzzz some avidences indicated that application of blended learning significantly and positively influence classroom.10 the positive impact of applying online learning and instructions showed in language learning11. then, the blended learning is one of the teaching method which is assured to be supplemental solution for classroom learning.12 the implementation of blended learning then provides big role for promoting students’ achievement cognitively, motorically and affectively (bawaneh, 2011). another research also reported that the use of blended learning got positive result if it compared with the pure face to face activities during teaching and learning process.13 the same voice of application of blended learning occured that combining two models of learning: traditional and online affected dramatical result on academic writing class (mizayoe & anderson, 2009) . e-learning in indonesia as the part of realization of implementing the e-learning, the coverage of blended learning, the indonesian government through the decree of ministry of education and culture declared the program of the integrated and opened indonesian e-learning since 2014 (guidelines of kditt, 2014). through the program, all of the higher education isntitutions both public and privates are demanded to develop the courses with internet-based content. the considerations for choosing higher education as the stakeholder of e-learning because of the worldwide demands and the globalization competences14. as the previous description of the worldwide facts of digital learning in which the access of education and flexibility of education are commonly offered to the students without limitations of place and time so that the education for whoever is achieved15. higher education is then directly facing the challenges from digital and globalization era so that the global competencies are crucially needed for university students as the part of the input before working. to support the goverment program, some universities and higher education institutions now preparing the e-learning in which the forthcoming will be mandatory for all higher educations.16 theoretical framework as it is explained from the previous session. the author intended to study extent the students’ perceptions regarding the blended learning application during the classroom activities (utility, satisfaction and motivation) are described in detail from the questionnaire. the utilizing of blended learning is the primary-topic to be discussed for evaluating the application of blended learning during teaching and learning process and to do forthcoming activities related to it. the 10 jeffrey, milne, suddaby, and higgins, ―blended learning: how teachers balance the blend of online and classroom components,‖ 121-140. 11 muh barid nizarudin wajdi, ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). 12 shih, ―can web 2.0 technology assist college students in learning english writing? integrating facebook and peer assessment with blended learning,‖ 829-845. 13 p. mitchell, and p. forer, ―blended learning: the perceptions of first-year geography students,‖ journal of geography in higher education 34, no. 1 (2010): 77-89. 14 muh barid nizarudin wajdi, ―landasan historis perkembangan teknologi‖ (2017). 15 muh barid nizarudin wajdi, ―kawasan teknologi pembelajaran‖ (2017). 16 kunaefi, ―ict in university teaching/learning and research in southeast asian countries: a case of indonesia.‖ lilies youlia friatin, etika rachmawati & ratnawati blended learning voice: students’ perceptions of mid transitioning into digital needs of academic reading volume 2, number 2, november 2017 | 226 zzzzzz indicators showed the ulizitation of blended learning environments provide the effective and efficient learning style to students, promote students’ engangement and empowerment during academic activities, active learning and construct problem-based learning.17 the perceptions of utility derived of blended learning, the students can easily express their preferences, their problems encountered during the use of it and students’ advantages of learning tools provided during classroom activities.18 the second part of students’ perceptions assessed is in the term of satisfaction19. some authors have reported that student satisfaction increases when blended learning is adopted (lim & morris, 2009). the motivation to learn is one of the variables that has most often been studied in the field of education (lim & morris, 2009). the possibility of having more types of interaction has proved to be a factor that increases motivation, creating positive attitudes towards learning and leading to higher marks being awarded (donnelly, 201020; woltering et al., 2009)21. research method participants the study was conducted to the 30 students with lower intermediate reading proficiency who studied academic reading. during a semesster, blended learning has been utilized for academic activities which combined face to face interaction and online mode during learning. by giving them an online questionnaire, the study was aiming to find out the students’ perceptions on application of blended learning at one of private universities in ciamis, west java. research design the answers of the online questionnaire were measured by using descriptive analysis on a 5-point likert scale, where 1 indicated ―lowest degree of interest or of agreement‖ and 5 indicated ―highest degree of interest of agreement‖ or vice versa depending on the items of the statement. after the data collected online, the value of data were given for each answers. then the frequency answers were also multiplied which is totally added at the end of activity. for getting the result of interpreation for this case was students’ perceptions on utility, satisfaction and motivation toward application of blended learning, the multipicaton of the highest and lowest score and the total number of the students. result and discussion 17 linda de george, walker, hafeez-a. baig, r. gururajan, and p. a. danaher, ―experiences and perceptions of learner engagement in blended learning environments: the case of an australian university ,‖ ed. y. inoune, cases on online and blended learning technologies in higher education: concept and practices (harsey, new york: information science reference, 2010), 23-43. 18 lópez-pérez, pérez-lópez, and rodríguez-ariza, ―blended learning in higher education: students’ perceptions and their relation to outcomes,‖ 818–826. 19 muh. barid nizarudin wajdi, ― المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها ,‖ at-tajdid: jurnal ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016), http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. 20 r. donnelly, ―harmonizing technology with interaction in blended problem-based learning,‖ computers & education 54 (2010): 350-359. 21 v. woltering, a. herrler, k. spitzer, and c. spreckelsen, ―blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation,‖ advances in health science education 14 (2009): 725-738. lilies youlia friatin, etika rachmawati & ratnawati blended learning voice: students’ perceptions of mid transitioning into digital needs of academic reading volume 2, number 2, november 2017 | 227 zzzzzz data analysis according to the survey to 25 students of academic reading class, the data collected from the their perceptions of utility, satisfaction and motivation on applying blended learning. the part of the topic concerns on the data analysis of students’ perceptions and the fortcoming topic is followed by its discussion. 1. the students’ perceptions of utility no items of question students’ perceptions total an n s o aa 1 the teacher expects me to do my best 0 9 0 11 5 25 2 the teacher respects my individual way of learning 2 5 6 7 5 25 3 it is very easy to organize a group for a project 2 15 4 4 0 25 4 it is easy to work together wih other students involved in agroup project 1 2 15 6 1 25 5 the learning objectives are clearly stated in each lesson 1 2 10 8 4 25 6 the organization of eachlesson is easy to follow 1 5 11 6 2 25 an = almost never; n = never; s = seldom; o = often; and aa = almost always after getting the raw data from online questionnaire, the respondents’ calculation is provided the following table: no items of question students’ perceptions total an n s o aa 1 the teacher expects me to do my best 2 10 18 28 25 83 2 the teacher respects my individual way of learning 2 30 12 16 0 60 3 it is very easy to organize a group for a project 1 4 45 24 5 79 4 it is easy to work together wih other students involved in agroup project 1 4 30 32 20 87 5 the learning objectives are clearly stated in each lesson 1 10 33 24 10 78 6 the organization of eachlesson is easy to follow 2 10 18 28 25 83 from the calculation above, it can be inferred that the highest score is 125 and the lowest score is 25. the following is the index formula to measuring students’ perceptions on students’ utility of blended learning. lilies youlia friatin, etika rachmawati & ratnawati blended learning voice: students’ perceptions of mid transitioning into digital needs of academic reading volume 2, number 2, november 2017 | 228 zzzzzz 0 10 20 30 40 50 60 70 80 question 1 question 2 question 3 question 4 question 5 question 6 agree disagree 2. the students’ perceptions of satisfaction no items of question students’ perceptions total an n s o aa 1 the blended learning environment held my interest throughout the course 1 8 10 5 1 25 2 i felt bored with this course when we got to the end of semseter 1 9 10 2 3 25 3 the structure of the blended learning environment keeps me focused on what is to be learned 0 6 15 4 0 25 4 expectations of assignments are clearly stated 3 2 12 4 4 25 5 activities are planned carefully 0 1 6 13 5 25 6 using blended learning meet my learning goals 0 3 11 10 1 25 7 using blended learning allows me explore my own areas of interest 0 1 12 12 0 25 8 using blended learning makes me able to interact with other students and the teacher asynchronously 2 1 11 10 1 25 after the calculating the maximum frequency and index formula to measure students’ satisfaction of blended learning implementation. lilies youlia friatin, etika rachmawati & ratnawati blended learning voice: students’ perceptions of mid transitioning into digital needs of academic reading volume 2, number 2, november 2017 | 229 zzzzzz 0 10 20 30 40 50 60 70 80 90 quest 1 quest 2 quest 3 quest 4 quest 5 quest 6 quest 7 quest 8 agree disagree 3. the students’ perceptions of motivation no items of question students’ perceptions total an n s o aa 1 i decide when i want to learn 1 3 11 8 2 25 2 in this blended learning environment, i have to be self-disciplined 0 1 5 14 5 25 3 i have the freedom to ask my teacher what i do not understand 0 5 5 12 3 25 4 i am regularly asked to evaluate my own work 1 3 10 11 0 25 5 i was supported by a positive attitude from my classmates 0 0 4 15 6 25 0 10 20 30 40 50 60 70 80 90 question 1 question 2 question 3 question 4 question 5 agree disagree lilies youlia friatin, etika rachmawati & ratnawati blended learning voice: students’ perceptions of mid transitioning into digital needs of academic reading volume 2, number 2, november 2017 | 230 zzzzzz the present study reported the similar perceptions with some previous researches which stated that blended learning raised . first, the utility of blended learning achieved good response from students in terms of the a high degree of utility, motivation and satisfaction is perceived from blended learning, which could lead students to have a positive attitude towards learning.22 another same report is also highlighed by (mitchell & forer, 2010)23 that the role of e-learning activities can complemen even replace the role of applying the traditional modes of learning in digital era. conclusion according to the present study, a significant value of agreement of utility, satisfaction and motivation is perceived from blended learning. this learning environment then lead students to have got positive response, feedback and attitude toward learning activities. furthermore, the conclusions dramatically indicate that blended learning reinforces students’ understanding of the concept active learning, problem-based learning, self-regulated learning and learning community. also, the present study suggests that blended learning nowadays is part of digital learning to be familiarized by the educators for promoting the flexibility and excellent access of education. bibliography bernatek, b., cohen, j., hanlon, j., and wilka, m. ―blended learning in practice. introduction to case studies from leading schools.‖ michael and susan dell foundation, 2012. chen, c and jones, k. ―blended learning vs. traditional classroom settings: assessing effectiveness and student perceptions in an mba accounting course,‖ the journal of educators online 4, no. 1 (january 2007). donnelly, r. ―harmonizing technology with interaction in blended problem-based learning.‖ computers & education 54 (2010): 350-359. george, linda de, walker, hafeez-baig, a., gururajan, r., and danaher, p. a. experiences and perceptions of learner engagement in blended learning environments: the case of an australian university, ed. y. inoune, cases on online and blended learning technologies in higher education: concept and practices. harsey, new york: information science reference, 2010. jeffrey, l. m., milne, j., suddaby g., and higgins, a. ―blended learning: how teachers balance the blend of online and classroom components.‖ journal of information technology education: research 13 (2014): 121-140. kunaefi, d. ―ict in university teaching/learning and research in southeast asian countries: a case of indonesia.‖ jakarta: directorate general higher education ministry of national education republic of indonesia, 2006. lópez-pérez, m., pérez-lópez, m., and rodríguez-ariza, l. ―blended learning in higher education: students’ perceptions and their relation to outcomes.‖ computers & 22 lópez-pérez, pérez-lópez, & rodríguez-ariza, ―blended learning in higher education: students’ perceptions and their relation to outcomes,‖ 818–826. 23 mitchell, & forer, ―blended learning: the perceptions of first-year geography students,‖ 77-89. lilies youlia friatin, etika rachmawati & ratnawati blended learning voice: students’ perceptions of mid transitioning into digital needs of academic reading volume 2, number 2, november 2017 | 231 zzzzzz education 56 (2011): 818–826. mitchell, p., and forer, p. ―blended learning: the perceptions of first-year geography students.‖ journal of geography in higher education 34, no. 1 (2010): 77-89. paturusi, s., chisaki, y., and usagawa, t. ―assessing lecturers and student’s readiness for elearning.‖ gstf journal on education (jed) 2, no. 2 (march 2015). saliba, g., rankine, l., and rankine, h. fundamentals of blended learning (sydney: university of western sydney, 2013. shih, r. ―can web 2.0 technology assist college students in learning english writing? integrating facebook and peer assessment with blended learning.‖ australasian journal of educational technology 27, no. 5 (2011): 829-845. woltering, v., herrler, a., spitzer, k., and spreckelsen, c. ―blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation.‖ advances in health science education 14 (2009): 725-738. wajdi, muh. barid nizarudin. ― :at-tajdid ‖.المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها jurnal ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016). http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. wajdi, muh barid nizarudin. ―kawasan teknologi pembelajaran‖ (2017). ———. ―landasan historis perkembangan teknologi‖ (2017). ———. ―metamorfosa perguruan tinggi agama islam.‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. ———. ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z the influence of google classroom media on the character of responsibility in smkn 3 jombang diah puji nali brata, eva fitria veranda stkip pgri jombang pujidiah37@yahoo.com, evafitria173005@gmail.com accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract: education has a role to form quality and quality human resources. the role of teachers as one component of learning must have creativity in creating learning media in order for the learning process to be effective. improved effectiveness of the learning process indicates the achievement of learning objectives. pkn teachers mostly still use lecture methods so that students only master knowledge. students need meaningful learning to develop aspects of knowledge, skills, and attitudes. one of the media that can be used to strengthen the learning experience of learners is google classroom media designed to help teachers create, describe and share assignments with students paperless. the google classroom app can also grow character, one of which is the responsibility of students. the purpose of this study was to reveal the influence of google classroom media on the character of responsibility in smk n 3 jombang. the method used in this study is quantitative, data collection in this study using questionnaires. the results of this study can be concluded that from testing using spss version 21 shows a calculated r value of 0.060 >r table 0.312 with a significant 0.713<0.05 so as to show there is an influence of google classroom learning media on student responsibilities. keyword: google classroom media, responsibility, students by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction education has a role to form quality and quality human resources. according to law no. 20 of 20031 concerning the national education system article (1) paragraph (1) explains that education is a conscious and planned effort to realize the atmosphere of learning and learning process so that learners actively develop their potential to have religious spiritual power, selfcontrol, personality, intelligence, noble morals, and skills. the development of potential learners requires the role of teachers to provide an authentic and meaningful learning experience. 1 r i undang-undang, “nomor 20 tahun 2003 tentang sisdiknas dan peraturan pemerintah ri nomor 47 tahun 2008 tentang wajib belajar,” bandung: citra umbara (2008). mailto:pujidiah37@yahoo.com mailto:evafitria173005@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2025| 94 volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z teachers are one of the learning components that serve to guide students and provide learning facilities for students2. so teachers must master the material, understand the learning model, and have creativity in creating learning media. the existence of innovative learning models supported by interesting media, the learning process will be effective. improved effectiveness of the learning process indicates the achievement of learning objectives. so teachers should be able to master the learning model and create interesting media. learners need varied, authentic learning experiences that can develop their full potential (knowledge, attitude, and skills). pkn teachers who are supposed to act as fasilisators, have problems, according to widatmaka3 explaining that teachers in the subjects of citizenship education (pkn) in carrying out their role, pkn teachers have problems. pkn teachers do not act as facilitators but as the main learning resource. pkn teachers tend to use lecture methods, so students only master knowledge. students need the right learning media to develop aspects of knowledge, skills, and attitudes. one of the media that can be used to make it easier for students to master materials is google classroom media. accordingto hakim in ernawati4 , google classroom is an internet-based service provided by google as an e-learning system designed to help teachers create and share assignments with students paperless. google classroom has functions, among others, (1) facilitate communication between teachers and students. (2) motivate the activeness of learners. (3) improving the learning facilities of learners. in addition to the above functions, google classroom can also foster the character of student responsibility. the use of the google classroom app can also strengthen the character of learners, including: the discipline of collecting assignments, commitment, honesty in doing tasks, and responsibilities. the character of responsibility is the behavior that determines how the individual reacts to the situation on a daily basis, which requires some kind of moral decision. according to kustomo5 characteristics of attitude of responsibility, among others, (1) performing routine tasks without having to be told, (2) can explain what he does, (3) able to determine the choice of several alternatives, the form of behavior of responsibility of learners can be shown through the ability of learners in determining their choices in considering alternatives that feel appropriate. using the google classroom app in school learning is one of the first steps to give students an idea and preparation for using information technology and to facilitate teacher and student interaction in cyberspace6. this application gives teachers the opportunity to explore their 2 muh barid nizarudin wajdi and tobroni tobroni, “implications of multiculturalism and tolerance in islamic religious education,” educatio: journal of education 5, no. 2 (2020): 182–192. 3 pipit widiatmaka, “kendala pendidikan kewarganegaraan dalam membangun karakter peserta didik di dalam proses pembelajaran,” jurnal civics 13, no. 2 (2016): 188–198. 4 afifah zafirah et al., “penanaman nilai-nilai karakter terhadap peserta didik melalui permainan congkak sebagai media pembelajaran,” jurnal pendidikan karakter 8, no. 1 (2018). 5 kustomo kustomo, “hubungan sekolah dengan masyarakat (studi kasus di sma darul ‘ulum 2 unggulan badan pengkajian dan penerapan teknologi jombang),” in seminar nasional pendidikan 2015, 2019, 250–270. 6 abdul muhid et al., “improving islamic elementary students’ reading comprehension skill through survey, question, read, recite, review (sq3r) strategy,” international journal of psychosocial rehabilitation 24, no. 7 (2020): 9589– 9598; nisaul barokati seliro wangi et al., “gamification framework and achievement motivation in digital era : concept and effectiveness,” international journal of engineering & technology 7, no. 3.6 (july 4, 2018): 429–431, accessed august 24, 2018, https://www.sciencepubco.com/index.php/ijet/article/view/17487. volume 9, number 1, may 2025| 95 volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z scientific ideas to students that aim to help create active, effective, efficient and fun learning. using google classroom can also make it easier for students to learn anytime, anywhere7. based on the results of a preliminary study conducted by researchers at smkn 3 jombang, through an interview with mrs. laksmi nusantari, s.pd, m.pd as a pkn teacher showed that google classroom media has a positive impact for students and fosters the character of student responsibility. the purpose of this study is to reveal the influence of google classroom media on the character of the responsibility of students at smk n 3 jombang. methods research method is a way used to know or be interpreted as a science that learns about the ways that must be taken in an effort to achieve a goal to gain scientific knowledge. the type of research used in this research is quantitative research. quantitative research method is a method of research is based on the philosophy of positivism, so it is referred to as posivistic method. this method is referred to as a scientific method because it has fulfilled scientific rules that are empirical, objective, measurable, rational and systematic. (sugiyono,2018:7) the population in this study is all students of class xi numbering 575 at smk negeri 3 jombang based on random sampling techniques of the selected class xi tkj 1 and 2 which amounted to 72 people. researchers use questionnaire methods with questionnaire instruments including: (1) google classroommedia, and (2) attitude of responsibility that is first conducted a test of the validity and reality of the questionnaire. data analysis techniques using product moment formula with spss calculation version 21. result and discussion validity and reliability test a. validity test results validity test in this study using product moment person. a variable is valid if the resulting correlation value is from the critic value ( r table ) or p value <sig = 0.05 to know the validity of the calculation can be done by comparing r count with r table (0,312) validity test results can be seen in the following table: table 1 : validity test results ( google classroom media /variable x) variable no correlation coefficient r table conclusion media google classroom (x) 1 0, 385 0,312 valid 2 0, 364 0,312 valid 3 0, 518 0,312 valid 4 0, 649 0,312 valid 5 0, 529 0,312 valid 7 shampa iftakhar, “google classroom: what works and how,” journal of education and social sciences 3, no. 1 (2016): 12–18; michael j. graham and jason borgen, “google classroom,” in google tools meets middle school, 2018; sabran and edy sabara, “keefektifan google classroom sebagai media pembelajaran,” prosiding seminar nasional lembaga penelitian universitas negeri makasar (2019); idad suhada et al., “pembelajaran daring berbasis google classroom mahasiswa pendidikan biologi pada masa wabah covid-19,” digital library uin sunan gunung jati (2020). volume 9, number 1, may 2025| 96 volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z 6 0, 610 0,312 valid 7 0, 482 0,312 valid 8 0, 465 0,312 valid 9 0, 449 0,312 valid 10 0, 595 0,312 valid 11 0, 762 0,312 valid 12 0, 614 0,312 valid 13 0, 567 0,312 valid 14 0, 488 0,312 valid 15 0, 585 0,312 valid table 2 : test result validity ( attitude responsibility variable y) variable no correlation coefficient r table conclusion attitude of responsibility (y) 1 0, 434 0,312 valid 2 0, 677 0,312 valid 3 0, 540 0,312 valid 4 0, 357 0,312 valid 5 0, 403 0,312 valid 6 0, 479 0,312 valid 7 0, 385 0,312 valid 8 0, 421 0,312 valid 9 0, 516 0,312 valid 10 0, 573 0,312 valid 11 0, 570 0,312 valid 12 0, 464 0,312 valid 13 0, 423 0,312 valid 14 0, 336 0,312 valid 15 0, 430 0,312 valid from the tests tbale 1 and 2, all variable items consisting of google classroom media variables (x), the responsibility variable (y) has a calculated r>r table (0.312). thus it can be concluded that all research variables are valid. b. reliability test the method used in this reliability test is cronbach alpha (r alpha) method with spss 21 program shown by the magnitude of alpha value (a) reliability decision making of a variable determined by comparing the value of r alpha with r table, if r alpha>0.6 then the variable studied is reliable the analysis of variable reliability test in this study can be seen in the following table: table 3 : reliability test results of research questionnaire variable x reliability statistics variable x cronbach's alpha n of items media google classroom (x) .696 15 volume 9, number 1, may 2025| 97 volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z based on the results of reliability test in can be the value of cronbach's alpha coefficient that is r alpha >0,6 from the overall poll item about google classroom media that got alpha cronbach's result 0.696 da r table 0.6 contained in each variable reliable because it is greater than r table. from the results of the analysis of validity and reliability tests that are above cronbach's alpha with a result of 0.696 > 0.06 can be distributed to all respondents 40 people because each item shows valid and reliable results. reliability test results of the y variable research questionnaire table 4 : reliability statistics variable y cronbach's alpha n of items .696 15 based on the reliability test results obtained alpha cronbach value of r alpha >0,6. so the whole item that is in the reliable variable because it is larger than the table, from the analysis in the table above alpha cronbach's with a result of 0.696 > 0.06 can be distributed to all respondents 40 people because each item shows a valid and reliable result hypothesis test tabel 5. correlationscorrelations x and google classroom media (variable x) pearson correlation 1 .060 sig. (2-tailed) .713 n 40 40 brush responsibilit y (variable y) pearson correlation .060 1 sig. (2-tailed) .713 n 40 40 from the test using spss version 21 shows a calculated r value of 0.060 >r table 0.312 with sig 0.713<0.05 so that it can be said ho rejected and ha accepted or with the word the result shows there is an influence between google classroom learning media variables on the attitude of responsibility of grade xi learners in smk n 3 jombang. the influence of google classroom media on the character of student responsibility, because as it is known that the media is one component of learning that has an important role in the educational process. students really need the right learning media to develop aspects of knowledge, skills, and attitudes. improved effectiveness of the learning process indicates the achievement of learning objectives . (jayawerdana & kraayenoord, 2019), teachers need to provide reinforcement to students related to mental abilities, verbal abilities, and academic skills. teachers have the autonomy to choose learning strategies, learning resources, assessment methods that are appropriate to achieve the goals and learning outcomes of learners. conclusion the dissemination of instruments that have been conducted tests of validity and realibity of questionnaires, therefore from the results of data collection by conducting tests using spss version 21 shows a calculated r value of 0.060 >r table 0.312 with sig 0.713<0.05 so that it can be volume 9, number 1, may 2025| 98 volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z said ho rejected and ha accepted or with the word the results indicate there is an influence between google classroom learning media variables on the attitude of responsibility of class xi learners in smk n 3 jombang. suggestion from the results of the study researchers can provide the following advice: 1. improved student-centered learning should give more autonomy to students and teachers in the learning and teaching process. 2. teachers in choosing learning strategies can use inquiry-based learning practices 3. teachers as fasilisators should provide opportunities for learners to develop learning independence, responsibility, help build their own knowledge, and learn to collaborate with other learners. references borolla, f. and marini, a. (2022). literature review: the role of character education in the midst of socio-cultural changes in the digitalization era. indonesian journal of elementary teachers education, 3(2). https://doi.org/10.25134/ijete.v3i2.7014 graham, michael j., and jason borgen. “google classroom.” in google tools meets middle school, 2018. haniah, a., aman, a., & setiawan, r. (2020). integration of strengthening of character education and higher order thinking skills in history learning. journal of education and learning (edulearn), 14(2), 183-190. https://doi.org/10.11591/edulearn.v14i2.15010 haugland, m., rosenberg, i., & aasekjær, k. (2022). collaborative learning in small groups in an online course – a case study. bmc medical education, 22(1). https://doi.org/10.1186/s12909-022-03232-x iftakhar, shampa. “google classroom: what works and how.” journal of education and social sciences 3, no. 1 (2016): 12–18. komalasari, k., abdulkarim, a., & sopianingsih, p. (2024). digital-based living values project activities learning model for strengthening students’ pancasila character. the new educational review, 75(1), 127-139. https://doi.org/10.15804/tner.2024.75.1.10 kustomo, kustomo. “hubungan sekolah dengan masyarakat (studi kasus di sma darul ‘ulum 2 unggulan badan pengkajian dan penerapan teknologi jombang).” in seminar nasional pendidikan 2015, 250–270, 2019. lestari, i., haryanto, h., & sukmawati, n. (2022). analysis of high school students’ social skills on online learning during the covid-19 pandemic.. https://doi.org/10.2991/assehr.k.220129.073 li, x., tan, y., wei, y., & zhou, l. (2023). research on factors affecting online learning stickiness among college students from the perspective of nam-tpb integration.. https://doi.org/10.21203/rs.3.rs-3215017/v1 muhid, abdul, yuli ani setyo dewi, imam nur aziz, m. labib al halim, and muh barid nizarudin wajdi. “improving islamic elementary students’ reading comprehension skill through survey, question, read, recite, review (sq3r) strategy.” international journal of psychosocial rehabilitation 24, no. 7 (2020): 9589–9598. volume 9, number 1, may 2025| 99 volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z sabran, and edy sabara. “keefektifan google classroom sebagai media pembelajaran.” prosiding seminar nasional lembaga penelitian universitas negeri makasar (2019). sugiarto, s. and farid, a. (2023). literasi digital sebagai jalan penguatan pendidikan karakter di era society 5.0. cetta jurnal ilmu pendidikan, 6(3), 580-597. https://doi.org/10.37329/cetta.v6i3.2603 suhada, idad, tuti kurniati, ading pramadi, milla listiawati, prodi pendidikan biologi, sunan gunung, and djati bandung. “pembelajaran daring berbasis google classroom mahasiswa pendidikan biologi pada masa wabah covid-19.” digital library uin sunan gunung jati (2020). undang-undang, r i. “nomor 20 tahun 2003 tentang sisdiknas dan peraturan pemerintah ri nomor 47 tahun 2008 tentang wajib belajar.” bandung: citra umbara (2008). wajdi, muh barid nizarudin, and tobroni tobroni. “implications of multiculturalism and tolerance in islamic religious education.” educatio: journal of education 5, no. 2 (2020): 182–192. wangi, nisaul barokati seliro, nisaul barokati seliro wangi, paisal halim, syamsiah badruddin, taufan maulamin, muhammad ikhsan setiawan, muh barid nizarudin wajdi, agung kesna mahatmaharti, dwi fita heriyawati, and janner simarmata. “gamification framework and achievement motivation in digital era : concept and effectiveness.” international journal of engineering & technology 7, no. 3.6 (july 4, 2018): 429–431. accessed august 24, 2018. https://www.sciencepubco.com/index.php/ijet/article/view/17487. widiatmaka, pipit. “kendala pendidikan kewarganegaraan dalam membangun karakter peserta didik di dalam proses pembelajaran.” jurnal civics 13, no. 2 (2016): 188–198. zafirah, afifah, fardatil aini agusti, engkizar engkizar, fuady anwar, a fajri alvi, and ernawati ernawati. “penanaman nilai-nilai karakter terhadap peserta didik melalui permainan congkak sebagai media pembelajaran.” jurnal pendidikan karakter 8, no. 1 (2018). educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 41 improved integrated thematic learning outcomes applying immersed models for elementary school nur atikah, santia indah purnama , afriya mahdalena, risda amini program magister pendidikan dasar, fakultas ilmu pendidikan, universitas negeri padang nurnuratikah7@student.unp.ac.id accepted: jan 13th 2021 reviewed: april 15th 2021 published: may 30th 2021 abstract: the purpose of this study is to describe the learning outcomes of grade 3 elementary students through immersed model. this research was conducted in the even semester of teachings 2019/2020. the research method used is class action research (ptk) with 3 cycles of action. the subjects of the study were grade 3 students, totaling 28 students, consisting of 14 male learners and 14 female learners. the data collection technique used is test. the test was conducted to measure the level of completion of learners' learning outcomes in learning through immersed model models. in the implementation of research through immersed models through the stages of planning, implementation, observation, and reflection. from the results of the study on cycle i obtained a percentage of classical completion 55.17%. in cycle ii there was an increase in classical completion learning outcomes of 82.76%. it can be concluded that the model of make a match and media diorama can improve the learning outcomes of grade 3 elementary students. keyword : learning outcomes, integrated thematic, immersed model. introduction the thematic learning model has been implemented in elementary schools since the establishment of regional autonomy based on law no. 32 of 2004. this policy among others provides a wide range of wiggle room to educational institutions, especially elementary schools in managing existing resources, by allocating all potentials and priorities so as to make breakthroughs in more innovative and creative learning systems. one of the creative efforts in implementing learning using competency-based curriculum in elementary schools is to conduct thematic learning1 in the great dictionary of indonesian language (kbbi), the word guru is interpreted as a person whose job is to educate and teach. teachers are a profession that requires broad and high knowledge and insight, demanding a cleverness, intelligence, and expertise in communicating, wise, patient, and accepting individual differences. before teaching, teachers must plan the teaching systematically, so that in the implementation stage of learning, the whole process can run well and achieve good results as well and the assessment stage. from the above statement, a teacher greatly 1 adib rifqi setiawan, “pembelajaran tematik berorientasi literasi saintifik,” jurnal basicedu 4, no. 1 (2020): 51–69. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 42 influences how an education goes. teachers are one of the determining factors in the success of the learning implementation process2 the thematic learning model will not go well if the teacher does not master how exactly the thematic learning model should be. thematic learning in elementary schools is well conceptualized, but in the implementation in the field there are still many elementary schools that do not apply thematic learning. that is because teachers have difficulty in implementing thematic learning, such as the lack of knowledge of teachers about thematic learning concepts, lack of facilities in schools, excessive capacity of students in the classroom, and lack of class numbers3; 4. although the syllabus and rpp are made in accordance with the established thematic learning concepts, but in reality are not applied thematically. this can be seen from the learning process that still uses certain subjects. most teachers still have difficulty in implementing thematic learning models, even though the planning stage is well designed. if the implementation stage is not done well, then this will cause difficulties also at the assessment stage. based on observations made by researchers in elementary school researchers see some difficulties experienced by teachers in the implementation of thematic learning models. as the limited knowledge and ability of teachers in teaching children's songs according to the theme, teachers have not mastered how exactly the thematic learning concepts in which teachers should be able to combine materials between fields of study in accordance with the theme so that in the implementation can run well, the difficulty of teachers in utilizing the media in accordance with the theme, researchers want to analyze the difficulties faced by teachers in carrying out thematic learning in elementary schools, especially low grades who are still learning basic reading lessons , write, and count (calistung), so that researchers can also know what are the factors that cause the difficulties and how solutions should be done. teachers are more active than students, teachers use lecture methods more and students only listen to what the teacher describes. thus, the thematic learning outcomes of students are 50% more still under kkm based on data taken from the students' daily test scores. this average has not reached the minimum completion criteria (kkm) that has been set by the school which is 70. the data shows that only 10 out of 29 students can achieve kkm and can be said to be complete in thematic learning. the low thematic learning outcomes are due to the majority of new students being able to spell letters into words, so if the teacher forces the student's will to answer the story text there is a chance of students having difficulty. this thematic material can be helped by the teacher displaying interactive videos or power points and also the teacher can tell the students about the material being taught. the material will be easy to understand students by seeing something interesting and listening because to be able to understand the content of a text students must first lancer read. if this problem is not addressed it will adversely affect the success of the next student. 2 risda amini, “the development of integrated learning based students ’ book to improve elementary school students competence,” unnes science education journal 6, no. 2 (2017): 1586–1592. 3 risda amini and mai sri lena, “the effectiveness of integreted learning model to improve the student competence at elementary school,” unnes science education journal 8, no. 1 (2019): 64–68. 4 yanti fitria, “efektivitas capaian kompetensi belajar siswa dalam pembelajaran sains di sekolah dasar,” jurnal inovasi pendidikan dan pembelajaran sekolah dasar 1, no. c (2017): 34–42. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 43 one of the learning methods that can be applied to solve the problem is the immersed model. immersed models in integrated thematic learning are essential for primary school students because they practice critical thinking skills and argumentum skills and problem solving skills. these skills are more widely applied in the classroom. everyday problems can be associated with concepts or principles that exist in thematic learning, then students will be able to find their own concepts or principles contained in thematic learning by using immersed models5; 6. teachers must also develop and increase students' curiosity. curiosity is a scientific attitude that must be developed. always curious about what, why and how a problem or symptom is encountered makes the insights of elementary school students develop. thematic learning using immersed models places students as active learning subjects, not the other way around that is simply used as passive learning objects. therefore, researchers are interested in conducting research with the title of improving integrated thematic learning outcomes applying immersed models in grade iii elementary school. method the type of research used in integrated thematic learning applying immersed model in class iii is class action research (ptk). according to jakni (2017:1) ptk is a translation of classroom action research, which is action research conducted by teachers in their own classroom through selfreflection, with the aim of improving their performance as teachers, so that students' learning outcomes improve. the subjects in this study were all grade iii students at sdn 28 palembang, which consisted of 14 male students, and 14 female students. data collection techniques in this study using test and observation techniques. analysis of the test data of learners' learning results is processed by summing the scores obtained by the students on the tests that have been given, then divided by the number of students of the class so that the average score obtained from each cycle. the average value obtained by using the formula is as follows. x x n as for determining the activeness of learners' learning in integrated thematic learning applying immersed model in grade iii is determined by calculating the activeness score of learners resulting from the number of descriptors that appear divided by the maximum number of descriptors and multiplied by a hundred. discussion before conducting the study, researchers conducted an initial or pre-acted survey. the initial survey was conducted to find out the real state of integrated thematic learning of grade iii elementary school in sungai geringging. the real circumstances studied include the process and results of integrated thematic learning of students. the results of the initial survey will be used as a reference to determine the actions that will be taken by researchers in this study. after that, the researchers divided the research process into four stages, namely: 5 (6) 6 miftakhul putra et al., “efektivitas pembelajaran ipa terpadu berbasis model immersed untuk meningkatkan respons belajar mahasiswa pgmi,” jurnal manajemen dan pendidikan islam 4, no. 1 (2018): 91–102. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 44 1. preparation stage in the preparation stage of the activities carried out by the researchers is to determine the class that will be used as a place of research: in this study researchers took grade iii sd n 19 sungai geringging padang pariaman theme 7 namely energy and change.; b. conduct interviews with grade iii parents on matters that cause students' motivation to decrease during thematic learning; c. review the kd and the subjects to be combined. in this study kd taken by researchers is as follows: bahasa indonesia namely 3.1 digging information from the text of informative reports observation results about changes in the form of objects, energy sources, energy changes, alternative energy, climate and weather change, the appearance of the earth and its changes, and the universe with the help of teachers and friends in indonesian spoken and written that can be filled with regional language vocabulary to help understanding and 4.1 observing and processing the contents of informative report text observation results about changes in the form of objects , energy sources, energy changes, alternative energy, climate and weather change, the appearance of the earth and its changes, as well as the universe independently in spoken and written indonesian that can be filled with regional language vocabulary to aid presentation; mathematics 3.14 determines the comparison of data using tables, bar graphs, and circle graphs and 4.11 collects, records, organizes, and presents data using tables and bar graphs; sbdp is 3.1 getting to know decorative style artwork and 4.1 decorative drawing by processing a mix of lines, colors, shapes and textures based on observations in the surrounding environment. based on the three subjects that will be combined, it can be more easily understood in the scheme that can be seen in figure 1. 2. figure 1.2 immersed model on thematic learning with energy source subtheme. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 45 2. planning stage the planning stage of this study is the preparation of learning tools by researchers, which will be used as a reference at the implementation stage. the activities carried out are a. reviewing the syllabus; b. determine the learning model; c. prepare rpp in accordance with the specified kd; d. determine the learning media to be used; e. make a test sheet; f. prepare a knowledge assessment sheet; g. prepare an attitude assessment sheet; h. prepare an observation sheet of activities and interview students. 3. implementation stage at the stage of implementation, researchers used immersed models. in the process of implementation before starting the learning researchers who act as teachers greet students, provide motivation, apperception and inform the purpose of the learning. at the core activities after giving students the opportunity to observe the media, the teacher provides information about the material on the day. furthermore, students are given the opportunity to determine what subjects they like the most among the three subjects. after the student has chosen, the teacher asks the student to determine what theme to take on the project this time according to what is offered by the teacher. after the theme is chosen, the teacher divides the group worksheet to each group followed by mentoring how to complete the project. furthermore, the teacher gives each group time to discuss. teachers make observations to assess aspects of students' attitudes during discussions. the aspects of attitude assessed by teachers in this project are three, namely, discipline, cooperation and confidence. 4. immersed type alignment after the discussion, the teacher asks each group to demonstrate in front of the class and the teacher evaluates the outcome of the discussion. after the group demonstration activity is completed the teacher gives an assessment of the results of the group work done by students. while assessing the results of group work, teachers provide knowledge assessment sheets in the form of written tests to each student. upon completion the teacher assists the student in concluding the results of today's learning. furthermore, teachers give appreciation to the group that scored the highest and give appreciation to students who got good grades on the results of written tests and oral tests. finally the teacher closes the lesson with a hamdalah reading. after a series of learning activities have been passed, researchers conducted a central interview of grade iii students related to today's learning. the questions asked are around their learning activities today including their passion in learning today. 5. analysis stage after going through the three stages above, researchers conducted an analysis of each stage. at this stage of the analysis, researchers analyzed the results obtained from the observation of activities during integrated thematic learning of immersed type. here are the results obtained by researchers in several stages. a. at the preparatory stage, after determining the classes that will be targeted for the application of immersed type integrated thematic learning and conducting interviews with the homeroom teacher, the researchers concluded that in the application of thematic learning in grade iii mapping between lessons with each other is more visible resulting in students who do not like the subjects less motivated to learn. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 46 b. at the planning stage, after reviewing and determining the material to be used as research materials, researchers developed a learning tool that will be applied to students by focusing on the application of immersed type integrated thematic learning. c. at the implementation stage, researchers acting as teachers as well as observers found improvements to students' learning motivation. students who initially felt reluctant in the learning of the theme because of the prominence of literature in each subject became more motivated by the application of integrated thematic learning approach type immersed7 this is because students are able to overcome learning difficulties learning difficulties through group work. the reason most of the grade iii students stated that in this learning they become more excited because with the cooperation in the group they can learn from each other and discuss by relying on their own experience and knowledge with their groupmates 8 cycle i in the implementation of cycle i found several things, namely: a) not all students understand the integration of thematic learning is proven with students who are still confused when discussing and doing assignments or questions even though the teacher has explained. b) readiness of space, tools, learning media and checking the readiness of students by teachers is not good because the condition of students is less conducive. c) teachers lack the enthusiasm of students in learning. d) not all students are able to make good use of time so that the results of writing poetry students are less than maximum. e) teachers have not been able to manage the class properly f) student learning outcomes improved after using the immersed model of 55.71% or as many as 16 students. based on the observations on the implementation of cycle action i can be stated the following: a) 75.17 % of students were active during the aperception activity b) 75.86% of students' interests and motivations when participating in learning activities. c) 78.62% of students are active and attentive when the teacher delivers the material d) 55.17% of students scored > 72 in thematic learning the theme 7 namely energy and the change of sub-theme 1 learning energy source 3. researchers are trying to explore the causative factors of the condition and then reflect. the results are: a) teachers need to provide more understanding of immersed models b) teachers should check students' condition before the lesson c) teachers are expected to motivate students more by approaching students. d) teachers are expected to interact more with students and need to set the time allocation so that it is as planned. 7 (7). 8 (8). educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 47 cycle ii in cycle ii, researchers and teachers begin by conducting an action planning phase that includes the following activities: a) develop rpp cycle ii according to the learning scenario b) shows a video about energy sources and displays interactive power points c) share a student worksheet d) students create mind maps or mind mapping individually e) students create poems based on mind map images or mind mapping that has been created. the implementation of cycle ii found several things: a) there are 5 students less attention when the teacher explains. b) teachers are less motivating students to be active. observations on cycle ii can be stated as follows: a) 84.83 % of students were active during the apersepsi b) 86.21 % interest and motivation of students when participating in learning activities c) 86.90% of students are active and pay attention when the teacher delivers the material. d) 82.76% of students scored > 72 in the theme 7 thematic learning of energy and the change of sub-theme 1 learning energy source 6. this is in line with previous limited research that immersed models can increase students' motivation during the thematic learning process and can improve learning outcomes so that the immersed model becomes one of the solutions for integrated thematic learning9; 10. in relation to the observations, researchers tried to explore the factors that cause the condition and then reflect. as for the result, teachers are expected to motivate students more by approaching students and teachers need to direct students to pay attention to teacher11 conclusion the application of immersed models can improve the quality of the process in integrated thematic learning in grade iii elementary school. the activity of students during the apersepsi can be seen from the observations in cycle i which reached 75.17%. in cycle ii, students' activity increased by 9.66% of students who were active in cycle ii reached 84.83%. the interest and motivation of students who experienced an increase in cycle i was 75.86%. in cycle ii, students' interest and motivation increased by 10.35%. students who are interested and motivated when following the learning process in cycle ii reached 86.21%. the activity and attention when the teacher delivers the material has improved. in cycle i it reached 78.62% and in cycle ii there was an increase of 8.28%. the application of immersed models can improve integrated thematic learning outcomes with an average pre-cycle value of = 66.72, cycle i = 71.38 and cycle ii = 80. 9 syamsudin syamsudin and luluk safitri, “the integrated thematic learning with immersed type in improving students’ motivation: study at mi tahsinul akhlak bahrul ulum surabaya,” ta’allum: jurnal pendidikan islam 8, no. 1 (2020): 160–180. 10 pramudya dwi aristya putra and sudati, “pengembangan model immersed pada mata kuliah ipa terpadu berorientasi pada kurikulum 2013 untuk meningkatkan kemampuan berpikir kreatif mahasiswa,” executive summary 1 (2014): 1–9. 11 discussions (11). educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 48 the percentage of students' completion in pre-cycle is 27.59 %, cycle i = 55.17 % and cycle ii = 82.76 %. references amini, risda. “the development of integrated learning based students ’ book to improve elementary school students competence.” unnes science education journal 6, no. 2 (2017): 1586–1592. amini, risda, and mai sri lena. “the effectiveness of integreted learning model to improve the student competence at elementary school.” unnes science education journal 8, no. 1 (2019): 64–68. chumdari, chumdari, sri anitah sri anitah, budiyono budiyono, and nunuk nunuk suryani. “implementation of thematic instructional model in elementary school.” international journal of educational research review 3, no. 4 (2018): 23–31. fitria, yanti. “efektivitas capaian kompetensi belajar siswa dalam pembelajaran sains di sekolah dasar.” jurnal inovasi pendidikan dan pembelajaran sekolah dasar 1, no. c (2017): 34–42. narti, yuni, punaji setyosari, i nyoman sudana degeng, and wasis d dwiyogo. “thematic learning implementation in elementary school (phenomenology studies in pamotan sdn 01 and 01 majangtengah dampit malang).” international journal of science and research 5, no. 11 (2016): 1849–1855. putra, miftakhul, m ansor anwar, slichin, and amrulloh. “efektivitas pembelajaran ipa terpadu berbasis model immersed untuk meningkatkan respons belajar mahasiswa pgmi.” jurnal manajemen dan pendidikan islam 4, no. 1 (2018): 91–102. putra, pramudya dwi aristya, and sudati. “pengembangan model immersed pada mata kuliah ipa terpadu berorientasi pada kurikulum 2013 untuk meningkatkan kemampuan berpikir kreatif mahasiswa.” executive summary 1 (2014): 1–9. setiawan, adib rifqi. “pembelajaran tematik berorientasi literasi saintifik.” jurnal basicedu 4, no. 1 (2020): 51–69. syamsudin, syamsudin -, and luluk safitri. “the integrated thematic learning with immersed type in improving students’ motivation: study at mi tahsinul akhlak bahrul ulum surabaya.” ta’allum: jurnal pendidikan islam 8, no. 1 (2020): 160–180. yuh-tyng chen. “the effect of thematic video-based instruction on learning and motivation in elearning.” international journal of the physical sciences 7, no. 6 (2012): 957–965. zuryanty, a. k. kenedi, r. chandra, hamimah, and y. fitria. “problem based learning: a way to improve critical thinking ability of elementary school students on science learning.” journal of physics: conference series 1424, no. 1 (2019): 1–4. educatio : journal of education volume 5 , number 1, may 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) islamic education curriculum of ban budhee school from the south thailand muslim minority rohmatun lukluk isnaini uin sunan kalijaga yogyakarta lukluk_isnaini@yahoo.com accepted: feb 10th 2020 reviewed: april 5th , 2020 published: may,30th 2020 abstract : the pattani area of southern thailand, precisely in the district of laem pho, there is a large school called ban budhee. it is a royal islamic-based school that has applied islamic education curriculum. this study aims to see the components of the curriculum in terms of the limitations of muslim minority communities in their country in implementing the islamic education curriculum. this research uses qualitative approach; researcher conducts in-depth interviews, field observation and documentation at the location. this paper focuses on the model of islamic education curriculum in muslim minority areas, especially in ban budhee school. the islamic education curriculum is implemented in formal schools and supported by a curriculum held in tadika (kindergarten education park). both curriculum are well implemented in meeting the needs of the muslim community. keywords: curriculum, islamic education, muslim minority introduction educational objectives in thailand are contained in the national education law of 2542 (1999) article 6 where in managing education schools should be able to develop the perfect citizens in terms of physical, spiritual, intelligence, science, morals, cultures and customs in everyday life so that students are able to coexist with others. in article 7, the learning process should be able to instill a true awareness of politics and government in a democratic system where the king is as head of state. students should also be able to defend human rights, follow the constitution, respect one another, be proud as citizens of thailand, safeguard the public interest and the state including developing cultural local product and universal science and conserve natural resources and the environment into a creative and professional individuals, and have curiosity in searching for knowledge.1 royal government has many agendas that have been implemented in improving the quality of education, such as structuring laws of the national education system and various other legislation. innovative programs rose as the efforts in educational reform such as bbe (broad base education) or broad-based education, life skills education, education for all, competencybased curriculum, school-based management, community-based education, regional education, establishment of school boards, final school exams, national final exams and portfolio assessments 1 translated from uu pendidikan nasional 2542, พระราชบญัญตกิารศึกษาแห่งชาต ิ พ.ศ. ๒๕๔๒ แก้ไขเพิ่มเตมิ (ฉบบัที ่ ๒) พ.ศ. ๒๕๔๕ และ (ฉบบัที่ ๓) พ.ศ. ๒๕๕๓, มาตรา ๖ และ มาตรา ๗ mailto:lukluk_isnaini@yahoo.com volume 5, number 1, may 2020 | 15 z z south thailand, precisely in the pattani area. as a muslim minority region, has gained attention from the thai royal government. the total number of thai citizens here is 64.4 million, while muslims are 5% of that total number. for the lives of the nation and state, the kingdom gives the widest freedom to the thai muslim population in performing worship and preaching. moreover, the royal party also supports the construction of islamic boarding schools and islamic education institutions or muslim schools. this is done because the royal government began to feel some setbacks experienced by some royal schools in the area of southern thailand. the next step is taken based on the number of royal schools that are not developed or even dispersed because no students attended in them was that the kingdom began to make a policy to develop the curriculum of islamic education in the area of southern thailand. thailand prime minister samak sundaravej has done it in order to take the sympathy of muslim minority residents in southern thailand to promote the quality of islamic religious education in state schools.2 suggestion proposed during the visit is the opening of cooperation of education curriculum with state of malaysia starting from basic level to university level to fulfill the need of islamic education in this region. this policy was also followed up by assigning the minister of foreign affairs to coordinate with the malaysian government, and undertaking the needed review to establish a primary school teaching curriculum for an improvement. the government also discussed the determination of alumni of islamic universities to join in teaching public schools in the southern region. the purpose of this appeal is so that the teaching of islam in state schools can strengthen peace and security in this region. earlier, the prime minister said that his government is trying to sincerely foster the spirit of mutual understanding and tolerance among muslims and buddhists, as the majority population in thailand, to work together so that it can minimize the difference between the two. the prime minister has been making efforts to convince muslim minorities, for example by apologizing to muslims for the arbitrariness committed by the government in previous years and ignoring the progress of the south. the government also appointed the first muslim judge to resolve the case of "yala." the previous government required the use of yawi language in the islamic education system and in public schools, so the students would have nationalism and honor their king. however, in fact, teachers prefer using malay language as a language of instruction in classrooms. this article will describe the curriculum of islamic education in muslim minority areas at ban budhee school in pattani province, south thailand. development of islamic education in southern thailand from historical perspective muslims have a long history in the thai kingdom. islam came to pattani area, southern thailand approximately in the 10th or 11th centuries through trade routes.3 it is said that the presence of islam in pattani was initiated by the arrival of sheikh said, a preacher of pasai, who succeeded in healing the severely damaged pattani king phaya tu nakpa. after that, phaya tu nakpa who was a buddhist, then converted to islam and titled as ismail sultan ismail syah.4 other groups of muslims who are the majority in this country now live in the southern provinces of pattani, yala, naratiwat and satun. all of these provinces had once been the territory of pattani kingdom in the 12th century before the sukhothai kingdom was 2https://www.dakwatuna.com/2008/05/07/594/kurikulum-islam-di-sekolah-negerithailand/#ixzz4xvtrb3df 3 abdurrahman, dudung, et.al. 2002. sejarah peradaban islam dari masa klasik hingga modern. yogyakarta: jurusan spi fak adab iain sunan kalijaga. 4 al-azizi, abdul syukur. 2014. kitab sejarah peradaban islam terlengkap. jogjakarta: saufa. https://www.dakwatuna.com/2008/05/07/594/kurikulum-islam-di-sekolah-negeri-thailand/#ixzz4xvtrb3df https://www.dakwatuna.com/2008/05/07/594/kurikulum-islam-di-sekolah-negeri-thailand/#ixzz4xvtrb3df volume 5, number 1, may 2020 | 16 z z established. they are from malay race that still preserve the malay language and culture in their daily life practices. it is mentioned in history that pattani kingdom is one of the most prosperous countries in thailand, both politically and administratively. pattani's triumph ends after being defeated by the siamese kingdom of bangkok. the annexation of the thai kingdom has spawned a major problem concerning the muslim minority in thailand. due to the factor of muslim presence in the south, the issue of ethnic muslims appears to always be the main concern for the majority group. the long interactions and struggles of history between muslims in the south and the thai authorities have led to some decisions and government vigilance to agree and at the same time oppose the existence of muslims as a group.5 islamic education in pattani began in 15th century since islam came and settled in pattani. basic education began in the islamic community by studying the qur’an. the recitation of the qur'an is a major recitation that every member of society must pass. qur'anic education started to become more and more popular and islamic boarding houses started to be founded.6 islamic boarding house education system, as found in java (pondok pesantren) is also known to the people of thailand. the person who first introduced this educational system was a pupil of sunan ampel in java, i.e. wan husein. he was an influential cleric in the development of islam in pattani. with the introduction of the islamic boarding system, islamic teaching was no longer exclusively belonging to the royal elite, but also belonged to the commoners.7 islamic boarding house became the most important educational institution in pattani. in this case, pattani became the center of renowned islamic religious education in southern thailand and the malay peninsula at that time. islamic boarding house became a very influential educational institution and as a place of community guidance and considered as a bulwark to defend the local culture. the students wear sarong cloth, dressed in malay, white kopiah (male headdress) and use the jawi writing and books.8 the process of islamization in pattani cannot be separated from the role of education. in the early stages, informal education was very important, such as the informal contact between preachers and the local people, followed up with the emergence of non formal education and then lastly, formal education.9 formal education carried out by the government began at the time of the king of chalalongkarn or rama v in 1899. this school received less public acceptance. seeing that, in 1921, the government passed a law requiring schools to start at the elementary school level one to four. although the law was issued, the islamic community in south thailand (specifically in four areas: pattani, yala, narathiwat and satun) did not welcome the enactment of the 5 daulay, hidar putra.2009. dinamika pendidikan islam di asia tenggara.jakarta: rineka cipta. 6 fauziah, sifa. 2011. “sejarah perkembangan islam di thailand thailand selatan (pattani) pada abad ke xvii sampai xx”, skripsi, http://repository.uinjkt.ac.id/dspace/bitstream/123456789/1781/1/102975-sifa%20fauziahfah.pdf, accessed on 6 march 2017. 7 ibrahim, malik. februari 2012 . “seputar gerakan islam di thailand suatu upaya melihat faktor internal dan eksternal”. sosio-religia, vol. 10, no.1, http://www.aifisdigilib.org/uploads/1/3/4/6/13465004/revisi_no_08._ seputar_ gerakan_islam_di_ thailan_pak_malik.pdf, accessed on 6 march 2017. 8 latifah hanum.januari-juni 2013. modernisasi pendidikan islam, volume 1 no. 1. http: //fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum _modrenisasi-pendidikan-islamdi-thailand-e1.pdf, accessed on 7 may 2017. 9 syahid, achmad et.al. ensiklopedia tematis dunia islam.jakarta:pt ichtiar baru van hoeve. wahyu illahi dan harjani hefni. 2012. pengantar sejarah dakwah .jakarta : kencana prenada media group. http://repository.uinjkt.ac.id/ http://www.aifis-digilib.org/uploads/1/3/4/6/13465004/revisi_no_08._%20seputar_%20gerakan_islam_di_%20thailan_pak_malik.pdf http://www.aifis-digilib.org/uploads/1/3/4/6/13465004/revisi_no_08._%20seputar_%20gerakan_islam_di_%20thailan_pak_malik.pdf http://www.aifis-digilib.org/uploads/1/3/4/6/13465004/revisi_no_08._%20seputar_%20gerakan_islam_di_%20thailan_pak_malik.pdf http://fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum_modrenisasi-pendidikan-islam-di-thailand-e1.pdf http://fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum_modrenisasi-pendidikan-islam-di-thailand-e1.pdf http://fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum_modrenisasi-pendidikan-islam-di-thailand-e1.pdf volume 5, number 1, may 2020 | 17 z z law. proven statistics of 1960, only 13.67% of the community graduated from elementary school grade one to four in the region. the community was still closely related to the islamic education. after 1966, the government forced every religious education institution to register itself to the kingdom under the deed "rong rean son saksana islam" (islamic school private education). since then, islamic education has changed, from the hut to the systematic and controlled madrasa. the change led to the emergence of madrasas that have the characteristics of: 1. madrasa is a joint educational institution combining religious and formal academic education. teachers of academic education are provided by the government. the government provides assistance to religious schools that have implemented regulations set by the government. 2. in the late 1970s, the religious schools that had these two cores (religious and academic) were welcomed by the public. many students were sent to study science in the institution. thus, the role of the islamic boarding house decreased. 3. in 1981, there were a total of 199 religious schools, 122 of which undertook education and academic (general).10 in public schools, students, including muslims, were required to study buddhism as a compulsory course. in its development, the government allowed the teaching of islamic knowledge in public schools, but in reality, in the eyes of muslims, this practice fails, because the teacher was less qualified and not a permanent teacher. meanwhile, in the future, private islamic schools could not compete with public schools, so to balance it, the madrasas also taught secular courses so that the students could succeed in the state exam. the graduates of religious schools were not allowed to work in government institutions. so it is not surprising that madrasas were less desirable for muslims. for muslim parents who sent their children to public schools, also put their children to religious schools with non-formal system at the mosque.11 islamic education institutions in pattani, southern thailand 1. mosque the existence of mosques in pattani not only serves as a place of worship, but also serves as an islamic educational institution. mosques have always played an important role in the spread of islam in pattani. through these institutions, the scholars can convey the teachings of islam to the community in the form of religious teachings on a regular basis. in the afternoon, the mosques in pattani remain as religious institution that are still active as a religious education institution as well even though there are already other formal education institutions. the lessons that are applied in this mosque include learning to read the qur'an, studying the books of jawi, learning shalawat (salutations for the prophet muhammad pbuh), learning to be a leader of a prayer, and perform the friday prayer. 2. traditional islamic boarding school islamic boarding school is an educational institution that stands as the development of the educational institutions of the palace and mosque. islamic boarding school is the oldest educational institution in pattani and among the oldest islamic boarding schools are dala, bermin, semela, dual, gersih town and telok manok which have a great influence for the 10 latifah hanum.januari-juni 2013. modernisasi pendidikan islam, volume 1 no. 1. http: //fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum _modrenisasi-pendidikan-islamdi-thailand-e1.pdf, accessed on 7 may 2017. 11 daulay, hidar putra.2009. dinamika pendidikan islam di asia tenggara.jakarta: rineka cipta. http://fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum_modrenisasi-pendidikan-islam-di-thailand-e1.pdf http://fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum_modrenisasi-pendidikan-islam-di-thailand-e1.pdf http://fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum_modrenisasi-pendidikan-islam-di-thailand-e1.pdf volume 5, number 1, may 2020 | 18 z z growth of islamic education in this area, because these islamic boarding schools had many students. traditional islamic boarding school’s main features: a. non classical, learners in south thailand were called tok pake. they were not divided into different levels. the level of a person's knowledge is measured by the books he or she reads. therefore, there is no year limit to end learning in these institutions. b. the subjects in the curriculum are all focused on the study of religious studies which are only derived from the classical books. c. learning method focuses on the method of learning the books through reading them correctly and thoroughly and the understanding of the teacher (tok guru) and tok pake should be very well. d. such institution is not concerned with administrative management, such as students number, report cards, diplomas (certificates) and so forth. 3. modern islamic boarding school (private school of islamic education) this institution is an educational institution resulting from the transformation process from traditional boarding school to modern boarding school. all activities are regulated by the thai government through the regional education center ii, in yala province. the education system is implemented in the form of semi-secular dualism, namely: religious education at the level of ibtidaiyah, mutawasitah and 20 tsanawiyah, while general education from middle school and high school levels. 4. madrasa the madrasa system in thailand is an educational system that enables its students to continue their education at a higher level in overseas using their language of instruction which is in a different language than their mother tongue. the educational system of this madrasa uses a classical system, i.e. there are levels both in the form of classes, as well as school grades. madrasas in thailand can be divided into three levels namely ibtidaiyah, mutawassithah, and tsanawiyah. 5. school the education system in thailand is guided by national education system law of 1999. based on chapter 3, there are three forms of formal, non-formal and informal education. a. formal education consists of two levels; basic education and higher education. basic education is conducted for 12 years consisting of 6 years of primary education, 3 years of middle school, 3 years of senior high school. kindergarten and higher education are also included in formal education. b. non-formal education non-formal education is designated for children up to the age of 6. it is also meant to eradicate illiteracy for people aged 14 and above. c. informal education this education requires a person to learn on their own according to their interests, potentials, readiness and opportunities, such as: education in libraries and museums. education through community learning networks for example, community learning centers, village reading centers or library, etc. 6. islamic higher education an example of islamic higher education in thailand is college of islamic studies of princes of songkla university. college of islamic studies has the same status as faculty. this college was established in 1989 to meet the needs of the muslim community of thailand in volume 5, number 1, may 2020 | 19 z z the field of islamic studies. this college is the only state-owned islamic college (public college) in thailand. it is expected to become the center of islamic higher institution in thailand. besides running academic activities in the field of islamic studies, it also conducts researches and community service. this college also often holds religious seminars and discussions on islamic issues involving muslim and foreign scholars.12 there are two levels of education managed by this collage. the first level is undergraduate program (4 years) which has several departments, such as islamic law, islamic studies, arabic language, islamic economic and management, and middle east study. second is master program that includes islamic studies with specialization; islamic law, usuluddin (the pilars of islam), history and islamic civilization, and islamic education.13 component review in islamic education curriculum the general view of the islamic education curriculum is actually not much different from the curriculum. the difference lies only in the sources of the lessons. as expressed by abdul majid in his book ‘pembelajaran agama islam berbasis kompetensi’ (competence-based islamic learning), said that the curriculum of islamic education is the formulation of objectives, materials, methods and evaluation of educational derived from islamic teachings.14 islamic religion education is a conscious and planned effort in preparing learners to know, understand, live and believe in the teachings of islam which goes with a guidance to respect people of other religions to keep the harmony among religious people to realize unity of the nation.15 according to zakiyah daradjat, islamic education is an attempt to nurture learners to always be able to understand the teachings of islam as a whole.16 the definition of curriculum in the modern view is an education program provided by the school that is not only limited to the field of study and learning activities alone, but includes everything that can affect the development and personal formation of students in accordance with the expected educational objectives so as to improve the quality of life, implemented not only at school but also outside school. the so called good curriculum must have complete and functional components. incomplete components can lead to imperfect curriculum.17 a curriculum must have a suitability or relevance. this conformity covers two things. first, match the curriculum with the demands, needs, conditions and development of society. second, suitability of the curriculum components, i.e. the curriculum is according to the purpose and the process is in accordance with the content and purpose. likewise, evaluation is in accordance with the process, content and objectives of the curriculum.18 curriculum as a system has components that are interconnected with each other, such as goals, materials, methods, media and evaluation. these components, either individually or 12 latifah hanum. january june 2013. modernisasi pendidikan islam, volume 1 no. 1. http: //fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum _modrenisasi-pendidikan-islamdi-thailand-e1.pdf, accessed on 7 may 2017. 13 ibid. 14 abdul majid and dian andayani, pendidikan agama islam berbasis kompetensi. remaja rosda karya, bandung, 2006, p. 74. 15 abdul majid, op., cit. p.130. 16 ibid. p. 130. 17 lias hasibun, kurikulum dan pemikiran pendidikan, jakarta: gaung persada, 2010. p. 37 18 nana syaodih sukmadinata, pengembangan kurikulum; teori dan praktik. bandung: remaja rosdakarya. 2010, p.102. http://fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum_modrenisasi-pendidikan-islam-di-thailand-e1.pdf http://fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum_modrenisasi-pendidikan-islam-di-thailand-e1.pdf http://fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum_modrenisasi-pendidikan-islam-di-thailand-e1.pdf volume 5, number 1, may 2020 | 20 z z collectively, become the main basis in developing the learning system. there are several opinions that confirm the curriculum component. ralph w. tyler states that there are four components of the curriculum which are goals, materials, organization and evaluation. in line with that opinion, hilda taba writes that the components of the curriculum include objectives, subject matter, methods and organization and evaluation. the components of the curriculum are interconnected. each component is closely related to the other components. the purpose is to determine what materials are studied, how the learning process will be like and what should be assessed. similarly, the assessment may affect other components.19 tohari musnamar has identified and detailed the components considered in the framework of curriculum development; basic and educational goals, educators, educational materials, gap systems, delivery systems, evaluation systems, students, the process of learning, follow-up, curriculum, guidance and counseling, education administration, facilities and infrastructure, development effort, education cost and environment. meanwhile, hasan langgulung divided the curriculum into four elements: educational objectives, educational content, teaching methods and assessment methods. principle components of curriculum consist of: objectives, materials, methods and evaluation.20 1. objective objective is the targeted curriculum component that must be achieved from implementing a curriculum. this component is very important, because through the objectives, process and evaluation materials can be controlled in order to achieve the objectives of the curriculum. the objectives of the curriculum can be specified into the general learning objectives which is the objectives that should be achieved in one semester. while the specific learning objectives are targeted in each meeting. in the context of competency-based curriculum, the general learning objectives are called by the term competency standards and specific learning objectives are called basic competence. 2. content/material material is a component designed to achieve the objectives. what is meant by material is the study materials consisting of knowledge, values, experiences and skills developed into the learning process to achieve the objectives. students learn in the form of interaction with their environment, other people's environment, tools and ideas. a teacher's main job is to create such environment, to encourage students to engage in productive interactions and to provide them with the design in a teaching plan. learning materials are arranged logically and systematically, in the form of21: a. theory ; a set of interrelated constructs or concepts, definitions or prepositions, presenting a systematic view of the phenomena by specifying the relationships among the variables with the intent of explaining and predicting the phenomenon. b. concepts ; an abstraction formed by the organization of specifications, a short definition of a group of facts or symptoms. c. generalization ; general conclusions based on specific matters, derived from analysis, opinion or verification in research. d. principle; main idea, the scheme pattern that exists in the material that develops the relationship of several concepts. 19 muhammad zaini, pengembangan kurikulum; konsep implementasi, evaluasi dan inovasi. yogyakarta: teras. 2009, p. 79-81 20 lias hasibuan, kurukulum dan pemikiran pendidikan. p. 38-40 21 nana syaodih sukmadinata, pengembangan kurikulum teori dan praktek, p. 105 volume 5, number 1, may 2020 | 21 z z e. procedure; a series of sequential steps in the subject matter to be done by students. f. fact; a number of specific information on the material which is considered important, consisting of terminology, persons and places and events. g. terms, new vocabulary introduced in the material. h. example illustration; things or actions or processes that aim to clarify a description or opinion. i. definition; explanation of the meaning or understanding of a thing/word in general. j. prepositions; the means used to deliver the subject matter in an effort to achieve the curriculum objectives. the contents of the curriculum is everything that is given to the students in teaching and learning activities in order to achieve the objectives. the contents of the curriculum include the types of subject areas taught and the content of each field of study. fields of study are adjusted to the existing type of education, level of education and educational path. the criteria that can assist the design of curriculum in determining the contents of the curriculum include: a. the contents of the curriculum should be suitable, appropriate and meaningful for student development. b. the contents of the curriculum should reflect social reality. c. the contents of the curriculum must contain test-resistant scientific knowledge. d. the content of the curriculum should contain clear learning materials. e. the contents of the curriculum can support the achievement of educational goals. 3. method strategies and methods are the third component in curriculum development. this component has a very important role, because it deals with the implementation of the curriculum. the strategy refers to the approaches and methods and teaching tools used in teaching. but in essence, the teaching strategy is not limited there. teaching strategy talks are illustrated by the way in which the execution of the teaching, conducting assessment, guidance and organizing activities, both general and specific in teaching. the curriculum implementation strategy deals with how the curriculum is implemented at school. curriculum is a plan, ideas and expectations which must be realized in real schools, so as to be able to lead students to achieve the objectives of education. a good curriculum will achieve maximum results if the implementation produces something good for the students. the components of the curriculum implementation strategy include teaching, assessment, guidance and counseling and arrangement of school activities.22 strategy includes plans, methods and tools of activities planned to achieve certain objectives. learning strategy is an action plan (sequence of activities) including the use of methods and the utilization of various resources/strengths in learning. efforts to implement the plan that has been prepared in the real activity for the objectives that have been prepared to be achieved optimally is called the method. it has been mentioned above that seen from the philosophy and theory of education underlying the development of curriculum, there are differences in determining objectives and learning materials. this of course has consequences also on the determination of learning strategies that will be developed. if the goal in learning is intellectual-information mastery, as many developed by classical philosophers in the framework of cultural inheritance or perpetuity, the learning strategy developed will be more teachercentered. teachers are central figures in the learning process and are seen as centers of 22 hamid syarif. pengembanagan kurikulum, pasuruan: garoeda buana indah, 2009, p. 108 volume 5, number 1, may 2020 | 22 z z information and knowledge. while learners are only considered as objects that passively receive information from the teacher. learning methods and techniques used in general are mass presentation (expository), such as lectures or seminars. in addition, learning tends to be more textual. the teacher-oriented learning strategy got some reaction from the progressive group. according to the progressivism, the one who should be active in a learning process is the learner itself. learners actively determine the material and learning objectives in accordance with their interests and needs, as well as determine how the most appropriate way to obtain material and achieve learning objectives. student-centered learning has the support of reconstructivists who emphasize the importance of learning through group dynamics. learning tends to be contextual, the methods and learning techniques used are no longer in the form of presentation from the teacher but rather individual, direct, and utilize group dynamics (cooperative) processes, such as modular learning, observation, simulation or role playing, discussions and the like. furthermore, with the emergence of technologybased learning that emphasizes the importance of competency control brings its own implications in the determination of learning strategies. although still a mastery of material or competence as in the classical approach, but in technological learning is still possible for learners to learn individually. in technological learning, it is possible for learners to learn without meeting face-toface with the teacher, such as through the internet or other electronic media. the role of teachers in technological learning is more likely to be the director of a learning process, which seeks to direct and organize students to perform learning actions in accordance with what has been previously designed. based on the above description, there are many possibilities for determining learning strategies and each learning strategy has its own weaknesses and advantages. 4. evaluation the evaluation component is a comparable component of the curriculum like a goalie in a soccer game, the functioning of the evaluation means selecting who is eligible to graduate and who is not. therefore, the students who can reach the target are eligible to graduate, while the students who cannot reach the target (the expected behavior) are not eligible for graduation. judging from the function and urgency of evaluation, from the evaluation component, for example, how many teachers who teach a subject that is in accordance with the teacher's educational background and also supported by the available media and learning tools and normal students.23 the evaluation component is very important for the implementation of the curriculum. the results of an evaluation can give clues as to whether the target that you wanted to reach has been achieved or not. in addition, evaluation is also useful for assessing whether the curriculum process is running optimally or not. thus, directions on the implementation of the curriculum can be obtained. based on those directions, improvements can be done. curriculum evaluation should be done continuously. it is necessary to clearly establish what will be evaluated using clear benchmarks. in connection with the design of this curriculum, evaluation is done to achieve two main objectives, namely; first, evaluation of curriculum products or outcomes; second, evaluation of the curriculum process.24 23 oemar amalik, kurikulum pembelajaran, jakarta: bumi aksara, 2008, p. 28 24 muhammad ali, pengembangan kurikulum di sekolah, bandung: sinar baru algensindo, 2008, p. 60 volume 5, number 1, may 2020 | 23 z z curriculum evaluation is intended to assess a curriculum as an educational program for determining the efficiency, effectiveness, relevance and productivity of the program in achieving educational goals. efficiency accounts for the use of time, energy, infrastructure and other resources optimally. effectiveness is related to the selection or use of the main or the most appropriate way in achieving a goal. relevance is regarded with the suitability of a program and its implementation with the demands, needs and interests of the community and students. optimal productivity is related to the results achieved from the program.25 the profile of ban budhee school ban budhee school is geographically located at the tip of datuk island. budhee village is a famous coastal communities. ban budhee school is the largest school in the district laem pho of pattani province south thailand from two other schools such as datuk school and teluk sembilan school. islamic-based school empire has expanded rapidly way faster than other royal schools and non-islamic-based. the school consists of kindergarten, elementary school and middle school. the release of middle school operating license in budhee school is because this school has met the requirements as a large school whose students have reached a thousand people. the vision of ban budhee school is to become an institution that can build a modest islamic life with science and technology as their assets. their missions are: (1) to establish an atmosphere of muslim life, (2) to teach simple life, (3) to emphasize work ethics, (4) to collaborate with the community, and (5) to provide knowledge, science and technology. the entry of the curriculum and islamic religious education in ban budhee is still relatively new. the approval of the submission of budhee into an islamic school is the result of the efforts of the people in the neighborhood who desperately need islamic education in their area. because the budhee area has been inhabited by malay islamic community, back then, the children at the village had to go to school which had islamic material located far outside of the village. because at that time, the closest school in the district of laem pho was not islamicbased. therefore, to meet the needs of the local community and the development of education in the area of this end of the island, the kingdom and the government approved the implementation of islamic education curriculum in ban budhee school. islamic education curriculum in ban budhee school as a muslim minority country, the kingdom has made the renewal of islamic education. although initially the subjects of islamic education in did not exist in public schools, the kingdom has launched islamic education in schools in the last ten years. the subject previously only included one meeting a week of religious education, now 8 islamic educational materials and 8 matter of general knowledge are applied. the islamic educational material consists of: arabic, malay, creed, morality, quran, hadith (the sayings of the prophet pbuh), and islamic jurisprudence and history. general knowledge materials include: english, thai, science, social science, mathematics, physical education, soft-skills and art. the schools run for 5 days and 7 hours per day, so students study for 35 hours a week. islamic education subjects are integrated with each other. for example, the arabic material is related with the material of jurisprudence, 25 nana sudjana, pembinaan dan pengembangan kurikulum di sekolah, bandung: sinar baru algensindo, 2005, p. 49 volume 5, number 1, may 2020 | 24 z z theology, morality, quran and hadith because the materials are written in arabic since many references are from the quran and hadith.. the curriculum in the country of thailand used bottom up approach, starting with gathering islamic education teachers from the best schools in south thailand to develop the curriculum. the results of a curriculum that has been prepared and then given to the kingdom to be approved and enforced in the entire country of thailand. in fact, the curriculum that has been already established by the kingdom can not meet the need of the students. so, every teacher also provides additional materials to support the existing curriculum. although the royal government gives legitimacy to the implementation of the curriculum, it is still problematic. the people think that the royals merely fulfill the right to the enforcement of islamic education curriculum without updating the curriculum for seven years. according to islamic education teachers, this absence of updates makes the learning curriculum flat or boring and has less value. then, the teachers are trying to give a spirit to the curriculum with passion, hard work, and tolerance. (interview) additional curriculum materials from the school policy is 30 minutes before the end of the learning activities. the teachers of islamic education add extracurricular activities that include tarbiyah ruhiyah (spiritual education), morals, hadith, muhadatsah (conversations) and khitobah (speech). materials presented at that session are under the authority of teachers in each classroom. in addition, in shaping up the morals of the students, the school holds drug prevention assembly. specific policies in state schools in thailand are divided into three, namely; large schools have 1000 students or more, medium schools have 500 students or more and tsmall schools have 200 students or more. ban budhee school is located in budhee village of laem pho sub-district, pattani province, south thailand, and this school belongs to the large school. the school has 1020 students with 60 teachers that includes kindergarten, elementary and junior high students. the permit of the establishment of junior high school level is also due to the category of the school that has reached large school with a number of students over 1000. in terms educators or teachers, teacher of islamic education is an appointed teacher of the kingdom and they must at least hold a bachelor degree. if the teacher has had religious studies background but did not obtain education course, s/he is required to take a diploma for 3 semesters of education courses. only then, s/he can become a teacher after graduating from the diploma course and has obtained a teaching license. most of the islamic education teachers are graduates from universities abroad, especially from middle eastern countries (jordan, saudi arabia, egypt, yemen, etc.) and neighboring countries such as malaysia and indonesia. in terms of process, the learning is carried out by various methods, such as lectures, drill, and private recitation with integrated lcd. at the beginning of language learning in the field of study, students must come forward one by one for memorizing the material assigned by the teacher. education in islamic religious education is also supported by a special room of islamic education or commonly called religious laboratory. this lab is enabled to support the effectiveness of learning islamic teachings. this study does not look at the curriculum narrowly and does not define curriculum only limited to the collection of subjects or teaching materials but it is interpreted broadly, that the curriculum covers all the experience that the students gain for direction, guidance and responsibility of the school. the curriculum is also defined as a written document of a plan or program of education, as well as the implementation of the teaching plan. the curriculum can include a very broad scope, i.e. as a teaching program at any level of education, and may also involve narrow scope, such as a teaching program of a subject. great quotes hanging on the walls volume 5, number 1, may 2020 | 25 z z are also evidence that the school is trying to plant moral values to the students. there are also images of children saluting in each classroom door. it becomes part of the curriculum as a form of education and moral ethics that is applied to students in order to have a respectful attitude, politeness, and courtesy to others. in terms of evaluation, the evaluation of islamic religious education program conducted through the stages of daily, weekly, mid-term and end of the semester evaluations. as for the national evaluation, it is conducted through a national test to material which is called onet for general knowledge, and inet for islamic education materials. the preparation of the national test is organized by the royal government by inviting experts in education. since the evaluation process is centrally focused, the assessment of student learning outcomes have applied the same standards nationally. conclusion from the explanation of the paper, it can be concluded that the application of islamic education curriculum in the ban budhee school have met the following components: (1) objective, (2) material, (3) method, and (4) evaluation. objectives can be adjusted between the education objectives set forth by the law and the vision and missions formulated by ban budhee school. on the material component, islamic religious education subjects cover 8 materials, such as arabic, malay, creed, morality, quran, hadith, islamic jurisprudence and the history of islam that have been prepared well because all materials are compiled in a handbook. only the renewal of teaching materials that has not been performed continuously. curriculum development is still considered slow so that teachers are required to be creative in developing content to be studied. for the methods used by teachers are still on the extent of lectures, drill and memorization. planting moral values can be done by hanging quotes on the walls and images of students giving salutation on each classroom door. the last component, program evaluation, is carried out in stages starting from daily, weekly, mid-term to end of the semester evaluations. although, as a muslim minority country, the national evaluation in islamic religious education is also organized nationally through inet. on the other hand, the application of islamic education curriculum is also supported by the islamic education curriculum in tadika islamic educational materials which teaches 8 islamic subjects that are the same as mentioned before. with that, the needs of the muslim community as a minority towards islamic religious education for the younger generation can already be met. references abdul majid, dan dian andayani, pendidikan agama islam berbasis kompetensi. remaja rosda karya, bandung, 2006. abdurrahman, dudung, et.al.2002. sejarah peradaban islam dari masa klasik hingga modern.yogyakarta:jurusan spi fak adab iain sunan kalijaga. al-azizi, abdul syukur.2014.kitab sejarah peradaban islam terlengkap. jogjakarta :saufa. daulay, hidar putra.2009. dinamika pendidikan islam di asia tenggara.jakarta: rineka cipta. fauziah, sifa. 2011. “sejarah perkembangan islam di thailand thailand selatan (pattani) pada abad ke xvii sampai xx”, skripsi, http://repository.uinjkt.ac.id/dspace/bitstream/123456789/1781/1/102975sifa%20fauziah-fah.pdf, diakses tanggal 6 maret 2017. hamid syarif. pengembanagan kurikulum, pasuruan: garoeda buana indah, 2009 http://repository.uinjkt.ac.id/ volume 5, number 1, may 2020 | 26 z z https://www.dakwatuna.com/2008/05/07/594/kurikulum-islam-di-sekolah-negerithailand/#ixzz4xvtrb3df ibrahim, malik. februari 2012 . “seputar gerakan islam di thailand suatu upaya melihat faktor internal dan eksternal”. sosio-religia, vol. 10, no.1, http://www.aifisdigilib.org/uploads/1/3/4/6/13465004/revisi_no_08._ seputar_ gerakan_islam_di_ thailan_pak_malik.pdf, diakses tanggal 6 maret 2017 latifah hanum.januari-juni 2013. modernisasi pendidikan islam, volume 1 no. 1. http: //fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum _modrenisasipendidikan-islam-di-thailand-e1.pdf.diakses tanggal 7 mei 2017. lias hasibun, kurikulum dan pemikiran pendidikan, jakarta: gaung persada, 2010. muhammad ali, pengembangan kurikulum di sekolah, bandung: sinar baru algensindo, 2008. muhammad zaini, pengembangan kurikulum; konsep implementasi, evaluasi dan inovasi. yogyakarta: teras. 2009. nana sudjana, pembinaan dan pengembangan kurikulum di sekolah, bandung: sinar baru algensindo, 2005 nana syaodih sukmadinata, pengembangan kurikulum; teori dan praktik. bandung: remaja rosdakarya. 2010. oemar amalik, kurikulum pembelajaran, jakarta: bumi aksara, 2008 syahid, achmad et.al. ensiklopedia tematis dunia islam.jakarta:pt ichtiar baru van hoeve. uu pendidikan nasional 2542, พระราชบญัญตกิารศกึษาแหง่ชาต ิพ.ศ. ๒๕๔๒ แกไ้ขเพิ่มเตมิ (ฉบบัที ่๒) พ.ศ. ๒๕๔๕ และ (ฉบบัที ่๓) พ.ศ. ๒๕๕๓, มาตรา ๖ และ มาตรา ๗ wahyu illahi dan harjani hefni. 2012. pengantar sejarah dakwah .jakarta : kencana prenada media group. https://www.dakwatuna.com/2008/05/07/594/kurikulum-islam-di-sekolah-negeri-thailand/#ixzz4xvtrb3df https://www.dakwatuna.com/2008/05/07/594/kurikulum-islam-di-sekolah-negeri-thailand/#ixzz4xvtrb3df http://www.aifis-digilib.org/uploads/1/3/4/6/13465004/revisi_no_08._%20seputar_%20gerakan_islam_di_%20thailan_pak_malik.pdf http://www.aifis-digilib.org/uploads/1/3/4/6/13465004/revisi_no_08._%20seputar_%20gerakan_islam_di_%20thailan_pak_malik.pdf http://www.aifis-digilib.org/uploads/1/3/4/6/13465004/revisi_no_08._%20seputar_%20gerakan_islam_di_%20thailan_pak_malik.pdf http://fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum_modrenisasi-pendidikan-islam-di-thailand-e1.pdf http://fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum_modrenisasi-pendidikan-islam-di-thailand-e1.pdf http://fkip.uisu.ac.id/wp-content/uploads/2014/03/11_latifah-hanum_modrenisasi-pendidikan-islam-di-thailand-e1.pdf educatio : journal of education volume 6 , number 3, november 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z islamic religious education learning design by learning management system (lms) assessment of the pai kkg group in the covid-19 pandemic era nur iftitahul husniyah, purwanto universitas islam lamongan), (sman 1 mantup lamongan iftitahusni@gmail.com accepted: 10 august 2021 reviewed: september 5, 2021 published: 20 november 2021 abstract: the world is changing with the covid-19 pandemic; changes occur in all life, including the education sector. the most visible consequence of the shift in education on the sidelines of the covid-19 pandemic is the evolution of studying education. schools must be mature in carrying out distance learning as an alternative to face-to-face learning. the distance learning system has characteristic provocations that inevitably have to be implemented. learning design is a procedure and the implementation of learning as a whole. this includes learning objectives, learning methods and learning evaluation. in addition, appropriate media is needed to facilitate the transfer of knowledge from a teacher to students effectively. because learning design is a strategy to apply technological media that has been prepared according to learning needs. therefore, a learning implementation plan is needed and by existing conditions to realize learning goals. teacher productivity is needed, especially pai teachers in this covid-19 pandemic era, so they must stop using standard or straightforward techniques. the learning management system is an alternative solution for distance learning in this pandemic era. learning management system (lms) is a software application or software for online activities. there is training content or software for planning, electronic learning programs (e-learning programs), virtual classrooms, and instructor programs. the guided, delivery, and management of learning activities within an organization, including 'online.' lms combines traditional courses with digital media or interactive tools such as online and offline tutoring, virtual live sessions, and discussion forums. keyword: learning management system (lms) introduction learning management system (lms) is an abbreviation of electronic learning. learning can be interpreted as learning using electronic media if viewed from the wording. learning means learning using a learning management system (lms), an engineering program, procedure, instrument related to software, or a systematic application for online and offline learning practices. the majority are in education, guidance, and activities that use the internet network to access. as quoted in the opinion, ellis ryann k. (2009). learning management system (lms), according to waryanto & insani (2013), is defined as the delivery of learning content or learning experiences electronically using computers and computer-based media. another definition of learning is put forward by khan (2005). learning can be viewed as an innovative approach for delivering welldesigned, learner-centered, interactive, and facilitated learning. environment to anyone, anyplace, mailto:iftitahusni@gmail.com yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 6, number 3, november 2021 | 304 zzzzzz anytime by utilizing the attributes and resources of various digital technologies and other forms of learning materials suitable for open, flexible, and distributed learning environments. learning is created to overcome the limitations between educators and students in terms of time, space, conditions, and circumstances. educators and students do not have to be in one dimension of space and time through learning. based on the quote from amiroh (2012: 32), learning management system (lms) or course management system (cms), besides being known as virtual learning environment (vle), is a software application that is used by teachers, both high school or campus and madrasa schools, used in the internet-based online learning process (learning). internet-based learning with the e-learning model, namely online, offline (although only through a computer or laptop straightened up), is in sync with (chat, video conference). e-learning learning education has a self-faced character. e-learning has the characteristic of learning through independent techniques. even with a student-centered character, students have the power to decide about learning. how to learn it (group or individually) a learning management system (lms) or learning platform is dedicated to offering virtual education and online environmental training in software. from several opinions regarding the notion of learning, it can be concluded that learning is learning by utilizing information and communication technology to take place anywhere, anytime, and anywhere. with learning, learner-centered learning can be done easily in the daily learning process via the internet because of the following: the availability of computer equipment and internet network facilities. different learning strategies for each student or a class adapted to the conditions of the student or class. students can be actively involved in formulating the learning materials they want to learn, even changing them through the learning website. students can evaluate the process and results of their learning. the teacher acts only as a supervisor or director. if students want to express opinions, ask questions or discuss a problem, consult the teacher via the internet. these stages are adapted to school conditions: 1. the first stage, namely learning management system-based learning, is described as a face-to-face process in the classroom with digital content as a supplement. at this stage, the teacher is the presenter of the material. the digital content submitted is only added, so it does not have to be submitted. the learning process is limited by space and time. 2. the second stage, namely learning based on the learning management system, is described as a face-to-face learning process in the classroom with digital content as a compliment. in this condition, the teacher is still the presenter of the material. some digital content must be delivered because it is included in the curriculum structure, while the learning process is still limited by space and time. 3. the third stage, namely learning based on the learning management system, is described as an integrated ict advance into the learning process. all learning content is digital and must be submitted because it is included in the curriculum structure. students can access learning content without being limited by space and time, and the teacher acts as a tutor. learning management does not use ict, so there is still manual learning management intervention. 4. the fourth stage, namely learning based on the learning management system, is described as a learning process that has been integrated with the advancement of yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 6, number 3, november 2021 | 305 zzzzzz ict (united like an infusion that cannot be distinguished between intravenous fluids and blood). students learn independently and online in this condition, which is not limited by space and time. the teacher at this level acts as a tutor. learning management uses the learning management system application. meanwhile, the types of learning are as follows: kinds of learning according to horton (2006: 2) are as follows. 1. in standalone courses, subjects are taken by students themselves without interacting with instructors/teachers or classmates. 2. virtual-classroom courses, online classes designed like learning in a classroom. learning can be done synchronously in online meetings or asynchronous online meetings. 3. learning games and simulations present simulation activities that require exploration and can produce an invention. 4. embedded learning, a learning that is included in another system, such as a computer program, diagnostic procedure, or online help. 5. blended learning, using various forms to achieve a learning goal. learning is done by combining meetings in the classroom and learning or learning that combines several forms of learning. 6. mobile learning is carried out with the help of mobile devices, such as pdas and smartphones. 7. knowledge management, widespread use of learning, documents online, and conventional media to educate populations and organizations as a whole rather than individually. result and discussion to improve online learning activities during the covid-19 pandemic, paikkg, dander district, bojnegoro regency, it is necessary to have a well-structured activity plan so that the direction of activities will run according to the predetermined program, trying to arrange a work program in the hope that it can be carried out well and achieve optimal goals with efficient performance. it should be realized that the pai kkg requires the support of all pai teachers and there needs to be cooperation with all educational components, including elements of personal management. in addition to improving learning during the covid-19 pandemic. the main steps of the learning system design model are (1.) identifying learning objectives, (2). conducting instructional analysis, (3.) student and context analysis, (4.) formulating goals specific learning, (5.) developing research instruments, (6.) develop learning strategies, (7.) use of teaching materials, (8.) design and develop formative evaluations, (9.) revise learning programs, (10.) ) design and develop a summative assessment. below are the components of research related to pai learning design based on the learning management system (lms): a. the first research component is to determine the purpose of using pai learning designs in the era of the covid-19 pandemic. in the era of the covid-19 pandemic, kkgpai learning in dander district used a learning management system (lms)-based learning design for distance learning, learning based on the learning management system (lms) must be utilized as best as possible by educators, especially islamic religious educators, in the era of a covid-19 pandemic. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 6, number 3, november 2021 | 306 zzzzzz utilization of the learning management system (lms) in the learning process is a must so that the distance learning process in the dander bojonegoro sub-district runs well and smoothly, especially if it is supported by the existence of complete infrastructure facilities at each educational institution to be more supportive in teaching and learning activities. in the design of pai, learning must be done immediately, especially in internet-based learning methods. kkgpai in designing pai learning using learning management system (lms) based learning using google classroom and e-learning portal. using the sifajargoro application, pai student application, youtube, google classroom, whatshap, google form, quiz. kkgpai also held training for gpai in the use of the application. with covid-19, it's not a barrier to online learning. learning can be through any media depending on the situation, situation, and condition. as educators and supervisors, we continue to monitor online learning as a form of responsibility. the learning designed by the pai kkg is good by the conditions, and it should not be only the administrators who are involved, but all gpai must be involved without knowing any reason, including old age. in addition to the interviews above, the researchers also made observations related to kkgpai activities in designing pai learning based on the learning management system (lms) in the ongoing covid-19 pandemic, namely researchers saw learning media such as the sifajargoro application, pai student application, youtube, google classroom, whatshap, google form, quiziz in every school institution used by teachers in distance learning activities so that teaching and learning activities take place well and smoothly especially supported by the existence of complete infrastructure facilities at each educational institution to be more supportive in learning activities distance teaching. henceforth, from interviews that have been conducted by researchers with islamic religious education teachers: that pai learning based on the learning management system (lms) in the era of the covid-19 pandemic immensely helped the learning process in their respective educational institutions. of course, i appreciate designing pai learning based on the learning management system (lms). the system makes it easier for students to study at home or remotely. they are coupled with the sifajargoro application, pai student application, youtube, google classroom, whatshap, google form, quiz. b. the second research component is instructional analysis. from the several interviews mentioned above, it is clear that in teaching and learning activities in the dander bojonegoro sub-district, distance learning (pjj) has designed pai learning in the covid-19 pandemic era using learning management system (lms)-based learning media, especially based learning media, one of which is using an application. sifajargoro, pai student application, youtube, google classroom, whatshap, google form, quiziz. as distance learning media. although its use is still limited to options, the existence of learning devices has greatly helped teachers in distance learning activities (pjj) during the covid-19 pandemic. lms can support learning procedures such as assessment, attendance, giving lesson materials, giving assignments, etc. kkgpai dander district in designing pai learning in the covid-19 pandemic era using (lms) through the sifajargoro application, pai student application, youtube, google classroom, whatsahap, google form, quiz. however, in practice, many teachers are still technically clueless (technological stuttering) due to the lack of mastery of yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 6, number 3, november 2021 | 307 zzzzzz computers and the limitations of supporting infrastructure during distance learning, especially regarding technical support and internet networks. not all rooms have internet facilities; perhaps this is related to the issue of the availability of electricity, telephones/mobile phones, computers or laptops, quotas, or even the level of the economy. weaknesses in using the learning management system (lms), weak relationships can delay the creation of values during learning practices. another advantage is that teachers can control student growth, channeled comfortably, budget costs are more affordable, study times are flexible, broad insight. during the covid-19 pandemic, schools must use the pai learning system based on the learning management system by the international technology education association (itea) standard. standards relating to it capacity that must be shown to recipients in the utilization of it technology and to help practice learning. however, when distance learning (pjj) is in this pandemic era, only a few educational institutions have planned guidance. kkgpai dander district provides training services for all gpai because it can grow the skills of teachers and students when managing it; in the distance learning process (pjj), in the pandemic era challenges and obstacles are not only limited to technology support facilities and internet networks. not all rooms have internet facilities. perhaps this is related to the issue of the availability of electricity, telephones/mobile phones, computers or laptops, quotas, or even the level of the economy. however, the weakness in using the learning management system (lms), in the investigation that i carried out was the weak relationship between teachers and students, especially between students. weak relationships can delay the creation of values during learning practices. another advantage is that the teacher can control student growth, channel it comfortably, and have a more affordable cost budget, flexible study time, and broad insight. learning assessment is the last cause that helps the successful implementation of distance learning (pjj) during the pandemic era. the various conditions in the field certainly create obstacles, especially in the actualization of distance learning. in addition, schools must use the pai learning system based on the learning management system by the international technology education association (itea) standards. standards relating to it capacity must be shown to recipients to utilize it technology and help practice learning. however, in this pandemic era, only a few educational institutions carry out planned guidance when distance learning is in this pandemic era. kkgpai provides training services for all gpai because it can grow the skills of teachers and students when managing it in the distance learning process (pjj). chair of kkg paidrs. pamuji (w/03/02/2021). c. the third component is about formulating specific learning objectives. from interviews conducted by researchers with informants, related to the use of learning media based on the learning management system (lms) in increasing student learning motivation in the pandemic era is adjusting between materials and media to be used, making lesson plans, and choosing visual images that match the material to be studied— delivered through applications in teaching and learning activities so that the material delivered can be right on target. in addition, to increase student motivation in learning, especially in islamic religious education lessons, in preparing the lesson plans it is intended that the implementation of learning is fun and not boring so that with lessons that arefun, yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 6, number 3, november 2021 | 308 zzzzzz students will be motivated to be more active and enthusiastic in learning even though in distance learning. d. the fourth research component is developing learning strategies. the first thing that must be done in this lms is to record the added subjects in the lms. next, the school administrator must bring in students and school schedules to determine access to the lms. after that, the school administrator must register the books that will be used in the learning process. learning outcomes must be defined as a guide in determining subject topics. next, the administrator must resolve the issues that will be used in each topic and upload the materials that will be used in each topic. head of kkg paidrs. pamuji (w/03/02/2021). after the administrator, teachers, and students prepare the contents of the lms can access the material for each subject through the lms. teachers have access to additional materials other than those already provided. in this lms system model, students and teachers can communicate or discuss through discussion forums. teachers can give quizzes in the form of multiple-choice, short answers, and essays through this lms, and students can upload student answers. for multiple-choice questions and short answers, students will automatically grade them, while for essay-type questions, the teacher must assess the answers uploaded by students. based on the process described in the learning design program activity above. in general, this learning management system will be run by three actors, namely school administrators, teachers, and students. the main task of the administrator is to prepare initial data that will be used for the lms, such as school schedules, subject data, lesson topic data, and learning materials. teachers and students are users of the lms, where teachers and students can access learning materials that the administrator has uploaded. especially for teachers, teachers will have additional access to upload supplementary material other than those already provided by the administrator and can give quizzes. as for students, students can answer the quiz that has been given. the chairman of kkgpai, pamuji (w/02/09/02/2021). e. the research component is the five stages of designing teaching materials. the learning management system design for schools is continued at the user interface design stage. the user interface is designed as simple as possible to make it easier to use the provided system. displays a screen design for listing subject topics. topics must be recorded every school year by selecting a subject, and then the administrator can choose the book to be used in a particular subject. after determining the book, the administrator will determine the topics that students will study, and for each topic, the learning outcome associated with clicking the mapping button must be determined. in each topic, administrators can fill in the information in the form of a detailed explanation of the topic and upload materials used on the topic. teachers and students can view lesson plans that the administrator has recorded through the lesson plan page. teachers and students can see the books used and the topics taught and download existing learning materials on this page. there is a button to upload additional material on the teacher's lesson plan view page. when uploading additional material, the teacher can choose which classes can download the material. meanwhile, students can only download additional materials that the teacher has uploaded. on the forum page, teachers and students can discuss topics in the subject matter. teachers and yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 6, number 3, november 2021 | 309 zzzzzz students can create new discussion topics and submit comments for the given discussion topics. 1. activities in the field of teaching preparation: a) preparation of semester plans b) preparation of learning implementation plan c) preparation of daily plans 2. discussion about learning tools and media a) types of tools and media that need to be used in learning b) provision of tools and media c) how to use pai tools and media 3. develop teaching materials in online learning in the form of student activity sheets (lks) uploaded to the pai kkg application and the use of learning media. the sifajargoro application, pai student application, youtube, google classroom, whatsahap, google form, quiz. 4. training of learning models. after attending this training, it is hoped that pai teachers will be able to apply online learning models that are by the material during distance learning. 5. development of assessment system. this program aims to make pai teachers choose and use assessment tools appropriate to the material. 6. analysis of items, the questions are mid-semester test questions (uts), semester questions, and final exam questions; it is hoped that the pai teacher can analyze the items which are then uploaded through the sifajargoro application, pai student application, youtube, google classroom, whatsaap, google forms, quiz. 7. prepare the grid and semester questions and school exams it is hoped that pai teachers will be able to make grids and questions so that grids and questions are formed together, which are carried out by members of the pai kkg studio, dander district, bojonegoro regency. below are the steps for using various lms-based pai learning media: 1) how to use google classroom during distance learning at kkg pai, dander bojonegoro district: learning using google classroom in the material, let's get to know the apostles of allah. the teacher provides distance learning material using google classroom to access the application. both students and teachers yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 6, number 3, november 2021 | 310 zzzzzz must download the application. once you have the app, select sign in for the first time before starting: install the classroom app on the device. for details, see the get the classroom app. tap classroom." services and privacy policy, then tap i agree. if using an education fundamentals account, tap i'm a student or a teacher. then to access other areas of classroom, go to menu to access: classes and then open your class. view calendar to see deadlines and access items. assignment lists to review assignments for your class—settings to change profile photos, passwords, and notifications. start using classroom; if a teacher, you can create classes. if you are a student, you can join classes. on lets materials know the messengers of allah. 2) how to use google forms during distance learning learning using google forms from forms.google.com, click blank or choose a template. then from drive.google.com, click new > more. next to google forms, point to the right arrow and click blank form or from a template. name your form: in the top left corner, click untitled form or form template name and enter a new name. on (optional) add a description: under the form's name, add your text. and on (optional), change the background color or theme: click on the palette and then choose a color or theme. the 'editor' feature is straightforward to learn and use. your created form will fill the center of the screen, with space for the title and description followed by the form fields. click a form field to edit it and add a question. the use of google forms for student teachers will provide assignments, questions, or quizzes in a student survey, given a survey link, and clicking on it. students can answer the survey via google forms according to the questions given by the pai teacher. 2) how to use youtube during distance learning yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 6, number 3, november 2021 | 311 zzzzzz learning using youtube in believing in allah's apostle, the pai teacher uses the youtube application to explain the material; the teacher makes the material and then uploads it to youtube. to use the application, students must log in using the student's google account. by logging in, you get various benefits, including commenting, saving videos to watch later, and uploading videos. use the search bar to search for videos when looking for material provided by the pai teacher. the youtube search bar runs like the google search bar and will display predictive results from searches. when searching for videos, you can usually enter terms from learning materials. search youtube channels; if you don't know exactly what you are looking for, students can browse related learning materials on youtube by clicking the "browser channels" button in the menu. left navigation. 4) how to use whatshap during remote learning learning using whatsapp first, students must download the whatsapp application; after that, they can register using a student account by entering their gmail, then after being accessed, students can use whatshap. previously, the teacher prepared the learning material and then sent it via chat or messages through the group. pai teachers provide information or direction in working on assignments or materials yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 6, number 3, november 2021 | 312 zzzzzz given to students. the tasks given can be in writing, photos, or videos which are then uploaded on whatsapp. 5) how to use "agpaii digital application for pai students" during distance learning learning using digital agpaii using it first: students must have the agpaii application pai students by downloading. after that, log in to the application using the student's email account. after successfully logging in, students can directly use the agpaii application digitally. in the application menu, there are several menus such as question work options menu, self-practice menu, discussion menu, class menu, module menu. to enter the menu, you must enter an email account. in the agpaii application on the digital, each student working on a question or task will receive a reward in the form of a coin so that students will be topped for the spirit of working on the taskthe task of the questions given during distance learning. in independent practice, if students want to re-work the functions that have been given? pai students present independent training features that can be the solution. through the self-practice feature, students can re-work tasks tasks that have been given, so that students can practice continuously to get better results. the room found a problematic question in the discussion and wanted to discuss it with a friend? that can be done by using a discussion room. students can upload questions into the discussion room, and other students can discuss and help answer those questions. 6) how to use "quiziz" during distance learning yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 6, number 3, november 2021 | 313 zzzzzz learning using quiz. quizzes can be opened through the website or application, with the provision, the application only for students and teachers must go through a browser. the first feature presented is how to explore the questions in the quiz to be used offline. the questions can be saved, printed, even converted into words to be given to students. of course, this quiz makes it very easy for teachers to find reference questions. "quiz only, i haven't played a quiz yet, it's already useful for parents because in this quiz there are a lot of quizzes that can be used as inspiration for free," in this quiz there are features that provide five types of questions, namely multiple-choice, box check, fill in the blanks, selection/survey, and open-ended/essay. to try to create one example question by utilizing the image and audio insert feature. it is still rare to use audio features in indonesia, whereas audio can make things more exciting and interactive. "if, for example, a quiz contains text, all students may be bored; if it is replaced with a sound image, it will be more enjoyable. further in creating classes or integrated with google classroom. according to him, there are two options: to create a class directly in the quiz or import google classroom. the advantage if it is integrated with google classroom is that teachers can directly assign quizzes without copypaste, link, or game code first conclusion pai learning design in kkg pai group in the era of the covid-19 pandemic in dander bojonegoro subdistrict, namely the internet can be used to transfer knowledge from teachers to students. learning that utilizes the internet is one of them is the learning medium learning management system (lms). online learning or distance learning is learning without face to face directly between teachers and students. online learning or distance learning is considered very effective in breaking the chain of transmission of the covid-19 virus. the appropriate learning model, given by teachers to students during the covid -19 pandemic, especially in primary school students or madrasah ibtidaiyah, should be fun, flexible, concise, and easy to understand by students. the process of implementing pai learning in kkg dander bojonegoro district in designing learning that uses learning based on learning management system (lms) by utilizing applications namely sifajargoro, digital application of pai students, youtube, google classroom, whatshap, google form, quiziz conducted by lecture method as a student learning resource center addition, schools must be able to use the pai learning system based on the learning management system in accordance with the standardization, the international yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 6, number 3, november 2021 | 314 zzzzzz technology education association (itea). standards related to it capacity must be shown to the recipient in utilizing it technology and assisting in learning practice. however, during distance learning (pjj) in this pandemic era, only a small number of educational institutions implement guidance in a planned manner. kkgpai provides training services for all gpai because it can grow the skills of teachers and students when managing it, in the process of distance learning (pjj), in the era of pandemic challenges and obstacles, not only the limitations of facilities supporting technology and internet network. references chandrawati, sri rahayu,utilization of e-learning in learning,journal of the horizon of education,2010 volume 8, number 2 darmawan d, information and communication technology education (bandung: remaja rosdakarya, 2012) dewi, wahyu aji fatma, the impact of covid-19 on the implementation of online learning in primary schools. journal of educational science,,2020 volume 2, no1.3 effendi, empy and hartono zhuang, e-learning concepts and applications (yogyakarta:pustaka,2005) khusniyah, nurul lailatul ,the effectiveness of online -based learning: an evidence on english language learning,journal of educational thought and research, volume 17, number 1 2019 munir, distance learning based on information and communication technology (bandung: alfabeta, 2009) rusman, learning model developing teacher professionalism (jakarta:rajagraffindo,2014) ryan k.ellis learning sistem network in filed reseacrh,2009 suprijono, agus, cooperative learning theory & its applications (yogyakarta: pustaka pelajar, 2010) pai kkg group dander bojonegoro gpai group dander bojonegoro educatio : journal of education volume 4 , number 2, november 2019 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z improving the ability to recognize primary color using plastisifor children tunagrahita light class iii in slb luki padang ajismanto, yarmis hasan universitas negeri padang dharmasraya.ajismanto@gmail.com accepted: 10 august 2019 reviewed: september 5, 2019 published: 20 november 2019 abstract : this research is motivated by the discovery of a problem of a mentally regard development that is a mild category of a nine-year-old boy whose initials ad is in class iii at slb luki padang. where the child has problems in recognizing basic colors. the purpose of this study was to improve the ability to recognize basic colors using plasticine for mentally disabled children in mild class iiprimaryss at slb luki padang. this type of research is single-subject research (ssr) with a-b design. data collected through direct observation and recorded on the observation sheet. the data analyzed is using graphical visual analysis. the results showed that the ability to recognize primary colors in mentally disabled children in the mild category class iii in slb luki padang increased after being given an intervention using plasticine. at baseline conditions, children get the highest score of 10%, and in the intervention conditions, children get a score of 90%. thus it is proven that using plasticine can improve the ability to recognize basic colors for mentally disabled children in the light class iii class at slb luki padang. keywords:plasticine, base color, disabled is being introduction one aspect of cognitive ability is to recognize color. color is a certain spectrum that is contained in perfect light. the colors are divided into three types namely primary colors, secondary colors, and tertiary colors. primary colors are basic colors that have not been mixed with other elements such as red, yellow, and blue. a secondary color is the result of a mixture of primary colors with one another, such as green, orange, and purple. while the tertiary color is the color of the result of a mix of one primary color with a secondary color such as brown. based on a preliminary study that researchers conducted at slb luki padang, researchers found a mild mental retardation child where the child did not recognize primary colors. the child only knows just black and white. based on the results of the assessment carried out it turns out the child does not understand the colors that are around him. children cannot mention every color shown by researchers. to ensure the results of the assessment that researchers have done, researchers conducted interviews with children's classroom teachers. from the results of interviews conducted, it turns out that children still do not recognize colors with certainty, children have difficulty in mentioning colors, designating colors and different colors. based on the results of interviews that researchers have done, then assess to ensure the condition and health of the child's eyes. in addition, the tests carried out intend to find out the possibility of the child experiencing color blindness, or there are problems at the level of sharpness of the child's eyes. so the test results show that the child does not experience color blindness and there is no ajismanto, yarmis hasan improving the ability to recognize primary ... volume 4, number 2, november 2019 | 163 zzzzzz z problem in the level of sharpness in the eyes of mentally disabled children. children with intellectual disabilities are children who have limitations in following regular school learning, but they have potential that needs to be developed, such as reading, writing and simple arithmetic1 . although mentally disabled children experience obstacles in their intellectual development but children's abilities can still be developed in academics such as reading, writing, counting and recognizing objects with simple shapes including identifying basic colors. primary colors or basic colors consist of three colors namely red, yellow and blue. these three colors are called primary colors, basic colors are those who cannot be produced from a mixture of other colors, in fact, these colors create different colors. based on the problems that researchers found in the field in recognizing basic colors, the researchers are interested in providing services or interventions using plasticine to improve the ability to distinguish basic colors for mildly retarded children. in helping children with intellectual disabilities teachers or therapists must conduct play therapy in learning. games that are given to children must not be arbitrary must have therapeutic value and are not difficult to understand by children. plasticine is a teaching aid that can be used by teachers to help to learn in the classroom because plasticine itself is a play activity that can develop the ability to recognize colors in children. the use of plasticine in learning activities can provide a pleasant and satisfying learning experience for children so that in the learning process, children are not easily bored. in this study, children were asked to mention, designate and classify colors in play. so from the explanation of the problem above, the researcher is interested in drawing it in a scientific paper entitled "improving the ability to recognize basic colors using colored plasticine for mentally disabled children in class iii at slb luki padang. method from the study entitled "improving the ability to recognize basic colors using plasticine for children with light developmental disabilities at slb luki padang." this research uses a quantitative approach through experimentation. experiments can be interpreted as an experiment conducted to look for the impact of treatment on certain behaviors2 . the form of experiment used in this study was single subject research (ssr). this study uses ab design3 . ab design revealed there is a causal link between the dependent variable and the independent variable. the ab research design uses two stages of measurement namely the baseline stage (a) and the intervention stage (b). the tool used in this study was a test instrument using a method4 . the test instrument used in this study to measure the ability of children. in this study, the test given was in the form of an oral test with two phases, namely the baseline phase (a) and the intervention phase (b). the test used is a test item created by the researcher and adjusted to the curriculum. the dependent variable (target behavior) of the study in question is the ability to recognize basic colors, ie children can name, show and group basic colors. whereas, the independent variable in this study was to use plasticine, in which children were instructed to make fruit shapes using plasticine, and then the children were told to mention, show, and group colors in the form of the fruit that was made. this study uses one subject, a mildly retarded child who is nine years old in class iii at slb luki padang. the child is a male who has difficulty in recognizing basic colors. based on the results of the assessment and observation in the field, the child cannot mention, show and classify the basic colors. so that researchers are interested in lifting it as a research subject. data analyzed were using graphical visual analysis. 1 maria j wantah, “pengembangan kemandirian anak tunagrahita mampu latih,” departemen pendidikan nasional direktorat jendral pendidikan tinggi. jakarta (2007). 2 amat jaedun, “metodologi penelitian eksperimen,” fakultas teknik uny (2011). 3 juang sunanto, koji takeuchi, and hideo nakata, “pengantar penelitian dengan subjek tunggal,” universitas tsukuba: crice (2005). 4 arikunto suharsimi, “prosedur penelitian suatu pendekatan praktik,” jakarta: rineka cipta (2006). ajismanto, yarmis hasan improving the ability to recognize primary ... volume 4, number 2, november 2019 | 164 zzzzzz z results and discussion results 1. baseline conditions the initial condition of the child before being given treatment or intervention is a baseline condition. initial conditions were observed five times until stable data results were obtained. then the observations obtained are 10%, 0%, 10%, 10%, 10%. after getting the results of observations at a stable baseline, the researchers stop the observation, then intervention will be carried out. in the graph below, you can see the data obtained at baseline conditions: graph of the basic color in a baseline condition 2. interventional conditions observations made when or after the child is given treatment or action are conditions of the intervention. in this condition eleven meetings were held, which were 30%, 40%, 60%, 50%, 50%, 60%, 80%, 80%, 80%, 90%, 90%, 90%. this data proves an increase in the ability to recognize basic colors for mild mentally disabled children through playing plasticine. thus it can be seen in the graph below: graphs on conditions of intervention based on the results of research that researchers have done in the baseline conditions and interventions can be seen in the chart below: 0% 2% 4% 6% 8% 10% 12% 1 2 3 4 5k n o w in g th e b as ic c o lo rs s ki lls observation days baseline condition 0% 50% 100% 6 8 10 12 14 16 k n o w in g th e b as ic c o lo rs s ki lls observation days intervention condition ajismanto, yarmis hasan improving the ability to recognize primary ... volume 4, number 2, november 2019 | 165 zzzzzz z trend graphics stability to know basic colors in the graph above is explained that the study was conducted sixteen times. baseline conditions amounted to five meetings, and intervention conditions amounted to eleven sessions. between baseline and intervention have different data, for baseline conditions, it has a stability range of 0.15, with a mean level of 0.8, an upper limit of 0.87, a lower limit of 0.72, and a percentage of stability of 0%. while interventions have a stability range of 1.35, with a mean level of 6.54, an upper limit of 7.21, a lower limit of 5.87, and a percentage of stability is 18%. table summary color analysis in knowing the basis of color conditio n a b 1. stregten condition 5 11 2. estimation of direction tendencies (+) (+) 3. stability tendencies 0 % 18% (unstable) (unstable) 4. data trace (+) (+) 5. stability and range levels 0 – 1 3 – 9 6. level of change 1 1 0 (stabil) 9 – 3 = 6 (increased) in visual analysis between conditions has several components. it can be 0% 20% 40% 60% 80% 100% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 k n o w in g th e b as ic c o lo rs s ki ll s observation days baseline condition intervention ajismanto, yarmis hasan improving the ability to recognize primary ... volume 4, number 2, november 2019 | 166 zzzzzz z seen in the table below: summary table analysis between conditions no. conditio n a : b 1. number of variables changed 1 2. changes in the direction of trends and their effects (+) (+) 3. change in trend unstable stability variable 4. level of changed 3 – 1 = 2 5. overlap percentation 0 based on the results of data analysis, analysis in conditions and analysis between conditions shows the estimation of the direction of the trend, the stability of the stability, the data footprint, and the rate of change that has increased positively. then it can be stated that playing plasticine can improve the ability to recognize basic colors for children with mild mental retardation class iii at slb luki padang. discussion the study was conducted as many as sixteen days of observation. starting from observations on the baseline conditions, which amounted to five meetings, and intervention conditions, which amounted to eleven sessions. at baseline conditions, the ability of children to recognize basic colors that tend to be horizontal and still low, the score obtained by children is one of the maximum scores that should be obtained by children, namely nine. baseline conditions that were held five times a meeting can be seen on the graph. whereas in the intervention condition, when giving treatment using plasticine to improve the ability to recognize color for mild, mentally retarded children, eleven meetings were held. seen the child's ability to understand basic colors tends to increase. only on the ninth day of observation did the child's ability to recognize color decrease slightly, to obtain the same score on the tenth day of observation, but then continued to rise and increase until finally stable at the fourteenth meeting until the sixteenth the child got the highest score of nine. the results of this study indicate an increase in the ability of children to recognize basic colors through play plasticine, students can name, show, distinguish or classify colors, this is in accordance with the theory put forward by lerin5 which states that the extra value obtained by children in play plasticine is getting to know colors in a fun way. mild developmental retardation is a child who has a disorder in his intellectual development, iq ranges between 50-70 so that he experiences obstacles to abstract thinking. but academic skills can still be developed, such as reading, writing, counting and getting to know things, including recognizing the concept of color. this is by the opinion of wantah6, which explains that mentally disabled children are those who have limitations to attend learning in regular schools, but they have potential that needs to be developed, 5 christine lerin, 105 permainan untuk meningkatkan kecerdasan & kreativitas buah hati (transmedia, 2009). 6 wantah, “pengembangan kemandirian anak tunagrahita mampu latih.” ajismanto, yarmis hasan improving the ability to recognize primary ... volume 4, number 2, november 2019 | 167 zzzzzz z such as reading, writing, and arithmetic. some experts argue that the game is a strategy suitable for children who are still at the age of play, not least for mentally disabled children. this is under the opinion of kosasih7, which states to help mentally disabled children, teachers, or therapists have to do play therapy in learning, but the game given is not just any game. the game given should have a different therapeutic value, and the form of play is not too difficult for children to understand. children with intellectual disabilities have limitations in learning and playing plasticine is one container that can be used to motivate children in learning. because teaching children to learn while playing. this plasticine game is one of the games that ask children to learn while playing. through play, children can mention, show and classify colors. so that the child's ability to recognize basic colors can increase. conclusion the research entitled "improving the ability to recognize basic colors using plasticine for children with class iii mild developmental disabilities at slb luki padang. this type of research is single subject research (ssr) with a-b design. based on the analysis of research results that playing plasticine can improve the ability to recognize basic colors for mild, mentally disabled children. this is evident from the results obtained in the field during the study. children can say red, yellow and blue correctly. correctly show red, yellow and blue, and group colors, yellow and blue correctly so that children get a maximum score of nine. based on these observations it can be concluded that there is an increase in the ability to recognize the basic colors of mentally disabled children after being given treatment through play plasticine both in mentioning, showing and grouping basic colors in slb luki padang references jaedun, amat. “metodologi penelitian eksperimen.” fakultas teknik uny (2011). kosasih, engkos. “cara bijak memahami anak berkebutuhan khusus.” bandung: yrama widya (2012). lerin, christine. 105 permainan untuk meningkatkan kecerdasan & kreativitas buah hati. transmedia, 2009. suharsimi, arikunto. “prosedur penelitian suatu pendekatan praktik.” jakarta: rineka cipta (2006). sunanto, juang, koji takeuchi, and hideo nakata. “pengantar penelitian dengan subjek tunggal.” universitas tsukuba: crice (2005). wantah, maria j. “pengembangan kemandirian anak tunagrahita mampu latih.” departemen pendidikan nasional direktorat jendral pendidikan tinggi. jakarta (2007). 7 engkos kosasih, “cara bijak memahami anak berkebutuhan khusus,” bandung: yrama widya (2012). educatio : journal of education volume 2 , number 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z shaping the character of the students through example of teachers yuli choirul umah stai miftahul 'ula kertosono nganjuk riyu.choirul57@gmail.com accepted: 10 february 2017 reviewed: march 5, 2017 published: 30 may 2017 abstract: the government made an effort to solve the problem by proclaiming moral decadence "character education" in every level of education. character education is a holistic educational process that connects the moral dimension to the social realm in the students life as the foundation to establish quality generations who are able to live independently and have the truth principle that can be accounted for. character is a "behavior" not a 'knowledge'. so, in the practice of character education requires not only the theory or the concept its self, but also the direct models of the teacher. therefore, it can be internalized by the students well because it is not only taught but also exemplified. the implementation of character education in schools is more accurate through modeling approaches, modeling (uswah) conducted by the teacher. teacher's exemplary is needs to be created because a teacher is a central figure in the school that the students' attention always for them. teachers should really be an example not only the conveyor of science information, but also includes transfer's activity of virtuous noble character personality in order to form student's character as a national asset that will be the determinant of the existence of this nation. keyword: character and teacher's exemplary introduction the indonesian people are at a nadir will lose their identity, civilization noble nation has sunk somewhere. who is responsible for this decline? a nation that was once famous for its high civilization-, now famous for its irreplaceable and corrupt nation, a nation that does not have a personality, chaotic nation, a nation that slovenly, stupid, ugly anarchists and many other attributes that are now attached to this nation. what is wrong with these people? realizing this was all we gasped, and began to look left and right looking for a reason and the cause of all this mess. who is wrong and who is to blame. the spotlight focused on national education system. various opinions and criticism began ejected. the national education system with the teacher as the spearhead considered most responsible for this mess. and if we see the vision and mission of indonesian education in 1945, all have been written by wise enough, "the government put forth and held a joint a national education system that mailto:riyu.choirul57@gmail.com yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 174 zzzzzz enhances faith and devotion to god almighty and noble character in the context of the intellectual life of the nation." in uu no. 20 year 2003 on national education system states that: "education is a conscious and deliberate effort to create an atmosphere of learning and the learning process so that learners are actively developing the potential for him to have religious spiritual strength, self-control, personality, intelligence, character , as well as the skills needed him, state and nation ", and" education aims at developing students' potentials in order to become a man of faith and fear of god almighty, noble, healthy, knowledgeable, skilled, creative, independent and become citizens of a democratic and responsible, as well as education serves to develop the ability and character development and civilization of the nation's dignity in the context of the intellectual life of the nation ". you would agree if no one from the contents of the above act. but why reality-it is precisely contradictory to expectations. the worldview that put education as the economic field has produced beings who are trying to manipulate the essence of education. education is like a project to facilitate global market with no quality of human resources. impact was born the problem as well as a dilemma for education itself, namely the emergence of mall-generation students with the characteristics of a relaxing, lazy, manipulative, dishonest to myself and others, put fancy appearance and mindset are easy and instant. in addition, the moral decadence also worsened. the rise of fighting between teens, anarchic behavior, drug abuse, promiscuity, corruption, criminality are rampant, environmental damage, and various measures of social pathologies indication of the irrelevance of the educational system that has been organized in order to form the indonesian human personality and noble as aspired in national educational purposes. it is time for the failure of our national education system to face it. it takes a sacred intention and determination and seriousness and hard work of all parties to be able to restore vision, mission, purpose and function of national education on the right track to be able to develop and form the character and dignified civilization. from any point of view we judge, acknowledged or not, each of us has contributed to the failure of the national education system. the national education system will not be able to manifestright all the vision, mission, purpose and function without the support of all parties. therefore, it is not wise for us to blame any particular party, such as a teacher, as the cause of the erosion of the positive character of this nation's children. parents who actually mandated by allah swt. the education of sons of his daughter with various causes and reasons have been handed round of duties and responsibilities to teachers in schools with various limitations, as well as people who do not contribute more social control and government which has been more focused on the yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 175 zzzzzz development of the physical sector, all of whom contributed to the failure of the establishment took the character of the nation. although the reality of this nation getting worse, but the nation's elite still kept busy with a serious debate about the economic problems that are believed to be the main axis for the improvement of the life of the nation. the education can be attributed almost never seriously talked about and discussed by the elite of the nation in order to produce the grand design of education that can be the main axis of this nation's progress. in fact, from the experience of many developed countries we should be able to learn that the key to the progress of a nation is dependent on the extent to which the note and reform the education. new in the end of this year it seems we begin to realize and that virtually agree that education is the most important sector in nation building. therefore, as a first step, it is important for all parties to realize and admit the error of each in relation to the deterioration of the character of this nation, then followup with solutions. the failure to establish the character of the nation is the "collective guilt" that can not be blamed on the failure of education alone. therefore, the most appropriate solution to overcome this problem is to commit seriously to make improvements collectively anyway. each of us introspection and strive to find solutions to repair and restore and enhance the positive character of the nation. do the best that we can, not busy finding fault with others. but let's start from ourselves, and duties under our responsibility. furthermore, this paper discusses the responsibility of the teacher as an educator future character of the nation. the author as a secondary level teacher felt compelled to seek the solution of major problems of this nation. the authors are keen to give various ideas relating to things that can be done a teacher in shaping the character of the students as the future generation. as for the main problem in this paper is whether exemplary teachers can shape the character of the students? departing from these problems purpose of this paper is to give a good example is importance of teachers in shaping the character of students. literature and discussion of character education before we delve further into the teacher as an educator of character, it helps us know in advance about what the characters. according megawangi, r (2007) character is derived from the greek charassein, which means carve and to form a pattern. so in order to educate children in order to have the necessary character of the 'carve out', namely the proper care and education.1 raharjo, sb (2010) states, character education is a holistic educational process that links a moral dimension to the social aspects of the lives of young people as the foundation for the 1 megawangi, r., 2007. pendidikan karakter. http://www. mizan.com yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 176 zzzzzz formation of generation qualified that is able to live independently and have a truth that can accounted for. character education is a process of formation of a person's behavior or character, so as to distinguish between things that are good and bad and capable in life. character education is essentially a consequence of one's responsibility to fulfill an obligation. according to foerster cited by koesoema, d., there are four basic traits in character education. first, the regularity of the interior in which every action is measured based on the hierarchy of values. values become normative guidelines every action; secondly, the coherence that gives courage, makes one firm on principle, not easily swayed in new situations or fear of risk. coherence is basic building trust each other. the absence of coherence undermined the credibility of a person; third, autonomy. there someone to internalize the rules from the outside to be for personal values. this can be seen through an assessment of the personal decisions without being influenced or urging other parties; fourth, constancy and fidelity. tenacity is one's resistance to get maintain what is considered good. loyalty and is the basis for respect for the commitments that have been selected. importance of character education importance of character education in human life is the principle that is much discussed. education characters (character) in islam is clearly written in the quran surah al-qalam verse 4, which means: "and verily, you are really virtuous great." similarly, the primary mission of the coming of rasulullah shallallahu 'alaihi was sallam is to improve and enhance a noble character. as the following hadith: ا منإ ت ثعب م متأل مرا كم which means "i am (the prophet sallallaahu 'alaihi was sallam) was sent to perfect noble character" (hr. baihaqi) education is very important character embededright as early as possible. due to the good character we do things that are worthy, good and right so that we can take part to the success of life, the harmony between the members and within the corridor of good behavior. conversely, if we broke it we will experience things that are uncomfortable, from the nature of light, like a favor, not respected by others, until the weight of such offenders. the implementation of character education is increasingly urgent to address the moral decadence or deterioration of manners student that occurred evenly across the country. deterioration of manners have become a common sight that is clearly visible in the daily lives of adolescents. in fact, most have been recorded in the news in the electronic media and nonelectronic with vulgar includes a variety of measures that indicate the character that is not expected, yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 177 zzzzzz such as: brawl between students, the lack of manners towards parents and elders, as well as teachers, harassment sexual promiscuity, smoking and drugs, like lying, cheating and attitudes as well as other laudable actions. in addition, the more important reason is the many complaints when there is interaction between parents and teachers about the student. many parents report their children are reluctant to go to school, children are afraid to come forward when a child gets a turn or not there is a willingness to learn. master said that many students do not show seriousness in learning and lack of effort, late, often does not make the task, cheat, less friendly, arrogant, like an understatement, to be brash, oppose and tend revenge, less rigid and resilient in the face of pressure. the attitudes of students so of course worried about all those good parents, teachers, communities and governments. what is the fate of this nation if future generations are not moral? what is the use of intelligent if not accompanied with noble character? based on the very poor condition, it is time to apply the character education in every level of education. for students who were subjected to character education is the future of the nation's next generation who will determine the existence of this nation. teachers expected in character education currently a teacher's presence as educators increasingly evident replace most of the role of parents who incidentally is the main carrier of trust of allah swt. on children has given him. teachers have eased some of the gas of parents in educating their children. of various origins and for various reasons a lot of people who are teachers. whatever their background, whatever their motivations, and whatever the reason: the teaching profession requires competence as a teacher. teacher competence expected of course teachers who not only know their duties and responsibilities, but also must be able to carry out their duties and responsibilities as quickly as possible. based on the law on teachers and lecturers no. 14 of 2005 mentioned a teacher must have four competencies, namely professional competence, pedagogical, personal and social skills. of the four competencies, the most fundamental aspect of being a teacher capable of educating the student's character which aspects of personality (personality), because the personal aspect that is the forerunner of the birth of personal commitment, dedication, caring, and a strong desire to continue to do our best in action in the world of education. to meet the availability of competent teachers berexpected, very important membenahi teacher recruitment system in the education bureaucracy. recruitment of teachers not only dilaku right by mere academic qualifications but more concerning aspects of mental stability, intellectual capacity and professionalism and has a high religious morality as capital in guiding learners. yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 178 zzzzzz teachers actually not just any jobs, but jobs that perpetrators need requirements, both in terms of morals, knowledge and skills. teachers whose job transfer character's personality, spiritual knowledge and skills will not be able formed rapidly at its seadaprovision. teachers need to be realized at all that could be called nothing other scholars and at the same ambiya warisatul exemplary life in a broad and comprehensive. this is the task of teachers is very strategic and noble. according to rani pardini cited by adhi, r (2010) there are three models of teachers by level of quality, namely teachers occupational, professional teachers and vocational teachers. occupational, is a teacher of teachers who undergo minimally teaching profession, without concern for paying more attention to their students. professional teachers are teachers who have more responsibilities qualify the laws and requirements of teacher competence in accordance with applicable regulations. meanwhile, teachers are teachers who undergo vocational profession as a call to do their jobs with enthusiasm, patience, commitment, and continue to develop themselves and their profession. further grama, adhi, r (2010) to borrow a phrase reza m. syarif, classifying teachers in five models seen on the presence and performance (performance). the fifth model of the teacher, namely: 1) teachers who are. this model teacher to teach just abort an obligation, regardless of the situation of children outside the classroom or problems at home; 2) teachers are no whatass. teachers like this did not have the passion to make smart students especially in character; 3) teachers are no-nonsense. this model teacher more negative impression than the positive. but usually the case by, yet very need to watch out because it can tarnish and destroy the world of education; 4) teachers are no excess. a teacher who is aware of the duties and functions (tor) as a teacher. lebihnya existing teachers are teachers who are interested to continue to care for their students perkemment; and 5) that their teachers do not just exist, this figure is super teacher, teachers are very aware of his existence, his potential, his profession, the circumstances, the vision and mission, his obsession, as well as the effectiveness of its action. to be a teacher "super" to be built a minimum of seven aspects, including: 1) mind set or the right mindset; 2) mental positive, proactive, progressive, and achievement; 3) the super motivation to build the character of children and education; 4) manage self and other resources so as to give birth to creativity and innovation of education; 5) has the ethics and morals be exemplary; 6) master various teaching methods varied; and 7) ability to act effectively in the preparation stage, enforcing the learning and evaluation of learning outcomes. of course, teachers are expected to constitute the model of existing teachers and teacher lebihnya super (not just their teacher there). yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 179 zzzzzz because teachers like this is needed this nation. teachers who truly an educator and adults, teachers who have both intellectual and emotional maturity. intellectual and emotional maturity to his ability to reason and speak, can give an example of good behavior, understand perkemment of a child with any problem, creative, innovative mastering the material and a lot of learning methods in accordance with perkembanglate, the situation and the intelligence of learners , can character education approach as the spearhead education teachers form students who are not only smart but also in character as the next generation of this nation's future. how do business and the way that teachers can do to educate students karakter? in educating character, the teacher can refer to the grand design of the character education designed by the ministry of education in an effort to improve the relevance and quality of education of character, for every track, level and type of education unit. grand design becomes a reference conceptual and operational development, implementation, and assessment on every track and level of education. configuring the characters in the context of the totality of the process of psychological and socio-cultural are grouped in: sports heart (spiritual and emotional development), sports thought (intellectual development), sports and kinesthetic (physical and kinestetic development), and sports sense and karsa (affective and creativity development) (ministry of education, 2010). theoretically, there are two approaches offered by many parties in implementing of character education in schools. the first approach; character education is positioned as a separate subject, and the second approach is positioned as a character education missions of each subject or integrated into each subject. presumably both the pendekatan implementation choice in character education that will be implemented in schools. this is in line with the statement of the deputy minister of national education, fasli jalal written by napitupulu, el (2010) character education that encouraged the government to be implemented in schools will not burden teachers and students. therefore, the things contained in this case the truth of character education is already in the curriculum, but have not put forward and explicitly taught. so the character education is not taught in specific subjects. however, the study was carried right through daily life that has been running in schools. character teacher who should be the teacher of character education? each teacher is expected to be a character education teacher and every teacher his seharuscompetent to educate learners characters. many suggestions that character education should not be taught specifically as a stand-alone subject. but education can integrated character in each subject. this means that each subject teacher has a duty and responsibility to educate their students character. yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 180 zzzzzz character education is basically attached to each of subjects including engineering classes such as mathematics, chemistry, physics and biology, and computer / ict (information and communication technology). because, basically, each subject has character values that must be passed and accomplished students. however, most teachers do not realize that there are values that can shape the character of the students. demands educate characters visible on a scoring system that enforces in three areas of assessment, namely assessment cognitive, affective and psychomotor. rate character is closely associated with affective appraisal or attitude, good attitude of the students in the face and follow the lessons in question as well as the attitudes of students to absorb the values embedded in the subject matter. for example, in mathematics can be instilled an attitude of honesty. students are taught to not one operation counted, not to place the data manipulation that is currently very widespread and has become a trend in our country with a mark-up and corruption. math teacher can touch the minds and hearts at the same time students on the dangers of corruption to be one cause of this nation to decline. teachers can appends the character namkan honesty to their students not to become criminals. furthermore, on the subjects of chemistry teacher can teach a lot of values that can shape the character of the students. chemistry lesson loaded with material that can cause harm to the salvation of mankind was welcomed ping can also be used to improve the welfare of mankind. so the benefit of learning the chemical is highly dependent on its human character. if human berkarakgood pitch, then its chemistry will be used for good as well. however, if the human character is not good, then the chemistry will be used to commit criminal acts. for example, the world of the atomic bomb can be destroyed instantly. accordingly, a chemistry teacher is very important to instill values such as character, human values, love of peace, compassion and so forth. similarly, the teacher of biology, can instill character values to the students through the learning materials diajarit. as of love to a universe created by allah swt. with various contents and uniqueness of his creatures who studied in biology. through these lessons the teacher can instill character of environmental concern and affection for the creatures of allah. in physics, many mengajarright about the regularity of the universe with planets circulating in orbit. the teacher can instill character of grandeur and yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 181 zzzzzz nurchaili, shaping character modeling teachers students through the omnipotence of allah. which in turn will foster the love of allah the creator of the universe. as a final example that the authors presented here are computer subjects or subjects of information and communication technology (ict). in these subjects the teacher really need to be able to instill positive character to provide guidance to students in memanfaatkan medium of information much more accessible and open. lots of important information that can be accessed learners but many important information that is not even damage the morale and character of students. such as pornography in the form of pictures and videos that are circulating obscene virtual world that is very easily accessible by learners. teachers should be able to provide correct guidance on the use and utilization of information media for intelligence and moral support learners rather than vice versa. therefore, it is important to instill character of truth, what is allowed and what not, why it should not and it was not, embed code mandate that can be trusted not to break anything that is forbidden and uphold the values of religion and honor. so in principle characters educate not just the duty of some teachers in certain situations such as civics teacher, teacher aqeedah morals, teachers or teachers of religious counseling. character education into our collective responsibility includes all teachers of subjects that may not be the authors demonstrated one by one in this paper. exemplary teacher educating character through character education requires not only mere theory or concept. all this has quite a lot of theories about personality, character, character, character that has been formulated and parsed clear in numerous articles, books and research. according to suwandi said wahid, a (2009) implementation of character education in schools through pendekat-'s more precise modeling, modeling (uswah) conducted by the teacher. because the character is the behavior (behavior) and not knowledge so as to be internalized by learners, then it should be modeled not taught. so in educating highly dibutuhright character figure model. the model can be found by students in the surrounding neighborhood. the closer a model learner will be increased and the character education efektiflah. learners need concrete examples, not just a sample that is written in the book let alone the imaginary example. this is in line with the statement cited by sit berk, m (2010) the moral behavior is obtained in the same manner with other responses, through modeling and reinforcement. learning through modeling will happen internalize various moral behavior, yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 182 zzzzzz prosocial and other rules for good action. similarly, according to bandura's social learning theory in quoted by hadiwinarto, human behavior is obtained through observation of models, from observing others, shaping ideas and new behaviors, and finally digunaright as a guide to action. because one can learn from the examples of what other people did, at least approximates the shape of the behavior of others, and terhindar from mistakes made by others. who is the closest models for learners. of course in addition to parents nowadays more distance with his son and masyarakat increasingly indifferent to the surrounding environment as well as the media increasingly destructive, gurulah which eventually expected to become a model for students. the effectiveness of the teacher as an actual model has been tested through the ages. often we find in the real life of a child is more trust waffle teacher of the parents, especially the children who are new to the world of education outside the home. most children are very happy towards their teachers and want to listen to and obey the messages and advice provided by the teacher. "the word teacher is not so, but so mother? ', that's how your child babble that often we hear complain to his parents, when he discovered the difference between parents and teachers. therefore, good cooperation between parents and teachers are also community would be needed to make a success of this character education. over time, age and experience of students, in general, reducing the field of love towards his teacher. teachers will no longer be an idol. even some students regard the teacher as an enemy, one who sucks and hated. many of the factors causing the loss of awareness of students to teachers. in general, because the students are burdened with a variety of learning tasks that must be lived. as if all demands perfection, without wanting to know what she wants. at home, parents demanded to get high scores and school teachers also demanded him to learn as quickly as possible. presentation of tense material, without giving an opportunity to the students to express themselves. teachers chased by the demands of the curriculum should be thoroughly, so not enough time if should give a chance to the learners to think-right back, living up to and reflect on lessons learned, as well as seek and explore the meaning and value of human life which is important for himself and his fellow man. in practice our current education tend to run such a system saving in banks. as people save money, learners are given much material through the process of stockpiling information, then menagihnya back through the exam generally only able to assess the ability of mere students koqnitif. the teacher should really be uswah or exemplary not only as messenger of information science, but more than that, including personality transfer activities in order to establish a student character. thus the school is expected to make his protégé participant as human nature of his tough and hanif who taught virtues and useful science. god willing, for the yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 183 zzzzzz benefit of charitable good deeds of teaching science that is beneficial to the participants his protégé will still accompany him to the grave in nature later.\ this is in accordance with the hadith of prophet muhammad: "if a man die so terputuslah sharee'ah except from three things: charity jariyah, beneficial, or children who do good deeds mendo'akannya". (hr. by muslim). in principle the educating character strongly depends on the sincerity of a well intentioned teachers to give an example of an example to the participants his protégé. as for the lunchbox or additional capital (other than the main competence in accordance of law teachers and professors no. 14 of 2005) a must-have teachers as examples of exemplary character in educating participants his protégé: 1) the teacher should know what characters should have the learners. in order for character education does not become a journey without end, it is important to identify the character who will become a pillar for the learners. to know this teacher can refer to a grand design character education designed by the ministry of national education. dis amping it up, teachers can also memelajari universal characters from various sources that berkompe-ten. among them indonesia heritage foundation formulated the values that ought to be taught to the children to make it a personal characteristic, namely: (a) love to god almighty. and the universe and its contents as well as the love of the truth; (b) responsible, disciplined, and independent; (c) reliable and honest; (d) being respectful and polite; (e) have a sense of compassion, caring, and capable of cooperation; (f) confident, creative, hard work and perseverance; (g) have a sense of justice and kepemim attitude-pinan; (h) good and humble; (i) have the tolerance, love of peace and unity. (megawangi, r, 2007). meanwhile according to hasanah, a (2010), character counts in the us identified that the characters who become the pillars is; trustworthy (trustworthiness), respect and caring (respect), responsibility (responsibility), honest (fairness), caring (caring), nationality (citizenship), sincerity (honesty), daring (courage), diligence (diligence) and integrity. while according to ari ginanjar agustian in could be ', k. (2010) there are seven basic characters that should be imitated from asma al husna are: honesty, responsibility, discipline, visionary, fair, caring, and cooperation. further, a teacher should be able to reflect the nature of the example, that is expected to: 1) imitation of role models all of nature, namely the islamic prophet muhammad. as the quran surat al-ahzab verse 21, meaning: "already exist in (self) the messenger of allah was a good example of the queen for you (ie) for people who expect (grace) (arrival) of god and the day of judgement and he many call god." inshallah with the imitation of the prophet, a teacher would be the paragon of the real for his protégé; 2) understand the principles of example. start with ibda ' binafsih, i.e., from yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 184 zzzzzz yourself. thus, teachers can not only talk and criticize without ever seeing himself. remember the philosophy of finger pointing "one finger to others four fingers to yourself" it means we have to be really introspect ourselves repeatedly (at least four times) before we criticize others (one time), of course with the criticism that build. similarly, with a philosophy of "tit for bathing" in educating character of teachers do not like tit for bathing. dipper used to bathe the goal for cleaning it, but tit for never taking a bath or clean himself, often we see tit for already mossy used when showering. this means that teachers should not only be taught character to participants of his protégé, but the teacher must first practice it; 3) in educating characters know the stages of development of the child's behavior in order to choose the right method for educating characters participants his protégé. stages of development of the behaviour of children is divided into three, namely: (a) phase i (0-10); is the phase behavior of the flesh. as for the right method in educating character is the nature of the briefing, conditioning, example, reinforcement (rewards) and penalty; (b) phase ii (11-15); is the phase behavior of consciousness. a suitable method in educating character is by planting values through dialogue, counseling, and involvement; and (c) phase iii (15 years and over); are internal controls against the behavior. at this stage the right method is that leads to the formulation of the vision and mission of life, and strengthening responsibility to god almighty. (matta, ma, 2002), 4) knowing the stage of educating character. at least in educating learners character has to go through three stages of learning and achieving the authors have termed with the 3 p ie: thinking, feeling and per-artificial. the first stages of thought; it is the stage of providing knowledge about the characters. at this stage the teacher is trying to fill in reason, logic and the ratio of students so that students are able to distinguish positive characters (good) with negative characters (not good); students are able to understand logically and rationally the importance of positive character and dangers posed a negative character. next, the second stage in educating these characters is termed by feeling; are love and need positive character. at this stage the teacher is trying to touch the hearts and souls of the students no longer makes sense, ratio and logic. it is hoped this will appear on the stage of the consciousness of the heart will be the importance of positive character, which in the end will bring forth the urge/desire is strong from the inside to practice the character in her everyday. this is the third phase of works role; at this stage the urge/desire in the student to practice positive character embodied/implemented in daily life. students become more polite, friendly, loving, diligent, honest, and the more fun, cool views, as well as the hearts of those who see it and interact with it; 5) knowing how to teach the character education to students. give a sense of how yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 185 zzzzzz important the "love" of doing things, not solely because of the principle of reciprocity. emphasize religious values that uphold the love and sacrifice. invite students to feel what is perceived by others. help your students do in accordance with our expectations and the elderly, not only because it wanted to be able to praise or avoid punishment. create harmonious relationships, so that students care about the wishes and expectations of us. remind the importance of sense of shame and expand a sense of affection towards each other. give examples of behaviour in terms of help and care about others as well as other positive character; 6) realized the meaning of his presence in the midst of students, teaching with sincere, have awareness and responsibility as educators to instill the values of truth, teaching is not to simply let go of the tasks, we-the jar because the call of the soul, teaching with love, feel responsible for the success of students of the world hereafter capable of directing students about the meaning of life, the teacher should be a role model (uswah), warisatul ambiya, smart not only talk but implemented in the follow the horn of her everyday , said the language of polite, punctual, honest, disciplined, willing to admit mistakes, unwilling to apologize and forgiveness, not pompous and arrogant, obedient, implementing the values of religion in her everyday, not arrogant/want to win themselves. in addition, the success of teachers in educating participants of his protégé 's character will never be detached from the support and cooperation of all parties as a recommendation character education quality standards which contain eleven principles to realize an effective character education, namely: 1) promote ethical values as a base character; 2) identification of character in a comprehensive manner so that includes thoughts, feelings and behaviour; 3) using a sharp approach, proactive and effective for building character; 4) creates a community of schools that have a concern; 5) gives the opportunity to students to show good character; 6) have coverage against meaningful and challenging curriculum that appreciate all students, build their character and help them to be successful; 7 make an effort the growth of self motivation of the students; 8) enable the entire staff of the school as a moral community share responsibility for character education and loyal to the values of the same base; 9) existence of a division to moral conductand extensive support in developing initiatives character education; and 10) enabling family and community members as partners in the business of building character; (11) evaluating the character of the school, the functions of the staff of the school as teachers of the characters, and the manifestation of positive character in the lives of students. it takes hard work to realize the noble ideals. teachers should be able to become a model. we will not be able to make students diligent, punctual, responsible and so on, if we do not first it up. not only does this country need character education but the country urgently needs the example yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 186 zzzzzz of educators of character and of all components should be aware and have a moral responsibility to leave a strong generation, the generation that is ethical, competitive power generation so recognized and taken into account its existence on this earth. summary and advice summary on the basis of the explanation above can be summed up as the following things. first, the character education is a process of education holistically moral dimensions of linking with the social sphere in the lives of learners as foundation for the formation of a qualified generation capable of living independently and has a principle of truth that can be accounted for. second, character education not only requires a mere concept or theory. third, the character is a behavior (behaviour), not knowledge so as to be internalized by learners, then the model should not only be taught; fourth, the implementation of character education in schools through a more precise approach to modeling, example (uswah) conducted by the teacher. the fifth example, teachers need to be created due to a teacher as the central character at any time to the attention of learners in schools. the teacher should really serve not only as a messenger of information science, but more than that, including the transfer of the activities of the ethical personality of the sublime to forming students character. sixth, educate the characters not just the task of the most particular teachers as teachers pkn, teachers ' morals, guidance counseling teacher or religious teacher. character education became the responsibility of the entire teacher subjects. seventh, additional capital or provision (other than the main competence in accordance of law teachers and professors no. 14 of 2005) a must-have teachers as examples of exemplary character for participants in educating his protégé, among others, as follows: 1) the teacher should know what characters should have the learners; 2) teacher should be learning from the example of the rest of nature, namely the islamic prophet muhammad. god willing with the imitation of the prophet, a teacher would become a real role model for learners; 3) teacher should really understand the principles of example. start with ibda ' binafsih, i.e., from yourself. remember the philosophy of "finger pointing" and philosophy "tit for the bath"; 4) teachers should know the stages of development of the child's behavior in order to choose the right method for educating character participants his protégé; 5) teacher should know the stages of educating character. at least in educating character of learners should be through and reach the three stages of learning (3 p) ie: thinking, feeling and action; 6) teachers should know how to teach character education to students; 7) teacher should be aware of the meaning of his presence in the midst of students, teaching with sincere, has a consciousness and a responsibility as educators to instill the values of truth, teaching is not to just let go of teaching duties, due to boredom, to teach with love, feel responsible for the success of the world and the hereafter, students are capable of directing yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 187 zzzzzz students about the meaning of life, the teacher should be a role model (uswah), warisatul ambiya, not just talk but smart implementation in the mindless acquiescence in daily , said the language of polite, punctual, honest, disciplined, willing to admit mistakes, unwilling to apologize and forgiveness, not pompous and arrogant, obedient, implement the religious values in daily life, not arrogant/want to win themselves. eighth, in character education in schools, all stakeholders must be involved, including the components of education itself, i.e. the content of the curriculum, the learning process and assessment, quality relationships, the handling or management of subjects, school management, accomplishment or activity, empowerment, infrastructure financing, and work ethic all over the citizens and environment of the school. the above summary advice based on some suggestions addressed to stakeholders, as follows. first, every teacher subjects expected to implement character education through moral values contained subjects in order to shape the character of learners. each teacher is expected to become a role model in the activity of transferring ethical sublime personality in order to shape the character of students. second, all of stakeholders involved in the education process in schools are expected to form a moral community is responsible for the successful character education. third, families and community members are expected to become partners in an effort to build the character of learners. fourth, the government is expected to restructure the system of teacher recruitment to more closely look at aspects of mental stability, intellectual capacity and professionalism as well as high as religious moral capital in guiding learners in addition to qualifications and academic achievement. bibliography al-quran dan hadist nabi muhammad saw adhi,r., 2010. guru super membentuk siswa berkarakter. pikiran rakyat, edisi 6 maret 2010 hadiwinarto, 2009. hubungan antara budi pekerti dengan prestasi belajar siswa sma. jurnal pendidikan dan kebudayaan. vol.15 no. 6 november 2009. jakarta:balitbang kementrian pendidikan nasional. hasanah, a., 2009. pendidikan berbasis karakter. media indonesia, edisi 14 desember 2009 kemendiknas, 2010. pembinaan pendidikan karakter di sekolah menengah pertama . jakarta: kementrian pendidikan nasional koesoema, d. pendidikan karakter. http//www. asmakmalaikat.com yuli choirul umah shaping the character of the students through example of teachers volume 2, number 1, may 2017 | 188 zzzzzz matta, m.a., 2002. membentuk karakter cara islam. jakarta:al-i’tishom cahaya umat marfu’, k., 2010. cara praktis menerapkan pendidikan karakter di sekolah. http://www.inilah guru.com megawangi, r., 2007. pendidikan karakter. http://www. mizan.com napitupulu, e.l., 2010. pendidikan karakter diintegrasikan. http://www.kompas. com/ read/xml/2010/ 08/31/19585479/pendidikan.karakter.diintegrasikan raharjo, s.b., 2010. pendidikan karakter sebagai upaya menciptakan akhlak mulia. jurnal pendidikan dan kebudayaan. vol.16 no. 3 mei 2010. jakarta:balitbang kementrian pendidikan nasional. sit, masganti., 2010. optimalisasi kompetensi moral anak usia dini. jurnal pendidikan dan kebudayaan. vol.16 no. 1 januari 2010. jakarta: balitbang kementrian pendidikan nasional. undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional undang-undang nomor 14 tahun 2005 tentang guru dan dosen wahid, a., 2009. budi pekerti harus diteladankan, bukan diajarkan. http://www.tribunjabar co.id educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 49 zzzzzz z tadzkirah model in learning islamic religious education sahri universitas nahdlatul ulama sunan giri sahriunugiri@gmail.com accepted: jan 13th 2021 reviewed: april 15th 2021 published: may 30th 2021 abstract : this article discusses the tadzkirah model in learning islamic religious education. the purpose of this study is to determine the tadzkirah model that is implemented in the learning process of islamic religious education. the approach used in this study uses library research or library research, by collecting various kinds of primary and secondary sources to support this research. islamic education has been around since time immemorial and rasulullah saw has also taught directly to wives, friends and so on. in this era of industrial revolution 4.0, islamic religious education must continue to be encouraged and not to fade, let alone confuse in the learning process. therefore, the learning process must really be designed and designed to achieve a learning goal by applying the tadzkirah learning model. by using the tadzkirah learning model, it is hoped that learning for students both at school, at home or in other environments will help shape the child's personality so that it has the character and nature that has been given by allah swt since birth. keyword: models, tadzkirah learning, islamic education introduction basically education can be said as an effort to provide value, so that the value can be used as a helper and as a provision in living life on the face of the earth, jaman it can also be used as an education to change rice and human civilization. it can be said that, education has an important influence on the progress of the nation and the state. and on the other hand education also has an influence on the civilization of society so that the civilization seems more advanced. of course, education will be the spearhead in the face of existing civilizations. even longer there will be more revolutions in life1. therefore, in the process of education must be really designed in such a way that it can lead the students to be successful. the design of education must start from the vision and mission, objectives, strategies, learning methods, learning materials and last but not least is the learning model. an educator must be able to design the learning model well and perfectly so that in the learning process can run well, so that the materials delivered to students can be received well and easily. so the learning model as a conceptual framework that describes the procedures in learning2. so a teacher must have a broader knowledge of the learning model so that in the learning process 1 suparman mannuhung dan andi mattingaragau tenrigau, peran pendidikan islam dalam mewujudkan etika politik, jurnal pendidikan, p-issn 2622-6537 dan eissn 2622-8523,volume 1 nomor 1, agustus 2018, 27 2 agus martawijaya,model pembelajaran berbasis kearifan local untuk meningkatkan karakter dan ketuntasan belajar (makassar: cv. masagena, 2016), 11 mailto:sahriunugiri@gmail.com educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 50 zzzzzz z does not fail aka ambiguous3. more in the learning process based on islam. because islamic-based learning is different from general subjects, so it must be able to really sort and choose a suitable learning model. among the right and suitable learning models is the tadzkirah learning model. tadzkirah learning model can be said as a learning model that combines from various methods into one model in learning. so this tadzkirah learning model is implemented in islamic religious education is very appropriate. in addition, this method tadzkirah is a method that is neatly arranged and ideal and takes from a variety of sources one of which is the qur'an. therefore, seeing from the various facts that occur, that islamic religious education needs to get high concern as an effort in demanding empowerment that must be donated, so that islamic education and islamic-based learning can be better. therefore, the application of this tadzkirah learning model should be used and implemented in the learning of islamic religious education, as an improvement of the model in learning. learning model the learning model is very close to the learning strategy, but it is different. the understanding of the learning model is as a system that describes detailed procedures and the formation of conditions that allow students to interact with each other so that there will be changes or developments in thestudents. the learning model is not the only determinant of success in learning activities, but it is one of them that is used by educators to achieve a planned learning goal4. the learning model is very effective and appropriate as an effort to improve the quality and quantutas in the teaching and learning process. because basically in the learning process learners are required to be active in learning activities. jaman is also, peserat didik is required to think high level, hone cohesion and cooperation in a group or team. actually the learning model has a very deep meaning ranging from approaches, strategies, methods and techniques. in general, good learning models have the following characteristics or characteristics5: 1. has systematic steps. so, a teaching model is a systematic procedure for modifying student behavior, which is based oncertain assumptions. 2. determination of learning outcomes specifically. as well as the implementation of learning activities in the classroom, the education must determine the objectives in detail so that the results can be obtained to the maximum. 3. apply specifically to the environment in the learning model 4. achievement of success. visualizing the learning outcomes of students who have been taken and completed by students during the learning. 5. intercation with the surrounding environment. the learning model that has been chosen and applied by educators must be able to change students for the better, especially having to be able to interact with the environment. 3 lefudin, belajar dan pembelajaran dilengkapi dengan model pembelajaran, strategi pembelajaran, pendekatan pembelejaran dan metode pembelajaran, (yogyakarta: deepublish, 2014), 174 4 sutiah, pengembangan model pembelajaran pendidikan agama islam, (siodarjo: nizamia learning center, 2018), 44 5 suyanto dan asep jihad, menjadi guru professional strategi meningkatkan kuelaifikasi dan kualitas guru di era global, (jakarta: erlangga, 2013), 137 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 51 zzzzzz z the characteristics of the defense model, among others are as follows: 1. in accordance with the theory of education and the theory of experts on learning 2. there has to be a mission and a goal. 3. used as a guide in improving learning activities in the classroom 4. has parts of the model called 1) sequence of learning steps (syntax), 2) the existence of reaction principles, 3) social system and4) support system. 5. it has a influence as a result of applied learning models. the effect has 1) the impact of learning, namely the measurable learning outcomes, 3) the impact of the driver is the longterm learning outcomes. 1. prepare the learning design (instructional design) by using the learning model guide it chooses6. methods tadzkirah learning model the meaning of tadzkirah contained in the tafsir al-qur'an has a reminder meaning, alqur'an is not like they are cited. the qur'an is not a magic to learn, but a direct warning from allah swt, so no one can escape the responsibility to allah swt in the future. whereas the verses of the qur'an relate to tadzkirah, are as follows:7 ( 4) يَْخَشى ِلَمنَْ تَذِْكَرة َ إَِّلَ (3)ِلتَْشفََ اْلقُْرآنََ َعلَْيكََ َمآاَْنَزْلنَا 1. q. s thaha:2-3 we have not sent down to you the qur’ān that you be distressed, but only as a reminder for those who fear [allāh] ( q.s at thaha: 2-3) 2. q.s al muddtasir:54-55 ( 55) ذََكَرهَُ َشآءََ فََمنَْ (54) تَذِْكَرة َ اِنَهَُ َكلََ no! indeed, it [i.e., the qur’ān] is a reminder, then whoever wills will remember it (q.s al muddtasir:5455) 3. q.s al dzariyat: 55 رَْ ْكرََ فَإِنََ َوذَك ِ (55) اْلُمْؤِمنِْينََ تَْنفَعَُ الذ ِ and remind, for indeed, the reminder benefits the believers. (q.s al dzariyat: 55) result and discussion tadzkirah model can be seen from two sides, namely etymological meaning and terminology meaning. according to etymological tadzkirah derived from arabic "dzakkara" means warning. while in terminology has the meaning of learning code derived from a theory of islamic education8. as can be seen the following image: 6 nur chanifah, model pembelajaran pendidikan agama islam berbasis direct ecperience-multidisciplinary, (banyumas: cv. pena persada, 2020), 78 7hasnawati, implementation of tadzkirah learning model on the lessons of aqidah akhlak in madrasah ibtidaiyah (mi) nurul jihad subdistrict tembilahan hulu,journal of education "pendidikan" issn: 2087-0310 e-issn: 2721-7728 vol.8, no.1, 2020, 65 8 ani nur aeni, pendidikan karakter uintuk mahasiswa pgsd, (bandung : upi press, 2014), 93 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 52 zzzzzz z educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 53 zzzzzz z according to abdul madjid that the model of learning has its own meaning, including9: t : showing the good behaviour the meaning of the example is to follow the circumstances of a person who follows the way of life of others in all forms, either following the things that are commanded and avoiding his prohibitions. it can be said that the example is divided into two categories, the example is good and the example is ugly. a good example is to follow the path and way of life of others with a praiseworthy path and a noble attitude. while the bad example is to follow the way of life of the wicked in all things contrary to islamic law, both following as a course and overall10. on the other hand the example or example in arabic is qudwah. exemplifying or exemplifying is to follow a work or tindkaan according to what it is. in this case, the accuracy discussed is a good transparency in islam that qudwah is divided into 2 kinds, among them: first qudwah hasanah is absolute, which means a good motivation is not at all mixed with a bad example because the status is really good as an example that has been taught by the prophet saw. second, qudwah hasanah nisbi,which weighs encouragement or example in accordance with the prescribed by allah swt, because this exemplary status of ordinary people is not derived from the prophet11. in the study of islamic religious education of course this is common but many are ruled out. because as a teacher or a parent must be able to be modeled and set an example for students or their children. do not let our students become brutal children and do not have good character. therefore, set a good example to our students so that they follow in the footsteps and steps we exemplify to them. a : ordering the direct (give guidance) guidance is a process carried out by people to provide assistance to individuals, such as children, students, parents in order to be able to develop the skills contained in the individual by utilizing skills, skills and media.12.indeed the child created by allah swt goes according to his nature or fitrah, is leading to goodness. let's say we can belajr from the habits that a baby does. all babies will wake up from their sleep at dawn, it is remarkable how god prepares his servant to perform one of his commands, namely the dawn prayer. however, very little was known about it so that the baby woke up and changed his habits by his parents. the little boy was with all his might to be put back to sleep by his parents. these are the things that parents or educators should know. as the verses of the qur'an about it explained in surah ar rum verse 30: ْينَِ َوْجَهكََ فَأَقِمَْ .... َعلَْيَها النَاسََ فََطرََ الَتِىَْ للاَِ فِْطَرتََ َحنِْيف ا ِللد ِ so direct your face [i.e., self] toward the religion, inclining to truth. [adhere to] the fiṭrah[1145] of allāh upon which he has created [all] people. no change should there be in the creation of allāh.[1146] that is the correct religion, but most of the people do not know. ( q.s ar rum: 30) as learners must always get guidance and direction from educators to have a variety of knowledge so that in doing all behaviors or actions that are not contrary to islamic teachings. providing assistance in the form of guidance to students is carried out continuously so that the learners know who is he, so that he is able to direct himself to behave appropriately, in accordance 9 abdul madjid, belajar dan pembelajaran pai, (), hlm. 136 10 syaikh abdurrahman ya’qub, pesona akhlak rasulullah saw, (mizan pustaka, ttt), 254 11 tata taufik, dakwah era digital: sejarah, metode dan perkembangan, (kuningan: putska al ikhlas, 2020), 92 12 abu bakar m. luddin, dasar-dasar konsleing tinjauan teori dan praktik, (bandung:citapustaka media perintis, 2010), .15 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 54 zzzzzz z with the demands and circumstances of the school environment, family, community and life in general13. direction and guidance are always needed and needed whenever and wherever they are. because as an educator not only provide guidance and direction when in the classroom, but also outside the classroom. abdul madjid has quoted in his book irwan prayitno that his guidance by giving some advice is needed in various ways, including: 1. the method of giving advice is more weighty and important than the content or message of advice to be delivered 2. maintaining a harmonious relationship between parents and children, teachers with students, because with a harmonious relationship advice is easier to catch. 3. give advice as necessary and do not get too much. the advice given should not be directly to the point and do not be too rambling also so that the child does not feel saturated. 1. offer a motivation and support so that the child can have a sense of responsibility and be able to carry out the content of the advice14 d : encouragement encouragement is a very deep passion to achieve a certain goal. this motivation or motivation becomes one of the strong hopes for glory and brilliance. motivation also refers to the urges of the heart and the instincts that move a person to make an action that aims to achieve something that is intended in this life15. motivation gives birth to changes that occur in a person who arises with the symptoms of feelings, feelings, and emotions that encourage the individual to perform or an action caused by need, desire and purpose16. motivation has a significant role in the teaching and learning process between educators and students. for teachers, learning motivation from students is needed to maintain and elevate students' learning enthusiasm. for learners learning motivation can increase learning so that students can do learning deeds17. in this case children aged 3-54 years are very vulnerable and on initiative-feeling conditions of guilt. children at this age already have skills, with the skills they have encouraged to do some activities, but because the ability possessed by the child is still limited, it will always experience failure. with such failure the child will have guilt. at the age of 6-11 years the child hasan industri-inferioritynature. when children aged 6-11 years have started to be active to learn what is around the leingkungannya. at this age, the orongan owned by the child to know and do something is very powerful. however, in some other factors there are limitations of ability and knowledge so that it experiences difficulties, obstacles and even up to failure. such difficulties, obstacles and failures make the child humble. at the age of 12-18 years the child already hasa self-division identity -role diffusion. in preparation for maturity supported by his knowledge, abilities and skills, he struggled to show his identity. however, in adolescence this is often very extreme and excessive attitude, so many people who see that it is an aberration. 13rukaya, aku bimbingan dan konseling, (guepedia, 2019), 8 14 abdul madjid, belajar dan pembelajaran pendidikan agama islam, 139 15 sharifah akmam syed zakaria, panduan danstrategi motivasi diri, (kuala lumpur: sanon printing corporation sdn bhd, 2005), 13 16 shilpy, motivasi belajar dalam perkembangan remaja, (yogyakarta:deepublish, 2020),. 53 17 ending titik lestari, cara praktis meningkatkan motivasi siswa skeolah dasar, (yogyakarta: deepublish, 2020), 2 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 55 zzzzzz z by looking at the various conditions above, that the motivation and motivation should be given to children and students. so that the children do not necessarily have guilt, inferiority even to frustration when facing failures and obstacles. motivation bears a very important function to elevate the quality and quantity of an individual. with the motivation of human beings can be bright and successful in passing through his life. goals or goals can be realized when pocketing a strong motivation in you. without any motivation, it is very difficult to be able to achieve what he aspires to. but it is undeniable, it is very difficult to create motivation in yourself, more or less may not understand how to build motivation18. z : zakiyah in the book of learning and learning pai by abdum madjid, thatsannya: in every part of us there is zakat that must be issued as proof of our obedience to allah swt. zakat heart by applying the greatness of god, policy, power of argument, guidance, grace and taufik allah swt. subjugating desire and taking lessons is one of the zakat done by the zakat of the eyes. one way to give zakat ear by listening to things that can bring us closer to allah swt. zakat hands are done by not stealing, not beating and pulling it from evil deeds and reaching out for the good of others. the alms of the feet are done by walking to something that will bring good to your heart and the salvation of your religion. value is a measure of meaning,virtue, price or validity that can be an idea or an action. islam commands that one of them compete with each other in terms of good, one of which is purifying himself. as an educator instilling the value of self-purity, purity and reaching the pleasure of god to the learners is done as thin as the moment. in fact, the soul in the learner is still very unstable, and sometimes there is a shame that is so excessive that there is a growing lack of confidence. there is also, an uneasy family, an unfly environment is one of the causes of the appearance of lack of confidence in learners, more or less some ridicule from friends who are so severe. surely such a thing should not be forgotten by the educators so that the learner does not lose his sense of self and always optimistic in doing something. if it is forgotten what is the difference with the snowball that rolls so that it erodes morals and morals so that the child kruang accept himself, his family and the surrounding community19. thus an educator must provide good reinforcement and teaching, especially in the spiritual field. in addition, in the process of learning to teach the functions and roles of learners must contribute in the form of bathiniah value. hearts that are often touched by goodness, religious lectures and never defects with despicable abuse will be born and have sincere and happy intentions. k : continuity continuity is the same as with istiqomah. the concept of continuity is related to the process of habituation of learners. continuity referred to here is the habit done by students in accordance with the values of the character that has been taught. understanding the knowledge of an attitude 18 indri dayana dan juliaster marbun, motivasi kehidupan menjalani proses kehidupan untuk kualitas hidup yang lebih baik, (guepedia, 2018), 15 19 abdul madjid, belajar dan pembelajaran pendidikan agama islam, 146 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 56 zzzzzz z will produce good habits so as to provide tauladan and control bad behavior20. habituation of morality, morals, character should be used to learners whenever and wherever they are. with the habits that have been running, unwittingly and spontaneously moral, moral and character can put a comfortable and ideal position without having to change with hard work. techniques, strategies and models are used as a habit, because habits do not immediately change but through several stages so that the habit becomes good and can eliminate bad habits. from an early age the habit must begin without having to wait for adolescence or adulthood21. i : remind remind here means reminding when a child commits delinquency. participants will be reminded by educators if they make mistakes and mischief. students will never repeat mistakes and mischief let alone despicable acts because of the effects of an educator's warning. the warning has a tremendous influence on learners.22. therefore, a teacher tries to remind his students that we are always observed and seen by allah swt in terms of words and actions both still in the mind or that have been done, so that the participants are always trying to remember him and keep his actions from things that are deplorable. and finally came faith in his heart and then actualized in the form of deeds. r : repetition conducting teaching and learning activities repeatedly will result in an education that is so effective that the material is also easy to understand and understand. any material when done in a repeating secra will be quickly captured and memorized. in practice, the teacher will repeat some materials according to the needs, not necessarily all materials are done seacra over and over again but there are exceptions. most in repetition is the material that needs to be memorized so that in reciting and reciting there will be no mistakes and it also requires time and practice.23. in addition, the teacher repeats the material to the student so that the student is better off remembering the material both before and the material that is being and will be studied. the human brain can receive repetitive thoughts and behaviors and will automatically connect to those patterns or habits. constructive thoughts and actions can run in depth, faster and more automatically due to repeated continuity24. a : apply/organization the pinnacle of science is charity. not a few people who study, gain knowledge, but when faced directly in the field feel confused. therefore, an educator must be able to visualize science to the practical world, or be able to think laterally to develop the application of science in various areas of life. students who have gained knowledge and experience from an educator must be able to organize outside the school. the delivery of information by educators to students can be 20 ridwan, model tadzkirah dalam menumbuhkan dan mengembangkan nilai nilai karakter anak usia dini, jurnal nomor 29 mei tahun 2017, kediri: upn kediri, 48 21 abdul gafur, nilai-nilai pendidikan karakter di sekolah dasar melalui model tadzkirah, majalah ilmiah sriwijaya, tahun 2018, 5 22 widhiya ninsiana, konstribusi model tadzkirah dalam pengajaran dan pembelajaran bahasa inggris berkarakter pada anak usia dini, jurnal elementary: jurnal ilmiah pendidikan dasar 2 (1), edisi 2 juli 2016., 7 23 rusman, belajar dan pembelajaran berorientasi standar proses pendidikan, (jakarta: kencana, 2017), 102 24 widhiya ninsiana, konstribusi model tadzkirah dalam pengajaran dan pembelajaran bahasa inggris berkarakter, 7 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 57 zzzzzz z captured quickly and appropriately if the organization is systematic and organized. once the information is received, the information is brought into the classroom and used as feedback in the learning process.25. one of the activities that is usually instituted by the school is to hold study tours and recreation. this is where students must practice in dealing with problems. h : heart the method that is akhir is with a soft touch of heart and love sayang as described in the quran surah al hadiid verse 16: فَقََستَْ اأْلََمدَُ َعلَْيِهمَُ فََطالََ قَْبلَُ ِمنَْ اُْوتُواْلِكتَابََ َكالَِذْينََ يَُكْونُوا َوّلََ اْلَحق َِ ِمنََ نََزلََ َوَما ِلِذْكِرللاَِ قُلُْوبُُهمَْ تَْخَشعََ اَنَْ اََمنُوا ِللَِذْينََ يَأْنَِ اَلَمَْ فَاِسقُْونََ ِمْنُهمَْ َوَكثِْيرَ قُلُْوبُُهمَْ artinya: has the time not come for those who have believed that their hearts should become humbly submissive at the remembrance of allāh and what has come down of the truth? and let them not be like those who were given the scripture before, and a long period passed over them, so their hearts hardened; and many of them are defiantly disobedient. (q.s al hadiid:16) the life of the heart is done by faith and the death of the heart because of disbelief. healthy heart due to obedience and heart can be hurt due to committing sin26. there are some experts who equate about the liver, that the liver is like a container or a glass. and if the container or glass is upside down, it cannot be filled with water, nor will the inverted heart receive any good from the unbelievers. from the understanding that has been presented above can be concluded that the learning model tadzkirah is a learning model nuanced islamic that provides examples and improves behavior by associating the student's experience in daily life27. stages of implementation of tadzkirah learning model the stages in the implementation of tadzkirah learning model according to abdul majid are: phase one: formulation of final performance 1. identify the behavior that is the main focus. 2. formulation in particular of final behavior. 3. outline stalling plans and document behavior. the second stage: establishing the position 1. find the point where there is apparent destruction of behavior on the basis of obtained. 2. provides the desired consequences of the chosen position. 3. the use of the parable process to clear up behavioral conflicts stage three: increase priority 1. comparing behavior with others with the aim of setting priorities 2. the priority of daily behavior that has been done is stated by the students. stage four: clearing and testing students' standing 1. behavior that has been done by students must make a statement and make a rational 25 widhiya ninsiana, konstribusi model tadzkirah dalam pengajaran dan pembelajaran bahasa inggris berkarakter, 7 26siti asdiqoh, implementasi pendidikan karakter pada siswa madrasah aliyah negeri 1 boyolali, (salatiga:iain salatiga, 2020), 19 27 hasnawati, implementasi model pembelajaran tadzkirah pada pelajaran aqidah akhlak di madrasah ibtidaiyah (mi) nurul jihad, . 70 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 58 zzzzzz z 2. the students are cleared by educators regarding the problematika value of the behavior carried out. stage five: retention and reinforcement 1. with different methods, participants are encouraged to improve their behavior. 2. behavior conducted by students is always analyzed by teachers with the aim of providing awareness for the better. stage six: authentic assessment 1. at the beginning of the activity, the consequences set by the educator can be estimated and can be tested for validity from the prescribed behavior28. conclusion to plan effective classroom learning, a good learning model is needed. the use must be adapted to the needs of the material, will be able to help achieve a learning goal, one of which is islamic religious education material. the delivery of islamic religious education materials to students is done well, so that it is easily accepted, applied in social life. the implementation of islamic religious education learning can be done by applying the model of tadzkirah learning. in this model of tadzkirah learning includes showing examples, guidance, encouragement, zakiyyah, continuity, reminding, repetition, application or organization and heart or heart. tadzkirah method gives good results in the formation of character and morality in accordance with human nature. and of course, this model of defense must be understood by an educator so as not to be mistaken in the implementation of defense. therefore, a teacher must master various models of defense according to needs, not the origin of using the learning model. references abdurrahman ya’qub, syaikh. pesona akhlak rasulullah saw. bnadung: mizan pustaka, ttt aeni, ani nur. pendidikan karakter uintuk mahasiswa pgsd. bandung : upi press, 2014 asdiqoh, siti. implementasi pendidikan karakter pada siswa madrasah aliyah negeri 1 boyolali. salatiga:iain salatiga, 2020 chanifah, nur. model pembelajaran pendidikan agama islam berbasis direct ecperience-multidisciplinary. banyumas: cv. pena persada, 2020. dayana, indri dan juliaster marbun. motivasi kehidupan menjalani proses kehidupan untuk kualitas hidup yang lebih baik. tkt: guepedia, 2018. gafur, abdul. nilai-nilai pendidikan karakter di sekolah dasar melalui model tadzkirah, majalah ilmiah sriwijaya, 2018. hasnawati. implementasi model pembelajaran tadzkirah pada pelajaran aqidah akhlak di madrasah ibtidaiyah (mi) nurul jihad kecamatan tembilahan hulu. jurnal pendidikan “edukasi” issn : 2087-0310 e-issn : 2721-7728 vol.8, no.1, 2020 lefudin. belajar dan pembelajaran dilengkapi dengan model pembelajaran, strategi pembelajaran, pendekatan pembelejaran dan metode pembelajaran. yogyakarta: deepublish, 2014. 28 hasnawati, implementasi model pembelajaran tadzkirah pada pelajaran aqidah akhlak di madrasah ibtidaiyah (mi) nurul jihad, 73 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 59 zzzzzz z lestari, ending titik. cara praktis meningkatkan motivasi siswa sekolah dasar. yogyakarta: deepublish, 2020. m. luddin, abu bakar. dasar-dasar konseling tinjauan teori dan praktik. bandung:citapustaka media perintis, 2010. madjid, abdul. belajar dan pembelajaran pendidikan agama islam. bandung: pt. remaja rosdakarya, ttt. mannuhung, suparman dan andi mattingaragau tenrigau. peran pendidikan islam dalam mewujudkan etika politik, jurnal pendidikan, p-issn 2622-6537 dan eissn 2622-8523,volume 1 nomor 1, agustus 2018. martawijaya, agus. model pembelajaran berbasis kearifan local untuk meningkatkan karakter dan ketuntasan belajar. makassar: cv. masagena, 2016. ninsiana, widhiya. konstribusi model tadzkirah dalam pengajaran dan pembelajaran bahasa inggris berkarakter pada anak usia dini, jurnal elementary: jurnal ilmiah pendidikan dasar 2 (1), 2016 ridwan, model tadzkirah dalam menumbuhkan dan mengembangkan nilai nilai karakter anak usia dini, jurnal nomor 29 mei tahun 2017, kediri: upn kediri hlm. 48 rukaya. aku bimbingan dan konseling. tkt: guepedia, 2019. rusman. belajar dan pembelajaran berorientasi standar proses pendidikan. jakarta: kencana, 2017 shilpy. motivasi belajar dalam perkembangan remaja. yogyakarta:deepublish, 2020. sutiah. pengembangan model pembelajaran pendidikan agama islam. siodarjo: nizamia learning center, 2018. suyanto dan asep jihad. menjadi guru professional strategi meningkatkan kuelaifikasi dan kualitas guru di era global. jakarta: erlangga, 2013 syed zakaria, sharifah akmam. panduan danstrategi motivasi diri. kuala lumpur: sanon printing corporation sdn bhd, 2005. taufik, tata. dakwah era digital: sejarah, metode dan perkembangan. kuningan: pustaka al ikhlas, 2020. educatio : journal of education volume , number 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the islamic education in responding to the barrenness of information technology mahmuda sekolah tinggi agama islam cendekia insani situbondo mahmuda.masya@gmail.com published: may 15, 2017 reviewed april 7, 2017 received: march 3, 2017 abstract: this research aims to find the extent of islamic education in addressing and follow the flow of information technology. the progress in information technology has resulted in massive changes in human culture. as part of the world community, at the same time muslims growing niche to be less-able to keep abreast of the times. moreover if you want to compete of other nations in the mastery of science and technology to change towards a better life. certainly it is more complicated. it all proved by few problems in general items, namely how to prepare the young generation who are very easily influenced by the flow of information technology while the foundation is not solid faith, to have the ability in the future to address all the challenges they face adequately through islamic education. the results showed that 1) an islamic education both institutionally and in the education system of the nation's children must work in synergy among families, institutions, government and the community to be well controlled. because of to repair a nation's moral obligation is not only an obligation but also islamic education obligation of all parties. while the position of islamic education is as neutralizer between technology and reality. 2) the role of teachers to educate students to be human is always with the times without leaving the roots are very important in determining the nation's next trip. 3) the role of the government as controller movement of information technology is always evolving in order to continue to conduct monitoring and analysis with more specific to the problem in society. overall this aspect shows that between islamic education and technology must always be paired with continuous control by implementing three key controlling islamic education to the technology that is commanding the good, nahi unjust, and faith. keywords: islamic education, information technology a. background educational of islam is the heart of the nation's morale should always be developed consistently for islamic education dealing directly with the problems that are fundamental to societal changes constantly getting faster, especially the development of science barely again considering the system as a religion. islamic education term used in two ways, namely: first, all the activities carried out a person or institution to instill the values of islam within a number of students, two, the whole educational institutions based on the entire program and the activities on the views and values of islam. mailto:mahmuda.masya@gmail.com mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 85 zzzzzz regarding the islamic educational institutions over time and the dynamics evolving in the indonesian education system today, the existence of islamic educational institutions now get the same recognition as part of the sub national education system. the recognition was marked by the birth of skb (joint decree) between the minister of religious affairs, ministry of interior, and minister of education and culture in 1975.1 this recognition shows the seriousness of the government in taking steps to equalize and improve the quality of islamic education institutions from various perspectives: either status , the quality of graduates, the quality of the process as well as the existence of islamic education institutions in the national education system.2 in terms of institutional been very clear that the institution of islamic education has received attention from the government, but in the case of planting of islamic values and norms of life in students both existing students at institutions of islamic education or public institutions is necessary even become a liability for special attention as the foundation for the hearts and minds of students who still shallow on the information very quickly consumed either directly or indirectly one of them through information technology is very familiar in everyday student. impact of information technology not only proliferated on students, but also to the general public. this is evidenced by the data of internet users in indonesia in 2016 was 132.7 million users, or approximately 51.5% of the total population of indonesia amounted to 256.2 million. when compared with internet users in indonesia in 2014 amounted to 88.1 million users, then there is an increase of 44.6 million over two years (2014-2016).3 the data is evidenced by the various positive and negative changes in behavior, from violence to the personal changes that are beyond reason deemed not matter if you do like fever4selfie. selfie today has become a culture in all walks of life both children, teenagers, to adults and in all circumstances, including in a state of worship such as would pray, when umrah, at the time of the koran, even when providing assistance. this shows that as if the act is considered good for us requires to be published. yet according to islam allah says in the quran surah al-mujadalah verse 11 which 1 fatah syukur, madrasah di indonesia: “dinamika, kontinuitas dan problematika” dalam dinamika pesantren dan madrasah, (ed.) ismail sm et al. (yogyakarta: pustaka pelajar, 2002), 243. 2 a. malik fadjar, madrasah dan tantangan modernitas, (bandung: mizan, 1998). 3 sumber data dari apjii (asosiasi penyelenggara internet indonesia). (isparmo.web.id/2016/11/21/datastatistik-pengguna-internet-indonesia-2016/). diakses pada 04 februari 2016. 4 selfie merupakan singkatan dari “self portlait” yaitu foto hasil memotret sendiri dengan menggunakan webcam, pocket camera atau smartphone lalu hasilnya di upload ke social media. sebenarnya “selfie” bukan hal baru. pada tahun 1839, robert cornelius memotret dirinya sendiri dan fotonya diakui sebagai “selfie” pertama di dunia. foto tersebut kini dipajang di library of congress, washington. mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 86 zzzzzz means "god exalts the degree (level) believers people between you and the people of knowledge (by science). and god is aware of what you do ".5the above verse is the basis of humanity to make the process of internalization and transformation of two capital essential to the life of faith and science. both of the above capital are two things that need to be synergized to avoid fluctuations in its social impact. the meaning of faith and science that should be paired together in its implementation, but now seems to have started to fade with various environmental media influence social attacks on the scope of the rapid technological development. role of islamic education historically has had experience of how to survive in the crush of the strong currents of modernization without having to remove the identity. a concrete manifestation of this experience was the attempt to reform the education system of islam as a response to the challenges of colonialism and christian expansion.6 in terms of synergy between faith, science, and technology in this case according to the results of research conducted by kh. akhiruddin implementation in the field of education, including the implementation of the development is the duty of both governments and communities together.7 of the various dynamics of the student also society to the lack of foundation of faith and science that synergy can be done in the face of the pace of information technology is how the islamic educational addressing this in order to be able to adjust and provide a strong foundation to the student also society in the implementation of norms and values religion in everyday life. b. understanding 1. islamic education islamic education is derived from two words, namely "education" and "islam". inside there are two meanings of education discuss that always echoed by experts. first, education is to humanize human beings in the real sense is the transfer of culture and education. in view of the corner of education as a tool for humanizing basically seeks to develop human potential as much as possible so that at one point he grew as whole human beings.8 the word "education" commonly we use now in arabic is "mt" with the verb "rabba". the word "teaching" in arabic is "study groups" with the verb allama. education and instruction in arabic "wa tarbiya ta'lim, 5 al-qur'an qs. al-mujadalah ayat 11. 6 azyumardi azra. pendidikan islam: tradisi dan modernisasi menuju milenium baru (ciputat: logos, 2000), 99. 7 km. akhiruddin. lembaga pendidikan islam di nusantara, (bandung: uin sunan gunung djati) jurnal tarbiya vol. 1 no 1. 2015. 8 haidar putra daulay, pendidikan islam, (jakarta: prenada media,2004), hal. 196. mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 87 zzzzzz whereas islamic education in arabic is" tarbiyah islamiyah ".9 education is theoretically implies "feed" (opvoeding) to the soul of the students to get spiritual satisfaction, is also often interpreted as "growing" the basic human ability.10 while the meaning of islamic education is the physical and spiritual guidance based on islamic religious laws regarding the establishment of a major personality according to the size of the size of the religion of islam. 11 meanwhile, according to experts of islamic education has meaning: a. according to miqdad yelyin (a professor of social sciences at the university of islam muhammad bin su'ud the riyadh saudi arabia) as quoted by munarji, islamic education is usama grow and shape a perfect muslim man from all aspects diverse are like aspak health, intellect, belief, spirit, will, creativity in all growth rates are illuminated by the light brought by islam with versions and methods of education that exist between them.12 b. according to muhammad al-jumaly, islamic education is a human mangarahkan process to take more lives well and concern the degree of humanity, in accordance with the basic ability or disposition and ability (external influences).13 c. according simanjuntak il parasibu and islamic education is the work done deliberately and systematically to encourage, assist, and lead a person to develop a ll their potential and transform yourself, from the quality of one to a higher quality.14 d. then, according to omar muhammad at taurny al syaibani, islamic education is an attempt to change the behavior of individuals in personality life or social life and the life of the natural surroundings through the educational process.15 from some of these experts can be understood that islamic education is an attempt maturation men (inner and outer) in the sense of guidance that requires learners to have the freedom to think, feel, act, and speak and believe in yourself with a full sense of responsibility in every action and behavior in everyday life on the basis of certain criteria specified in the religion of islam. 9 zakiyah darjat, dkk, ilmu pendidikan islam, (jakarta: bumi aksara, 2006). 25 10 m.arifin, ilmu pendidikan islam suatu tinjauan teoritis dan praktis berdasarkan pendekatan interdisipliner , (jakarta: bumi aksara, 1991), hlm. 32. 11 ahmad d. marimba, pengantar f ilsafat pendidikan islam, bandung , pt.al-maaririf, 1974, hal 26 12 munardji, ilmu pendidikan islam, jakarta, pt. bina ilmu, 2004, hal 7 13 muhammad fadhil al-jumaly, tarbiyah al-insan al jaded, tunisia, ma'tabad al ijtihad, 1996, hal. 2 14 il parasibu dan simanjuntak, pendidikan nasional, bandung, tarsito, 1978, hal 16 15 omar muhammad at taurny al syaiban, filsafat pendidikan islam, (terjemah hasan lunggulung), jakarta, bulan bintang, 1979, hal. 339 mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 88 zzzzzz 2. information technology information technology (it), or in english known as the information technology (it)is a general term for any technology that helps people to create, modify, store, communicate and / or disseminate information. ti brings together computing and high-speed communications for data, voice, and video. examples of information technology is not only a personal computer, but also telephone, tv, electronic home appliances, and modern handheld devices (eg mobile phones).16 information technology can be defined as the use of technology for information processing purposes. this is similar to the definition set forth dictionary of information technology which states that information technology is, "the acquisition, processing, storage and dissemination of vocal, pictorial, textual and numerical information by a microelectronics-based combination of computing and telecommunications ..."17 c. vision and mission of the islamic religious education 1. educational vision islam's vision of islamic education has indeed attached to the vision of the teachings of islam itself associated with the vision of the apostolate of building a human life that is obedient and submissive to allah, according to his word: surah al 'ankabuut: 16 and (remember) ibrahim, when he said to his people: "worship ye god and fear him, that so it is better for you, if ye knowing. thus the vision of islamic education is to create a system of life that harmony, safe, peaceful, prosperous and unseen. as it is mentioned in the qs. al baqarah: 112 (not so) even he who surrender to god, was he doing good, then his reward with their lord, and no fear come upon them and not (also) they grieve. based on the verse of the directorate of islamic education simplify vision has become: "the realization of islamic education excellence, moderate, and being leads world in 16 https://id.wikipedia.org/wiki/teknologi_informasi. diakses pada 06 februari 2017. 17 longley d, shain m. dictionary of information technology . 2nd ed. new york: macmillan; 2012. mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 89 zzzzzz integration of religious science, knowledge and technology" 2. mission of the islamic education mission of the islamic education as word of vision, said the mission was derived from english , the mission meaningful tasks, mission, and the mission. imam al syatibi states that the purpose of the presence of the religion of islam to protect the five things that are right human rights. 5 things that constitute human rights are as follows: 1. the right to life (al-nafs al hayat) 2. right religion (al din), 3. the right to think (al-aql) 4. the right to obtain offspring / pair life (al nasl) 5. the right to property (al mal) the mission of islam that glorifies human into islamic education's mission is: 1. realization of a healthy human body, spiritual, and minds. 2. have the science, skills, noble spirit, life skills (life skills) that allows it to take advantage of the opportunities given by god, including also managing the natural resources that exist on land, at sea, and even in space. from the description it is seen that the mission of islamic education related to several things: 1. related to efforts to lift the lift the dignity and human dignity 2. in connection with efforts to empower man so that he can carry out its function as a khalifah on earth 3. related to the efforts to overcome various problems faced mankind 4. in connection with efforts to uphold the noble morality in all aspects of the life. with such a mission, the islamic education has a very heavy responsibility, large and complex, as they relate to all aspects of human life. education the mission of islam that has been formulated by the directorate of islamic education year 2015-2019 are: 1. improving equitable access to islamic education; 2. improving the quality of islamic education; 3. improve the relevance and competitiveness of islamic education; mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 90 zzzzzz 4. improving governance of islamic education were good.18 from some of the vision and mission of islamic education that has been formulated by the ministry of religion, it is understood that the vision and mission that is already highly synchronized between education and technology that should work in synergy to achieve the same goal. d. islamic education conditions current as a country with a muslim majority, islamic education has a very significant role in indonesia in the development of human resources and the development of the character, so that the people who created a reflection of islamic society. islam thus truly become rahmatan lil'alamin. but until now the islamic education is still facing complex problems, from conceptual-theoretical problems, up-practical operational issues. this problem is not solved, makes the islamic education lags with other educational institutions, both quantitatively and qualitatively, so that impressed islamic education as education "second class". no wonder then that many of the muslim generations that actually studying in educational institutions non-muslims. regarding the current state of islamic education first we need to understand about the use of islamic education islamic education that is used in two things: one, all the activities carried out a person or institution to inculcate islamic values within a number of students. two, the whole institution which bases all its programs and activities on the views and values of islam. reality of islamic education in indonesia can be seen from two angles, namely: the government's commitment in the preparation of the national education act of 2003 and the reality of the state of islamic education in indonesia today. from the usefulness of islamic education is known firsthand the condition of islamic education today is: 1. specifically islamic education face various problems and gaps in the various aspects of the more complex, namely: the form of the issue of the dichotomy of education, curriculum, objectives, resources, and management of islamic education. 2. religious education is seen by the public eye. this is evident when the public interest 18 http://pendis.kemenag.go.id/index.php?a=artikel&id2=visimisipendis#.wjhf3ie6cza. diakses pada 06 februari 2017 mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 91 zzzzzz to send their sons / daughters to religious educational institutions such as madrasahs and boarding schools. religious educational institution became secondary after school. one reason is the quality of religious education institutions is lower in comparison schools. 3. islamic education is still not able to face the globalization era very rapid development. globalization, both in capital, cultural, ethical and moral. globalization, both in capital, cultural, ethical and moral. the globalization era is the era of free markets and free competition in the product at the same time material and services. if the first instance, to build a strong economic base communities rely heavily on the money capital (financial capital), the next evolution in human capital, that hr master science and technology, can master the task in a professional manner, as well as selfbehaved and impersonal.19 4. efforts to improve upon our education system has not been fundamentally islamic, so impressed pickup only. renewal business and an increase in islamic education often be piecemeal or not comprehensive and thorough as well as most of the islamic educational systems and institutions have not managed professionally.20 the condition of some of the entries that must be completed in the next islamic education system repair because it has been contrary to the vision and mission that has been determined. e. response against islamic education information technology in terms of islamic education responses to the technology needs also known the relationship of religion with science and technology, namely: broadly speaking, based on the reviews ideology that underlies their relationship, there are three (3) types of paradigms by yahya farghal, 1990: 99-119 ), namely: first, paradigm secular, that is the paradigm that sees religion and science are separate from one another. because, in the ideology of secularism, religion has been separated from the life (fashl al-din 'an alhayah). religion is not denied its existence, but only a limited role in human personal relationship with god. religion does not regulate public life / public. this paradigm sees religion and science can not interfere and intervene in the other. religion and science and 19 prof. dr. h. muhaimin, ma, nuansa baru pendidikan islam, (jakarta : pt. raja grafindo persada, 2006) , hal. 84. 20 kutipan hujair ah. sanaky, paradigma pendidikan islam, (yogyakarta: safiria insania press), hal.9 atau dalam bukunya azyumardi azra, pendidikan islam tradisi dan modernisasi menuju milennium baru, (jakarta: logo wacana ilmu, 1999), hal 59. mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 92 zzzzzz technology is completely separate both ontological (relating to the meaning or essence of something), epistemological (relating to how to acquire knowledge), and axiological (relating to how to apply the knowledge). the paradigm is based on the thoughts karl marx (d. 1883) who was an atheist and saw religion (christianity) as the opium of the people, because he thinks religion makes people drugged and forget the cruel oppression of capitalism. karl marx sa id: "religion is the sigh of the oppressed creature, the heart of the heartless world, just as it is the spirit of a spiritless situation. it is the opium of the people. "(religionis a lament being oppressed, the soul of a world of soulless, as he is a soul / spirit of the situation without the soul / spirit. religion is the opium of the people) (see karl marx , contribution to the critique of hegel's philosophy of right, contained in on religion, 1957: 141-142) (ramly, 2000: 165-166). countries with a muslim majority, is now in general are developing countries or underdeveloped countries, which are economically weak and too weak or no development of science and science-technology. the view of the response of islamic education to information technology are: utilizing science and technology development to enhance human dignity and improve the quality of worship to allah. iptek truth according to islam is comparable to the emergence of science and technology itself. f. the problems that occurred at the islamic educational underlying common problems on education in general and in particular islamic education is to prepare the younger generation, in order to have the ability in the future to address all the challenges they face adequately. while the more specific issue of the islamic education is: 1. still the problem of conceptual-theoretical or philosophical subsequently leading to practical operational issues. 2. conceptual-theoretical problem is characterized by a dichotomy in the education paradigm islam between religion and not religion, revelation and reason as well as the world and the hereafter. mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 93 zzzzzz 3. lack of response to the social reality of islamic education so that students away from their socio-cultural environment. by the time they graduate from islamic institutions sometimes they will experience social-shock. 4. the handling of this matter only in bits and pieces, integral and comprehensive. 5. lack of educational role of islam in the face of the rapid pace of information technology 6. in educational institutions, both formal and non-formal, system and method of learning on the subjects of islamic education is less interaction with it. 7. the lack of realization of islamic education management response is also a lecturer on information technology. from some of these problems are the most urgent factor is the rapid globalization through a variety of ways, either directly or indirectly. as well as the foreign cultures that are negative are very easily fit through various media one information technology media. information technology in question is the internet media. because the internet is accessible anywhere and anytime. this was evidenced by the following data: mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 94 zzzzzz source: apjii (indonesian internet service provider association)21 the number of internet users in indonesia in 2016 was 132.7 million users, or approximately 51.5% of the total population of indonesia amounted to 256.2 million. most internet users are on the island of java with a total user 86.33935 million users, or about 65% of the total use of the internet. when compared using internet indonesia in 2014 amounted to 88.1 million users, then there is an increase of 44.6 million over two 21 http://isparmo.web.id/2016/11/21/data-statistik-pengguna-internet-indonesia-2016/ mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 95 zzzzzz years (2014-2016). based on the most frequently honored content, internet users most frequently visited web onlineshop of 82.2 million or 62%. and content social medias most visited is up 71.6 million users, or 54% and the second is the instagram of 19.9 million users, or 15%. the data show a very high effect of information technology on people's daily lives so that the indications can change the behavior directly to each individual for very rapid development of information technology. globalization has triggered a shift in the various aspects of the world, education is one of them. and education in the future will be more flexible (flexible). according to rosenberg (2001) with the development of technology there are five (5) shifts in the learning process, namely (1). from training to performance, (2). from the classroom to anywhere and at any time, (3). from paper to the "on line" or channel, (4). physical facilities to network facilities, and (5). from time to real time cycle.22 as a rapidly developing technology, information and communication technology must have some advantages and also disadvantages. there were realized, and some that may not be realized, because it has become part of the personality of a particular individual. communications and information revolution that is sweeping the world of positive and negative implications. the implications of this in turn will expire or have an impact on the social, economic, technological developments and information to accelerate the process of national integration. the implication that we need to realize is the influence of the information technology world that hit the young generation.23 g. islamic education strategy in the face of information technology in islamic education in formulating strategies to respond to information technology, back to the picture a little review of islamic education system, namely: 1. islamic personality. this is actually the consequence of the faith of a muslim. in essence, a muslim should have two fundamental aspects, namely the mindset ( 'aqliyyah) and life patterns (nafsiyyah) which is based on islamic theology. 2. master tsaqafah islam. islam requires every muslim to seek knowledge. based on the dose obligations. 22 kompasiana. (2012). “dampak perkembangan teknologi informasi” diunduh dari (http://m.kompasiana.com/post/read/488600/1/dampak-perkembangan-teknologi-informasi) diakses pada 10 februari 2017. 23 muhammad zamroni, perkembangan teknologi komunikasi dan dampak terhadap kehidupan . jurnal dakwah vol x no 2 juli-desember 2009. hal. 209. http://m.kompasiana.com/post/read/488600/1/dampak-perkembangan-teknologi-informasi mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 96 zzzzzz 3. master the life sciences (science and technology). mastering science and technology necessary for muslims are able to achieve material progress so that it can perform its function as a vicegerent of allah on earth well. islam establishes the mastery of science as fardlu kifayah, that if these sciences are indispensable people, such as medicine, kimi, physics, aviation, biology, engineering, etc. 4. have adequate skills. mastery of engineering sciences and practical exercises as well as the skills and expertise is one of the goals of islamic education, which should be owned by muslims in order to carry out his duties as the caliph of allah. as the mastery of science and technology, islam also makes acquisition of skills as fardlu kifayah, ie if they are most needed people skills, such as industrial engineering, aviation, carpentry and more. 5. the need to find the relationship between the system of values and norms of islam with these developments. based on the conditions and all the problems that exist in the realization of an islamic education today, there are several strategies in the face of rapid flow of information technology, namely: 1. defining "basic framework of philosophical education" in accordance with the teachings of islam, then develop "empirical principles" underlying the implementation of in the context of the environment (socio and cultural) integrals philosophy (wisdom wahdatiyah) is part of the philosophy of islam which is an alternative to developing a holistic view on the postmodern era in western society. 2. in order to produce human resources education outcomes as expected, should be made an integrated education system. that is, education is not only concentrated on one aspect only. the education system must integrate all elements forming a superior education system. 3. the synergy between the school, community, and family. integral education must involve the three elements above. therefore, the above three elements describe the educational objective factual conditions. currently these three elements work synergistically yet, in addition to each of these elements is also not functioning properly. 4. at the level of higher education (pt), a foreign culture can be delivered intact. socialism-communism or capitalism-secularism, for example, can be introduced to mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 97 zzzzzz the muslims once they understand islam as a whole. lesson ideology except islam and other concepts presented is not intended to be implemented, but rather to explain and understand disability-blemish and it is incompatible with human nature. 5. not to make ict as a medium or sole means of learning, for example, we do not just download the e-book, but still buy printed books, not only visit the digital library, but also still visit the library. 6. the government as a control systems should have been more sensitive information and filter out anything that can be accessed by students and all the people of indonesia in cyberspace. moreover, the ministry can also spread the filter in the form of a software program to suppress the adverse effects of information technology. second, it needs the support of parents, culture and clerical figures, to socialize advice, benefits and negative positive side of technology. some of these strategies can be understood as a system of islamic education has a role that is extremely vital in the development of science and technology because it provides islamic teachings to the students as a reference in the face of science and technology development as well as providing extensive insight to menginprestasi religious teachings of the sources are purely contextual with the future of human life, so that any swift development of science and technology human beings will be able to use it properly and be able to control it, especially among teenagers. h. conclusion of the various explanations and the problems of the above it can be concluded that: 1. islamic education is a shared responsibility that each must work together in the face of all the changes in the era of globalization. 2. entering the era of globalization mankind especially islam required in order to adapt themselves to the advancement of existing and clung to the teachings of religion. 3. as a result that has been generated by the development of science and technology has given birth to an industrial society that has a materialistic nature, secularist, and individualistic. 4. the impact of science and technology development, it all depends on each individual eraser as consumers in everyday life. 5. in the face of the swift currents of globalization of islamic education must continue mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 98 zzzzzz to innovate to improve the quality of students' personal through habituation character communities. and keep in mind the duties and functions in improving the quality and character of the people not just the work of teachers in schools or task kiyais, but all is a shared responsibility with the aim of personal character, culture and religion continues to remain develop optimally. there are three things that must be recognized and applied as the key to improve, control, and science and technology returns to its original position, namely: 1. amar ma'ruf islamic education introduced the concept of the development of commanding the good. not only relation in social intercourse alone, but commanding the good is interpreted also as self-development and science and technology in a positive way. so anything produced by the muslims should have a benefit for the whole community. and utilization of science and technology should lead to the right and blessed by allah swt. 2. nahi munkar islamic education also shapes people of distinguishing and selecting the truth. suppose there is misuse of science and technology, the islamic education requires muslims to avoid and rectify and prevent their abuse back. 3. faith to allah. the third point is the main point and the basis in islamic education. because with faith in god that muslims will be able to deal with the negative impact of science and technology to come. faith in god will bring the fear of doing immoral, and shame do mischief on earth. as much as any negative impact of science and technology, muslims will be able to fortify themselves through increased faith is continuous. therefore, the role of islamic education in the development of science and technology, among others, the islamic faith as the basis for the development of science and technology; and islamic sharia as the standard utilization of science and technology. i. bibliograpghy al-qur'an dan terjemahnya. kementrian agama islam republik indonesia. azra, azyumardi. pendidikan islam: tradisi dan modernisasi menuju milenium baru (ciputat: mahmuda the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 99 zzzzzz logos, 2000). akhiruddin, km.. lembaga pendidikan islam di nusantara, (bandung: uin sunan gunung djati) jurnal tarbiya vol. 1 no 1. 2015. arifin, m., ilmu pendidikan islam suatu tinjauan teoritis dan praktis berdasarkan pendekatan interdisipliner, (jakarta: bumi aksara, 1991). al-jumaly muhammad fadhil, tarbiyah al-insan al jaded, tunisia, ma'tabad al ijtihad, 1996. daulay, haidar putra, pendidikan islam, (jakarta: prenada media,2004). darjat, zakiyah, dkk, ilmu pendidikan islam, (jakarta: bumi aksara, 2006). fadjar, a. malik, madrasah dan tantangan modernitas, (bandung: mizan, 1998). http://pendis.kemenag.go.id/index.php?a=artikel&id2=visimisipendis#.wjhf3ie6cza. diakses pada 06 februari 2016. il parasibu dan simanjuntak, pendidikan nasional, bandung, tarsito, 1978. isparmo.web.id/2016/11/21/data-statistik-pengguna-internet-indonesia-2016/. diakses pada 04 februari 2016. kompasiana. (2012). “dampak perkembangan teknologi informasi” diunduh dari (http://m.kompasiana.com/post/read/488600/1/dampak-perkembanganteknologi-informasi) diakses pada 10 februari 2017. marimba, ahmad d., pengantar filsafat pendidikan islam, bandung , pt.al-maaririf, 1974. munardji, ilmu pendidikan islam, jakarta, pt. bina ilmu, 2004. prof. dr. h. muhaimin, ma, nuansa baru pendidikan islam, (jakarta : pt. raja grafindo persada, 2006). syukur, fatah, madrasah di indonesia: “dinamika, kontinuitas dan problematika” dalam dinamika pesantren dan madrasah, (ed.) ismail sm et al. (yogyakarta: pustaka pelajar, 2002). sanaky, hujair ah., paradigma pendidikan islam, (yogyakarta: safiria insania press), hal.9 atau dalam bukunya azyumardi azra, pendidikan islam tradisi dan modernisasi menuju milennium baru, (jakarta: logo wacana ilmu, 1999). zamroni muhammad, perkembangan teknologi komunikasi dan dampak terhadap kehidupan. jurnal dakwah vol x no 2 juli-desember 2009. http://m.kompasiana.com/post/read/488600/1/dampak-perkembangan-teknologi-informasi http://m.kompasiana.com/post/read/488600/1/dampak-perkembangan-teknologi-informasi educatio : journal of education volume 2, number 2, november 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z the influences of vee diagram on animal ecology lab to learning outcomes and logical thinking purwati kuswarini suprapto1, lilis rahmawati2 1faculty of teacher training and education, universitas siliwangi, 2 stai miftahul ‗ula nganjuk 1purwatik1@gmail.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: during this time, the student is less understanding the significance of animal ecology lectures, so that students are less able to apply it in real of life. animal ecology lecture consists of lectures and practicum. the purpose of this research was to increase knowledge of animal ecology and logical thinking of students using the diagram vee on animal ecology lab. research method was quasi experiment. the study population was student of prospective teachers biology at 6th semester as much as 9 classes taken courses ecology animals, samples taken purposing sampling by 2 classes. this research was conducted by using a diagram vee during practicum. data obtained from the results of learning tests and logical thinking using the test of logical thinking (totl). data processing with the t test using spss. the results showed that there was influence using vee diagram of the learning outcomes and logical reasoning and intellectual development of students. keywords: vee diagram, animal ecology lab, learning outcomes, logical thinking introduction studying ecology is study of interaction between living things with their environment. studying ecology looks like a simple and easy, but in fact most of the students do not understand the essence of the subject1. this animal ecology courses divided into two activities, namely lectures and practicum. nevertheless, often students do not understand the meaning and less can be applied in everyday life. it demonstrated an average yield of the final value of animal ecology course that is still less than expected, but it was shown as well as a report or essay writing process generally results of studies on the ecology is still not quite right. animal ecology learning outcomes that have been achieved biology student, biology teacher candidates on average in 2012 was 63 and in 2013 was 66. of these learning outcomes is still below expectations. students are less able to apply in everyday life, particularly with regard to the phenomena of nature and conservation. intellectual development of students is very important to know, in order to provide learning in a proper way. tolt measurement results still indicate the level of intellectual 1 muh barid nizarudin wajdi, ―landasan historis perkembangan teknologi‖ (2017). purwati kuswarini suprapto & lilis rahmawati the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, number 2, november 2017 | 191 zzzzzz development of students of biology, at the stage of concrete still above 50%.2 student is supposed to have the intellectual development of formal operational (piaget, 1964). this indicates that the student is actually some still difficult to learn abstract. so that there should be an improvement in the learning activities3. vee diagram is one way to organize the process of solving an interesting problem. this chart has been developed but has not seen its potential as an organizing model of project based learning in the classroom. use of the vee diagram is intended to help the learning process using the graph to build knowledge. it can help communication between a research associate. through graphs, students can establish communication through certain stages and help students to find something new. students are able to understand where to position them in a process and how to continue making progress. hapsari d. p, suciati s, and marjono (2012)4 research results, showed that the learning activity using vee diagrams can improve cognitive ability, affective and psychomotor. for teachers, the use of vee diagram as a graphic guide to explain the instructions on the research process. these charts provide a structure to direct and discuss the process, an important value for communications and a useful structure arrangement. activities stages of learning using vee diagrams can develop scientific capability. research method this research method used quasi experiment. the population was the sixth semester students who took courses ecology of animals in 2014 in biology education about 9 classes at the university. the university is located in a small town in west java. students entering the university was not through a rigorous selection5. the sample was taken purposively about two classes, for the treatment and control. animal ecology lecture is divided into two activities, namely in classroom lectures and laboratory experiments. lectures in class implemented before the practicum, by the method of presentation, discussion and question and answer, while the lab were done as follows: 1. practicum model used was project based learning (pjbl) 2. the media used was vee diagrams. 2 p. k. suprapto, ―pengembangan program perkuliahan anatomi tumbuhan berbasis visuospasial melalui representasi mikroskopis sistem jaringan tumbuhan untuk meningkatkan penelaran dan penguasaan konsep calon guru biologi,‖ (disertasi, bandung: universitas pendidikan indonesia, 2012). 3 muh barid nizarudin wajdi, ―metamorfosa perguruan tinggi agama islam,‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. 4 d. p. hapsari, suciati s., and marjono ―pengaruh model inkuiri terbimbing dengan diagram v (vee) dalam pembelajaran biologi terhadap kemampuan berpikir kritis dan hasil belajar siswa,‖ jurnal pendidikan biologi 4, no. 3 (2012): 16-28. 5 muh barid nizarudin wajdi, ―paradigma pergeseran educational technology menuju in structional technology‖ (2017). purwati kuswarini suprapto & lilis rahmawati the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, number 2, november 2017 | 192 zzzzzz fig. 1. vee diagram (novak & gowin, 1985) 6 gowin‘s vee showing 12 epistemological elements operating in the construction of knowledge or in an analysis of a unit of knowledge. 3. the study was conducted in 6 sessions 4. the material covered during the course of a study are: individual, population, community and ecosystem lectures on class control and treatment classes held together, but the control class, practicum does not use vee diagrams. practicum conducted in accordance with the instruction manual lab work. learning outcomes data collection techniques implemented based on the results of cognitive tests and then the data is processed using t test with spss. data logical thinking is measured by the results of the test of logical thinking. result and discussion cognitive learning outcomes cognitive learning outcomes measured were the result of post-test, i.e. after the students following study of animal ecology. practicum was done by using project based learning models with a scientific approach comes with a diagram and without diagram vee as a control. the results were the average post-test using vee diagram was 21.94, the maximum score was 26 and the ideal score 30, while learning without vee diagram obtained an average of cognitive postes was 19.73, the maximum score of 24 (tab.1). table 1. measurement of cognitive student learning outcomes measurement v-diagram control the average of post test 21.94 19.73 the maximum score 26 24 the minimum score 14 15 ideal score 30 30 standart deviasi 2,86 2,29 normality test data were analyzed using spss software, using the shapiro-wilk test, shows the following findings: tests of normality kolmogorovsmirnova shapiro-wilk stats df sig. statis df sig. c c diag vee .116 36 .200* .952 36 .122 control .133 26 .200* .971 26 .638 *. this is a lower bound of the true significance. a. lilliefors significance correction 6 j. d. novak and d. b. gowin, learning how to learn (new york: cambridge university press, 1985). purwati kuswarini suprapto & lilis rahmawati the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, number 2, november 2017 | 193 zzzzzz number on the shapiro-wilk column sig. for the value of the class (using vee diagram) is 0.122 which was above 0.05 (x <0.05), then ho is accepted, it means that the sample came from a normal distributed population. similarly, the numbers in the column shapiro-wilk sig. for the value of the class without the vee diagram was 0.638 which was above 0.05 (x> 0.05), then ho was accepted, it means that the sample comes from a normal distributed population. guidelines for decision-making was if significant value <0.05, then reject ho and vice versa if the significance value> 0.05 then accepted ho. group statistics kelas n mean std. deviation std. error mean nilai diagr vee 36 21.94 2.858 .476 control 26 19.73 2.290 .449 table group statistics warned that the number of data/samples, the average result learning, and standard deviation. the average grade in the class using vee diagrams (21.94) was better than control (19.73) also a standard deviation using a class diagram vee (2,858) better than control (2,290). sig. column levene's test was 0.206 then the value sig. (0.628)> α (0.05), then ho was accepted. thus, both groups had the same variance (homogeneous). the t-test was used for both sets of data derived from normally distributed population, as well as two sets of data had the same variance (homogeneous) so that parametric statistical test was then performed using independent t test. by using the computer program spss, data output was obtained as follows: purwati kuswarini suprapto & lilis rahmawati the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, number 2, november 2017 | 194 zzzzzz therefore, these two numbers sig. (2-tailed) is below 0.05 (0.002 and 0.001), then ho was rejected. this means that there was significant cognitive achievement of students in the implementation of the vee diagram on animal ecology courses. making skills vee diagram skills to diagram vee judged by the work of making diagrams vee. students create charts learning vee during the process and the results are collected. task vee diagrams created per student. indicator assessment is a question of focus, principles and concepts, objects or events, notes or transformation, knowledge claims and claim value. fig. 2. student‘s vee diagram students created diagrams vee with 11 epistemological elements for constructing knowledge. table 2. the average yield assessment vee diagram sheet student average score ideal focus question 2.4 3 objects/ events 2.4 3 principles and concept 2.7 4 notes/transformatio n 2.3 3 average 2.2 4 value claims 0.8 1 (novak & gowin, 1985)7 the results of the above assessment (tab.2) can be explained as follows: 1. the first assessment, the average value of the student making the focus question was 2.4, while scores ideal was 3, so that it could be stated that the students were able to make 7 novak and gowin, learning how to learn. purwati kuswarini suprapto & lilis rahmawati the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, number 2, november 2017 | 195 zzzzzz inquiries focus. students were able to make inquiries identified, including the concept, showing large objects or events, or objects that were wrong and activities identified in relation to the laboratory. 2. the second assessment of sports and events, the average student create objects and concepts was 2.4, while scores ideal was 3. this showed that the students were able to enter the great events and the accompanying objects identified, and was consistent with the focus of the question, some suggest what vee would be noted in the diagram. 3. the third vote on principles and concepts. the results of student assessment in this statement got the value of 2.7, while the ideal score was 4. it was clear at this stage most students could only afford one of all the relevant concepts and principles and identified, only a few were able to make two types of relevant principles or concepts identified. 4. the fourth assessment records or data transformation got an ideal score of 2.3 and 3, meaning that the record or transformation identified, but the transformation was not consistent with the intent of focusing questions. 5. the fifth assessment was the claim of knowledge, students gained an average of 2.2, while the ideal score was 4, indicating that knowledge claims made included the concepts used in the context improver or generalizations were still largely in accordance with the notes and transformation. 6. the sixth was the claim value assessment, the student gets a score of 0.8, while the ideal score was 1, meaning that most students were able to make a claim that was consistent about the importance of the investigation, described the used of scientific knowledge claims for pure or implementation effort. logical reasoning reasoning students measured through tolt (test of logical thinking) (tobin and capie, 1981), a written test consisting of 10 questions and consisted of 5 variables component of reasoning, namely the control variable, proportion, correlation, probability and combinatorial reasoning. the results indicated that the logical thinking practicum using vee diagrams could improve logical thinking better. if we look at each variable reasoning, then the lab using vee diagrams could increase the proportional variables, correlational, and combinatorial better (tab. 3) table 3. tolt post test results of students reasoning variable item no. diagram vee (%) control (%) proportional 1 80,6 61,5 proportional 2 75 53,8 control variable 3 2,7 3.8 control variable 4 0 0 probability 5 0 3.8 probability 6 0 7,7 correlational 7 0 0 correlational 8 33,3 22,2 combinatorial 9 72,2 57.6 combinatorial 10 44.4 15.4 purwati kuswarini suprapto & lilis rahmawati the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, number 2, november 2017 | 196 zzzzzz the level of intellectual development results tolt (test of logical thinking) students were divided into three categories based on the stages of intellectual development tolt score obtained by the students, which were the concrete operational stage of development (score: 0-1), stage of development of transitional (score: 2-3) and the stage of development of operational formal (score: 4-10). diagram vee intellectual affect the development of the students, as shown by the results of the intellectual development of concrete smaller operational and transitional phase and formal operational better (tab.4). table 4. intellectual development phase of the students after learning tahap perkembangan diagram vee (%) control (%) formal operational (4-10) 50 42.3 transitional (2-3) 36,1 34.6 concret operasional (0-1) 13,9 26.9 vee diagram on lab animal ecology effect on knowledge in this regard was the cognitive learning students. cognitive learning outcomes using vee diagram showing better results compared with the controls, as well as to think logically, shown reasoning and intellectual development. learning and practical used vee diagrams, train students to make statements about the conceptual and methodological details and problem solving. students designed their own model of practicum through vee diagram components. the components that had to be made in making the student is the focus question vee diagram, conceptually divided into conceptual structure, concept and object (event), and the methodology is divided into records, the data transformations/interpretations, knowledge claims and value claims. some components in the diagram vee requires students to learn more seriously. the learning model used was project based learning, forcing the students to design their own courses, ranging from observations, making hypotheses, collecting data, analyzing, evaluating to make conclusions. the combination of a learning project based learning model with vee diagram on lab could stimulate students to think and do much more active, because the student should compile a component in the diagram vee forcing students to make inquiries focus, conceptual structure, relationship, developing the concept, and events. in the methodology, vee diagram components which should be produced by the students was a record, then transform the data and then making claims to knowledge and value claims. activities in learning using vee diagrams provide positive influence on cognitive learning outcomes of students in the subject of animal ecology. sulun, evren, and sulun. (2009)8 conducted a study the effect of the vee diagram, the network lab in vegetables. the results showed that the method of the lab network diagram v plant on vegetables, showed better results. 8 yusuf sulun, aysegul evren, and ali sulun, ―the effect of the usage of v-diagrams on the students success in biology laboratory,‖ erzincan e␣itim fakültesi dergisi cilt-say 11-2 (2009). purwati kuswarini suprapto & lilis rahmawati the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, number 2, november 2017 | 197 zzzzzz study the ecology should have a good knowledge and have a good ability of logical thinking. interaction that occurred should be a logical relationship. the ability to predict interactions that will occur in the ecosystem needed a good logical thinking ability. logical thinking was very supportive in studying the ecology, especially in correlating one concept to another related understanding and conservation of natural events. results skill diagram vee systematic consisting of components focus question, conceptually divided into conceptual structure (thinking), concept and object (event), and methodology (doing) was divided into records, the data transformations/interpretations, knowledge claims and value claims good able to make students think and improve learning outcomes and think logically. from these results, it appeared that the student was skilled in making the focus question, data/events, making notes and transformation of data as well as the claim value, but still not good on the principles and concepts as well as knowledge claims. improvement of skills should continue to be implemented to get maximum results. vee diagram is heuristic and constructivism (thiessen, 1993),9 the inquiry and scientific (calais, 2009),10 so that vee diagrams can develop the ability to think logically. lawson, adi and karplus (1979). said there are five characteristics of reasoning formal, namely: 1) identifying and controlling variables: define the identification and control of the variables as students' ability to identify the variables most appropriate, especially in solving the problem, 2) the ability to think combinatorics: the ability to think that combines several factors later concluded as a result of the merger, especially in solving problems, 3) the ability to think of correlation: the ability to analyze problems by using relationships or causal, 4) the ability to think of probability: this way of thinking to solve problems through various trends encourage students to explore the probability 5) the ability to think in perspective: as a proportion of problem-solving skills and combine proportion to one another. thus, the child at the formal operational stage using a fifth this way in his reasoning. students use diagrams vee, looked develop better in proportional reasoning and combinatorics, but the least developed on correlational reasoning. using vee diagrams, control variables and probability reasoning does not develop. proportional reasoning is the ability to understand the situation of the comparison. in the real world, this is a major aspect of many everyday tasks. for example, making a perfect cup of tea with the tea bag has been steeped ensure for the proper amount of time and the correct amount of sugar and milk added. put the right amount of detergent into the wash to the amount placed into the washing machine. this reasoning has been growing since early i.e. when the concrete intellectual development. nevertheless, exercises for the development of proportional reasoning remain to be implemented, as indicated by the results of the study that the development of proportional reasoning consistently better seen in a matter of no 1 and no 2 (tab.3) using vee diagrams. with a vee diagrams train students to solve problems in proportion. bernoulli (in batanero et al, 1994)11 described that the combinatorics as art to mention all 9 r. thiessen, ―the vee diagram: a guide for problem solving,‖ aims newsletter, may-june, 1993. 10 g. j. calais, ―the vee diagram as a problem solving strategy: content area reading/writing implications,‖ national forum teacher education journal 19, no. 3 (2009). 11 c. batanero, juan d. g., and virginia n. p., ―the assessment challenge in statistics education‖ purwati kuswarini suprapto & lilis rahmawati the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, number 2, november 2017 | 198 zzzzzz the possible ways in which a certain number of objects can be mixed and combined so as to ensure the results are possible. according batanero, which was included in combinatorics i.e. combinations, permutations, concepts, formulas, sampling models, distribution models, reimbursement and applications. the results showed that learning using vee diagram combinatorics stimulate the development of better reasoning compared with the control. the activities of the event or designing experiments, making the data transformation makes inclusion in the form of knowledge claims and value claims in the vee diagrams can help improve the ability of reasoning combinatorics. thus, vee diagrams can assist students in combining several factors for the solution of problems encountered in everyday life. correlational reasoning is defined as the mindset of the individual is used to determine the strength of the mutual or reciprocal relationship between variables. correlational reasoning is the basis for the establishment of relations between variables; the relationship allows for predictions for scientific exploration.12 correlational reasoning in this study showed there was a tendency to use vee diagrams better compared with controls. attributing activity on component relationships and concepts to train students to improve correlational reasoning abilities. vee diagrams in this study could not boost the ability of control variables and probability reasoning, because it was not deep vee diagrams determine vari-observation variable, and less to train students to seek opportunities or any other possibility in solving problems. reasoning (reasoning) is a general concept that refers to one of the thought process to come to a conclusion as a new statement of some other statements which are already known. copi (1986) refer to a specific way of thinking reasoning as to draw conclusions from premises. piaget (1964) provides an overview of the intellectual system of children at developmental stages that describe the extent of its reasoning, namely (a) the sensory motor (0-2 years), (b) preoperational (2-7 years), (c) the concrete operational (7-11 years) and (d) formal operations (11 and over). the results showed that the percentage of students who were included in the lower concrete operational on student learning using vee diagram (tab. 4). in the transitional stage of development, students with learning vee diagrams higher than controls. in the formal operational intellectual development of students with learning vee diagrams higher than controls. thus, learning by using vee diagrams tend to improve the operational stage of development of the student. concrete operational development, are: 1) ordering, namely the ability to sort objects according to size, shape, or any other characteristic. 2) classification, i.e. the ability to name and identify a set of objects according to appearance, size, or other characteristics, including the idea that a series of objects can include other objects in the series. 3) decentering, the child begins to consider some aspects of a problem to be solve. 4) reversibility that children begin to understand that numbers or objects can be changed, then returned to its initial state. 5) creation, which understand that the quantity, length, or the number of objects was not related to the arrangement or appearance of the object or the objects. 6) elimination of egocentrism, i.e. the (university of granada), http://www.stat.auckland.ac.nz/~iase/ publications/assessbkref 12 lawson a. e., adi h., and karplus r., ―development of correlational reasoning in secondary schools: do biology courses make a difference?,‖ the american biology teacher 41, (1979): 420-425. purwati kuswarini suprapto & lilis rahmawati the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, number 2, november 2017 | 199 zzzzzz ability to see things from another's perspective (even if they think the wrong way). formal reasoning includes the reasoning combinatorics, correlational reasoning and proportional reasoning. flavell forward some characteristics of formal operational thinking, namely: 1) the hypothetical deductive thinking. to formulate many alternative hypotheses in response to the problem and check the data against each hypothesis to make appropriate decisions. but he does not have the ability to accept and reject the hypothesis. 2) think proportionately, a child at the formal operational stage of thinking is not limited to objects or events that concrete, it can handle any statement or proportions that provide data concrete. it can even handle proportion contrary to fact. 3) combinatorial thinking. thinking activities covering all combinations of objects, ideas or proportions are possible. 4) the reflexive thinking. children in this period to think as adults. he can think back on a series of mental operations. he also expressed his mental operations with symbols (dahar, 1989). so that takes time and a willingness that is high enough to learn to use vee diagrams. vee diagram is less structured than conventional teaching methods. vee diagram consists of a v-shape to separate the theoretical/conceptual (idea) of the methodology (perform) an element of the investigation. both sides are actively interact with one another through the use of focus question (s) that are directly associated with the event and/or objects.13 vee diagrams could be used lab animal ecology. activity connecting between theory and work, as well as arrange the elements in the diagram vee able to increase knowledge and logical thinking. conclusion the results of this study could be concluded that the ecology lab animals using vee diagrams could affect: 1). student results learning to be better; 2) thinking logically better students were divided into logical reasoning student and intellectual development of students, especially proportional reasoning, correlational and combinatorics. vee diagrams could be used in animal ecology lab, students were expected to apply ecology of animals in everyday life with the correct logic. bibliography alvarez, m. c., and risko, v. j. the use of vee diagrams with third graders as a metacognitive tool for learning science concepts. tennessee state university, 2007. malvarez@coe.tsuniv.edu batanero, c., g., juan d., and p., virginia n. ―the assessment challenge in statistics education.‖ university of granada. http://www.stat.auckland.ac.nz/~iase/ publications/assessbkref calais, g. j. ―the vee diagram as a problem solving strategy: content area reading/writing implications.‖ national forum teacher education journal 19, no. 3 (2009). e., lawson a., h., adi, and r., karplus. ―development of correlational reasoning in secondary schools: do biology courses make a difference?.‖ the american biology teacher 41, 13 m. c. alvarez and v. j. risko, the use of vee diagrams with third graders as a metacognitive tool f or learning science concepts (tennessee state university, 2007), malvarez@coe.tsuniv.edu mailto:malvarez@coe.tsuniv.edu mailto:malvarez@coe.tsuniv.edu purwati kuswarini suprapto & lilis rahmawati the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, number 2, november 2017 | 200 zzzzzz (1979): 420-425. hapsari, d. p., s. suciati, and marjono ―pengaruh model inkuiri terbimbing dengan diagram v (vee) dalam pembelajaran biologi terhadap kemampuan berpikir kritis dan hasil belajar siswa.‖ jurnal pendidikan biologi 4, no. 3 (2012): 16-28. novak, j. d., and gowin, d. b. learning how to learn. new york: cambridge university press, 1985. sulun, yusuf, evren, aysegul, and sulun, ali. ―the effect of the usage of v-diagrams on the students success in biology laboratory.‖ erzincan e␣itim fakültesi dergisi cilt-say 11-2 (2009). suprapto, p. k. ―pengembangan program perkuliahan anatomi tumbuhan berbasis visuospasial melalui representasi mikroskopis sistem jaringan tumbuhan untuk meningkatkan penelaran dan penguasaan konsep calon guru biologi.‖ disertasi, bandung: universitas pendidikan indonesia, 2012. thiessen, r. ―the vee diagram: a guide for problem solving,‖ aims newsletter, may-june, 1993. wajdi, muh barid nizarudin. ―landasan historis perkembangan teknologi‖ (2017). ———. ―metamorfosa perguruan tinggi agama islam.‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. ———. ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). educatio : journal of education volume 4 , number 1, may 2019 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z analyze education and training using marine engine simulator at stip jakarta indonesia abdul rachman, marihot simanjuntak stip (sekolah tinggi ilmu pelayaran) jakarta abdulrachman_agbstip@yahoo.co.id accepted: january 15 2019 reviewed: april 13, 2019 published: may 30 2019 abstract: on this research paper analysis cadet engineer, junior engineer, operational level senior engineer, and management level senior engineer will do experiment using data velocity various scenario at marine engine simulator and then result of experiment will use analysis education and training marine engine simulator for to know correct time. then analysis has also revealed that the human errors occur for the following reasons: lack of knowledge on the over all system and fundamental operation, insufficient confirmation to operation and incomplete knowledge on the operational sequence. the roles of instructor will be described in order to reduce the cause for such human errors and to enhance the educational performance according implemented and development each them various scenario base on expert justification and reference imo standard and solas. kinds various scenario safety procedure for all engineer with hope to minimalist accident loss of soul at sea. for the purpose of machinery plant operation training by means of engine room simulator (ers) based on pc, describes the features of human errors by the incompetence trainees in the marine engine plant operation and shows the necessary improvement in the training in order to decrease such errors from the viewpoint of educational technology. the examination of such data has shown that error occurs mainly by omission error and extraneous act. further analysis was made on such errors by the trainees engineer to find out the characteristics of errors caused in the process of acquiring procedural knowledge for the operation according implemented development various safety scenario. keyword: analyze education, training, marine engine simulator. introduction according data from national transportation safety national (ntsc), from year 2010 until year 2016 increasing which accident sea transportation, cause of sinking of the ship, ship collision or ship burned1 . during range of this years , number 658 people die and 568 people injury, cause of accident is technical problem number 51 % and 49 % cause by human error. data marine vessel accidents were investigated ntsc2. 1 komite nasional keselamatan transportasi, “data investigasi kecelakaan pelayaran tahun 2010-2016” (indonesia, 2016). 2 komisi nasional keselamatan transportasi and national transportation safety committee, “number of marine court accident by factor ship accident” (jakarta, 2009). abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 55 table 1 ntsc data therefore need gave recommendation to all stake holder for minimizing occur accident sea transportation. during this learning process analysis using for evaluation education and training marine engine simulator all cadet engine, junior engineer, operational level senior engineer and management level senior engineer using data velocity in doing various development scenario according them each level base on expert justification with reference imo standard and stcw. the operational knowledge on the marine engine plant, which is a part of the duty of marine engineer, is procedural knowledge necessary for the smooth operation of the machinery. the unskilled trainee has to acquire such knowledge by actual operating experience on board or by educational training. since the unskilled trainee are assumed to make a lot of human errors, ojt (on the job training) which is the training on the actual operation of the marine engine plant, would be a risky selection. the simulator training is a safe training that never damages machinery and others and, therefore, is effective in learning fundamental knowledge on the machinery operation before starting of the ojt. the content also involves a presentation of how studying skill development resource management is implemented in marine engine simulator include demonstrated integrated engine marine resource management3. in the simulator training, the operational behavior of the trainee, or operational procedure of the trainee until he makes the machinery to a certain state, is recorded as data for an easy review. checking such operational procedure from the point of operational error will be helpful for the instructor to know how the machinery should be operated to the trainee, what are the necessary 3 kenji ikenishi et al., “study on the human error by unskilled trainee in marine engine plant operation,” marine engineering 41, no. si (2006): 183–188. no. years number of accidents accidents fatalities sinking ship ship burned / exploded ship collision ship grounded deceased / missing wounded 2010 4 1 1 3 0 100 104 2011 6 1 3 2 0 10 51 2012 4 0 2 2 0 447 0 2013 6 2 2 2 0 15 85 2014 7 2 3 2 0 86 346 2015 11 3 4 3 1 2016 11 4 4 3 0 2 2 total 53 13 19 17 1 662 590 abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 56 or unnecessary knowledge for operation and whether the instructor’s know-how is appropriated or not. the reason that this paper remarks to the unskilled trainee is because their experience level is low and therefore the effect of simulator training can be found without being affected by actual experienced knowledge. on this research cadet engineer, junior engineer. operational level senior engineer and management level senior engineer will doing experiment using data velocity scenario at marine engine simulator. and then result of experiment will use analysis education and training marine engine simulator for to know correct time according each them scenario base on expert justification and reference imo standard and solas. then analysis education and training using marine . engine simulator has also revealed that the human errors occur for the following reasons4: lack of knowledge on the over all system and fundamental operation, team work preparation & coordination, less compact team(between semester. viii and iv),lack of motivation(especially semester .iv),implementation of scenario, less effective in equipment familiarization, insufficient confirmation to operation, not carefully in reading the instruction, lack of support from other teacher, incomplete knowledge on the operational sequence, weak attitude and behavior in team and desire to work together. time frame research january-july 2018 4 rafał laskowski, leszek chybowski, and katarzyna gawdzińska, “an engine room simulator as a tool for environmental education of marine engineers,” in new contributions in information systems and technologies (springer, 2015), 311–322. abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 57 figure 1. respondent profile identification of potential constraints main issues : (main issues private cadet engineer, att iii, att ii & att i) lack of knowledge on the over all system and fundamental operation insufficient confirmation to operation incomplete knowledge on the operational sequenceteam work preparation & coordination : less compact team ( between smt. viii and iv ),lack of motivation (especially smt.iv) implementation of scenarios, less effective in equipment familiarization,not careful in reading the instructions,lack of support from other teachers -risk : the achievement of the agreement did not happen as scheduled non conformity of personnel criteria the lack of attention to the value or the existing system in the industry will not be in accordance with maritime industrial conditions figure2 scope problem nautical department abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 58 figure 3 scope problem technical department the purpose of this paper is to elaborating analysis examine result in implemented various safety scenario and integrated bridge engine simulation studying practice and evaluate whether basic knowledge, operating and management level skill achieved by training in marine engine simulator computer base training could be transferred to the operating in engine simulator for to know correct time. method . figure 4 ,chart evaluation pre-assessment: private cadet engine simulator program february 2018 abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 59 figure 5 chart evaluation pre-assessment: junior engineer/att-iii (stip) engine simulator program march 2017 figure6 chart evaluation pre-assessment: operational senior engineer/att-ii (stip) figure 7 chart evaluation pre assessment: management senior engineer/att-i (stip) engine simulator program june 2017 result and discussion table 2 relations between achievement time and number of errors junior engineer /att iii table 3 relations between achievement time and number of errors private cadet junior engineer time standard group 1 group 2 group 3 group 4 number of error j1: scenario for preparing for getting underway 30 minute 20min 42min 35min 30min 4 j2: scenario for manouvering to open sea 30 minute 20min 42min 35min 30min 5 j3: scenario for steady steaming 20 minute 30min 30min 40min 37min 2 j4: scenario for approaching harbour 20 minute 35min 35min 35min 35min 3 j5: scenario for finishing with engine 15 minute 25min 30min 35min 30min 3 j6: scenario for operation of aux.boilers and cargo turbines 30 minute 35min 30min 35min 35min 4 cadet private engineer time standard group 1 group 2 group 3 group 4 number of error c1: scenario for preparing for getting underway 30 minute 20min 42min 35min 30min 5 c2: scenario for manouvering to open sea 30 minute 20min 42min 35min 30min 8 c3: scenario for steady steaming 20 minute 30min 30min 40min 37min 2 c4: scenario for approaching harbour 20 minute 35min 35min 35min 35min 2 c5: scenario for finishing with engine 15 minute 25min 30min 35min 30min 2 c6: scenario for operation of aux.boilers and cargo turbines 30 minute 35min 30min 35min 35min 1 abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 60 table 4 relations between achievement time and number of errors operasional senior engineer/att ii table 5 relations between achievement time and number of errors management senior engineer/att i the relation does not indicate a clear correspondence between score and the number of errors. as for the method of assessment, checking both score and errors ratio. the result of this study also indicates the necessity of checking both for the assessment of the training. table6 operation record (history data) table 7 contents of operational by incompetence cadet and junior engineer, att iii/ii/i opersional senior engineer passing grade score group 1 group 2 group 3 group 4 ols1: scenario for failures and emergency 70 65 60 65 50 ols2: scenario for team training 70 60 65 60 45 ols3: scenario for fault diagnosis and tracking 70 50 50 50 50 ols4: scenario crisis management 70 45 45 45 60 ols5: scenario restoring to normal operation 70 50 50 50 65 number of error 5 2 6 4 management senior engineer passing grade score grup1 grup 2 grup 3 grup 4 number of error mls1: scenario fouling and wear 70 65 60 65 55 5 mls2: scenario combustion performance 70 60 55 60 60 2 mls3: scenario control loop optimizing 70 50 65 45 65 4 mls4: scenario heat balance/recovery 70 45 45 55 45 2 mls5: scenario variable pitch 70 50 50 50 50 1 mls6: scenario external condition 70 55 65 45 50 3 abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 61 table 8 specific operation error kind of the errors number of errors ommission of operation 43 extra opration 50 mistake of operational sequence 22 forgetting of operation confirmation 17 repetition of the same operation 10 others 8 total 150 details of errors number of cases a preliminary pump is started 35 when the pump is started, a neccessary valve is not opened 20 the operation order of the turning of the main engine is reverse 15 heating of diesel oil 10 a closing failure of the steam valve for heating cooling fresh water 13 abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 62 discussion the purpose of simulator training of the marine engine plant is to acquire procedural knowledge that is to know the present situation of the machinery plant and the preparatory operation for the next step. the data in this case will mainly be the history of operational procedure for the operation. for example, in the case of transferring of fuel oil in the tank to the other, the very necessary thing is to find out whether fuel oil is in the tank or not and how condition of tank is (as to condition of outlet valve). if the tank is in the state of ready for fuel oil transfer, then the tank for fuel oil acceptance has to be checked before the start of transfer pump. the history of the operational procedure thus is consisted of confirmation of condition and operational procedure of machinery. the purpose of the data collection is to look into the operational error to specify the cause of such error from out of such history. the data collection in agb and kongsberg simulator was made onto its fourth grade trainee cadet ,junior, operational and management level engineer5 . operational data were collected from 10 trainees who experienced simulator training for around 4 hours. the contents of data were about 25 sheets steps operational procedures for the starting of main engine in the marine engine room. the trainee operates machines and valves on the screen graphics simulating an engine room by means of a mouse (as shown in figure 1).main engine remote operation is made on the screen graphics of a control panel (as shown in figure 2). there is also a screen simulating engine room fuel oil system. as for the operational history of the trainee, operations of start/stop of pumps are stored in the pc as operational history. such data were collected by local area network. data samples are shown in the table 1 comprising operational hours, contents of operation, machinery equipment and conditions at alarm. the trainee makes various kinds of errors during their operation before achieving goals6. table 2 shows the number of errors made by the trainee known from the operational history. the errors show a tendency of 2 polarization. 5 trainees made only 5 errors and it is assumed that they followed the anticipated operational procedures. meanwhile, the trainee who made 14 errors or more were assumed to have had difficulties in following the anticipated operational procedures and they were in a mess as to finding the operational procedure and repeated same procedures damaging machinery and equipment seriously. 5 ibid. 6 g w parry, “human reliability analysis--context and control.,” reliability engineering & system safety 53, no. 1 (1996): 99–101. abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 63 table 9 operation record (history data) the assessment to the result of simulator training for the trainee was made based on the achievement time and the number of errors. figure 3 shows the actual relations between the achievement time and the number of errors. table 10. number of errors and number of students table 10. number of errors and number of students the relation in the figure 3 does not indicate a clear correspondence between the achievement time and the number of errors. some trainees consumed short time for achievement but made many errors. as for the method of assessment, checking both the achievement time and errors ratio. the result of this study also indicates the necessity of checking both for the assessment of the training, contents of operational errors by incompetence trainee engineer, study was made as to what kind of operational errors occurred during the training by the pc based ers7. the unskilled trainee finds difficulties in making systematical operation and in knowing the intention of the operation, which lead to the operational error eventually8. the error of this kind is called behavior error easily distinguishable from outside and is classified as appearing error., in order to consider the training technique and a method of instruction in the training using the simulator, the contents of errors by the trainee was examined after the practice. since it is difficult to build a plan of the operation in case of some of beginners, judging the present state and intention of operation are difficult for them to be able to understand. therefore, this operational error is classified into the error of the external level so called the error of easily observable behavior the kind of the errors and its number are shown on table 11. 7 k ikenishi, “application of personalized system of instruction to education and training using ers based on pc,” in the japan instruction of marine engineering, 70^< th> conference, 2003, 2003. 8 chiharu kogo, “an application of personalized system of instruction (psi) to university courses,” computer & education 7 (1999): 117–122. time operational equipment condition 13:50:44 no. 1 main l o pump run 13:50:44 piston cool oil non flow normal 13:50:44 main l o inlet press normal 13:50:44 piston cool oil inlet press normal 13:50:46 no. 2 cam l o boost pump run 13:50:46 cam shaft l o inlet press normal 13:50:50 no. 1 main cool f w pump run 13:50:50 cool f w inlet press normal 13:51:03 abnormal turning abnormal 13:51:05 abnormal turning normal 13:52:04 turning gear disengage 13:52:32 indocator cock open 13:52:50 priming on 13:53:12 turning motor run number of errors number of student number of errors number of student 5 5 11 5 6 5 12 5 7 5 13 5 8 5 14 5 9 5 15 5 10 5 17 5 abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 64 table 11 classification of error some error’s cases, the meaning of “stand by” was not clear to the trainee and he started the stand-by pump, too. this error occurred in all pumping systems that have main and stand-by pumps. some errors occurred by wrong operation of valves. operational errors occurred sometimes because the pumps are far apart on the screen and their operations were forgotten. all such errors indicate that systematical confirmation alter the starting of machinery is forgotten. many errors on the simulator occurred due to poor handling of mouse. table 12 specific operation error unleashing cadets from the burden of the curriculum and allowing cadets to focus on big concepts empowers cadets to follow interests, seek connections, reformulate ideas and reach unique conclusions. information is an individual interpretation. learning and assessment process is not easy to manage because it is not visible i propose an idea / proposed merging learning process between senior cadet (post marine practice / semester viii) and junior cadet (pre-marine practice / semester iv) . the activity is for practice learning. the department of nautical uses the bridge simulator, and the technical department uses engine room simulator. the learning process is combined between nautical and technical. this program is called integrated bridge engine simulator. they are divided into small groups consisting of 10 people per group . and the composition of each group consists of 5 senior cadet and 5 youth cadet persons to practice the duty on bridge simulator (nautical department) and engine room simulator (technical department). previously, each group we have practiced / taught with a predetermined scenario for practice in each simulator. in the final stages, all groups will take the practice test (assessment). assessment criteria for graduation are scores of 70 and above, and with safe conditions (no kind of the errors number of errors omission of operation 63 extra operation 60 mistake of operaional sequence 24 forgetting of operation confirmation 11 repetition of the same operation 9 others 6 total 173 details of errors number of case a preliminary pump is started 40 when the pump is started, a necessary valve is not open 22 the operation order of the turning of the main engine is reverse 12 heating of diesel oil 11 a closing failure of the steam valve for heating cooling fresh water 11 abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 65 collisions, runoff, or trouble / black out machines) and duration of execution are also recorded for each group. and this activity we race, so there is a healthy competition between them. the winners are the group that gets the highest score, safe condition, and the fastest duration of implementation. subsequently the winning groups of each majors are awarded rewards. provide examples of the real interactions that you show in improving the quality of student activities and the benefits of activities for both your institution students and others involved. interaction with students in the implementation of integrated bridge engine simulator activities that have been described previously, that each group we have trained / guided to practice a predetermined scenario. furthermore, if there are groups who feel still less smooth, then we give the group a chance to re-practice outside the schedule, then the end of all the test group, where the stage: initial briefing, scenario implementation, and debriefing. at the time of debriefing, comments will be given about the course of the scenario that has been practiced, and evaluate the error records that have been done, so that it does not happen again later. and members of the group may inquire about evaluating the implementation of their scenarios. operation of main engine turning gear most of the errors in the turning operation of main engine occur in the operational procedure, because the mental model of the turning gear is not established. operation is made only by its arrangement on the cbt without paying attention to the procedure, operation of jacket cooling heating system, error in the operation of heating system occurs because of the lack of conceptual knowledge of fuel oil heating and of wrong timing of heating. for an appropriate operation of the system, both procedural knowledge and conceptual knowledge are required. error in forgetting steam valve closing is also observed. this is because attention is not paid to the temperature change of the jacket cooling . such errors indicate the necessity of education on the changing condition of system after the operation of individual equipment. sufficient explanation and instruction as to the use of the monitor are considered essential. instructor has to teach checking the condition change of the marine engine plant after operation, reaction to alarm by incompetence trainee, operation by the incompetence trainee engineer is highlighted at the time of sounding alarm. when the alarm is made by a wrong operational procedure, the incompetence trainee engineer tends to repeat the same procedure from the beginning. for example, when the turning motor is started while the indicator cock is closed, alarm of abnormal turning is made automatically. the incompetence trainee, without trying to find the reason for the operational error, tends to simply repeat the same procedure until he realizes the operational error and corrects it. this type of human error is the human error in judgment. our study on how the incompetence trainee engineer reacts to the alarm shows that the same operation is repeated 2.5 times on average. when the alarm is made, trainee concentrates his attention not to make alarm and stops the turning to escape from the alarm. knowledge to find the cause of error is considered insufficient. some kind of support system that helps the unskilled trainee assume the cause of error would be necessary in addition to the simple alarming of the system abnormality. moreover, instructor not only teaches procedural knowledge, but has to teach about the acquisition method of the information demanded in order to make the right judgment9. 9 s bang, “operator’s knowledge model and ability to handle abnormal situations,” journal of human interface society 6, no. 1 (2004): 113–118. abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 66 behavior of incompetence trainee engineer during operation, in order to characterize the features of the incompetence trainee engineer, their operation was recorded by videotape. some wrong operations which do not appear in the operational data list are as follows: opening all the valves, opening the valves from top to bottom, opening the valves in a direction from left to right, no operation of the indicated equipment, making mistake in the timing of valve opening of the starting air system, making mistake in the operational sequence of main engine in the control room, analysis of essential10. it is easy to acquire conceptual knowledge such as structure of machinery etc. in the classroom teaching, but that is not enough for actual operation of the machinery. junior engineers are required to have more information on the condition of the pumps to run or to stand-by. such knowledge, which is usually acquired through the experience in the sea, can also be acquired through self-learning by a simulator. when the knowledge by selflearning is not sufficient, it must be supplemented by the instructor. the acquisition of knowledge by the coordination of self-learning and instructor is most important. acquisition of knowledge on the system junior engineers understand the name and the function of machinery and equipment to be operated, but they often fail to understand the combination of machinery and equipment and its meaning. it may sometimes turn out that the valve near the pump is recognized and operated but the valve far from the pump is forgotten and not operated. typical examples of the lack of systematical knowledge are that they open all the valves and/or they open the valves in a direction from right to left on the screen. since the simulator can put the marine engine plant as an energy flow on the screen, it will be quite necessary to show them the system for their understanding. enhancement of judgment skill. when the junior engineers are required to make some decision during the operation of the simulator, they are liable to operate the machinery with wrong judgment or to continue it without any judgment because they are short of knowledge necessary for judgment criteria. when the judgment is required, the criteria for judgment have to be shown to them. in some cases, they give up the operational failing in satisfying operating conditions. the instructor has to show them the conditions necessary to continue the operation. propose solution (recommendation) implemented roles lecture constructiveness implemented role of model implemented roles lecture constructiveness when assessment & evaluation implemented constructive learning strategy :building coordination and communication during the preparation of cadets of maritime industry character book, monitoring progress of progress (progress),establish agreement in accordance with the system of maritime industry to be adopted implemented various safety scenario 10 e hollnagel, “human reliability analysis: context and control. 1993,” google scholar (n.d.): 159–202. abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 67 table 13 grand design run down standard activities engine simulator training program engine cadet d.iv stip/private/junior engineer jakarta description : for this study we have 20 cadet engineer undergoing course in engine simulator program. at first day all member cadet engineer will attend cbt (computer base training ) with material consist : c1 : scenario for preparing for getting underway c2 : scenario for manouvering to open sea c3 : scenario for steady steaming c4 : scenario for approaching harbour c5 : scenario for finishing with engine c6 : scenario for operation of aux.boilers and cargo tubines table 14 senior engineer /att ii stip jakarta no time first day second day third day cbt engine room simulator assesment group 1, 2, 3, 4, 5 1 07.30 – 09.00 c1 : scenario for preparing for getting underway c1 : scenario for preparing for getting underway c1 : scenario for preparing for getting underway 2 09.00 – 10.30 c2 : scenario for manouvering to open sea c2 : scenario for manouvering to open sea c2 : scenario for manouvering to open sea coffee break 3 10.30 – 11.55 c3 : scenario for steady steaming c3 : scenario for steady steaming c3 : scenario for steady steaming lunch time 4 13.00 – 14.30 c4 : scenario for approaching harbour c4 : scenario for approaching harbour c4 : scenario for approaching harbour 5 14.30 – 15.30 c5 : scenario for finishing with engine c5 : scenario for finishing with engine c5 : scenario for finishing with engine coffee break 6 15.45 – 17.00 c6 : scenario for operation of aux.boilers and cargo tubines c6 : scenario for operation of aux.boilers and cargo tubines c6 : scenario for operation of aux.boilers and cargo tubines abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 68 description: for this study we have 20 persons operational level senior engineer undergoing course in engine simulator program. at first day all member cadet engineer will attend cbt (computer base training ) with material consist : ols1 : scenario for failures and emergency ols2 : scenario for team training ols3 : scenario for fault diagnosis and tracking ols4 : scenario crisis management ols5 :scenario restoring to normal operation @second days attend cbt (computer base training ) with materi consist : ols1 : scenario for failures and emerency ols2 : scenario for team training ols3 : scenario for fault diagnosis and tracking ols4 : scenario crisis management ols5 :scenario restoring to normal operation @ 3th and 4th day practice at engine simulator with material consist : ols1 : scenario for failures and emerency ols2 : scenario for team training ols3 : scenario for fault diagnosis and tracking ols4 : scenario crisis management ols5 :scenario restoring to normal operation @ 5th day assessment at engine room simulator group 1,2,3,4,5 with materiel consist : ols1 : scenario for failures and emerency ols2 : scenario for team training ols3 : scenario for fault diagnosis and tracking ols4 : scenario crisis management ols5 :scenario restoring to normal operation no time first day second day third day fourth day fifth day cbt engine room simulator cbt engine room simulator assesment group 1, 2, 3, 4, 5 1 07.30 – 09.00 ols1 : scenario for failures and emergency ols1 : scenario for failures and emergency ols1 : scenario for failures and emergency ols1 : scenario for failures and emergenc y ols1 : scenario for failures and emergency 2 09.00 – 10.30 ols2 : scenario for team training ols2 : scenario for team training ols2 : scenario for team training ols2 : scenario for team training ols2 : scenario for team training coffee break 3 10.30 – 11.55 ols3 : scenario for fault diagnosis and tracking ols3 : scenario for fault diagnosis and tracking ols3 : scenario for fault diagnosis and tracking ols3 : scenario for fault diagnosis and tracking ols3 : scenario for fault diagnosis and tracking lunch time 4 13.00 – 14.30 ols4 : scenario crisis management ols4 : scenario crisis management ols4 : scenario crisis management ols4 : scenario crisis management ols4 : scenario crisis management 5 14.30 – 15.30 ols5 :scenario restoring to normal operation ols5 :scenario restoring to normal ols5 :scenario restoring to normal ols5:scenari o restoring to normal ols5 :scenario restoring to normal abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 69 table 14 senior engineer /att 1 stip jakarta description: for this study we have 20 management level senior engineer undergoing course in engine simulator program. at first& 2nd day all member cadet engineer will attend cbt (computer base training ) with material consist : mls 1 : scenario fouling and wear mls 2 : scenario combustion perfomance mls 3 : scenario control loop optimizing mls 4 : scenario heat balance / recovery mls 5 : scenario variable pitch mls 6 : scenario external condition @3rd & 4th day practice at engine simulator with material consist : mls 1 : scenario fouling and wear mls 2 : scenario combustion perfomance mls 3 : scenario control loop optimizing mls 4 : scenario heat balance / recovery mls 5 : scenario variable pitch mls 6 : scenario external condition @ 5th day assessment at engine room simulator group 1,2,3,4,5 with material consist : mls 1 : scenario fouling and wear mls 2 : scenario combustion perfomance mls 3 : scenario control loop optimizing mls 4 : scenario heat balance / recovery mls 5 : scenario variable pitc mls 6 : scenario external condition benefit of activities, the benefits of integrated bridge engine simulator activity is to measure the extent to which the absorption of theories and practices that have been previously taught. because this activity is comprehensive, covering multiple / cross-learning at once. so the evaluation results no time first day second day third day fourth day fifth day cbt engine room simulator cbt engine room simulator assesment group 1, 2, 3, 4, 5 1 07.30 – 09.00 mls 1 : scenario fouling and wear mls 1 : scenario fouling and wear mls 1 : scenario fouling and wear mls 1 : scenario fouling and wear mls 1 : scenario fouling and wear 2 09.00 – 10.30 mls 2 : scenario combustion perfomance mls 2 : scenario combustion perfomance mls 2 : scenario combustion perfomance mls 2 : scenario combustion perfomance mls 2 : scenario combustion perfomance coffee break 3 10.30 – 11.55 mls 3 : scenario control loop optimizing mls 3 : scenario control loop optimizing mls 3 : scenario control loop optimizing mls 3 : scenario control loop optimizing mls 3 : scenario control loop optimizing lunch time 4 13.00 – 14.30 mls 4 : scenario heat balance / recovery mls 4 : scenario heat balance / recovery mls 4 : scenario heat balance / recovery mls 4 : scenario heat balance / recovery mls 4 : scenario heat balance / recovery 5 14.30 – 15.30 mls 5 : scenario variable pitch mls 5 : scenario variable pitch mls 5 : scenario variable pitch mls 5 : scenario variable pitch mls 5 : scenario variable pitch coffee breake 15.45 – 17.00 mls 6 : scenario external condition mls 6 : scenario external condition mls 6 : scenario external condition mls 6 : scenario external condition mls 6 : scenario external condition abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 70 of this activity can be followed up, which lessons are less, and what lessons are enough. and of course must involve lecturers of each department, so that each lecturer concerned can follow up the results of this evaluation in the face of the next semester. this will improve the quality of learning continuously, and in turn will improve the quality of the training graduates themselves. says that knowledge is non-objective, temporary, constantly changing, and uncertain. some things that get attention constructive learning, namely: prioritizes real learning in the relevant context, prioritize the process, inculcate learning in the context of social experience, learning is done in an effort to construct experience. constructivism, one of the schools of knowledge philosophy that is the result of its own construction. the process of knowledge formation goes on and on and there is always a reorganization or reconstruction because of a new understanding knowledge can not be moved away from brain of lecturer to student brain. constructivism in the learning process learning to form meaning learning is the process of developing thinking by making new insights. the learning process takes place at the time of the scheme of someone who stimulates further thought. learning outcomes are influenced by cadets with the physical world and the environment and depending on what the cadets know. some things that get attention constructivist learning, prioritizing real learning in the relevant context prioritize the process of instilling the learning in the context of the learning social experience done in an effort to construct the experience. conclusions pc based ers support incompetency engineer trainee, need implemented constructivism learning process & role play model ,there is no correspondence between time for achievement and the number of errors, educational support by instructor will be indispensable for the correction of such insufficiency and the instructor not only teaches the knowledge of fundamental operation procedure, but has to teach the checking criteria for normal operation or abnormal operation bibliography bang, s. “operator’s knowledge model and ability to handle abnormal situations.” journal of human interface society 6, no. 1 (2004): 113–118. hollnagel, e. “human reliability analysis: context and control. 1993.” google scholar (n.d.): 159– 202. ikenishi, k. “application of personalized system of instruction to education and training using ers based on pc.” in the japan instruction of marine engineering, 70^< th> conference, 2003, 2003. ikenishi, kenji, toshio hikima, thanh cong luu, hong ha tran, hai au vuong, and thanm doan van. “study on the human error by unskilled trainee in marine engine plant operation.” marine engineering 41, no. si (2006): 183–188. kogo, chiharu. “an application of personalized system of instruction (psi) to university courses.” computer & education 7 (1999): 117–122. laskowski, rafał, leszek chybowski, and katarzyna gawdzińska. “an engine room simulator as a tool for environmental education of marine engineers.” in new contributions in information systems and technologies, 311–322. springer, 2015. parry, g w. “human reliability analysis--context and control.” reliability engineering & system abdul rachman, marihot simanjuntak analyze education and training …. volume 4, number 1, may 2019 | 71 safety 53, no. 1 (1996): 99–101. transportasi, komisi nasional keselamatan, and national transportation safety committee. “number of marine court accident by factor ship accident.” jakarta, 2009. transportasi, komite nasional keselamatan. “data investigasi kecelakaan pelayaran tahun 20102016.” indonesia, 2016. educatio : journal of education volume 1 , number 2, november 2016 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z spiritual counseling as an alternative problem solving muh. barid nizaruddin wajdi stai mifahul ‘ula kertosono nganjuk baridnizar84@gmail.com accepted : april 11 2016 reviewed : september 7 2016 published : november 15 2016 abstract: in islamic doctrine, spiritual counseling has developed since some centuries ago. mohammad is a counselor figure who able to give problemsolving society for his soul. this spiritual counseling has aimed to help someone to form healthy soul with becoming a true human, in the world and hereafter. according to counseling concept, human as a biological human being has potential basic human determine what personality is instinct. qur'an explains that has a human although original (nature) depend on what the potential influence of environment or a positive agent depend on the environment influences what specialty in children age.. keywords: impact, environment, education introduction guidance counseling, continue to evolve over time. starting from the flow of psychodynamics, behaviorism, humanism and then flow multicultural. but today, not only to the four schools that were growing, there are also spiritual counseling as a new method in the counseling process. this development takes place in many countries, including the famous western country with a secular state. most of the western society appealed to religious leaders to resolve their mental problems. this method is called with pastoral counseling (counseling based on the values of the book) among christians. according to research by chalfant and heller in 1990, as quoted by gania)1, 1 faqih, aunur rahim, 1994, bimbingan dan konseling dalam islam, yogyakarta : uii press. p 396 mailto:ainnaamalia@yahoo.co.id muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 12 zzzzzz approximately 40 percent of people who experience mental anxiety rather go to ask for help to the clergy. lovinger and worthington2 in keating and fretzstates that clients who are the religious negative view of counselors being secular. the growing tendency of some people that also happened in indonesia that is famous for the religious community. it can be seen, a lot of people who come to the place and clerics not to ask for a fatwa religious law, but rather denounce the problems of life, to ask for help the way out in the form of advice, suggestions, asking for prayers and prayed for the healing of sickness as well as the safety and peace of mind. the phenomenon occurs not only at the grassroots, who are economically weak with low education but also educated and educated classes. judging from the above phenomenon, the development of spiritual counseling is very important and relevant. many psychologists who began to examine seriously about what and how the spiritual counseling. in islam, spiritual counseling has evolved since the days of the prophet a few centuries ago. the prophet is a figure that qualified counselors in providing psychiatric problem solving for people. characteristics of islamic spiritual counseling of the most fundamental in adh-dzaky hamdani bakran, are: 1) paradigm on revelation and exemplary prophets, apostles and their heirs; 2) legal counselors provide counseling to the client and the client asks for guidance counselor is mandatory and a must and even a worship; 3) the system at the start of the drive to the conscience and understanding of the verses of the qur'an. spiritual counseling is aimed at helping people establish a healthy soul to become fully human in order to achieve happiness of the world and the hereafter. helping people to be aware of its existence as a creature of god, so 2 prayitno, 1999, dasar bimbingan dan konseling, jakarta : rineka cipta. p 56 muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 13 zzzzzz that his behavior is not out of the rules, provisions, and instructions of god. in accordance with the teachings of the prophet that a healthy life is to strike a balance between function itself as being biological, personal and social beings as well as a creature of god, so as to achieve a balance and happiness of the world and the hereafter. if there is an imbalance between some of these functions, then people will experience mental illness. a. discussion a. humans as biological beings according to the concept of counseling, human beings have the potential biological basis of human personality that determines the form of instinct. human beings are basically meet the demands and needs of instinct. according to the verses of the qur'an of human potential that is relevant to this instinct is called lust. the lust is a force that encourages people to achieve his wish. these impulses are often called primitive impulse because it is free without knowing good and bad. therefore lust is often referred to as the encouragement of free will. the potential of this form of al hawa appetite and as lust. lust is sexual desire, satisfactions that are material worldly demands to always fulfilled quickly and impose themselves and tend beyond the limit. "cite feels beautiful in mankind's view of love towards what is desired, such as women, children, treasures piled up in the form of gold and silver; horses, cattle and tilled land. this is the pleasure of living in the world, and allah is a fine return "(ali-imran: 14). another verse says: "why do you approach men to (meet) shahwat (your) and not (come to) women? really, you are a people who do not know the result of your deeds "(an-naml: 55). muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 14 zzzzzz al hawa is irrational impulses, it exalts the ability and skill himself, tend to justify all means, unfairly affected by its own will, anger or pity, hiba or sadness, revenge or hatred an emotion or sentiment. thus those who followed al-hawa this led him astray from the path of allah. as mentioned in the qur'an in surah shad verse 26: "o dawud, verily thou we make caliphs (rulers) in the earth, give judgment for people with justice and do not you follow the desires because it will mislead thee from the path of allah.sungguh, those who go astray from the path of allah will receive severe punishment because they forgot the day of reckoning "is mentioned in another verse:"o ye who believe! be ye, upholder of justice, as witnesses to allah, even against itself or to the mother father and kin. if he (the defendant) rich or poor, allah is more out kindly. do not follow your own desires and deviate from the truth. and if ye distort (words) or reluctant to be witnesses, then know god is meticulous about all the things you do (an-nisa ': 135) "there are three kinds of lust most fundamental, namely: (1) the passion of anger, namely lust that always pushing for apostasy and crime (yusuf: 53), (2) passion law waa mah, namely lust sorry. when a man has been following the promptings of the passion of anger with real deeds, thereafter it's possible the man realized his mistake and make it regret lust (al qiyamah: 1-2), and (3) lust muthmainnah, namely lust controlled by the mind and heart so blessed by allah . he will push to piety in the sense of encouraging the positive things (al-fajr: 27-30). b. as a personal beings according to the concept of counseling as proposed in the private focused therapy, existential therapy, gestalt therapy, rational emotive therapy and reality therapy. man as a personal being having the personality traits of the subject as follows: (1) has the potential sense to muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 15 zzzzzz think rationally and to become healthy living, creative, productive and effective, but also there is a tendency encouragement to think irrationally (2) have self-awareness, ( 3) have the freedom to make choices and take responsibility, (4) feel anxiety as part of the living conditions, (5) have an awareness of death and nothingness, (6) is always involved in the process of self-actualization. 3 based on the koran, human has potential, ie completeness is given at birth to the world. the potential of the human being can be grouped in two things, namely the potential physical and spiritual potential. the human physical potential is the psychological nature of human beings who think given knowledge and assume a mandate. while the spiritual potency is reasonable, occult, and liver. indonesian sense in terms of meaningful thought or reason. in the qur'an sense is interpreted with wisdom, intelligence, and understanding. intellect functions according to the qur'an is to think rationally in directing his life for the better, as mentioned in surah al-baqarah: 164: "verily, in the creation of the heavens and the earth, the change of night and day, sailing ship at sea with the cargo helpful for humans, what allah has sent down water from the sky, and with it turned on the earth after death, and he cast a broad assortment of animals and the revolution of the wind and the clouds controlled between the heaven and the earth. all of that is a sign of the greatness of god for people who understand. intellect also have self-awareness (as-syu'ru) (al-baqarah: 9 and 12), have the freedom to make choices (fushilat: 40, al-kahf: 29, and albaqarah: 256) and responsibility (al -muddatsir: 38, al-isra: 36, altakatsur: 8). even so, psychologically humans have anxiety condition in his 3 andi mappiare at. 2002. pengantar konseling dan psikoterapi, jakarta : raja grafindo persada. p 54 muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 16 zzzzzz life as a test from god, called al khauf (al-baqarah: 155), has the ability to actualize its disposition to personal piety (ar-rum: 30, al-araf: 172174, al-an'am: 74-79, ali-imran: 185, an-nahl: 61, and an-nisa: 78). the human spiritual potential in the form of hearts, according to musa asyari (1992) has two meanings, the first rough or physical sense, ie a piece of meat that is elliptical, located on the left chest, which is often called the heart. while the second meaning is a subtle sense of divine and spiritual, that is human nature that can capture all the understanding, knowledgeable, and wise. intellect human use in order to think of the universe, while remembering god is at the heart of centered activities.4 c. as a creature of social according to the concept of counseling, as expressed in therapy adler, therapeutic behavioral and therapy transactional, humans have the properties and characteristics of the subject as follows: (1) the man is an agent of positive dependent on environmental influences, but also as a producer of the environment, (2) the behavior is strongly influenced by the life of childhood, the influence of parents (significant others), (3) has always been involved in a relationship with another person with love and kinship. as social beings, the qur'an explains that though man has the potential disposition who always demands the actualization of faith and piety, but humans are not free from the influence of the environment or a positive agent that depends on environmental influences, especially in the age of the children. therefore childhood life was very easily influenced, the responsibility of parents is emphasized to establish the child's personality as 4 ary ginanjar agustian. 2001. rahasia sukses membangun kecerdasan emosi dan spiritual– esq.jakarta : penerbit arga. p 33 muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 17 zzzzzz well.5 "o those who believe, guard yourselves and your families from a fire whose fuel is men and stones, guardian angels are rough and tough, who do not disobey allah in what was ordered and always do what they're told (attahrim: 6) however, as an adult human (mukallaf), when the mind and heart have been able to function fully, then humans are able to change various influences future personality of children who are deemed no longer fit (arra'du: 85 and al-hashr: 18), even humans are able to influence their environment (producer for the environment) (al-ankabut: 7 al-araf: 179, ali-imran: 104, al-asr: 3, and at-tawbah: 122 ). as social beings is also a human is a part of society that always requires the involvement of a relationship with each other, this is called silaturrahmi (al-hujurat: 13, arra'du: 21 and an-nisa: 1). d. as a religious creature born human as religious beings have brought nature, namely the potential values of faith and values of ultimate truth. located in the heart of this nature, so with this nature of human spiritual self-actualization will always demand to faith and piety wherever humans are (ar-rum: 30 and al-araf: 172-174). however there can be actualized with good and some are not, in this case, the environmental factors on the child's age is crucial. human beings as religious beings serve as abdullah and as representative of allah on earth. abdullah a person and who serve and worship god in accordance with the guidance and direction of god (adh-dzariyat: 56). it is called worship mahdhah. khalifatullah is a man's duty to cultivate and prosper in accordance with the ability of this nature for the welfare of mankind, as well as a blessing for someone else or called rahmatan lil'alamin (al-baqarah: 30). 5 prayitno, 1999, dasar bimbingan dan konseling, jakarta : rineka cipta. p 121 muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 18 zzzzzz e. healthy private according to the qur'an as religious beings humans are born already brought fitrah, namely the potential values of faith and values of ultimate truth. located in the heart of this nature, so with this nature of human spiritual self-actualization will always demand to faith and piety wherever humans are (ar-rum: 30 and al-araf: 172-174). however there can be actualized with good and some are not, in this case the environmental factors on the child's age is crucial. human beings as religious beings serve as abdullah and as representative of allah on earth. abdullah a person and who serve and worship god in accordance with the guidance and direction of god (adhdzariyat: 56). it is called worship mahdhah. khalifatullah is a man's duty to cultivate and prosper in accordance with the ability of this nature for the welfare of mankind, as well as a blessing for someone else or called rahmatan lil'alamin (al-baqarah: 30). a. able to organize yourself in relation to the self according to the concept of counseling, as set out in psychoanalysis, existential therapy focused on personal and rational emotive therapy .. personal capable of arranging themselves in relation to oneself has a basic personality traits: (1) ego fully functional, and harmony function of the id, ego, and superego, (2) is free from anxiety, (3) openness to experience, (4) confidence, (5) the source of internal evaluation, (6) congruence, (7) receive experience with responsible, (8) increased awareness continues to grow, (9) are not bound by the irrational idea (absolute requirement), and (10) to accept yourself. based on the description of the verses of the qur'an, which is able to regulate themselves personally in conjunction with the relevant oneself with the basic criteria above is a personal reason and his heart to function fully in impulse control appetite (al-qasas: 60, yasin: 62 ). able to free muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 19 zzzzzz himself from khauf (anxiety) (al-baqarah: 38, al baqarah: 62, 277, alan'am: 48 and ar-ra'du: 28). if men can overcome or be free of these worries will give birth to a healthy personality as the personality of the aulia allah (yunus: 62). openness to experience (az-zumar: 17-18, aliimran: 193). confident, confident attitude ison the person who committed and (consistently) in the faith, they have no anxiety, sadness (fushilat: 30, al-ahqaf: 13, ali-imran: 139). able to make the conscience that is based on faith as self-control in every movement and employment (source internal evaluation), this attitude is reflected in the personality of ihsan which lifestyle accompanied by a profound awareness that god was present with him (ali-imran: 29, ar-ra 'du: 11 qaf: 16-18).6 in addition, it is also a healthy individual is a person who has a personality shidiq, namely the nature of harmonious congruence between what is in the hearts of the deed, uphold the trust, harmonious between attitudes and behavior (al-ahzab: 23-24), would receive experience and responsible, one form of acceptance of the experience with responsible are trying to improve and not repeat when making a mistake (an-nisa: 110, ali-imran: 135), as well as their willingness to grow steadily, which is always trying to change yourself toward better and hasten to do so (arra'du: 11, al-anfal: 53, ali-imran: 114, and fathir: 32), have an attitude of resignation and rested effort and hope to god by the word insha god, in other words, was not bound by the irrational idea (absolute requirement) (al-imran: 140, al-insyirah: 5-8, al-kahf: 23-24, ali-imran: 159, and alanfal: 61 , 49), and able to be grateful for what there and happen to yourself or accept yourself (an-nahl: 78, ibrahim: 7, danan-naml: 40). a. able to organize yourself in relation to other people 6 abdul rahman saleh dan muhbib abdul wahab. 2004. psikologi suatu pengantar dalam perspektif islam, jakarta : kencana. p 21 muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 20 zzzzzz according to the concept of counseling, as stated in therapy adler, behavioral, transactional, and therapy reality, that the person who is able to organize themselves in relation to others has the personality traits of the subject: (1) want to work and contribute , and willing to give and receive, (2) sees both himself and others (i'm ok you are ok), (3) significant and valuable for others, and (4) meet its own needs without having to disrupt or expense other. based on the description of the verses of the qur'an, which is able to personally arrange themselves in relation to others that are relevant to the subject above criteria is a person who wants to do good deeds, the deeds that benefit themselves as well as others (an-nisa: 124, al-asr: 1-3, at-tin: 5-6). besides the good deeds, is being ta'awwun, namely the give and take or helping or willing to give and take attitude (an-nisa: 86), this attitude on the basis of virtue and piety, not in terms of crime and misguidance (al-ma 'waiting time: 2), positive thinking (khusnu dzon) both to themselves and others (al-hujurat: 11 al-baqarah: 237, ali-imran: 134, and at-taghabun: 14). in addition to the above things he wants to do commanding the good and forbidding unjust, always do justice to anyone in terms of significant and valuable for others (ali-imran: 104, at-tahrim: 6, and almidah: 8), and meet its own needs without having to disrupt or expense of others, both in and worship bermuamalah directly or indirectly (albaqarah: 275, an-nisa: 29). it is a lot exemplified in the hadith of the prophet, for example, the prophet forbade people to sit alongside a road that makes people want to pass bothered, as well as to respect the other person to pay attention to him talk, also respecting the rights of neighbors of the possibilities of our actions bother him, and the prophet shortening ayat of the qur'an in prayers when i heard one member of the muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 21 zzzzzz congregation there were children crying. b. able to organize yourself in relation to the environment according to the concept of counseling as proposed in adler and behavioral theory. personal able to organize them in a personal relationship with the environment is capable of interacting with the environment and can create or processing environment as well. qur'an explains that god created everything on this earth is to the benefit of man (al-baqarah: 29): "it is god who created all that is on earth for you and then god into the sky, then perfect it as seven heavens. and he is all-knowing everything "for the healthy individual is a person who cares about the environment, he tried to draw lessons from what is happening in their environment. "it has passed before you sunnah-sunnah of allah, because it walks you to all corners of the earth and sees what was the end of those who belied their messengers (aliimran: 137)". c. able to organize yourself in relation to allah.7 the concept of counseling is no explaining it. qur'an explains that personally able to organize themselves in relation to allah. among others, the personal is always improving as evidenced by his faith to practice their religion with true and sincere, run muamalah correctly and with sincere intentions. "indeed, we lowered the book of the koran thee (muhammad) with the truth. so worship god with sincere religion to him (az-zumar: 2) ". "say, 'i am commanded to worship god with obedience to him in the exercise of religion (az-zumar: 11)." "and they only ordered to worship allah with sincerity, obey him merely 7 zakiah daradjat. 2001. kesehatan mental. jakarta : toko gunung agung. p 22 muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 22 zzzzzz because the exercise of religion, and also in order to prayers and regular charity run. and that is the right religion (al-bayyinah: 5) ". besides, the personal is able to run balanced themselves as abdullah who always worship according to his guidance, also perform the function and position as khalifatullah well (hablun minallah and hablun hablum) so in terms of the life of his world peace, charity of here after running ( alqasas: 77, al-baqarah: 201). f. personal unhealthy based on the qur'an based on the concept of counseling, personal unhealthy is not able to personally arrange themselves in relation to oneself, others, and the environment. the verses of the qur'an, in addition, to explain about the individual not able to organize themselves in relation to oneself, others and the environment, also describes private, not able to organize themselves in relation to allah. 1) not able to organize yourself in relation to the self according to the concept of counseling as proposed in the approach psychoanalysis, existential therapy focused on personal and rational emotive therapy, that the person who is not able to organize themselves in relation to themselves have personality traits following points: (1) ego is not fully functional and not harmony between id, ego, and superego, (2) controlled by anxiety, (3) is closed (not open to the experience), (4) low self-esteem and despair, (5) the source of the external evaluation, (6 ) incongruous, (7) does not recognize the experience with no responsibility, (8) the lack of self-awareness, (9) tied irrational ideas, (10) rejecting yourself. the qur'an describes the personal incapable of governing muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 23 zzzzzz themselves in relation to oneself is a personal reason and his heart was not functioning properly in controlling appetite, so the appetite run riot, full of emotion, uncontrolled and immoral (yunus: 100, alanfal: 22, al-haj: 46, al-araf: 179, maryam: 59, an-nisa: 27, and al-jatsiah: 23). in addition, the personal was not able to free themselves from the anxiety (al khauf), while anxiety itself born of disbelief, polytheism, or sin both to god and to his fellow man (ali-imran: 151). asabiyyah personal, that is not open to the experience, especially something that comes from people who are not class and its flow, although the new experience it is the truth (al-ma'idah: 104, lukman: 21 and 7, yunus 78). in addition, it also does not admit personal experience with irresponsible, that is like throwing his guilt to others, or not admit it (alaraf: 8, and an-nisa: 112)., and the worse is histrionic personality (incongruous), namely the incongruity between what is in the hearts with the born, between words and deeds, and the deeds in one place to another with the intention of seeking personal gain. counseling theory called the incongruence (as-shaf: 2-3, al-baqarah: 44, 8, an-nisa: 145). also the nature of riya namely her personal mengevaluiasi based on an external evaluation (al-baqarah: 264, an-nisa: 142, al-ma'un: 4-6, and al-anfal: 47), lack of self-awareness and not constructive (al -baqarah: 9 and 12, an-naml: 27), as well as people who are not good piety (chained irrational ideas or demands absolute) (fushilat: 49, luqman: 34), low self-esteem and despair (ya'uus / qunuut ) (al-hujurat: 1, al-isra: 83, hud: 9, and al-hijr: 56). then, the personal was not smart grateful to the favor of god or refuse to yourself (shaad: 27 and ali-imran: 191, ar-rum: 44 and ibrahim: 7).8 b. not able to organize yourself in relation to other people 8 zakiah daradjat. 2002. psikoterapi islami. jakarta : bulan bintang. p 71 muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 24 zzzzzz according to the concept of counseling as proposed in the therapeutic adler, therapeutic behavioral, transactional, and therapy reality, that the person who is not able to organize themselves in relation to others having the personality traits of the subject: (1) selfish and do not want to contribute and would prefer to receive, (2) to consider myself really being of others do not (bad), (3) are not constructive, and (4) meet the needs of its own with no care (seize) the rights of others. qur'an explains, are not able to personally arrange themselves in relation to others is a privately griping in the sense of selfish and did not want to donate or spend their wealth in the path of righteousness (al-lail: 8-10, ali-imran: 175, and muhammad: 38), does not want to help each other (ta'awun) or prefer to receive than to give (al-ma'arij: 19-21), has properties that takabbur marhun and arrogant nature and feel themselves greater and valuable than others (al-isra: 37, luqman: 18 hal.180-181), people who have these properties will easily do things that negatively affect others, such as su'us dzon (negative thinking), tajassus is like searching other people's mistakes, unforced errors were not observed, ie backbiting others and so on (see surah al-hujurat: 12). in addition, a personal love to see other people difficult, reluctant to do amar good and prohibiting evil, which is sent to do good and prevent evil with another word is personal is not constructive (an-nur: 19 albaqarah: 11 and as-shu'ara: 152-152), a private meet their own needs with no regard or compromising the rights of others, such as doing business with usury, obtaining property by way of vanity, that is fraudulent, deceptive, reducing measures and weights role in selling and buying, delaying payment of wages, and so forth (ali-imran: 130, al-baqarah: 278, an-nisa: 161, al-baqarah: 188, and an-nisa: 29). c. not able to organize yourself in relation to the environment muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 25 zzzzzz according to the concept of counseling, as stated in therapy adler and therapeutic behavioral, that the person who is not able to organize themselves in relation to the environment is a person who is not able to interact and manage the environment as well, so they can do things that making the environment is damaged. in line with the concept of counseling at the top, the qur'an explains that the person who is unable to regulate themselves in relation to the environment is a person who can not interact with the environment as well, so he was not concerned with the damage to the environment, or join to do something that could damage the environment , while not able to make the environment conducive for life. the qur'an reveals that the damage on this earth is due to human actions (ar-rum: 41, al-baqarah: 204-205 and al-qasas: 77). d. not able to organize yourself in relation to allah. the concept of counseling does not explain this. but the qur'an explains that personally incapable of governing themselves in relation to god, among others, personal kufr and shirk. kufr is aprivate private is not a believer and was reluctant to run the shari'ah of allah (god's laws), including also be kufr those who deliberately do not want to worship to allah, and do not accept with gratitude for all the blessings given by god ( kufr favor). in doing muamalah people have tended to apply the personality kufr injustice, selfishness without regard to the rights of others (al-baqarah: 6, maryam: 59, at-tawbah: 35, an-nisa: 168). in addition to infidelity, a fatal error against allah. is shirk, ie "partners with god". people who get the disease shirk it believes that allah is the lord, but deeds are oriented not to god, but to something else, such as to the spirits, or solely to humans, both in worship and in sociality (an nisa: 48, 36, and al-kahf: 110). muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 26 zzzzzz then, the personal is not able to function at equally between themselves as abdullah and as caliph, well just put worldly affairs and worship forgotten by, or prefer the religious and worldly affairs forgotten by (ali-imran: 112). g. problem-solving is based on revelation there is a difference between a healthy individual with unhealthy in the face of life's problems. personal health tends to be overcome and take the wisdom of what is happening, being personally unsanitary less able to solve the existing problems, and tend to have a destructive impulse for themselves and their surroundings. understanding of the human personality, the more that is based on the concepts of the qur'an, will facilitate the provision of counseling. the concept of spiritual counseling basing itself on the concept of the qur'an as god's revelation. based on the concept of spiritual counseling, each individual in order to always be aware of its existence as a creature of allah, what is the purpose of its existence as a creature, then how should people act on its existence as a creature. if the man can put humanity as a servant of god, it would appear freshly resignation, that things are already set up and wills. this resignation born of sincere undergo strength on what has happened. furthermore, plus a boost of gratitude for what has been achieved and grateful for what he has not achieved. the impulse of gratitude that appears in the heart, will provide tremendous energy for the person to deal with the problem at hand. give strength to the mind to think and act positively. these inner impulses that will eventually give birth to healthy individuals, an individual can undergo a healthy relationship with ourselves, others, the environment and the relationship to god as the creator of the universe. benefits religious approach (psikoreligius) in the field of mental health is evidenced from the results db larso which concluded that in muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 27 zzzzzz guiding human health paced this complex with all linkages, should religious commitment as a force (spiritual power) should not be ignored because religion can play a role as a protector. in florida, united states, there is a research institute that includes the healing of mental illness through the power influence of reading the qur'an. the first group consists of people who understand the meaning of the qur'an, while the second group did not understand the meaning of verses from the koran. it turned out that the first group received healing gradually and the latter get the healing that less intensive than the first group. there are two fundamental reasons why it is necessary to present the islamic spiritual counseling. the most important reason is because islam has its own views about people. qur'an main source of islam is a book of guidance, of which there are many clues about humans. god, as the creator of man, of course, know exactly who is real and human. through the qur'an allah gives the secrets of man. therefore if we want to know how to deal with human beings in earnest, then the qur'an (revelation) is a viable source used as the main reference of islamic teachings can be a reference as an ideal foundation in life. for it was fitting presumably if the theories and techniques of counseling, who was born in the west, first islamization before applied to life. islamic counseling provides a way of preventing and solving problems, always change the personal orientation, mental and spiritual strengthening, reinforcement behavior to the noble spirit, efforts to repair and counseling techniques. references muh. barid nizaruddin wajdi spiritual counseling as an alternative problem solving volume 1, number 2, november 2016 | 28 zzzzzz faqih, aunur rahim, 2001, bimbingan dan konseling dalam islam, yogyakarta : uii press. prayitno, 1999, dasar bimbingan dan konseling, jakarta : rineka cipta. willis, sofyan s., 2004, konseling individual teori dan praktek, bandung : alfabeta. abdul rahman saleh dan muhbib abdul wahab. 2004. psikologi suatu pengantar dalam perspektif islam, jakarta : kencana. andi mappiare at. 2002. pengantar konseling dan psikoterapi, jakarta : raja grafindo persada. ary ginanjar agustian. 2001. rahasia sukses membangun kecerdasan emosi dan spiritual– esq.jakarta : penerbit arga. sahilun a. nasir. 2002. peranan pendidikan agama terhadap pemecahan problema remaja. jakarta :kalam mulia. zakiah daradjat. 2001. kesehatan mental. jakarta : toko gunung agung. zakiah daradjat. 2002. psikoterapi islami. jakarta : bulan bintang. educatio : journal of education volume 2, number 2, november 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z developing prosocial behavior of early children: learning from “adit & sopo jarwo” m. agung hidayatulloh state institute for islamic studies (iain) salatiga agung24hidayat@gmail.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: this article explored the description of prosocial behavior inserted in the film of “adit and sopo jarwo” which can be taught to early children. the data was collected by documentation. this descriptive qualitative research analyzed five episodes of the selected film. those episodes were taken from season 1 and season 2. the results showed that “playing with playmates” found in the 3rd film, “caring about others” found in all fims, “sharing (good and/or bad) experiences” found in the 4th film, “cooperative with others” found in the 1st until the 4th film, while “considering others (tolerance)” found in the 1st and the 3rd films. further, “borrowing and lending out something to others” found in film 3, “showing enthusiasm” found in all films except film 4, “obeying the games/the rules” found in film 3, and “appreciative to others” found in film 1, 3, and 5. all of those prosocial behaviors can be taught to early children. keywords: prosocial behavior, early children, adit and sopo jarwo. introduction on one occasion, there were a number of people who were busy playing smartphone while in line at the registration counter of hospital. it could be said that between 10 people only 2 persons who did not hold smartphone. the two persons preferred to talk to the people nearby. a moment later, there was a person who felt queuing in advance was preceded by the person who got the queue number later. she just realized that she was engrossed in her smartphone when her number (of queue) was called. this kind of incident is certainly uncomfortable for some people. moreover, for those who come from afar and only that time alone the opportunity she/he has to check in the hospital. fortunately, the incident is more potentially harmful to the individual, not much harm to others. on a different occasion, there was a woman in batam who had an accident to death. allegedly, the woman was playing mobile phone while driving.1 the events above provide an example of negligence of persons to the conditions around them. they were busier with the communication tool in the form of a smartphone though it was not actually used to communicate. further, even if they communicate, the other person is the 1 ilham safutra, “jpg today.” accessed october 29, 2017. https://www.jawapos.com/read/2017/05/10/128944/main-hp-saat-berkendara-begini-akibatnya-tragis. mailto:agung24hidayat@gmail.com m. agung hidayatulloh developing prosocial behavior of early children volume 2, number 2, november 2017 | 247 zzzzzz person who is not directly in front of them. in fact, if traced from social norms, the person should prioritize an interaction that impact on the security of themselves and the people around them. as an effort to prevent similar incidents, in a state in the us there is a rule that citizens should not use smartphones while crossing. the rule named “smartphone zombie” was applied in the city of honolulu, hawaii, usa. brandon elefante, a member of the honolulu city council, has argued why the hawaiian capital should apply the new rules. given the report of the state highway safety association, the number of pedestrians killed in the united states reached 5,987 people this year (2017), up nine percent compared to last year. the report explains, the phone becomes a major factor in the rise of the death rate of pedestrians. the phone, according to reports from the association, interferes with vision and mental periodically for both pedestrians and drivers.2 besides through the issuance of regulation as done in hawaii, another effort to foster social life (hereinafter called prosocial behavior) is through education. in indonesia, education is believed to have a vital role. education is considered to be a preventive alternative because education builds a better new generation of nation. as a preventive alternative, education is expected to develop the quality of future generations of the nation in various aspects that can minimize and reduce the causes of various problems. it is acknowledged that the outcomes of education will be visible in the immediate impact, but have strong endurance and impact in the community. education is done at various levels, from preschool to higher education. education can be done in formal and non-formal environments. in formal environments, kindergarten teachers, for example, can provide various media to stimulate the child’s prosocial behavior. even so, parents at home can present a learning medium for children to increase their intrapersonal and interpersonal intelligence. it is known that media of learning consists of audio, visual, and audiovisual. based on the statement of a number of kindergarten teachers in salatiga, these medias have also penetrated in early childhood education. examples of audio media used are a collection of children’s mp3 songs and recorders on mobile phone. the visual media used such as images of animals, fruit, transportation, and others. the audiovisual media used such as cartoon videos, animal videos, transportation, and more. learning media in the form of film, for example, has become one of the media that is usually used in early childhood education unit, especially in a kindergarten that has accessibility to it. due to the demands of the government to use technology and information in early childhood, the teacher must be smart to choose a movie that will be used as a medium of learning. unfortunately, not all movies can be used for it. the implication, teachers and parents need to be careful in determining the film that will be shown to the children. if you look at the number of indonesian films and non-indonesians that are increasingly widespread in the television, the viewers can certainly observe how many films are actually worthy or not shown to the child. for example, it was reported that one of the films had been 2 fernando lumowa, “internasional.” accessed october 29, 2017. http://manado.tribunnews.com/2017/10/26/jangancoba-coba-main-handphone-sambil-jalan-di-kota-ini-anda-bakal-kena-denda. m. agung hidayatulloh developing prosocial behavior of early children volume 2, number 2, november 2017 | 248 zzzzzz reprimanded by the indonesian broadcasting commission (kpi). the broadcasting of al was considered not pay attention to provisions on protection of children and adolescents as well as broadcast program classification as set out in the guidelines of broadcasting behavior and standards kpi program 2012. in al, there is a scene that is not eligible to run for the time of 08:00 pm, since it is time for children to learn. the program broadcasts quite a lot of content that leads to violence (fights) and inappropriate behavior (motor racing). the central kpi assesses that the content may have a negative impact on the audience.3 worthy and inappropriate film to watch still reap the pros and cons. however, cultures and norms in indonesia have implicitly shown that there are things that must be considered for parents when home television is on and is watched by their children. based on the results of a mini survey in piaud department iain salatiga, it was found that there are scenes in films that are not fit for children to see. these scenes are about violence, strife and hostility, war and murder, gossip, and romance. on the other hand, scenes which are worth seeing include friendship, sports, prestigious activities, and activities that reflect the loving efforts of the environment. this is reinforced by the government regulation in the form of indonesian law n. 32 of 2002 on broadcasting. article 35 states that the content of the broadcast must be in accordance with the principle, purpose, function, and direction of the broadcast. while article 36 explains as follows: 1. the content of the broadcast shall contain information, education, entertainment, and benefits for the formation of intellect, character, morals, progress, nation power, maintaining unity and unity, and practicing indonesian religious and cultural values. 2. broadcast content of television broadcasting services, organized by private broadcasting institutions and public broadcasters, shall contain at least 60% domestic events of the event. 3. the content of the broadcast shall provide protection and empowerment to a special audience, i.e. children and adolescents, by broadcasting the event at an appropriate time, and broadcasters shall state and/or mention the classification of audiences in accordance with the content of the broadcast. 4. the neutrality content of the broadcast shall be maintained and shall not prioritize the interests of certain groups. 5. broadcast content is prohibited: a. slanderous, inciting, misleading and/or lying; b. highlight elements of violence, obscenity, gambling, drug and drug abuse; or c. tribal, religious, racial, and intergroup. 6. the content of the broadcast is prohibited from plagiarism, humiliation, harassment and/or disregard of religious values, the dignity of indonesian human beings, or damage to international relations. article 48 also states that broadcast content standards are at least related to: 1. respect for religious views; 2. respect for personal things; 3 panditio rayendra, “film, tv, musik-kabar.” accessed october 29, 2017. https://www.tabloidbintang.com/film-tvmusik/kabar/read/62514/sinetron-anak-langit-sctv-dapat-peringatan-kpi-ini-sebabnya. m. agung hidayatulloh developing prosocial behavior of early children volume 2, number 2, november 2017 | 249 zzzzzz 3. courtesy and decency; 4. restrictions on sex scenes, violence, and sadism 5. protection of children, youth and women; 6. classification of the program is done according to the age of the audience; 7. broadcasting programs in foreign languages; 8. the accuracy and impartiality of news programs; 9. live broadcast; and 10. broadcast ads it is known that movies generally watched by children, especially early children (age 4-6 years), are cartoons. the film is a live story (story) image.4 cartoon is a film that creates a fantasy of motion as a result of shooting a series of drawings depicting a change in position. cartoon is also a picture with a funny appearance, related to the prevailing circumstances.5 it can be said that cartoons are entertainment films in the form of funny pictures that tell about animals and so on. the term cartoon film is not uncommonly compared to the animated film. animation is defined as a television show in the form of a series of paintings or images that are mechanically driven electronically so that the screen appears to be moving.6 furthermore, it is also known that the cartoons broadcasted in indonesia have come from within the country and abroad. foreign cartoons that still aired include “upin & ipin” and “shaun the sheep,” while domestic cartoons that still often aired are “keluarga somat” and “adit & sopo jarwo.” if you look at some of those cartoons-and even non-cartoons, it’s not impossible that any activity done by the characters in the movie will be imitated by children. the implication, parents will be very happy if the child manages to imitate a good character. conversely, parents will be upset when the character imitated is a figure that performs negative activities. in fact, maria montessori has suggested that early children have “the absorbent mind”. children all times absorb information (speech and/or action) that enters into their memory.7 however, most parents think all cartoons are safe for children to watch. thus, the parents let their children be free to watch cartoons without guidance. in fact, not all cartoons are intended for children. central kpi commissioner dewi setyarini said the role of broadcasters and parents determines children to watch cartoons that are appropriate or appropriate for them. for example, parents should know and select the appropriate cartoon film, safe, and no harm to their children. “we can say that not all cartoons can be watched and safe for children. there are many cartoons that contain elements of violence and pornography,” said dewi when receiving a visit from a student of the faculty of communication, state university of 11 march surakarta, at the central kpi office, tuesday (17/10/2017). 4 error! main document only.. accessed october 29, 2017. 5 http://kbbi.web.id/kartun. accessed october 29, 2017. 6 http://kbbi.web.id/animasi. accessed october 29, 2017. 7 lesley britton, montessori play and learn: a parents’ guide to purposeful play f rom two to six (new york: crown publishers inc., 1992). http://kbbi.web.id/kartun http://kbbi.web.id/animasi m. agung hidayatulloh developing prosocial behavior of early children volume 2, number 2, november 2017 | 250 zzzzzz in addition to parents, add dewi, broadcasters also help determine the comfort and safety of children watching. and, the role held by broadcasters is the beginning of whether the film will have a good impact or vice versa. if the cartoon content is safe, contains a moral message, educate and there is no element of violence and pornography, it means the cartoons are classified safe for children and all ages. if the cartoon contains elements of violence or negative elements that are not suitable for children to watch, broadcasters must be observant how to place the film in adult broadcast hours. 8 well, “adit & sopo jarwo” seems to have a chance to be a medium of prosocial behavior stimulation for early children. the reason is this film becomes one of the domestic films that every day aired. the film is aired on mnctv at 01.00 and 05.30 pm. therefore, it has chance to be watched by children. based on the explanation above, the problem in this work can be formulated as follows, “what kinds of prosocial behaviors in “adit & sopo jarwo” and that can be taught to early children?” actually, the researches about prosocial behavior have been done by some researchers. maryani, m. syukri, and dian miranda found that there was an increased ability prosocial behavior through the media animated film “upin and ipin” in children aged 5-6 years in ra.9 nancy eisenberg, sharlene a. wolchik, laurie goldberg, and ilene engel also studied the same topic. they found that both maternal and paternal valuing of compliance were negatively related to the mothers’ use of reinforcement for children’s spontaneous prosocial behaviors.10 on the other hand, siti nurul nur hidayati found that the cartoon film “adit & sopo jarwo” could effectively increase the speaking skills of 4-5-year children in tk salma insani kediri.11 this work is different to these previous researches, since it focused on prosocial behaviors in “adit & sopo jarwo” which can be taught to early children. research method this work used a descriptive qualitative method. the data was collected from youtube by documentation. there were five episodes of “adit & sopo jarwo” observed and then were analyzed through miles and huberman’s steps of analysis. the two episodes are the films of season 1 (2014), and three others are from season 2 (2015). the analysis itself contained data reduction, display, and conclusion/verification. the research was done from the middle of september until the middle of october 2017. 8 rg., “tidak semua film kartun aman untuk anak.” accessed october 29, 2017. http://www.kpi.go.id/index.php/id/umum/38-dalam-negeri/34148-tidak-semua-film-kartun-aman-untuk-anak. 9 maryani, m. syukri, and dian miranda. “peningkatan kemampuan perilaku prososial m elalui media film animasi upin dan ipin pada anak usia 5-6 tahun,” jurnal pendidikan dan pembelajaran untan 4, no. 7 (2015). 10 nancy eisenberg, sharlene a. wolchik, laurie goldberg, and ilene engel, "parental values, reinforcement, and young children's prosocial behavior: a longitudinal study," the journal of genetic psychology , (2003): 19-36. 11 siti nurul nur hidayati, “meningkatkan kemampuan berbicara melalui media film kartun “adit dan sopo jarwo” pada anak kelompok a di tk salma insani kota k ediri tahun pelajaran 2014/2015” (thesis, kediri: pgpaud fkip universitas nusantara pgri, 2016). m. agung hidayatulloh developing prosocial behavior of early children volume 2, number 2, november 2017 | 251 zzzzzz result and discussion prosocial behavior prosocial behaviors are voluntary actions toward others such as caring, sharing, comforting, and cooperation.12 the factors associated with the development of prosocial behaviors include: 1. parental disciplinary techniques that stress the consequences of the child’s behavior for others and that are applied within a warm, responsive parent-child relationship 2. contact with adults who indicate they expect concern for others, who let children know that aggressive solutions to problems are unacceptable, and who provide acceptable alternatives 3. contact with adults who attribute positive characteristics to children when they do well (“what a helpful boy you are!”)13 the followings are prosocial behaviors presented in the first attachment of indonesian minister of education and culture regulation n. 137 of 2014 on national standard of early childhood education: 1. playing with playmates 2. caring about others 3. sharing (good and/or bad) experiences 4. cooperative with others 5. considering others (tolerance) 6. borrowing and lending out something to others 7. showing enthusiasm 8. obeying the games/the rules 9. appreciative to others “adit & sopo jarwo” “adit & sopo jarwo” is an animated film released on january 24, 2014 in indonesia. it is broadcasted on mnctv and has ever been broadcasted on global tv and trans tv. this film is produced by md animation. 12 robert e. slavin, educational psychology: theory and practice (boston: allyn and bacon, 2000), 77. 13 ibid. m. agung hidayatulloh developing prosocial behavior of early children volume 2, number 2, november 2017 | 252 zzzzzz figure 1 prominent character in adit & sopo jarwo in “adit & sopo jarwo,” there are stories about the good fellowship between adit, dennis, mitha, devi, and the cute one adelya. their stories are full of unexpected adventures. adit personates as a motor, motivator, and inspiring boy for his friends in spreading times to make the dreams come true. however, the journey is not as smooth as the highway. they have to deal with a couple of man that always looks for a loophole for a profit without effort, i.e. sopo and jarwo. the differences in understanding or perspective are the main ingredients that trigger an eternal “feud” between adit cs and sopo jarwo. but the enmity of both is neither physically nor emotionally. luckily there is haji udin among them, the head of rw who has served for a dozen years. the wise figure mediates between sopo jarwo and adit cs. the advices are able to restore the atmosphere of rowdy to shade. the film was written by eki n. f., deddy otara, and zulfa asliha. the director is dana riza and indrajaya. awards that have been obtained by this film include: (1) nomination panasonic gobel awards 2015 category children and animation; (2) indonesian kids’ choice awards 2015 categories favorite cartoon nominations; and (3) the nomination of the indonesian broadcasting commission award 2015 of the best animation program category.14 the newest awards obtained by adit & sopo jarwo are: (1) nomination child friendly broadcasting award by indonesian broadcasting commission 2017,15 (2) the best animation program in indonesian broadcasting commission award 2017,16 and (3) the most favorite child program and animation in panasonic gobel awards 2017.17 characters in this film are: (1) adit, the most prominent character (born 2002), (2) dennis, adit’s close friend who always be afraid of jarwo (b. 2002), (3) mita, adit’s friend (b. 14 nn., “adit sopo jarwo.” accessed october 2, 2017. https://id.wikipedia.org/wiki/adit_sopo_jarwo. 15 rg., “anugerah penyiaran ramah anak 2017: mewujudkan kualitas hidup anak-anak indonesia dimulai dari isi siaran.” accesed on october 29, 2017. http://www.kpi.go.id/index.php/id/umum/38-dalamnegeri/34048-mewujudkan-kualitas-hidup-anak-anak-indonesia-dimulai-dari-isi-siaran. 16 kpi, “pemenang anugerah kpi 2017.” accessed october 29, 2017. http://www.kpi.go.id/index.php/id/umum/38-dalam-negeri/34156-pemenang-anugerah-kpi-2017. 17 nn., “winners pga 2017.” accessed october 29, 2017. http://panasonicgobelawards.com/winners. m. agung hidayatulloh developing prosocial behavior of early children volume 2, number 2, november 2017 | 253 zzzzzz 2002), (4) devi, adit’s friend (b. 2001), (5) adel, adit’s under-five-younger sister (b. 2013), (6) bunda, adit’s mother (b.1979), (6) ayah, adit’s father (b. 1978), (7) sopo, a rather sluggish unemployed person, always with jarwo everywhere and now becomes baba chang’s employee (b. 1983), and (8) jarwo, unemployed who works odd jobs and sometimes feud with adit, although several times also work together and now become employees baba chang (b. 1973). other characters are (1) haji udin, a wise rw chairman and often a mediator or solution provider for any problems caused by sopo jarwo (b. 1963), (2) kang ujang, a meatballsman (tukang bakso) who often tells sopo jarwo to wash a dirty bowl instead of because they often owe. kang ujang’s logic is always like a sundanese accent (b. 1989), (3) pak dasuki, inhabitant of kampung karet who always gives house duties to sopo and jarwo (b. 1971), (4) jarwis, jarwo’s twin brother inversely from jarwo (b. 1973), (5) pak anas, a diehard inhabitant of kampung karet comes from north sumatera (b. 1968), (6) baba chang, inhabitant of kampung karet, a chinese (b. 1962), and (7) li mei, baba chang’s daughter, a university student (b. 1994). the remaining characters include (1) madun, adit’s friend whose good skill in football (b. 1999), (2) ucup, a little kid, adit and sopo’s friend. (b. 2007), (3) mamat, inhabitant of kampung karet (b. 1988), (4) kipli, adit’s friend (b. 2003), (5) somad, adit’s friend (b. 2003), (6) umi salamah, inhabitant of kampung karet (b. 1974), (6) bu mina, inhabitant of kampung karet who always dresses up, the owner of warteg gaul (b. 1984), (7) kakek, inhabitant of kampung karet, pak dasuki’s friend (b. 1950), and (8) nenek, kakek’s sister (b. 1936)18 the following description is an example of brief stories of two episodes that become the object of this work. 1. a brief story of “sahabat sejati takkan pernah mati” when sopo and jarwo were enjoying bakso at kang ujang stall, haji udin reminded sopo to prepare himself for the elementary equivalency exam. then, sopo invited jarwo to learn after kang ujang promised a bonus if sopo passed the test. afterward, sopo studied in a field and he was accompanied by jarwo. adit, then, came to ask jarwo to teach singing because adit would take the singing test. jarwo undertook adit’s request on condition that adit had a will to teach sopo to study. adit said “yes” and was practicing singing accompanied by adel in front of jarwo. at the same time, sopo was studying and was accompanied by mita and dennis. the day of elementary school examination arrived. sopo sat in the front row to take the exam. when jarwo tried to whisper to help sopo, jarwo was banned by the committee. after the exam, adit came to give a report to jarwo that the practice of his singing exam received a score of b. then, haji udin announced that there were 9 participants who graduated and 1 did not graduate. the one who did not pass was the one who did not present at the exam. people were also happy because of the announcement that sopo passed.19 2. a brief story of “adel di mana” 18 nn., “adit sopo jarwo.” 19 m. agung hidayatulloh, “nilai-nilai pendidikan karakter untuk anak usia dini dalam film adit & sopo jarwo,” thufula 5, no. 1 (2017). hyperlink "http://journal.stainkudus.ac.id/index.php/thufula/issue/view/262" \t "_parent" m. agung hidayatulloh developing prosocial behavior of early children volume 2, number 2, november 2017 | 254 zzzzzz when father played with adel, mother called him in order to go to back. adel was alone playing the ball in the living room. unfortunately, the ball rolled out of the house and into the cardboard on the side of the road. adel chased and broke into the box. the cardboard was taken by the owner to the freight car. dennis came and directly asked by adit to look for adel. they met sopo and jarwo. unfortunately, they were not aware of adel’s existence. the four of them share the task of finding adit’s sister. when sopo and jarwo rested under a tree, they accidentally saw adel in a tree limb and she engrossed in seeing two people searching for her. jarwo also called adit who was not far from the scene. they were confused about how to lower adel. a moment later, haji udin came and was stunned to see adel in the tree. father and mother followed and asked about adel’s whereabouts. all were surprised when adel was no longer in the tree. apparently, sopo became a hero because he managed to lower adel from the tree. everyone finally felt happy that adel had been found safe. her father also noticed his negligence.20 prosocial behaviors in “adit & sopo jarwo” after analyzing five episodes of adit & sopo jarwo, it is found that all items of prosocial behaviors (presented in the first attachment of indonesian minister of education and culture regulation n. 137 y. 2014) exist in this film. here are the descriptions of each episode. table 1 prosocial behaviors in the episode “hadapi tantangan lewati rintangan” no. behavior description 1. caring about others sopo pushes the jarwo motor to be steered back 2. caring about others baba chang gives treats to haji udin i.e. a glass of tea and a plate of snacks 3. appreciative to others haji udin praises the delicious snacks provided by baba chang 4. cooperative with others sopo and jarwo deliver the goods to adit’s mother 5. caring about others bunda suggests to ayah to slowly walk and be careful 6. caring about others jarwo indirectly volunteers himself to deliver ayah to the stasiun 7. showing enthusiasm jarwo is excited to to deliver ayah to the stasiun 8. caring about others adit finds the ticket of his father is left and he then follows his father to the stasiun 9. showing enthusiasm adit quickly take his bicycle to deliver ayah’s ticket 10. considering others (tolerance) haji udin pleases adit to follow his father though adit has almost knocked haji udin’s motor 11. caring about others haji udin volunteers to change adit in delivering the ticket 20 ibid. m. agung hidayatulloh developing prosocial behavior of early children volume 2, number 2, november 2017 | 255 zzzzzz table 2 prosocial behaviors in the episode “jaga warung jadi repot tak terbendung” no. behavior description 1. showing enthusiasm jarwo is eager to serve buyers 2. cooperative with others sopo and jarwo work together to serve buyers 3. caring about others jarwo volunteered to drive li mei, baba chang’s daughter, to the bookstore 4. caring about others adit helps sopo to serve buyers 5. showing enthusiasm adit is excited to serve many buyers 6. caring about others jarwo suggests to li mei to be careful and vice versa table 3 prosocial behaviors in the episode “niat bagus jadi pupus” no. behavior description 1. caring about others bunda suggests to adit to always be careful. she also notices that adit should quickly go home after studying with his group. 2. caring about others adit asks dennis to ride with him since dennis wants to buy bakso in kang ujang’s stall 3. caring about others adit helps dennis to find another stall since kang ujang’s bakso were sold out 4. caring about others kang ujang notices to adit and dennis to be careful 5. playing with playmates devi, kipli, and their friends play together in the field 6. cooperative with others sopo and jarwo neck and neck in taking egrang from their bajaj 7. showing enthusiasm jarwo is excited to show his skill in playing egrang 8. showing enthusiasm devi and friends is enthusiastic to learn how to play egrang 9. obeying the games/the rules adit and dennis obey jarwo’s suggestion to register to sopo before following to play egrang 10. appreciative to others adit and friends praise the attractiveness of dennis in playing egrang 11. borrowing and lending out something to others jarwo lends his egrang to adit and friends 12. considering others (tolerance) jarwo lets adit to play egrang though he is actually not sure about adit’s competence in playing egrang table 4 prosocial behaviors in the episode “adel di mana” no. behavior description 1. caring about others dennis, sopo, and jarwo helped adit find adel m. agung hidayatulloh developing prosocial behavior of early children volume 2, number 2, november 2017 | 256 zzzzzz 2. cooperative with others everyone works together to seek and find adel 3. sharing bad experiences adit's father realized the mistake that he had left adel alone so that adel was disappeared table 5 prosocial behaviors in the episode “sahabat sejati takkan pernah mati” no. behavior description 1. caring about others jarwo accompanied sopo to study for the elementary equivalency exam 2. caring about others jarwo had the kindness to teach adit singing 3. caring about others adit and friends accompany sopo to study for the elementary equivalency exam 4. showing enthusiasm & appreciative to others all pleased sopo passed the exam and jarwo is also happy about adit's achievement even if he gets a b (not a) table 6 summary of prosocial behaviors in adit & sopo jarwo no. behavior episodes f1 f2 f3 f4 f5 1. playing with playmates  2. caring about others      3. sharing (good and/or bad) experiences  4. cooperative with others     5. considering others (tolerance)   6. borrowing and lending out something to others  7. showing enthusiasm     8. obeying the games/the rules  9. appreciative to others    notes: f1: hadapi tantangan lewati rintangan (season 2, 2015) f2: jaga warung jadi repot tak terbendung (season 2, 2015) f3: niat bagus jadi pupus (season 2, 2015) f4: adel di mana (season 1, 2014) f5: sahabat sejati takkan pernah mati (season 1, 2014) the summary above showed that “playing with playmates” found in the 3rd film, “caring about others” found in all films, “sharing (good and/or bad) experiences” found in the 4th film, “cooperative with others” found in the 1st until the 4th film, while “considering others (tolerance)” found in the 1st and the 3rd films. further, “borrowing and lending out something to others” found in film 3, “showing enthusiasm” found in all films except film 4, “obeying the games/the rules” found in film 3, and “appreciative to others” found in film 1, 3, and 5. conclusion m. agung hidayatulloh developing prosocial behavior of early children volume 2, number 2, november 2017 | 257 zzzzzz having studied the film, it can be argued that “adit & sopo jarwo”, it can be used as an alternative learning media in early childhood education. it is known that children generally learn from adults. in other words, they learn and imitate what the models say and do. this statement is appropriate to what slavin concluded about the intervention to increase social competence of child. there are many intervention techniques designed to improve the social skills of children. common approaches involve the following: (1) reinforcement of appropriate social behavior. adults can systematically reinforce prosocial skills such as helping and sharing and can ignore antisocial behavior such as fighting and verbal aggression. (2) modeling. children who observe models learning positive social interaction skills show significant improvement in their own skills. (3) coaching. this strategy involves a sequence of steps that include demonstrating positive skills, explaining why these skills are important, providing opportunities for practice, and giving follow-up feedback.21 bibliography britton, lesley. montessori play and learn: a parents’ guide to purposeful play from two to six . new york: crown publishers inc., 1992. eisenberg, nancy, wolchik, sharlene a., goldberg, laurie, and engel, ilene. "parental values, reinforcement, and young children's prosocial behavior: a longitudinal study." the journal of genetic psychology, (2003): 19-36. fernando, lumowa. “internasional.” accessed october 29, 2017. http://manado.tribunnews.com/2017/10/26/jangan-coba-coba-main-handphonesambil-jalan-di-kota-ini-anda-bakal-kena-denda. hidayati, siti nurul nur. “meningkatkan kemampuan berbicara melalui media film kartun “adit dan sopo jarwo” pada anak kelompok a di tk salma insani kota kediri tahun pelajaran 2014/2015.” thesis, kediri: pgpaud fkip universitas nusantara pgri, 2016. hidayatulloh, m. agung. “nilai-nilai pendidikan karakter untuk anak usia dini dalam film adit & sopo jarwo,” thufula 5, no. 1 (2017). hyperlink "http://journal.stainkudus.ac.id/index.php/thufula/issue/view/262" \t "_parent" http://kbbi.web.id/animasi. accessed october 29, 2017. http://kbbi.web.id/film. accessed october 29, 2017. http://kbbi.web.id/kartun. accessed october 29, 2017. kpi. “pemenang anugerah kpi 2017.” accessed october 29, 2017. http://www.kpi.go.id/index.php/id/umum/38-dalam-negeri/34156-pemenanganugerah-kpi-2017. maryani, syukri, m. and miranda, dian. “peningkatan kemampuan perilaku prososial melalui media film animasi upin dan ipin pada anak usia 5-6 tahun.” jurnal pendidikan dan pembelajaran untan 4, no. 7 (2015). nn. “adit sopo jarwo.” accessed october 2, 2017. https://id.wikipedia.org/wiki/adit_sopo_jarwo. nn. “winners pga 2017.” accessed october 29, 2017. http://panasonicgobelawards.com/winners. rayendra, panditio “film, tv, musik-kabar.” accessed october 29, 2017. https://www.tabloidbintang.com/film-tv-musik/kabar/read/62514/sinetron-anaklangit-sctv-dapat-peringatan-kpi-ini-sebabnya. 21 robert e. slavin, educational pshychology , 89. http://kbbi.web.id/animasi http://kbbi.web.id/film http://kbbi.web.id/kartun m. agung hidayatulloh developing prosocial behavior of early children volume 2, number 2, november 2017 | 258 zzzzzz rg. “anugerah penyiaran ramah anak 2017: mewujudkan kualitas hidup anak -anak indonesia dimulai dari isi siaran.” accesed on october 29, 2017. http://www.kpi.go.id/index.php/id/umum/38-dalam-negeri/34048-mewujudkankualitas-hidup-anak-anak-indonesia-dimulai-dari-isi-siaran. rg. “tidak semua film kartun aman untuk anak.” accessed october 29, 2017. http://www.kpi.go.id/index.php/id/umum/38-dalam-negeri/34148-tidak-semua-filmkartun-aman-untuk-anak. safutra, ilham. “jpg today.” accessed october 29, 2017. https://www.jawapos.com/read/2017/05/10/128944/main-hp-saat-berkendara-beginiakibatnya-tragis. slavin, robert e. educational psychology: theory and practice. boston: allyn and bacon, 2000. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 60 effectiveness of drill method in madrasah diniyyah ketapangtelu lamongan (new normal era) nur iftitahul husniyah1, purwanto2 1 universitas islam lamongan 2 sman negri 1 kembangbahuu iftitahusni@gmail.com accepted: jan 3th 2021 reviewed: march 5th 2021 published: may 30th 2021 abstract : the drill method is a learning method that emphasizes training activities that are carried out repeatedly to master certain abilities or skills. skills that can be developed through drills include motor skills through arabic writing. through the repetition given, students will increasingly master the skills learned step by step until the skills can be mastered thoroughly. the drill method in islam is a way of presenting islamic religious education lesson materials by training students repeatedly and seriously in the form of oral, written, or physical activity so that students have high dexterity or skills in mastering the subject matter, strengthening a association or perfecting a skill to make it permanent. for almost a year, education around the world has been paralyzed due to the covid-19 pandemic, the strengthening of islamic education in the new normal era in ketapangtelu lamongan village is re-applied into the religious-based learning process, namely by starting students re-entering madrasah diniyah in ketapangtelu lamongan village. during the covid pandemic, many subject matter was forgotten by students, especially lessons that were rote in nature such as al-qur'an hadith, nahwu shorof and so on, so the drill method was considered very appropriate to start again learning that had been suspended for a long time. in march 2021, madrasah diniyah ketapangtelu officially reopened the learning process while still adhering to the health protocol. keywords: drill method, madrasah diniyah, new normal era introduction education cannot be separated from its 3 constituent elements, namely the individual, society, and all components of reality, both material and spiritual. one of the factors in determining the success of an education lies in good cooperation between educational actors and the surrounding environment. the environment plays a role in assisting an education towards the desired goal. the division of the environment in the perspective of education is divided into three types, namely the family environment, school environment, and community environment. where the community functions as a guard in the continuity of islamic education.1 the meaning of informal diniyyah education is contained in the fourth part of pma ri no. 13 of 2014 chapter iii on diniyah education article 52 paragraph 1, explains that informal diniyyah 1 dyah fifin fatimah, and nur rohmah, "patterns of early childhood education management in paud ceria gondangsari central java", journal of islamic education management, vol. 1, no. 2, (november 2016), 250 mailto:iftitahusni@gmail.com educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 61 education as referred to in article 20 letter c is an effort made by the community in order to improve the understanding and experience of islamic teachings. in paragraph 2, it is also mentioned related to informal education as referred to in paragraph 1, which is held in the form of islamic religious based educational activities in the family environment.2 in the law of the republic of indonesia number 20 of 2003 on the national education system it is stated that: "teachers are professionals who are responsible for planning and implementing the learning process, evaluating learning outcomes, conducting guidance and training, as well as conducting research and service to the community, especially for educators in universities." the teaching method is the way the teacher gives the lesson and the way the student receives the lesson during the lesson, either in the form of informing or evoking. therefore, the role of teaching methods is as a tool to create a conducive teaching and learning process. with this method, it is expected to grow a variety of student learning activities in connection with teaching teachers, in other words, an educational interaction is created between teachers and students. in this interaction, the teacher plays a role as a motivator or mentor, while the student plays a role as a recipient or who is guided. therefore, a good teaching method is a method that can grow students' learning activities and in accordance with the learning conditions.3 teaching methods that is, a way of delivering lesson materials to achieve the set goals, then the function of teaching methods can not be ignored. because the teaching method also determines the success of a teaching and learning process and is an integral part of a teaching system. the ready practice method (drill) is a way of teaching that is carried out by the teacher by training the dexterity or skills of the students on the subject matter that has been given.1abdul kadir munsyi stated that the drill method is a teaching by conducting intensive and repeated exercises, this is very good to be used to teach the art of reading the koran to children.so that it doesn't feel like getting certain skills without being asked to memorize it home. winarno surachmad stated that the drill method is to obtain an dexterity or skill exercise against what has been learned, because only by doing it practically can this knowledge be refined and alerted. the term teaching method consists of two words, namely method and teaching. method or method comes from the greek (grek) namely metha and hodos, metha means through or through and hodos means the way or the way to go to present lessons in order to achieve goals. for example, in this case, a teacher at madrasah diniyah will teach material about the qur'an where students will memorize a verse complete with its meaning. so the drill method is very appropriate given by the way the teacher pronounces the verses first and students follow it either individually, in groups or classically, done repeatedly until students have associations and skills. the 2 farah muthia, "public perception of islamic educational institutions in pengkok kedawung village, sragen, central java", al-bahtsu journal, vol. 3, no. 2, (december 2018), 178 3 abdul ghofur, methodic religious education (surabaya : usana offset printing) 1983,35 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 62 repetition of the passage of the verse can be done more than 3 times and is followed by students until the pai teacher considers that they students have mastered the material. after the students have mastered the passage of the verse, the meaning of the verse is then continued to the fragment of the verse, and so it is done repeatedly. in its development in the new normal era, this madrasa still survives until now without disturbing the existing general learning, because the implementation time begins after the end of the learning process in elementary school, namely at 14.00-16.00. the curriculum is still using ktsp. the subjects given at this madrasa are in the form of islamic basics including the qur'an, hadith, nahwu, shorof, moral aqeedah, fiqh, arabic, islamic cultural history with the addition of nahwu shorof and aswaja. the books used in the form of worksheets and yellow books for beginners such as aqidatul lay for aqidah and mabadi 'fiqhi for fiqh subjects. result and discussion effectiveness of drill method the drill method is widely used in skills learning, due to various considerations of the advantages of the method. based on the opinion of syaiful sagala (2006: 217), the advantage of the drill method lies in the speed of mastering the material as a result of repeated exercises. in line with the opinion above, other advantages of the drill method are described by the opinion of muchlisin riadi (2013), which describes the advantages of the drill method, including the following: in a relatively short time, the expected mastery and skills can be obtained. this happens because the intensity of the exercise is sufficient and the repetitions that occur so that students can master the skills or abilities being taught. it will be embedded in every student's personal habit of studying regularly and disciplined. this is thanks to the habits of students in the process of learning skills. then the teacher also has a role in disciplining students because the drill method will not work successfully without the role of a teacher who has authority and expertise.4 the use of the drill method at madrasah diniyah ketapangtelu is very effective for several subjects there, for example al-qur'an hadith, nahwu-shorof to several books such as memorizing aqidatul awwam and tajweed syifaul jinan. in terms of applying the drill method, several principles must be adhered to, including: a. students are given sufficient understanding before they carry out the exercise. so in learning, the material for example reading the koran, the teacher should not be monotonous using the drill method alone, but the teacher must use other methods, such as the lecture method. this lecture method is used to provide direction or understanding to students before they carry out the exercises given by the teacher. 4 armai, arief, introduction to islamic educational science and methodology (jakarta: intermasa, 2002), 175 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 63 b. exercise is carried out continuously, so that it becomes a habit. in the drill method, students are not required to practice for a long time, but students are encouraged to practice continuously so that it becomes a habit. c. adapted to the level of development of students. each student has a different level of development, so the teacher should not impose his own will, but must pay attention to the condition of the students. d. practice starts from easy material to difficult material. to expedite or achieve the goals to be achieved in learning the teacher must use several strategies, including providing easy material first then difficult material. e. in accordance with the learning material. the teacher is one of the most dominant facilitators in the learning process. however, the teacher should not arbitrarily order students to do an exercise, but the teacher must adjust the exercise with the appropriate material.5 and the next is how to maximize the drill method is as follows: 1. the teacher greets and checks the attendance of students. 2. the teacher gives apperception. 3. the teacher conveys the indicators and learning objectives. 4. the teacher gives an explanation related to drill learning. 5. the teacher provides opportunities for students to understand the explanation from the teacher related to the material provided, namely rewriting the arabic reading that was read by the teacher and then rewritten by the student 6. the teacher assigns students to write examples of arabic pronunciation with the help of the examples (models) that have been given by the teacher. 7. aims to train his memory. nahwu-shorof learning using drill method at madrasah diniyah ketapangtelu. drill is a method that requires quite high skill and mastery, so teachers at madrasah diniyah ketapangtelu must be better prepared in advance both in terms of materials and teaching materials to be trained, not just giving exercises spontaneously. in training students, teachers should pay attention to the way of teaching and the following factors: a) explain in advance the purpose of the exercise (for example, after the exercise is finished students will be able to say certain sentences, do the next task and so on. b) determine and explain the habits, written speech, certain movement skills and so on that will be trained so that students know clearly what they have to do. c) focus their attention on the material that they know they are practicing. d) intersperse the exercises so that they are not boring and tiring. e) teachers should note common mistakes and diagnose difficulties experienced by students. 5 purwati, the influence of the application of drill or exercise methods on students' interest in learning in fiqh subjects,journal of education, university of garut. vol.04. no.01 2010 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 64 grammar in arabic is known as qowa'id in which there are two interrelated elements, namely nahmu and sharaf. nahwu science is one of the branches of arabic language that is commonly used as a means to read syakal texts. while sharaf science is used to change word forms according to the desired meaning, thus the relationship between nahwu science and shorof science cannot be separated like mother and father who need each other and complement each other as some scholars say.6in learning nahwu using the drill method, it is grouped into three halaqoh, namely halaqoh ula, halaqoh staniyah and halaqoh stalistah. in halaqah ula covering grades one and two, in this class children are not taught qowa'id specifically, certain exercises are not made from special sentence structures or sentence structures with certain forms because children at this level of halaqoh are still limited in information. what children need is breadth of information, developing language acquisition so that children can express their needs without being limited. at halaqoh staniyah covering third and fourth grades, children are given training in two ways, namely: first, practice speaking the language directly and continuously as following the previous halaqoh, and secondly practicing certain rules one by one according to the child's language development and avoiding children's language errors. exercise in the form of questions and answers, about as a pronoun (dhamir), ism isyaroh, ism ism maushul. with these examples the teacher is able to educate children's language. as for the third halaqoh covering fifth and sixth grades, it is possible to concentrate and develop his mind, the ability to understand qowa'id according to the specified goals. the method used is in the form of examples, discussions, asking for opinions and their application. in this halaqoh there is no specific prohibition on teaching qowa'id and its applications by providing convenience to children after mastering many diverse qowa'id. indicators of the effectiveness of the drill method in nahwu and shorof learning at madrasah diniyah are marked by the following: a) madrasah diniyah students actively follow what the teacher instructs during the learning process b) madrasah diniyah students are able to distinguish sentences that are in accordance with nahwu rules. c) madrasah diniyah students are able to translate sentence patterns properly and correctly. learning facilities to implement the drill method at madrasah diniyah ketapangtelu learning is a process of gaining experience and knowledge in realizing individual selfactualization. among the factors that determine the success of the teaching and learning process lies in the existing educational instrument factors, namely facilities or learning support tools. mauling stated that facilities are infrastructure or vehicles used to facilitate a job. according to dwi siswoyo, 6 busro, muhtarom, practical sorof “krapyak method” (yogyakarta: menara kudus, 2010),22 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 65 what is called a learning facility is anything that helps in achieving educational goals. the same thing was also stated by binti maimunah who quoted from the opinion of several education experts in interpreting facilities as a tool or learning media in an effort to achieve educational goals. meanwhile, according to daryanto, the definition of learning facilities in terms of etymology is divided into two important elements, namely facilities and infrastructure. facilities are the availability of tools or media in the form of objects that function in achieving educational goals, such as locations or places, buildings, etc. based on several definitions above, it can be concluded that educational facilities are everything (tools or media) that are used to facilitate the learning process either directly or indirectly as an effort to achieve educational goals. educational facilities include situations, actions, facilities and infrastructure needed in the learning process either at school or at home. considering the importance of a learning facility, government regulation no. 19 of 2005 concerning national education standards was made in chapter vii related to article 42 of facilities and infrastructure standards which contains the following:7 a. it is the obligation of each educational institution to provide educational facilities which include educational media in the form of consumable educational furniture or equipment as well as books and other learning resources used to support an orderly and continuous learning process. b. the demands for each educational institution in providing educational infrastructure include building land consisting of several rooms including classrooms, leadership rooms, educators' rooms, administrative rooms, library rooms, places of worship, sports places, places to play and be creative, canteen rooms, installations. resources and services, with the addition of laboratory space or workshop space or production unit space adapted to the needs of the institution in supporting an orderly and continuous learning process. in achieving educational goals, it is necessary to optimize media/learning aids as an effort to channel messages, stimulate students' thoughts, feelings, concerns, and safety, thus encouraging the success of the learning process. the benchmark for the feasibility of learning facilities can be measured by five indicators, namely the condition of the school building that is suitable for use, the quality of adequate classrooms, operational optimization of the library, the functioning of classroom facilities and laboratories that support learning, the availability of textbooks.8 to support the learning process at the madrasah diniyyah, ketapangtelu village uses its own infrastructure in the form of a very suitable building equipped with several learning support facilities such as tables, chairs, fans and several other learning media such as blackboards, markers, erasers. 7 muzdalifatuz zahrotul jannah, "the influence of learning facilities and learning motivation on learning achievement of class v students in mathematics at mi bustanul ulum brudu sumobito jombang", (thesis--uin maulana malik ibrahim malang, 2017), 20 8 putri siti febriani and alit sarino, “impact of learning methods and learning facilities in improving learning achievement of vocational high school students”, managerial journal, vol. 2, no. 2 (january 2017), 165-166. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 66 also human resources there it is also very sufficient with the existence of the board of teachers who graduated from strata-1 and some even received madin teacher scholarships by the east java provincial government to continue to strata-2, so that with sufficient human resources in madrasah diniyah this can increase creativity and innovation in developing models, methods and learning media in this madrasah diniyah ketapangtelu village. furthermore, the supporting facilities for carrying out learning using the drill method at madrasah diniyah ketapangtelu are projectors and lcd. so that the implementation of the drill method can be carried out easily and teachers will be able to create creativity in learning with these media tools.based on the data obtained in the 2021 new normal era, it can be concluded that the condition of the madrasah diniyah learning process in the village of ketapangtelu is very feasible, and it is our great hope that this madrasah diniyah can develop rapidly every year as a strengthening of the islamic education sector after the covid-19 pandemic. , where madrasah diniyah students have started to return to normal previously in 2020 when the covid-19 pandemic was still warm, madrasah diniyah in ketapangtelu village was practically suspended for almost a year because there were no children studying there, also the online learning process did not run optimally due to limited wifi or credit facilities. which is owned by the children of the ketapangtelu village community which is allocated more primarily for public schools in the morning. so that the madrasah diniyah teacher council of ketapangtelu village does not impose the will to be obliged to carry out learning activities during the covid-19 pandemic. table 1 : number of classes, students and subjects that use the drill method below is a table that describes the atmosphere of the ketapangtelu madrasah diniyah class : class total students subjects using the drill method teacher i 10 al-qur’an, nahwu,shorof al-qur’an, nahwu,shorof wachid ii 12 imam mudakir iii 11 al-qur’an, nahwu,shorof mashadi iv 10 al-qur’an, nahwu,shorof stummariyah,s.pdi v 12 al-qur’an,tajwid,nahwu,shorof uzlifatun.,s.pdi vi 10 al-qur’an, tajwid,nahwu,shorof siti syafa’a.,s.pdi the description of the table above is that madrasah diniyah is divided into 6 classes with a total number of students only reaching 65 with details in class 1 there are 10 students, class 2 has 12 students, class 3 has 11 students, class 4 has 10 students, class 5 has 12 students and the last 6th grade there are 10 students who are assisted by 6 educators. for administrative problems, the madrasah is not subject to a monthly spp, it's just that each family head of the fertilizer hamlet is educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 67 asked to pay 25,000 rupiah per month for learning purposes at the madrasa. and in one week this madrasa is off on saturday and sunday. below is the schedule of subjects at madrasah ketapang telu grade one to grade six: monday tuesday wednesday thursday friday nahwu al-qur’an islam history aqidah fiqih shorof tajwid prophet story akhlaq while the effectiveness of the drill method in the nahwu shorof lesson can be seen in the table below: class theory learning material effective (yes/not) i halaqoh ula nahwu (ism,fi’il, huruf) y shorof (fi’il madhi,mudhari’,masdar) ii halaqoh ula nahwu (ism,fi’il, huruf) y shorof (fi’il madhi,mudhari’,masdar) iii halaqoh staniyah nahwu (,fa’il,naibul fa’il,,dhamir,ism isyaroh, ism maushul) y shorof (tashrif) iv halaqoh staniyah nahwu (,fa’il,naibul fa’il,,dhamir,ism isyaroh, ism maushul) y shorof (tashrif) v halaqoh tsalistah nahwu (i’rab,mubtada’ khobar) shorof (tashrif) y vi halaqoh tsalistah nahwu (i’rab,mubtada’ y khobar) shorof ( tashrif) educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 68 these are the materials taught using the drill method at madrasah diniyah ketapangtelu lamongan. conclusion the effectiveness of the application of teaching methods is as a tool to create a conducive teaching and learning process. with the drill method, it is hoped that an educational interaction will be created between the teacher and the students so that the learning objectives are made by habituation and repetition by the teacher to the students. in this interaction the teacher acts as a driver or mentor, while students act as recipients or those who are guided. therefore, a good teaching method is a method that can foster student learning activities and in accordance with learning conditions, in this case the drill method is also a way of teaching where students carry out training activities, so that students have dexterity or skills that are higher than what is learned. in this new normal era, every educational institution, both formal and non-formal, is trying to make learning come alive and can be implemented properly. likewise, madrasah diniyah ketapangtelu in lamongan has reopened the kbm process since march 2021 with one of them being the drill method which is considered capable of accelerating students' memorization and memory during the pandemic holiday at their respective homes. references armai, arief, introduction to islamic educational science and methodology( jakarta: intermasa, 2002 ) busro, muhtarom, sorof practical “krapyak method” (yogyakarta: menara kudus, 2010) dyah fifin fatimah, and nur rohmah , "patterns of early childhood education management in paud ceria gondangsari central java", journal of islamic education management, vol. 1, no. 2(2010) farah muthia "public perception of islamic educational institutions in pengkok kedawung village, sragen, central java", al-bahtsu journal, vol. 3, no. 2 (2018) husain, sarkawi b, et al.. history of lamongan from time to time. (surabaya : airlangga university press,2017). muzdalifatuz zahrotul jannah, "the influence of learning facilities and learning motivation on learning achievement of class v students in mathematics at mi bustanul ulum brudu sumobito jombang", (thesis--uin maulana malik ibrahim malang),2017 nasih, ahmad munjuin, . pai learning methods & techniques. (bandung : refika aditama,2009) purwati, pera,the effect of application of drill or exercise method on student interest in fiqh subjects. journal of education, university of garut. vol.04. no.01(2010) educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 69 putri siti febriani and alit sarino , “impact of learning methods and learning facilities in improving learning achievement of vocational high school students”, managerial journal, vol. 2, no. 2 (2017) wajdi, muh barid nizarudin. "بها الناطقين لغير المفردات تطوير في العربية للغة التعليمية :at-tajdid ".المناهج jurnal ilmu tarbiyah 5, no. 1 (2016). wajdi, muh barid nizarudin. "dynamic learning for the arabic language." edutec: journal of education and technology 2, no. 2 (2019): 25-31. educatio : journal of education volume 1 , number 2, november 2016 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z non-graded education: recognition of individual differences yuni masrifatin stai mifahul 'ula kertosono nganjuk yunimasrifatin@gmail.com published: november 30 2016 reviewed: september 16 2016 accepted: august 13 2016 abstract: the objective of this research is to develop a non-graded education models in this model, the curriculum materials are adapted into sequentially arranged materials. students are grouped on the bases of reviews their ages, it is possible to have a variety of learning materials and a variety of learning activities within one classroom at the same time. an individual is mastery learning approach is implemented. the location of research was in the town of surakarta. the initial activity was adapting the existing curriculum materials into sequential learning units. the non ~ graded model was tried out in grade 1 of so al firdaus with 62 students (parallel classes). research results indicate: i) the initial levels of competence of students in a classroom are heterogeneous. 2) in terms of language and sequence of materials, the adapted curriculum package was rated as excellent, but in appropriateness to the levels of development, a few materials for the lower grades need to be revised. 3) teachers and parents agreed on the heterogeneity of classes in schools, but disagreed on the feasibility of multilevel curriculum materials and multimodality of learning. the two groups also agreed on the low competence of teachers in teaching non-graded classrooms. 4) after one year in progress, the non-graded models showed beneficial for fast and slow learners. keyword: non-graded, inclusive, progressive, open education. introductory classes in schools in indonesia actually a heterogeneous class, but the difference is less individual attention in learning system used. in one survey in one area in surakarta, among students who go up to grade 2 elementary school, mailto:yunimasrifatin@gmail.com yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 137 zzzzzz the number of students who received the original score of four or less than four on replay summative reached 13% for mathematics and 11% for indonesian. in fact, they took the class because it meets the criteria increases based on the average score of all subjects. in grade 2, they will start with to the same subject matter. further impacts of learning that do not pay attention to individual differences is the potential for superior children do not develop optimally, by contrast, children who lasted also not getting adequate guidance.1 in 1962, the national society for the study of education focused its yearbook publishing a special review of individual differences that may be regarded as the most comprehensive review first.2 individual differences can be seen from the results of standardized tests. in children of preschool age, individual differences can be found at terms of physical development, motor behavior, the behavior of the intellectual, emotional and social behavior. among adolescents aged children found differences between the others in terms of their physical, intellectual functioning, and personality. among college students found differences in terms of academic potential ability, social background, attitudes, values, interests, and motivations. except that, also found differences in individual intar. for example, 10% of children including the best in reading skills maybe only have the mathematical ability is average or even below average. theory basis peterson states two-dimensional individual differences are closely associated with the field of education, namely intelligence and personality. intelligence is generally defined as a score of a person on intelligence tests, 1 sunardi, absorption materials curriculum grade 1 sd (unpublished research report, 2002). 2 nb henry, individualizing instruction: the sixty-first yearbook of the nsse (chicago, the nsse, 1962). yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 138 zzzzzz covering broad aspects, from general knowledge to verbal reasoning intelligence or general have long been of interest to educators because of their close relationship with the learning outcomes, although nobody knows where the cause and which consequently ,3 as stated by tyler, the higher the level of intelligence of the child, the higher the study results, the length of schooling, and more positive attitude toward school; but it is also true that more schooling tend to increase the capability generally.4 the second dimension of individual differences is a personality also attracted a lot of attention psychologists to study. psychologists try to measure one's personality in social situations to measure character. coverage tests among others, include depression, masculinity(masculinity-feminity),social introversion, sociability, responsibility, tolerance, flexibility, and so on.5 among the various personality traits that are often studied by psychologists, there are two characters that have a closely linked with learning at school, that is the type of cognitive(cognitiveor learningstyles)and the control center(locusofcontrol). cognitive type is a characteristic way of someone organize and process information or experience.6 cognitive types are often classified into four dimensions, namely between field dependence to independence ield,between cognitivecomplexity with cognitivesimplicity,the type refrektif with impulsive and nervous modality choice in receiving information. research has shown that cognitive lipe very important in the learning process.7 the control center is the way children understand the causes of success and failure. the control center is generally divided into external and internal. 3 pl peterson, individual differences in mitzet he, the encyclopedia of educational research (new york: free press). 4 le tyler, individual differences: abilities and motivational direction (englewood cliffs: prentice hall, 1974). 5 pl peterson, individual differences. 6 s. messick, individuality in learning (san francisco: jossey-bass, 1976). 7 pl peterson, individual differences. yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 139 zzzzzz children who have more external control centers tend to believe that success or failure is caused by external factors, such as chance, luck, help teachers, or tasks that are too easy or too difficult. in contrast, children with type internal control center more inclined to believe that the causes of success and failure are internal factors in him, such as ability or effort .. and much of this research, comes the term learnedhelplessness,the feeling that the failure is caused by low skill levels, and feeling that success was due to external factors such as the help of others or how easy matter. since both the causes (internal and external) are outside the control of the child, if the characteristics of helpness learned thisin a child, then the child will not want to try.8 the educational model that takes into account individual differences in fact have started to be developed in the twentieth century. in the dalton plan is quite popular in the 1920s in the united states, europe, and the soviet union, for instance, the education program is divided into two, namely academic programs and professional programs. the materials are arranged sequentially academic program, and students learn at a pace individually according to his ability. 9 in the professional program, all children learn together. another concept, the winnetka plan developed by professor winnetka from the city university of ne w york in the 1920s, allowing students to learn at their own pace for subjects of reading, writing, arithmetic in the morning, then work in groups to social sciences, sports, or creativity in the afternoon.10 at the same time, influenced by the views of dewey, kilpatrick develop the project method which emphasizes problem solving and the freedom of students. in contrast to conventional school material, the subject matter in the form of troubleshooting 8 my convington and rg berry, self worth and school learning (new york: holt, rinehart and winston, 1976). 9 jr lawry, the dalton plan in mj dunkin, the international encyclopedia of teaching and teacher education (oxford: pergamon, 1987), 214-219. 10 jr lawry, the winnetka scheme in mj dunkin, the international encyclopedia, 216-217. yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 140 zzzzzz (more functional), and students have the freedom to choose the issues to be studied.11 walberg suggests a taxonomy of learning services psychological model that takes into account individual differences, consists of seven models, the selection, enrichment, acceleration, hierarchical diagnostics, diagnostic random, multimodal, and multivalent. taxonomy walberg is simplified by rohwer, rohwer, and bhowe into four simple models, namely the selection of, remediation, diversification of learning and learning with the aim of diversifying the double.12 except for the above models, actual many models have the same basic assumptions and utarna characteristics, such as open education, progressive education, free education, open space education, integrated day plan,or an alternativeschool.these models have characteristics include 1) the participation of children dalarn goal setting; 2) variations in the curriculum, learning activities, and media; 3) use of space and equipment flexibly; 4) freedom of children chose the task of teachers; 5) schedule is not rigid; 6) individual learning in the form of small groups, each child forward at its own pace, the child can choose the method belajamya; 7) multi-class and multi abi age-ladies; 8) as a resource teacher, counselor, diagnosis; 9) less widely utilize conventional tests, many take advantage of teacher's notes, evaluation aims to steer students, a lot of self-evaluation by the students; and 10) the role of children in a classroom setting rules. 13 based on the results of several meta-analyzes conducted by horwitz 1979, peterson 1979, and hedges and giaconia 1987, the educational model that takes into account individual differences is superior to the traditional 11 jr lawry, the project method dalam mj dunkin, the international encyclopedia, 217-219. 12 hj walberg, psycology theories of educational individualization dalam h. talmage, system of individualized education (barkeley: mc cuthen, 1975). 13 rm glaconia, open versus formal methods dalam mj dunki, the international encyclopedia, 246257. yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 141 zzzzzz teaching model, especially in the non-academic aspects such as attitude and behavior of children. in terms of academic skills (reading, writing, arithmetic), scottish average is no different, but the range of scores showed the superiority of non-traditional classes.14 one review of the effectiveness of innovative learning model (open) has been done by horwitz with the characteristics of flexibility in where to study, student selection on pbm, rich learning materials, and learning more individual or small group, not classical. from the research between 1930 until the 1940s, it is known that in terms of the ability akade-mik subjects, open learning is not lower than traditional learning; but there are all featured the students' initiative, problem-solving skills, general knowledge about the world, and the participation of social,. of the 102 pieces of research between the 1950s until the 1960s that direviu, the results vary both in terms of academic willing-even nonakademik.15 in a review of lloyd distinguish various terminilogi for non-traditional learning, such as the mixed class, the class of multi-level, multi-age class, nongradasi class, family class and open education. mixed class is a class that consists of two or three groups of levels, but each level is treated as a separate class.16 multi-level classes such actual mixed classes, but consists of more than three in the space to the same level. in the multi-age classroom, children of different ages in the same class with different teaching programs according to class level. darhinak nongradasi class consisting of various ages, the difference, here each child is considered as part of that class, not part of a certain level, 14 rm glaconia, open versus formal methods dalam mj dunki, the international encyclopedia, 257. 15 ra horwitz, “psycological effects of the open classroom”, review of educational research,vol. 49, no. 1, 71-86. 16 l. lloyd, “multiage classes and high ablility students”, review of educational journal research, vol. 69, no. 2, pp, 187-212. yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 142 zzzzzz progress depends on the progress and potential in-dividu children. outdoor education backs possess the same philosophical foundation with nongradasi class, as well as the implementation of learning, but a greater emphasis is given to the openness and freedom of children. in one reviews the truth is focused on the impact of open education gifted children, lloyd cites a review of the results of previous studies conducted by slavin in 1987, by rogers in 1991, by kulik and kulik 1991, lou, abrami, spence, poulsen , chambers, and d'apollonia in 1996, and veenman in 1995. by-kan results of several hundred pieces of penelitian largely reviewed with the meta-analysis techniques, can disirnpulkan that open or nongradasi class does not harm children's academic achievement talented, even these classes has advantages such as keman-dirian nonacademic, socialization, self-esteem, keterbuka's, cooperation, attitude toward school, and motivation. for children excel, even recommended to avoid 'grouped in homogeneous classes, because academic disadvantage.17 the purpose of this study was to develop a model of education that takes into account individual differences in indonesia, called nongradasi models are expected to be used as learning models existing penyempumaan. by learning models based on individual differences, high caliber child-kinkan dirnung-tance finish early pension program more quickly, on the contrary, children are included later can obtain individual guidance according to their needs. nongradasi developed educational model derived from the concept of the winnetka plan that basically rnengizinkan child to learn to pace themselves cent on subjects hierarchical, ie reading, writing, and arithmetic. by rohwer, rohwer, and bhowe, this model is called diversification of learning. this model is considered suitable to be developed at the level of basic education in indonesia for their demands to the same core kurikuhnn typically uses. teachers no longer have to adapt the curriculum, which is an adaptation of 17 l. lloyd, “multiage classes and high ablility students”, 212. yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 143 zzzzzz learning diperiukan speed sespai with children.18 methods this study included research and development located in the city of surakarta. penelilian activity begins with mapping the competence grade 1 primary school to see the level of achievement of competence. mapping is done individually by teachers, by providing a check on the principal that has been mastered by children. at the same time, activities will adapt curriculum materials all basic school subjects (minus the religion) into packets nongradasi curriculum involves four core teachers for seliap kecarnatan level subjects. adaptation of the curriculum materials validated by language experts and two experts each substance to seliap subjects. by looking at the following aspects: 1) clarity (accuracy) language; 2) the accuracy of the order maleri; and 3) compliance with the developmental level of students (the level of difficulty, interest). for each category, the reviewers were asked to provide an evaluation by the range of 1) very bad; 2) bad; 3) sufficient; 4) good; and 4) very good. the results are presented in a descriptive review. adaptation package then tested in the 1st grade al firdaus by the number of students 62 people. sd was chosen because the courage to hold the innovation foundation. to determine the response of teachers and parents towards education model nongradasi, used a likert scale developed by the research team. the scale consists of 28 items developed statement of 6 (six) indicator responses to nongradasi education, namely: 1) the diversity of the characteristics of learners in the classroom; 2) the diversity of learning materials; 3). diversity of teaching and learning activities; 4) diversity assessment; 5) increase of the classroom; and 6) the ability to handle heterogeneous classes. most items in the form of positive statements, some negative. the respondents 18 jr lawry, the winnetka scheme dalam mj dunkin, the international encyclopedia. yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 144 zzzzzz submit its response to each statement by choosing among four choices: strongly disagree 1), disagree 2) disagree 3), and very amenable 4). their responses can be seen from the average score of the whole grain and, the average score on seliap indicator. the response of 29 primary school teachers and 50 parents al firdaus class 1 presented descriptively. academic impact of the educational model nongradasi. see the map of competence grade 1 at the end of the school year. map showing competence of topics that have been completed by the student., in-presented descriptively. results and discussion 1. results a. map capability students pemelaan initial ability of students is done individually at midterm 1, using pa-ket nongradasi curriculum that matter ajarnya been arranged sequentially. material mathematics in the 1st half is divided into 10 levels, and at the time of mapping, the teacher is teaching material s.level abilitymath second grade 1 school seemed normal. about 65% of students are at level, namely the level of s. however, there are a small number are still at lower levels, even the second level, there are also actually existed at level 8. yet pembelajaranbaru at the level of s. map reading and writing competence 1 in the second grade students of the school were also normal. there are students who soared, there is also a terlinggal. penelili trying to calculate the correlation between read-write capability with the ability to mate-matika. in grade 1 above, very linggi mathematical abilities correlated (0.99) with read-write (p <.0.01). in the curriculum developed by the research and development department, the main referral teachers in designing estab-belajaran is kompe yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 145 zzzzzz tension standard packages are arranged to seliap subjects. there are three things outlined, namely: (1) basic competence; (2) learning outcomes; and (3) indicator. however, the description contained in this package is still very common, requires teachers to develop it further. for the mathematics classroom 1 semester 1, for example, there are only two basic competencies specified in column 1 of the textbooks, which follows seperli. a) demonstrate understanding of the concept of numbers using its chips and in solving problems. b) doing pengluncuran and use in solving problems. after checking in column 2 (the learning outcomes) and column 3 (indicator), then known that the pressure in the first half is the operation of addition and subtraction of numbers from 1 to 10. by a team of researchers and teachers essence, this format is organized into more clear and operational, so that the contents of the columns clearer dam assist teachers in planning lessons. in the fields of competence, for example, the statement changed to: demonstrate understanding of the concept of number count up to 20 and use them in problem solving. these competencies are then broken down hierarchically arranged, for example, be a lot of learning outcomes are as follows. table 1. examplemathematics curriculum k l competence learning outcomes indicator 1 . 1 1 shows pema1 mention 1 tell the child yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 146 zzzzzz haman concept of numbers many objects to 5 counting carah and mengunakan obje ct t o 5, ie. in solving its marbles ;. grav el, about pen cil 2 sort 2 show be sd numbers a n d ho w the s e t , the smallest objects, smuhchild sort competenceis then broken down into a lot of learning outcomes that are arranged in a hierarchical manner, for example: mention many objects to 5, sequence numbers from the smallest to 5 , comparing the number of objects up to 5 ff. column indicator contains instructions or examples of how to evaluate each of the expected learning outcomes, for example: show me the number of objects to 5, send the child to count, show some number of objects to 5, send the child to show bigger, and so on. table 2: examples of indonesian kurikulun k l kompele nsi results belaiar indicator s i 1 listening and mem 1 imitating the o telchild yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 147 zzzzzz . 1 .. sou nd of n e l me distinguishso unds o r certainor voices soundsa wild or soun d imitatingsound, ie. kendasound raan , pets, waves 2 familiarize attitude 1 shows attit ude 1 tel l children du rnembacacorrect to sit properly duk with theattitude right 2 distance between the eyes 2 amatijarak den "an obvek 30 em total of two experts and respective languages each of two experts for each subject substance of subjects from colleges provide an evaluation of the curriculum adaptation package. the review presented in table 3 below: table 3. the results of the expert review of curriculum n o . aspect score (stadart 5) 1 clarity in language 4.5 2 compliance with thelevel 3.0 student progress yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 148 zzzzzz 3 kesuaian withinterests 3.0 student 4 rules of order materials 4.7 like tediha! in table 3, the reviewer gives a score high enough on the aspect of clarity in terms of language and the sort order for the material. but, for compliance with the level of development and interests of students, the reviewer gives a score that is not so high. in qualitative evaluations were then clarified verbally, pa-ra experts (which partially completed graduate in western countries with family and mengirirnkan their children to primary / secondary in the country) found the material primary school curriculum in the early grades, especially mathematics, tedalu difficult for students. in mathematical operations, for example, in grade 1 students must do an operation that involves abstract thinking process. however, because the curriculum materials adapted from the national curriculum, not much can be done. b. raport nondegradasi nongradasi rapot designed to provide as much information as possible for parents and teachers. table 4. samplematernatika k l competence learning outcomes date & initials l 1 1 menunjukklm 1 mention o n e conceptual understanding many obj ects of numbers caeah and s.d5 using them 2 sort 2 in solving problems ofof sd yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 149 zzzzzz numbers the smalles t partinside of rapot nongradasi lists each subject matter kurikulurn of kurikulurn nongradasi. the difference is, there is an additional column to write down the date of each subject completed by students. here's an example of a description of the child's kernajuan rnatematika subjects and knowledge of social, !. table 5. summary of kernajuan student sample first level year semester 1 study: student name: identification number: the initial part of the book report cards (table 5) contains a chart rangkurnan child's level of achievement for all eye pela-distance, compared with a target that should have been achieved. master classes will give dashes indicate the level of achievement of children for each subject at the end of the 1st half lingkat 1. columns of dark color indicates the level that should have been achieved. mastery level below the line means the child is slow, or above the line yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 150 zzzzzz means the child more quickly. c. response educators and parents in urnum, teachers urnumnya have a more positive response than the parents (table 6). this makes sense, because teachers have more mernahami essence pendiclikan nongra-tie rather than the parents who only know of explanation a day at the time of assignment. both groups realize that the condition is heterogeneous classes, but parents tidakbegitu sure to diversify the curriculum materials, estab-belajaran activities, evaluation, especially on the system class rise, the two groups also agreed not so confident in the ability of teachers to handle ketas nongradasi. table 6: response educators and parents n o. factor teache r parent 1 heterogeneity class 3.3 3.3 2 diversification maleri pembelaiaran 3i 3 2.5 3 diversification kelriatan belaiar 3.2 2.5 4 beracuan evaluation criteria 3.1 2.7 5 the increase in mastery-based classes 3.0 2.4 6 readinessnongradasi class teaching 2.5 2.7 d. academic impact digarnbarkan academic impact of the level of completeness of every student on every issue on the ku-rikulurn stated dalarn level. level 1 means that the student is still in a position of complete material belurn 1st half 1st class level 2 means that already in the 2nd half position, but belurn thoroughly throughout the material. level 3 means the finished material right at the end of yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 151 zzzzzz the 2nd half of the 2nd semester level 4 means the student has been studying the material grade 2 semesters 1. level s means that students have learned the material the 2nd half 2nd grade math subjects, there were 1.5% of students who has studied the class materials 2 semesters 2, there are 18% who have studied the 1st half of the material grade 2. indeed the vast majority (67%) menun-taskan material according to the calendar. there are still 12% of students who completed the material belurn 2nd semester grade 1 and grade l tika starters. still 1.5% were still studying mathematics. as in mathematics, the indonesian language teaching, there are students who mulaimempelajari curriculum 2nd semester grade 2 (3%), the semester curriculum materials 1 class 2 (18%), there are those who are in a position not finished 2nd semester classes 1 (4%), and there were still studying the matter of semester 1 class 1 (4%). most of it is completed on time (70%). what is different is the thoroughness map for social science subjects. there is no one person who had not yet completed siswapun 2nd semester grade material 1. the majority (91%) completed on time, there was a 9% who have studied the material first half of the class 2. for other subjects, especially those that do not require a lot of ability to think, such as physical education and health and handicraft and art does not happen a lot of variety. all students complete academic material according to schedule. discussion of normal school class mapping showed that the level of student ability heterogeneous. among the students who grade, about 10% of them earn a score of four or less in les summative mathematics and indonesian. this yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 152 zzzzzz condition is also recognized by teachers and parents. this supports the results of the study are summarized ole.h the national society for the study of education in 1962 on the acquisition of student differences in raw les. indeed, the study did not focus on the differences in intelligence as proposed by peterson, but given the high association between intelligence and achievement, can dipasikan that the intelligence capabilities of students in ordinary schools also vary. after nongradasi models tested in grade 1, proved to be some of the children have been able to study the materials of class 2, even some who have studied rnateri 2nd half 2nd class, there are children rnasih rneskipun rnernpelajari first half of the material grade 1. this is a superior benefit children, such as review the results of research conducted by lloyd that nongradasi class is not prejudicial to the gifted child. children who are slow to learn it is possible according to their own rhythm with special guidance from teachers. this model is conducive to inclusive education implemenlasi diamanalkan by unesco and has begun its application by the education ministry in the various regions. the essence of inclusive education is that seliap students, however his condition; thirsty are given the opportunity to learn in any school. this mandate will have implications for the more heterogeneous classes in ordinary schools. lerhadap uncertainty about the ability of teachers can be attributed to a class tend to be large (30-40 students) with only a classroom teacher, the teacher should feel unprepared to handle nongradasi class. based on oral testimony and of langgapan terlulis in angkel, be an additional administrative work load. this happens because the teachers are still working on two types of administration, which is the conventional model and the model nongradasi. if you only do one of salu, the administration felt nongradasi models are lighter than conventional admininistrative. a bit lucky in the school there are teachers escort provided by the foundation. the teacher assistant background in yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 153 zzzzzz psychology or special education. the accompanying teachers helping teachers deal with students who demonstrate grade deviation, both classes (superior) rnaupun down (learning problems). closing a. conclusions condition school classes in ordinary hornogen, can be seen in the results of summative tests of mathematics and indonesian. among the students who grade, there are a number of students with very low scores, but the grade, because the criteria for using the increase in the average score sernua subjects. given the limitations, the model nongradasi it can be implemented in public schools. with the development of curriculum adaptation package nongradasi, with maleri arranged sekeunsial, modify classroom teachers kegialan pernbelajaran so varied. one obstacle is kernampuan teacher salu me-nangani relatively large class. concerns of parents show up, probably because of the prevailing sistern not like it. with nongradasi models, seen children rnaju at their own pace, although most include normal kelornpok. kids dirnungkinkan superior finish kurukulum material faster than the targeted time, otherwise a slow child should not be drowned because they had to learn the material beyond its means. b. suggestions model nongradasi correspond to the real conditions in the school classes that proved heterogeneous. with this model, children can learn in accordance with the rhythm, so that students excel possible to go forward with speed, slow children obtain adequate birnbingan. model nongradasi is also a precondition for inclusive education irnplementasi being promoted by yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 154 zzzzzz unesco and the government. seeing these facts, this model should be tested in a broader scope. this study is a beginning. the test is only performed in one class for one year, and in such a relatively short time, research can only look at the feasibility dar! nongradasi models in the field. further research is needed to see the broader impact, eg on a long-term student achievement and socialemotional impact. yuni masrifatin non-graded education: recognition of individual differences volume 1, number 2, november 2016 | 155 zzzzzz references covington, my & berry, rg self-worth and schoollearning.new york: holt, rinehart and winston. 1976. dunkin, mj the international encyclopedia of teaching and teachereducation.oxford: pergamon. 1987. henry, nb individualizing instruction: the sixty-first yearbook of the nsse. chicago: the nsse. 1962. horwitz, ra. "psychological effects of the open classroom." review of educationalresearch,49 (1). 1979. lloyd, l. "multiage classes and high ability students." review of educationalresearch.69 (2). pp. 1999. messick, s. individuality in learning. san francisco; jossey-bass. 1976. mitzet, he theencycolpedia of educational research. new york: free press. 1982. rohwer, wo, rohwer, cp & bhowe, jr educational psychology: teaching for student diversity. new york: holt, rinehart, winston. 1980. sunardi. absorption material kurikulurn grade isd.published research report no. 2000. tyler, le individual differences; abilities and motivationaldirections.englewood cliffs, nj: prentice hall. 1974. talmage, h. systems of individualized education. berkeley: mc cutchen. 1975. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) review of religious cultural education model in achieving sustainable development goals in the education sector number 4 through theoretical approach warjo1, m. luthfi abdullah2, eliyawati3 universitas 17 agustus 1945 cirebon mluthfiabdullah@untagcirebon.ac.id accepted: 10 august 2021 reviewed: september 5, 2020 published: 20 november 2020 abstract : the sdgs have the main principle, namely that they are universally applicable, with the development target applicable to all underdeveloped, developing, and developed areas, as well as every citizen. the sustainable development goals (sdgs) in the field of education are related to the quality of good education with the substance of ensuring the distribution of quality education and increasing learning opportunities for all, ensuring inclusive and equitable education, and encouraging lifelong learning opportunities for all. quality education, in accordance with the mandate in the law, is more emphasized in character building. this article is a conceptual overview of finding a character education model that is accessible to all levels of society and provides lifelong learning opportunities for all. in looking for answers to these objectives, the author uses a qualitative approach by analyzing the literature related to existing problems. the results obtained from this study are in the form of a religious culture-based education model. there are at least five religious cultures that can be applied, namely; (1) tsp (tahan dari buang sampah sembarangan, simpan sampah pada tempatnya, pungut sampah insya allah sedekah); (2) bebaskomiba (be-berantakanrapikan; bas-basah-keringkan; ko-kotor-bersihkan; mi-miring-luruskan; ba-bahaya-amankan); (3) 3m (mulai dari diri sendiri; mulai dari hal yang kecil; mulai saat ini); (4) 5k (kerja keras; kerja cerdas; kerja mawas; kerja tuntas; kerka ikhlas); dan (5) 7b (beribadah dengan baik, benar, dan istiqomah; berakhlak baik; belajar tekun tiada henti; bekerja keras, cerdas, dan ikhlas; bersahaja dalam hidup; bantu sesama; bersihkan hati selalu). based on the study of the author, this educational model can be applied to achieve sdgs in education number 4. keyword : religious cultural education model, sustainable development goals, theoretical approach introduction poverty is a discourse that is a burden on the world. therefore, an the international meeting was held in september 2000 with 189 countries participating. the meeting resulted in a declaration called the millennium development goals (mdgs). in its implementation, it has been successful, mailto:mluthfiabdullah@untagcirebon.ac.id educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 170 including reducing the number of the world's poor people by almost half 1. however, this era was only able to last until 2015 because the mdgs only focused on development issues in developing and underdeveloped countries, where developed countries played more of a role as donors. sustainable development goals, abbreviated as sdgs, is a sustainable development system that continues the previous system, namely the mdgs2. the sdgs have the main principle, namely that they apply universally with the development target that applies to all underdeveloped, developing, and advanced areas, as well as every citizen3. the sdgs goal is a global goal, where everyone has the right to enjoy peace and prosperity that can create many results and be useful for common goals 4. these goals and targets cover three dimensions of sustainable development, namely environmental, social, and economic 5. the sustainable development goals (sdgs) in the field of education, especially number 4, are to ensure inclusive and equal quality education, as well as support lifelong learning opportunities for all 6. this study focuses more on quality education and supports lifelong learning opportunities for all. the area reviewed in this article is character education. character education is important in indonesia because of the many behaviors that degrade human dignity. corruption is one of the big agendas that must be fought in this country 7. based on a survey by the bkkbn (national population and family planning board) in 2008, it was stated that 63% of adolescents in big cities in indonesia had had premarital sex 8. in the records of the united nations development program (undp) in 2014, it was reported that the human development index (hdi) is a combination of indicators such as health, wealth, and education. indonesian education is in position 108, global competition going forward, competition from the asean economic community (aec), where the way to improve the readiness and competitiveness of indonesian human resources in the future is none other than through education, so it is not surprising that the education sector and having good morals occupies priority the highest order in the allocation of the state revenue and expenditure budget (apbn). with regard to the quality of character education in indonesia, it can refer to the goals of national education, as stated in law no. 20 of 20039. it is conveyed in the law that: “pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada tuhan yang maha esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab.” 1 muhammad fardan ngoyo, “mengawal sustainable development goals (sdgs); meluruskan orientasi pembangunan yang berkeadilan,” sosioreligius 1, no. 1 (2018). 2 armida salsiah alisjahbana, menyongsong sdgs: kesiapan daerah-daerah di indonesia (unpad press, 2017). 3 ibid. 4 stephen morton, david pencheon, and neil squires, “sustainable development goals (sdgs), and their implementation,” british medical bulletin (2017): 1–10, http://dx.doi.org/10.1093/bmb/ldx031. 5 maxi gunawan, kadin indonesia bersatu : bekerja membangun negeri. (gramedia pustaka utama, 2015). 6 u n sdg, “sustainable development goals,” 2018. 7 fazzan fazzan, “korupsi di indonesia dalam perspektif hukum pidana islam,” jurnal ilmiah islam futura 14, no. 2 (2015): 146, http://dx.doi.org/10.22373/jiif.v14i2.327. 8 suwarsi suwarsi, “analisis faktor penyebab perilaku seksual pranikah pada remaja di desa wedomartani sleman yogyakarta,” jurnal ners dan kebidanan indonesia 4, no. 1 (2016): 39, http://dx.doi.org/10.21927/jnki.2016.4(1).39-43. 9 republik indonesia, undang-undang sistem pendidikan nasional (indonesia, 2003). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 171 in achieving a dignified national civilization, moral and human values are needed. the definition of humanity itself is closely related to the reality of humanity and its various aspects. these aspects include that humans are objective beings who, of course, differ from other objective beings with their respect for freedom of choice; this means that their actions and behavior are the results of judgment and ability, even though they are relative. second, humans are greatly influenced by their surroundings, such as the physical environment and other life. third, human life is a social life that naturally interacts with other humans. fourth, humans are closely related to their creator because the one who created them is allah subhanahu wa ta'ala (abdullah and syahri 2018). islamic education 10 is a process carried out to create complete human beings, have faith and devotion to allah subhanahu wa ta'ala and are able to realize their existence as the caliph of allah on earth, which is based on the teachings of al-quran and sunnah 11. this means that islamic education is never separated from its foundation, namely the al-qur'an and sunnah. therefore, in the al-quran, there are values that refer to islamic education. in nugroho and mustaidah12, this value consists of three pillars, namely i'tiqodiyah, khuluqiyah value, and amaliyah value 13. khuluqiyah values are teachings about good things and bad things, which concern human behavior and actions. the value of amaliyah is related to education on daily behavior, both related to religious education and muamalah education. the i'tiqodiyah value is a value related to faith education such as believing in allah, angels, the book, the last day apostle, and destiny, which aims to organize individual beliefs 14. concentrated and planned education that seeks to restore human dignity can be shaped through culture. the form of culture is often interpreted as a social system. this social system is built from human activities that interact, relate, and an associate from time to time (fathurrohman 2016). therefore, education through culture tends to be easier to implement anywhere and is a lifelong lesson. as seen in the sound of the pancasila precepts 1, indonesia is a religious country, namely "god almighty." the culture that is rightly applied in the indonesian nation is religious culture. religious culture is a set of religious values that underlie behavior, traditions, daily habits, and symbols practiced by all stakeholders in every educational institution (abdullah and syahri 2018). the religious values listed here are as referred to previously, namely the values of islamic education that reflect humanity. in abdullah,15 there are 8 religious cultures that indicate islamic human values, namely: 1. tsp (tahan dari buang sampah sembarangan, simpan sampah pada tempatnya, pungut sampah insya allah sedekah) 2. bebaskomiba (be-berantakan-rapikan; bas-basah-keringkan; ko-kotor-bersihkan; mimiring-luruskan; ba-bahaya-amankan) 10 armai arief, pengantar ilmu dan metodologi pendidikan islam (ciputat pers, 2002). 11 bekti taufik ari nugroho, “mustaidah. 2017,” identifikasi nilai-nilai pendidikan islam dalam pemberdayaan masyarakat pada pnpm mandiri (n.d.); yuni masrifatin and muh barid nizarudin wajdi, “islamic studies di indonesia (pendekatan fenomenologi),” in proceedings of annual conference for muslim scholars, 2018, 531–538. 12 nugroho, “mustaidah. 2017.” 13 arief, pengantar ilmu dan metodologi pendidikan islam. 14 nugroho, “mustaidah. 2017.” 15 abdullah sahin, “critical issues in islamic education studies: rethinking islamic and western liberal secular values of education,” religions (2018). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 172 3. 3m (mulai dari diri sendiri; mulai dari hal yang kecil; mulai saat ini) 4. 5k (kerja keras; kerja cerdas; kerja mawas; kerja tuntas; kerka ikhlas) 5. “untung” concept (bila jadi amal kebaikan; bila jadi ilmu; bila bermanfaat; bila menambah silaturahim; bila menguntungkan orang lain) 6. 5s (senyum; salam; sapa; sopan; and santun) 7. 5 “jangan” (jangan panik; jangan emosional; jangan tergesa-gesa; jangan larut mendramatisasi; jangan putus asa) 8. 7b (beribadah dengan baik, benar, dan istiqomah; berakhlak baik; belajar tekun tiada henti; bekerja keras, cerdas, dan ikhlas; bersahaja dalam hidup; bantu sesama; bersihkan hati selalu). through this article, the author tries to examine the eight cultures that support the achievement of the goals of sustainable development in education, especially in number 4. methods this research uses a qualitative approach. a qualitative approach is a type of research where the findings are not obtained through statistical procedures or other forms of calculation. in practice, this research is the result of literature research, which puts forward a philosophical approach. the philosophical approach is used as an effort to interpret data more dominantly based on logical reasoning from the presentation of data as it is 16. in connection with data collection, the author uses the documentation method, which is looking for matters related to the problem from various literature, books, scientific journals, and other scientific works from the internet that can be scientifically justified17. result and discussion concept of sustainable development goals sustainable development goals (sdgs) are a sustainable development system, which continues the goals of the new millennium development goals (mdgs) to reduce the results by half. therefore, the sdgs was formed to solve the country's problems from various asean countries' imbalances, especially in education. starting in 2016, the sustainable development goals (sdgs) 2015-2030 officially replace the millennium development goals (mdgs) 2000-2015. sdgs contain a set of transformative goals that are agreed upon and apply to all nations without exception. the sdgs have 17 targets (central bureau of statistics 2016, 9–247) to be achieved, including: 1. end poverty anywhere and in all forms 2. end hunger, achieve better food and nutrition security, and support sustainable agriculture. 3. ensure healthy lives and support well-being for all ages. 4. ensure inclusive and equal quality education while also supporting lifelong learning opportunities for all. 16 nur said, “pendidikan toleransi beragama untuk humanisme islam di indonesia,” edukasia : jurnal penelitian pendidikan islam 12, no. 2 (2017): 409, http://dx.doi.org/10.21043/edukasia.v12i2.2445. 17 suharsimi arikunto and lia yuliana, “manajemen pendidikan,” yogyakarta: aditya media (2008). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 173 5. achieve gender equality and empower all women and girls. 6. ensure availability and sustainable management of water and sanitation for all. 7. ensure access to affordable, reliable, sustainable, and modern energy for all. 8. promote sustainable and inclusive economic growth; full participation in productive work, the kind of decent work for all. 9. build infrastructure (infrastructure) that is durable/strong, promotes inclusive and sustainable industrialization, and supports innovation. 10. increase access to small-scale industries and other small-scale businesses, especially in developing countries. reduce inequality within and between countries. 11. build cities and human settlements inclusive, safe, durable/strong, and sustainable. 12. ensure sustainable consumption and production patterns. 13. take urgent action steps to address climate change and its impacts. 14. protect and use the oceans, seas, and marine resources in a sustainable manner for sustainable development. 15. protect, restore, and increase the use of the earth's ecosystem in a sustainable manner, manage forests sustainably, stop, and reverse soil degradation and loss of biodiversity. 16. create peaceful and inclusive societies for sustainable development, provide access to justice for all, build effective, accountable, and inclusive institutions at all levels. 17. strengthen the way of implementing and revitalizing (reviving) the global partnership for sustainable development. based on the sdgs' 17 main objectives and targets, it can be concluded that the main dimensions lie in social, economic, and environmental issues 18. here are the opinions of experts in explaining the meaning of sustainable development goals as follows: according to emil salim 19, sustainable development is a development process that optimizes the benefits of natural resources from human resources by harmonizing natural resources with humans in development. according to ignas kleden (spes 1992, xv), sustainable development is a development that optimizes the use of human and natural resources, but at the same time preserves both of them with various demands that are contrary to these resources. the characteristics of sustainable development, namely; (1) conducted equally and fairly; (2) maintaining existing biodiversity; (3) using an integrative approach; (4) long-term in nature; (5) meeting the needs of the present without jeopardizing the fulfillment of the needs of future generations and linking that economic development must be balanced with environmental conservation; (6) the implemented development does not occur or is able to minimize environmental damage and pollution, taking into account the physical environment and the social environment; (7) development carried out based on human values and taking into account the morals or values adopted in society; and (8) development that is implemented must have fundamental and ideal characteristics as well as short and long term 20. 18 ngoyo, “mengawal sustainable development goals (sdgs); meluruskan orientasi pembangunan yang berkeadilan.” 19 emil salim, “pembangunan berkelanjutan: mencari format politik” (1992). 20 ida hamidah et al., ideas for 21st century education: proceedings of the asian education symposium (aes 2016), november 22-23, 2016, bandung, indonesia (routledge, 2017). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 174 character education model that reflects the sdgs the character can be considered as the values of human behavior related to god almighty, oneself, fellow humans, the environment, and nationality, which are manifested in thoughts, attitudes, feelings, words, and actions based on religious norms, laws, behavior, culture, customs, and aesthetics. according to ryan and bohlin, character education contains three main elements, namely knowing what is good (knowing what is good), loving-kindness (loving good), and doing good (doing good). character education is a mission that is similar to moral education or character education, not only teaching what is right and wrong to children, but more than that character education instills habits (habituation) of goodness that students understand to be able to feel and want to do good 21. concerning morals read human values there is a close relationship with religion 22. in everyday life, often, the strongest motivation to act is because of religion23. for example, premarital sexual behavior should be avoided because religious reasons prohibit it. on the other hand, showing a smile to a friend is also a behavior recommended by religion. islam is a religion sent through the prophet sallallaahu 'alaihi wa sallam as a complement to morals. the term morality is better known in islam than morals. however, according to halstead 24, both contain teachings about decency25. internal morals 26 are good customs, politeness; courtesy; civility. islamic education 27 is a process carried out to create complete human beings, have faith and devotion to god, and are able to realize their existence as the caliph of allah on earth, which is based on the teachings of al-quran and sunnah 28. this means that islamic education is never separated from its foundation, namely the al-qur'an and sunnah. therefore, in the al-quran, there are values that refer to islamic education. in nugroho and mustaidah29, this value consists of three pillars, namely i'tiqodiyah, khuluqiyah value, and amaliyah value 30. khuluqiyah values are teachings about good things and bad things, which concern human behavior and actions. the value of amaliyah is related to education on daily behavior, both related to religious education and muamalah education. the i'tiqodiyah value is a value related to faith education such 21 ani nur aeni, “pendidikan karakter untuk siswa sd dalam perspektif islam,” mimbar sekolah dasar 1, no. 1 (2014): 50–58. 22 iskandar tsani, “pendidikan agama islam sebagai sarana pembentukan moral dan karakter siswa,” didaktika religia 1, no. 1 (2013), http://dx.doi.org/10.30762/didaktika.v1i1.112. 23 muh. barid nizaruddin wajdi, “pendidikan ideal menurut ibnu khaldun dalam muqaddimah,” jurnal lentera : kajian keagamaan, keilmuan dan teknologi 1, no. 2 (september 30, 2015): 272–283, accessed october 21, 2017, http://www.ejournal.staimnglawak.ac.id/index.php/lentera/article/view/49. 24 j mark halstead, “islamic values: a distinctive framework for moral education?,” journal of moral education 36, no. 3 (2007): 283–296, http://dx.doi.org/10.1080/03057240701643056. 25 tsani, “pendidikan agama islam sebagai sarana pembentukan moral dan karakter siswa.” 26 kementerian pendidikan dan kebudayaan » republik indonesia, “target kemendikbud dalam pengembangan pendidikan dan kebudayaan tahun 2017,” kementerian pendidikan dan kebudayaan. 27 arief, pengantar ilmu dan metodologi pendidikan islam. 28 nugroho, “mustaidah. 2017.” 29 ibid. 30 arief, pengantar ilmu dan metodologi pendidikan islam. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 175 as believing in allah, angels, the book, the last day apostle, and destiny, aiming to organize individual beliefs 31. as already mentioned, that the character and morals contain teachings about morality 32. these teachings are expected to clean up despicable behavior and adorn oneself with praiseworthy behavior. therefore, khuluqiyah values must contain good morals such as helping menology, compassion, gratitude, courtesy, forgiveness, discipline, keeping promises, honesty, responsibility, and others. in islamic education, these morals are included in the akhlakul karimah part. the discussion of akhlakul karimah is essential because it responds to deviations in human behavior (immoral acts), which will undermine humans' dignity. of course, this is very far from the expectations of islamic education. as stated in law no. 20 of 2003, national education objectives is aimed at uplifting human dignity. the essence of education is actually developing a better life, coloring, and becoming a moral and ethical foundation or foundation in empowering a nation's identity. education like this will enhance human dignity 33. the essence of the sdgs in education is to ensure the quality of education that is inclusive and equitable and provides lifelong learning opportunities for everyone (sdg-education 2030 steering committee n.d.). in achieving this, among others, we need an educational model that is accessible to all circles and lasts a lifetime. the author focuses on the educational model in question is a model that reflects the principles of the sdgs and answers the fundamental challenges of the sdgs in education. education that reflects the sdgs is education that adapts to the characteristics of the sdgs themselves. according to the authors, the culture-based character education model can reflect the characteristics of the sdgs. there are at least three reasons, namely: 1. culture is a social system that develops in society. in practice, it is carried out by various parties evenly without distinguishing any social status 34. 2. culture is a manifestation of education that lasts a lifetime in the long term. culture will not die and is always passed on from one generation to the next 35. 3. culture departs from society's values, especially those related to morals and humanity 36. religious culture-based education model in responding to the challenges of sustainable development goals education for sustainable development is an idea that comes from environmental education 37. environmental education is a process of introducing values and concepts with the aim of building the skills and attitudes needed to understand and appreciate the relationships between culture and 31 nugroho, “mustaidah. 2017.” 32 halstead, “islamic values: a distinctive framework for moral education?” 33 shokhibul mighfar, “menggagas pendidikan humanis religius: belajar dari model pendidikan pesantren,” jurnal pendidikan islam indonesia 2, no. 2 (2018): 159–180, http://dx.doi.org/10.35316/jpii.v2i2.69. 34 muhammad fathurrohman, “pengembangan budaya religius dalam meningkatkan mutu pendidikan,” ta’allum: jurnal pendidikan islam 4, no. 1 (2016), http://dx.doi.org/10.21274/taalum.2016.4.1.19-42. 35 iqbal aidar idrus and ummi zakiyah, “kajian sukses implementasi e-government,” jurnal of government jog (kajian manajemen pemerintahan & otonomi daerah) (2017). 36 inayah hidayati, “islam dan pendidikan multikulturalisme,” quality 1, no. 2 (2017). 37 aida abd rahman, “32 sekolah perintis trenglish 2014-2016,” teganukita. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 176 the biophysical environment. in its application, environmental education also practices behavioral practices in making decisions about issues relating to environmental quality. environmental quality is part of the responsibility of humanity. as in sadr38, humanity's big position is to take responsibility for all major and minor works, open and hidden activities. humans and nature are inseparably linked. humans are greatly influenced by the surrounding environment, such as the physical environment and other life. all forms of human action, good or bad, will be rewarded/punished by allah subhanahu wa ta'ala. this belief provides an impetus for someone to guard against actions that reduce human dignity and increase actions that can prosper human life. one form of effort in environmental preservation that reflects religious culture is tsp (tahan dari buang sampah sembarangan, simpan sampah pada tempatnya, pungut sampah insya allah sedekah). this culture can be applied in monthly cleaning activities. this activity is carried out together with residents by walking around the neighborhood, then picking up trash when it is found. the residents were taught when they found trash on the street. then the trash was picked up and then thrown into the trash. in addition, there is a culture of bebas komiba, which stands for be (berantakan-rapihkan), bas (basah-keringkan), ko (kotor-bersihkan), mi (miring ex. barang-luruskan), ba (bahaya-amankan). this culture can be applied in schools. especially during clean friday activities, students are used to practicing this culture. the hope is that students can practice this culture in their neighborhood, at least in their own families. in addition, there is also a basic culture that encourages change in the environment, namely 3m: (mulai dari diri sendiri; mulai dari hal yang kecil; mulai saat ini). this culture is combined with the 5k culture (kerja cerdas, kerja tuntas, kerja mawas, kerja ikhlas). the implementation of these two cultures' application is the holding of the "muslim parade week". this activity is also a form of humanitarian responsibility on a broader (large) scale. students organize this activity as a medium for preaching and a form of self-existence based on the implementation of worship to god and attention to the spirit of community service and the implementation of islamic values obtained during educational programs in schools (abdullah and syahri 2018). efforts to provide quality education are also important in the goal of sustainable development. as stated in the law, quality education is the important point that, as explained above, promotes human dignity. the implementation of sdgs in the education process should know the goal of education is human excellence. students are not only smart but also have good qualities. in achieving this, the character learning method is very appropriate for every student. this method consists of three stages that must be passed and completed 39: a. knowing morals. the objectives are: students are able to distinguish noble moral values and moral characters; understand logically and rationally (not doctrinal or dogmatic) the importance of moral values; students recognize the figure of the prophet muhammad as an exemplary figure through his words and behavior. b. loving moral. intended to foster a sense of love and take noble moral values. the teacher's goal for students is the emotional dimension, heart, soul, not reason or logic. the teacher touches the students' emotions that foster awareness, desires, and high needs. 38 laila salim, salim sadruddin, and david zakus, “organizational commitment in a health ngo in pakistan,” voluntas: international journal of voluntary and nonprofit organizations 23, no. 3 (2012): 584–604. 39 syamsu a kamaruddin, “character education and students social behavior,” journal of education and learning 6, no. 4 (2012): 223–230. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 177 c. doing morals. students practice noble moral values in daily behavior such as polite, friendly, honest, compassion, and so on. these stages are actually found in the section on education through religious culture. religious culture that can be applied in everyday life at school or at home, including 7 b (beribadah dengan baik, benar, dan istiqomah; berakhlak baik; belajar tekun tiada henti; bekerja keras, cerdas, dan ikhlas; bersahaja dalam hidup; bantu sesama; bersihkan hati selalu). in carrying out the culture, students are accustomed to daily practice: recitation, morning and evening dhikr, sunnah fasting, congregational prayer, etc. conclusion indonesia is one of 194 “civil society” countries that participated in the un (united nations) session on september 25-27, 2015 in new york-united states of america, which agreed to the sustainable development goals or sdgs. sdgs was formed with the aim of resolving all the problems that the nation is currently facing or will face in a country, including in the field of education. the sustainable development goals (sdgs) in the field of education, namely "good quality education" with the substance of "ensuring equitable quality education and increasing learning opportunities for all people, ensuring inclusive and equitable education and encouraging lifelong learning opportunities for all people". as in the mandate of law no. 20 of 2003 that education is shown to shape the character and civilization of a nation with dignity, equitable education is carried out to achieve this. religious culture-based education model can be an alternative education that supports the achievement of sdgs in education. this is because the model contains religious values islamic education which can be applied in any group regardless of social status. in addition, this model is carried out continuously throughout life and can be passed on from one generation to the next. there are at least five religious cultures that can be applied to form a dignified national character and civilization, namely; (1) tsp (tahan dari buang sampah sembarangan, simpan sampah pada tempatnya, pungut sampah insya allah sedekah); (2) bebaskomiba (be-berantakan-rapikan; bas-basahkeringkan; ko-kotor-bersihkan; mimiring-luruskan; ba-bahaya-amankan); (3) 3m (mulai dari diri sendiri; mulai dari hal yang kecil; mulai saat ini); (4) 5k (kerja keras; kerja cerdas; kerja mawas; kerja tuntas; kerka ikhlas); and (5) 7b (beribadah dengan baik, benar, dan istiqomah; berakhlak baik; belajar tekun tiada henti; bekerja keras, cerdas, dan ikhlas; bersahaja dalam hidup; bantu sesama; bersihkan hati selalu). references aeni, ani nur. “pendidikan karakter untuk siswa sd dalam perspektif islam.” mimbar sekolah dasar 1, no. 1 (2014): 50–58. aida abd rahman. “32 sekolah perintis trenglish 2014-2016.” teganukita. alisjahbana, armida salsiah. menyongsong sdgs: kesiapan daerah-daerah di indonesia. unpad press, 2017. arief, armai. pengantar ilmu dan metodologi pendidikan islam. ciputat pers, 2002. arikunto, suharsimi, and lia yuliana. “manajemen pendidikan.” yogyakarta: aditya media (2008). fathurrohman, muhammad. “pengembangan budaya religius dalam meningkatkan mutu educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 178 pendidikan.” ta’allum: jurnal pendidikan islam 4, no. 1 (2016). http://dx.doi.org/10.21274/taalum.2016.4.1.19-42. fazzan, fazzan. “korupsi di indonesia dalam perspektif hukum pidana islam.” jurnal ilmiah islam futura 14, no. 2 (2015): 146. http://dx.doi.org/10.22373/jiif.v14i2.327. gunawan, maxi. kadin indonesia bersatu : bekerja membangun negeri. gramedia pustaka utama, 2015. halstead, j mark. “islamic values: a distinctive framework for moral education?” journal of moral education 36, no. 3 (2007): 283–296. http://dx.doi.org/10.1080/03057240701643056. hamidah, ida, siti aisyah, ari arifin danuwijaya, ade gafar abdullah, galuh yuliani, and heli s h munawaroh. ideas for 21st century education: proceedings of the asian education symposium (aes 2016), november 22-23, 2016, bandung, indonesia. routledge, 2017. hidayati, inayah. “islam dan pendidikan multikulturalisme.” quality 1, no. 2 (2017). idrus, iqbal aidar, and ummi zakiyah. “kajian sukses implementasi e-government.” jurnal of government jog (kajian manajemen pemerintahan & otonomi daerah) (2017). indonesia, republik. undang-undang sistem pendidikan nasional. indonesia, 2003. kamaruddin, syamsu a. “character education and students social behavior.” journal of education and learning 6, no. 4 (2012): 223–230. kementerian pendidikan dan kebudayaan » republik indonesia. “target kemendikbud dalam pengembangan pendidikan dan kebudayaan tahun 2017.” kementerian pendidikan dan kebudayaan. masrifatin, yuni, and muh barid nizarudin wajdi. “islamic studies di indonesia (pendekatan fenomenologi).” in proceedings of annual conference for muslim scholars, 531–538, 2018. mighfar, shokhibul. “menggagas pendidikan humanis religius: belajar dari model pendidikan pesantren.” jurnal pendidikan islam indonesia 2, no. 2 (2018): 159–180. http://dx.doi.org/10.35316/jpii.v2i2.69. morton, stephen, david pencheon, and neil squires. “sustainable development goals (sdgs), and their implementation.” british medical bulletin (2017): 1–10. http://dx.doi.org/10.1093/bmb/ldx031. ngoyo, muhammad fardan. “mengawal sustainable development goals (sdgs); meluruskan orientasi pembangunan yang berkeadilan.” sosioreligius 1, no. 1 (2018). nugroho, bekti taufik ari. “mustaidah. 2017.” identifikasi nilai-nilai pendidikan islam dalam pemberdayaan masyarakat pada pnpm mandiri (n.d.). sahin, abdullah. “critical issues in islamic education studies: rethinking islamic and western liberal secular values of education.” religions (2018). said, nur. “pendidikan toleransi beragama untuk humanisme islam di indonesia.” edukasia : jurnal penelitian pendidikan islam 12, no. 2 (2017): 409. http://dx.doi.org/10.21043/edukasia.v12i2.2445. salim, emil. “pembangunan berkelanjutan: mencari format politik” (1992). educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 179 salim, laila, salim sadruddin, and david zakus. “organizational commitment in a health ngo in pakistan.” voluntas: international journal of voluntary and nonprofit organizations 23, no. 3 (2012): 584–604. sdg, u n. “sustainable development goals,” 2018. suwarsi, suwarsi. “analisis faktor penyebab perilaku seksual pranikah pada remaja di desa wedomartani sleman yogyakarta.” jurnal ners dan kebidanan indonesia 4, no. 1 (2016): 39. http://dx.doi.org/10.21927/jnki.2016.4(1).39-43. tsani, iskandar. “pendidikan agama islam sebagai sarana pembentukan moral dan karakter siswa.” didaktika religia 1, no. 1 (2013). http://dx.doi.org/10.30762/didaktika.v1i1.112. wajdi, muh. barid nizaruddin. “pendidikan ideal menurut ibnu khaldun dalam muqaddimah.” jurnal lentera : kajian keagamaan, keilmuan dan teknologi 1, no. 2 (september 30, 2015): 272–283. accessed october 21, 2017. http://www.ejournal.staimnglawak.ac.id/index.php/lentera/article/view/49. educatio : journal of education volume 8 , number 2, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) z the influence of the discovery learning model assisted by cultural diversity room image media on the learning outcomes of pancasila and citizenship education of students sofi eka yulianti, machful indra kurniawan, isnin harianti sofiekayulianti@gmail.com, accepted: may 8th 2023 reviewed: june 13th 2023 published: november 30th 2023 abstract : in education, the significance of teaching and learning is paramount, with teachers assuming a pivotal role in shaping successful educational outcomes. learning, viewed as an ongoing lifelong process, is characterized by purposeful endeavors to cultivate individual potential and foster responsible citizenship. civic education, marked by an emphasis on comprehensive comprehension and skill development, encounters persistent challenges such as the limitations of conventional lecture-based methods that impede effective learning. in response, this study developed a specialized learning module concentrating on two-variable linear equations, employing the addie model. employing a quantitative experimental research approach, data collection involved comprehensive methods including questionnaires, observations, interviews, and meticulous statistical analysis. the validation process underscored the module's pronounced practicality and engagement, further affirming its viability for implementation. the study's findings, presented earlier, deduced that the integration of the discovery learning model aided by the "bilik" cultural diversity image media significantly influences the learning outcomes of fourthgrade students studying civic education at sd muhammadiyah 2 waru. notably, pretest results averaged at 68.25, while posttest scores displayed an average of 94.7. the t-test calculations confirmed a disparity in the averages, with pretest and posttest increments of 71.17 and 96.7, respectively. these outcomes substantiate the model's efficacy in elevating posttest scores beyond pretest levels, emphasizing its impact on learning outcomes. consequently, this research offers valuable insights into advancing the effectiveness of civic education through innovative pedagogical strategies. keywords : education, teaching, learning, outcomes introduction in education at schools, teaching and learning activities are essential1. teachers are a determining factor in the success of teaching and learning. learning is a complex process that 1 james a banks et al., “diversity within unity: essential principles for teaching and learning in a multicultural society,” phi delta kappan 83, no. 3 (2001): 196–203; burton r clark, “the modern integration of research activities with teaching and learning,” the journal of higher education 68, no. 3 (1997): 241–255. mailto:sofiekayulianti@gmail.com volume 8, number 2, november 2023| 372 z occurs throughout one's life, from birth to death2. according to suryosubroto, education is a deliberate and planned effort to help develop the potential and abilities of learners for their individual and societal well-being3. citizenship education is a field of study that examines and analyzes social phenomena and issues in society from various aspects of life or as a synthesis4. therefore, the values contained in citizenship education must be applied effectively to shape the personality of learners, convey knowledge, and develop their skills. learning should begin with a contextual question introduction in the context of citizenship education5. by addressing contextual issues, learners are gradually guided to master the concepts of citizenship education. the constructivist perspective is the foundation for contextual thinking, making the constructivist paradigm suitable for citizenship education learning. efforts to improve the quality of education must encompass all educational components. one aspect that needs enhancement is the teaching and learning process. due to the broad curriculum coverage, many educators use lecture methods in citizenship education to save time and address the widening gap between taught content and the students' abstract comprehension, causing difficulties in applying acquired knowledge6. teachers are expected to possess the ability to implement effective teaching models for more efficient learning7. the teaching and learning process in elementary schools should facilitate learners in achieving the targeted competencies of the curriculum. the education process standards play a vital role in enhancing education quality. teachers are also crucial in improving educational quality, ensuring the material delivery aligns with the syllabus guidelines and instructional program design. this necessitates innovative approaches tailored to learner characteristics, enabling them to meet the expected minimum mastery criteria set by the school. based on preliminary research conducted on november 15, 2021, a phenomenon involving applying the discovery learning model in a fourth-grade class of 22 learners was identified. this choice was driven by the fact that some learners had yet to reach the minimum mastery criteria, 2 yuli choirul ummah and muh barid nizarudin wajdi, “dismantling paradigm book ta’limul muta’allim,” educatio : journal of education 1, no. 2 (october 30, 2016): 1–10, accessed october 21, 2017, http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/26. 3 buang suryosubroto, “proses belajar mengajar di sekolah: wawasan baru, beberapa metode pendukung, dan beberapa komponen layanan khusus” (1997). 4 angela bermudez, “four tools for critical inquiry in history, social studies, and civic education,” revista de estudios sociales, no. 52 (2015): 102–118; heela goren and miri yemini, “global citizenship education redefined– a systematic review of empirical studies on global citizenship education,” international journal of educational research 82 (2017): 170–183. 5 walter c parker, “knowing and doing in democratic citizenship education,” handbook of research in social studies education (2008): 65–80; paul r carr, gary pluim, and lauren howard, “linking global citizenship education and education for democracy through social justice: what can we learn from the perspectives of teachereducation candidates,” journal of global citizenship & equity education 4, no. 1 (2014): 1–21. 6 howard s adelman and linda taylor, “moving prevention from the fringes into the fabric of school improvement,” in implementation of prevention programs (routledge, 2013), 7–36; jane knight, internationalization: elements and checkpoints. cbie research no. 7. (eric, 1994). 7 eric m hass, gustavo e fischman, and joe brewer, dumb ideas won’t create smart kids: straight talk about bad school reform, good teaching, and better learning (teachers college press, 2014); james h stronge, qualities of effective teachers (ascd, 2018); hass, fischman, and brewer, dumb ideas won’t create smart kids: straight talk about bad school reform, good teaching, and better learning. volume 8, number 2, november 2023| 373 z particularly in citizenship education. the data showed that learners' understanding of citizenship education was below the required standard due to their inability to accurately analyze the content’s ideas and low interest in reading. these factors resulted in subpar student learning outcomes, aggravated by the need for more facilities to support the learning process, especially learning media. the teaching methods remained teacher-centered8. using suitable teaching models within the 2017 curriculum, such as discovery learning, aims to engage learners actively in discovering concepts related to the material. in this way, learners analyze and explain what they have learned, presenting their findings independently. discovery learning is a mental learning process where learners assimilate a concept, categorize it, and explain it. the need for innovations in teaching models presents a solution to enhance learners' reasoning abilities in problem-solving. thus, direct experiences are crucial for effective learning, requiring learners to be directly involved and responsible for their outcomes. therefore, the researcher aims to apply the discovery learning model with the assistance of cultural diversity room images to citizenship education in fourth-grade learners at sd muhammadiyah 2 waru. through this approach, it is anticipated that the influence of discovery learning with diverse cultural room images will positively impact the citizenship education learning outcomes of fourth-grade learners at sd muhammadiyah 2 waru. using the discovery learning model, learners are expected to influence cognitive learning outcomes in citizenship education for fourth-grade learners at sd muhammadiyah 2 waru. based on this background, the researcher seeks to understand the impact of discovery learning with the assistance of diverse cultural room images on cognitive learning outcomes in citizenship education for fourth-grade learners at sd muhammadiyah 2 waru. method this study is an experimental quantitative research. experimental quantitative research begins with data collection, data interpretation, and then uses statistics to present the final results in numerical form, which are analyzed to answer questions and hypotheses, and then works with data and numbers9. the research method in this experiment uses the one group pretest-posttest design. the collected or obtained data will be processed and analyzed using calculations with the assistance of spss version 26 for easy data calculation. the results of the conducted analysis can lead to a conclusion to answer the research questions posed by the researcher. 8 maryam sulaeman and yuli marlina, “the use of multimedia in teaching dirasah islamiyah course in higher education institution in indonesia.,” journal of education and practice 8, no. 15 (2017): 207–216. 9 r. burke johnson and anthony j. onwuegbuzie, “mixed methods research: a research paradigm whose time has come,” educational researcher (2004). volume 8, number 2, november 2023| 374 z independent variable the independent variable is a variable that influences or causes changes or the emergence of the dependent variable. the independent variable in this study is the discovery learning model aided by visual media. dependent variable the dependent variable is a variable that is influenced or caused due to the presence of the independent variable. in this study, it is the learning outcomes in the cognitive aspect of fourthgrade students in theme 7, subtheme 1, related to ethnic and religious diversity in our country. population and sampling the population is an area of objects or subjects with certain qualities and characteristics related to a research problem and then drawn to a conclusion. this study’s population consists of all fourth-grade students at sd muhammadiyah 2 waru. sampling is a technique of sample selection. various sampling techniques are utilized to determine the sample used in the study. the sampling technique used in this study is quota sampling. quota sampling is a technique where the researcher determines the quota or number of samples beforehand. the sample used in this study consists of all fourth-grade students at sd muhammadiyah 2 waru. data collection techniques data collection techniques are methods used to obtain research data. data collection is performed using the following methods: 1) observation, an activity aimed at perceiving and understanding knowledge about a phenomenon based on known knowledge or ideas to obtain necessary information for further research, 2) documentation, an activity aimed at implementing documentation methods. the researcher investigates written materials such as books, magazines, documents, regulations, meeting minutes, diaries, etc, 3) test method, a test is an activity aimed at assessing the success of learners in learning. this involves conducting a pre-test and a post-test. the pre-test is given before the learning process, while the post-test is given after the learning process. data collection instruments the survey tool used in this study is a test consisting of citizenship questions. the test comprises a pre-test and a post-test for the control and experimental groups. the analysis method used to analyze the effect of the discovery learning model aided by cultural diversity room images on the learning outcomes of fourth-grade students in citizenship education is hypothesis testing data. using the one-sample t-test is a method used to assess the volume 8, number 2, november 2023| 375 z effectiveness of treatment, indicated by the difference in means before and after the treatment is applied. result and discussion this study aims to determine the "effect of discovery learning model assisted by cultural diversity room image media on learning outcomes of civic education for grade iv students at sd muhammadiyah 2 waru." various methods were used in data collection for this research. data presentation in this study was obtained through data collection during the teaching of civic education for grade iv students at sd muhammadiyah 2 waru, with a total of 20 respondents. table 4.1 descriptive scores of pretest-posttest results of pretest and posttest scores no. subject score pre test post test 1. ambs 55 89 2. adk 58 90 3. aaa 56 85 4. gls 65 97 5. hik 68 98 6. kava 68 100 7. miu 77 100 8. msrp 74 97 9. rrn 76 95 10. snrn 71 95 11. safoaf 69 93 12. tcp 66 95 13. hw 77 95 14. zwp 70 90 15. magf 69 90 16. m 74 100 17. drp 69 100 18. msrpa 68 95 19. jfm 69 98 20. naj 66 92 highest score 77 100 lowest score 55 85 mean 68 94 median 69 95 volume 8, number 2, november 2023| 376 z mode 69 95 variance 39 18 std deviation 6 4 based on the pre-test and post-test results, the scores obtained from class iv siti walidah show that the highest pre-test score is 77, while the lowest score is 55. furthermore, the highest post-test score is 100, while the lowest is 85. thus, it can be concluded that the students’ learning outcomes before and after the treatment (treatment) indicate a significant difference in the scores obtained in class iv of sd muhammadiyah 2 waru. the scores that were collected were then subjected to a normality test prior to conducting the research. this normality test was performed using spss version 26. the results of the normality test for the pretest and posttest scores can be seen in table 4.2 below: tests of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. pretest ,184 20 ,074 ,908 20 ,057 posttest ,178 20 ,097 ,928 20 ,143 a. lilliefors significance correction data follows a normal distribution in the shapiro-wilk test when the sig. value is greater than 0.05 (singgih santoso, 2014: 191). based on the table above, the pretest data shows a shapirowilk sig. value of 0.057 > 0.05. similarly, for the posttest data, the shapiro-wilk sig. value is 0.143 > 0.05. this indicates that both the pretest and posttest data follow a normal distribution. table 4.3 test of homogeneity of variances levene statistic df1 df2 sig. 2,418a 4 8 ,134 a. groups with only one case are ignored in computing the test of homogeneity of variance for posttest. based on the table above, it is observed that the significance value (sig.) for the variable of learning outcomes in pancasila and civic education for fourth-grade students of siti walidah is 0.134, which is greater than 0.05. therefore, it can be concluded that the presented data is homogenous. since the sig. value of 0.134 > 0.05, the null hypothesis (h0) is accepted, and parametric analysis can be continued. based on the tests of normality and homogeneity of learning outcomes for fourth-grade students of siti walidah, it can be determined that the data meets the criteria and is suitable for conducting volume 8, number 2, november 2023| 377 z a hypothesis test (t-test). this hypothesis test is conducted to address the second research question. the decision-making criteria to determine the results of the hypothesis test using spss version 26 are as follows: if the value of prob/significance/p–value < a, then hₒ is rejected. if the value of prob/significance/p–value > a, then hₐ is accepted. explanation: a) ho is rejected: there needs to be more influence of the discovery learning model assisted by the cultural diversity room media on the learning outcomes of fourth-grade students at sd muhammadiyah 2 waru. b) hₐ is accepted: the discovery learning model is influenced by the cultural diversity room media on the learning outcomes of fourth-grade students at sd muhammadiyah 2 waru. the following is the number of fourth-grade students of siti walidah who took the posttest and the results of the hypothesis test analysis using the one-sample t-test, presented in table 4.4. table 4.4 hypothesis test for posttest-pretest values using one-sample test t df sig. (2tailed) mean difference 95% confidence interval of the difference lower upper pre_test 48,784 19 ,000 68,25000 65,3218 71,1782 post_test 98,930 19 ,000 94,70000 92,6965 96,7035 in the table above, it can be seen that the sig. value (2-tailed) is 0.000 < 0.05 or the calculated t-value 98.930 > the t-table value 48.784. this indicates a positive and significant influence of the discovery learning model on the learning outcomes of students in civic education and nationalism for fourth-grade students at sd muhammadiyah 2 waru. based on the one-sample t-test, the obtained sig. value (2-tailed) is 0.000 < 0.05, and the calculated t-value 98.930 > the t-table value 48.784. therefore, it can be concluded with a 95% confidence level that there is a positive and significant influence of the discovery learning model assisted by the cultural diversity image media on students’ learning outcomes in civic education and nationalism for fourth-grade students at sd muhammadiyah 2 waru. discussion this study aims to determine the influence of the discovery learning model on the learning outcomes of fourth-grade students. the study was conducted for three face-to-face meetings. in volume 8, number 2, november 2023| 378 z each meeting, the researcher delivered the material and conditioned students according to the steps outlined in the lesson plan (rpp), which includes the steps of the discovery learning teaching model. the effectiveness of the discovery learning model is attributed to educators who possess a mastery of the discovery learning teaching model. furthermore, in education, teachers cannot perform their duties alone; they require effective collaboration with colleagues and the students' guardians (community). an educator must also serve as a positive role model for students, as their role is not only that of an instructor but also a leader and exemplar for students. during the research conducted using the discovery learning model, the learning atmosphere became livelier, and students exhibited greater enthusiasm for learning the material provided by the researcher. however, constraints included time limitations and the adjustment of students to the new instructional approach, which had yet to be previously implemented in the classroom. these constraints were encountered during the implementation of the discovery learning model. the primary factor was that educators must thoroughly master the discovery learning model. to address this, the researcher limited the time for discussion during the learning process to ensure sufficient time for instruction. based on the one-sample t-test, the obtained sig. value (2-tailed) is 0.000 < 0.05, and the calculated t-value is 98.930 > the t-table value 48.784. therefore, it can be concluded with a 95% confidence level that there is a positive and significant influence of the discovery learning model on students’ learning outcomes in civic education and nationalism for fourth-grade students at sd muhammadiyah 2 waru. the research seeks to ascertain the extent of the influence of the discovery learning teaching model aided by the cultural diversity image media on students’ cognitive learning outcomes. the research analyzed descriptive statistical hypotheses from the examined samples, which include pretest and posttest scores. for the pretest scores, the average learning outcome was 68.25, while the posttest scores yielded an average learning outcome of 94.70. the research sample comprised 20 students. the standard deviation for pretest was 6.25658; for posttest, it was 4.28092. the std. error mean for pretest was 1.39901, and for posttest, it was 0.95724. as the average learning outcome for pretest (68.25) < posttest (94.70), it can be descriptively interpreted that there is a difference in the average learning outcomes between pretest and posttest. the researcher concludes that the discovery learning teaching model aided by the cultural diversity image media substantially influences daily instructional activities. this research is aligned with a study conducted by dwi rahayu titled " penerapan model discovery learning dengan media citra nonfoto untuk meningkatkan hasil belajar pada materi penginderaan jauh di kelas xii-pis1 sman 2 pematang siantar."10 the research aims to determine the impact of applying the discovery learning teaching model to enhance the learning outcomes of the social studies subject. it is an experimental research design conducted in a single session. the experimental class scored 82.08, while the control class received 70.22%. the congruence between the above study and the present one lies in utilizing the discovery learning teaching model, with the difference being the subject matter—social studies in the former and civic education (pkn) in the latter. 10 adventina dwi rahayu, “penerapan model discovery learning dengan media citra nonfoto untuk meningkatkan hasil belajar pada materi penginderaan jauh di kelas xii-pis1 sman 2 pematang siantar” (unimed, 2018). volume 8, number 2, november 2023| 379 z another related study is by ria fita lestari (2013) titled " pengaruh media kartu bergambar terhadap hasil belajar ips pada siswa kelas iv sd n kotagede 5 yogyakarta tahun ajaran 2012/2013." the research utilizes a quantitative method applied to the fourth-grade class of sdn kotagede 5 yogyakarta, using a pretest-posttest experimental one-group design11. in conclusion, the discovery learning model allows students to engage in their learning environment, enabling them to take responsibility for discovering new aspects in their surroundings. by connecting classroom learning with real-life discoveries, students become more active in honing their critical thinking skills to solve problems in the learning process. conclusion based on the research findings presented in the previous chapter, the conclusion drawn from this study is that there is an influence of the discovery learning teaching model aided by the cultural diversity image media on the learning outcomes of fourth-grade students in the subject of civic education at sd muhammadiyah 2 waru. the pretest results obtained an average score of 68.25, while the posttest yielded an average score of 94.7. the t-test calculation on the posttest yielded a t-value smaller than the t-table value, indicating a difference in the average scores. the increase from pretest (71.17) to posttest (96.7) signifies a positive trend in the learning outcomes. based on the above research results, it is evident that the posttest scores are higher than the pretest scores. thus, the researcher can conclude that applying the discovery learning teaching model aided by the cultural diversity image media influences the learning outcomes of fourth-grade students in civic education at sd muhammadiyah 2 waru. references adelman, howard s, and linda taylor. “moving prevention from the fringes into the fabric of school improvement.” in implementation of prevention programs, 7–36. routledge, 2013. banks, james a, peter cookson, geneva gay, willis d hawley, jacqueline jordan irvine, sonia nieto, janet ward schofield, and walter g stephan. “diversity within unity: essential principles for teaching and learning in a multicultural society.” phi delta kappan 83, no. 3 (2001): 196–203. bermudez, angela. “four tools for critical inquiry in history, social studies, and civic education.” revista de estudios sociales, no. 52 (2015): 102–118. carr, paul r, gary pluim, and lauren howard. “linking global citizenship education and education for democracy through social justice: what can we learn from the perspectives of teacher-education candidates.” journal of global citizenship & equity education 4, no. 1 (2014): 1–21. 11 ria fita lestari, “pengaruh media kartu bergambar terhadap hasil belajar ips pada siswa kelas iv sd n kotagede 5 yogyakarta tahun ajaran 2012/2013,” yogyakarta: universitas negeri yogyakarta (2013). volume 8, number 2, november 2023| 380 z clark, burton r. “the modern integration of research activities with teaching and learning.” the journal of higher education 68, no. 3 (1997): 241–255. goren, heela, and miri yemini. “global citizenship education redefined–a systematic review of empirical studies on global citizenship education.” international journal of educational research 82 (2017): 170–183. hass, eric m, gustavo e fischman, and joe brewer. dumb ideas won’t create smart kids: straight talk about bad school reform, good teaching, and better learning. teachers college press, 2014. johnson, r. burke, and anthony j. onwuegbuzie. “mixed methods research: a research paradigm whose time has come.” educational researcher (2004). knight, jane. internationalization: elements and checkpoints. cbie research no. 7. eric, 1994. lestari, ria fita. “pengaruh media kartu bergambar terhadap hasil belajar ips pada siswa kelas iv sd n kotagede 5 yogyakarta tahun ajaran 2012/2013.” yogyakarta: universitas negeri yogyakarta (2013). parker, walter c. “knowing and doing in democratic citizenship education.” handbook of research in social studies education (2008): 65–80. rahayu, adventina dwi. “penerapan model discovery learning dengan media citra nonfoto untuk meningkatkan hasil belajar pada materi penginderaan jauh di kelas xii-pis1 sman 2 pematang siantar.” unimed, 2018. stronge, james h. qualities of effective teachers. ascd, 2018. sulaeman, maryam, and yuli marlina. “the use of multimedia in teaching dirasah islamiyah course in higher education institution in indonesia.” journal of education and practice 8, no. 15 (2017): 207–216. suryosubroto, buang. “proses belajar mengajar di sekolah: wawasan baru, beberapa metode pendukung, dan beberapa komponen layanan khusus” (1997). ummah, yuli choirul, and muh barid nizarudin wajdi. “dismantling paradigm book ta’limul muta’allim.” educatio : journal of education 1, no. 2 (october 30, 2016): 1–10. accessed october 21, 2017. http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/26. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 193 zzzzzz z increasing higher education promotion through a coverage focus strategy for mapping characteristics of new students daryono universitas pgri wiranegara pasuruan, jawa timur, indonesia daryono.jarwo@gmail.com accepted: june 17th 2022 reviewed: july 16th 2022 published: sept 28th 2022 abstract : nowadays, the promotion of higher education in indonesia in attracting prospective students is quite intense. in the digital era, the role of digital media occupies the highest role in providing access to information and communication so that it becomes the most effective service used by universities. the coverage focus strategy is an option to incorporate digital media to find out the characteristics of new students. this research is a qualitative research using a descriptive approach. this study aims to determine the promotion strategy using the coverage focus technique and to determine the characteristics of prospective new students in tertiary institutions. the subjects in this study consisted of the college promotion team and prospective new students at universitas pgri wiranegara. data were collected through interviews and questionnaires, then analyzed using data triangulation techniques. the results of the study show that the promotion strategies carried out by universitas pgri wiranegara are advertising, personal selling, publicity, and word of mouth. the characteristics of prospective new students at universitas pgri wiranegara after not being accepted by the sbmptn are showing an interest in further studies, learning motivation, intellectual level, economic level and parental support. keywords: promotion strategy; coverage focus strategy, student characteristics introduction promotion of higher education is an effort to be able to attract the hearts of prospective new students. this of course requires a strategy used by tertiary institutions as an effort to convey messages of persuasion and education regarding offers and positive thinking results. selection of promotion strategy is an effort to utilize resources in carrying out promotional programs. the promotion strategy that is utilized as a communication medium is expected to be able to provide comprehensive and sufficient information so that prospective students can consider studying at a tertiary institution 1. the 1 surya dharmawansyah, hafied cangara, and m iqbal sultan, “strategi promosi dalam meningkatkan jumlah mahasiswa pada politeknik negeri media kreatif makassar,” jurnal komunikasi kareba 3, no. 4 (2014): 256–263; dani darmawan, “strategi komunikasi pemasaran media kampus bandung dalam mempromosikan smile motion 2016 melalui media sosial instagram,” journal of chemical information and modeling 53, no. 9 (2019): 1689–1699; winda feriyan, sumatera selatan, mailto:daryono.jarwo@gmail.com educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 194 zzzzzz z promotion strategy uses regular steps, including planning, organizing, implementing and controlling carefully to get maximum results based on the goals set. promotion in the context of higher education is responsive to demands based on an analysis of community needs, achievement of higher education goals and program implementation. higher education that is directly connected to the community both inside and outside is a bridge between higher education institutions and the community 2. the promotion strategy is at the forefront in maintaining the reputation of higher education and carrying out its strategic role. the demands of the times and the needs of the technology and information society are a necessity in reformulating the promotion strategy carried out by higher education public relations to be able to adapt. the promotion strategy using the strategy of focusing on higher education coverage is directed at the roles of communicators, relationships, backup management, good image makers in enhancing the reputation of higher education and positive publicity that will be conveyed to the public 3. first, the role of the communicator as a spokesperson to communicate both through the virtual world and the real world intensively to the public. second, the relationship role builds a positive relationship between higher education and the internal and external public. third, the role of backup management is to carry out management support or support other higher education activities in the marketing, operational, technical, financial and personnel departments for the sake of creating common goals within a framework of the main goals of higher education. fourth, the role of a good image maker is to create a positive image of higher education and publicity, achievement, reputation and at the same time become a goal for higher education promotion activities in implementing higher education promotion management using a coverage focus strategy. the promotion strategy by utilizing various media partnerships such as youtube, facebook, instagram and online news media is a means of exchanging information, communication, expression and forming a positive image of higher education. the presence of various communication media allows humans to interact freely without being limited by space and time 4. promotional strategies and sumatera selatan, “promosi dan pengaruhnya terhadap terhadap animo calon mahasiswa baru dalam memilih perguruan tinggi swasta” 16, no. 1 (2018): 21–27; dkk 2021 daryono, “society 5.0 fostering spirituality and humanity,” in proceedings of international seminar society 5.0 fostering spirituality and humanity, ed. ph.d prof. akhsanul in’am (malang: postgraduate university of muhammadiyah malang, indonesia, 2021), 275; dkk 2021 daryono, society 5.0 leading in the borderless world, ed. diah karmiyati, 2021st ed. (malang: cv. bildung nusantara, 2021, 2021). 2 daryono, menuju manajemen berbasis sekolah, ed. m zainul arifin ari institute s.m, 1st ed. (pasuruan, indonesia: lembaga academic & research institute, 2020); suzy yolanda and gussman hayatullah, “analisis peran dan fungsi humas dalam manajemen institusi pendidikan ( studi pada bagian humas dan kerjasaman universitas abdurrab ),” communiverse: jurnal ilmu komunikasi 3, no. 2 (2018): 76–89; wina puspita sari and asep soegiarto, “fungsi dan peran humas di lembaga pendidikan,” communicology 7, no. 1 (2019): 47–64; hannah mahfuzhah and anshari anshari, “media publikasi humas dalam pendidikan,” al-tanzim : jurnal manajemen pendidikan islam 2, no. 2 (2018): 137–149; dkk daryono, mochamad bayu firmansyah, landasan pendidikan:teori dan aplikasi dalam aspek humas pendidikan di indonesia, 1st ed. (pasuruan, indonesia: ari institute, 2021). 3 mifrohatul musyarrofah, “peran humas dalam pengembangan pendidikan tinggi,” idaarah: jurnal manajemen pendidikan 2, no. 1 (2018): 11–23; mahfuzhah and anshari, “media publikasi humas dalam pendidikan”; feriyan, selatan, and selatan, “promosi dan pengaruhnya terhadap terhadap animo calon mahasiswa baru dalam memilih perguruan tinggi swasta.” 4 carlos miguel ferreira and sandro serpa, “society 5.0 and social development,” preprints 1, no. november (2018): 1–6; i. a safiudin, k., firmansyah, m. b., laily, i., & rohma, “media sosial sebagai bentuk ekspresi educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 195 zzzzzz z through various media make it possible to share text, images, videos and sound. the promotion strategy as an effort to create a positive image for tertiary institutions cannot only be studied in terms of its form and meaning, but also the function of using the media as a means of interaction. the function of the promotional strategy using a variety of media is closely related to the message published to create interaction between the sender of the promotional message and the reader of the promotional language. thus, the published message has the hope that it will form a positive image of the university. universities can form a positive image through promotional strategies in various media to the wider community. the community will provide an assessment of what has been uploaded, whether in the form of text, images, video or sound along with the included caption. the positive image of tertiary institutions is an interesting fact that has been selected to be conveyed to the wider community. this positive image aims to provide the best service to the community so as to create support for higher education programs. on the other hand, this positive image is an effort to harmonize harmonious and reciprocal relationships in order to obtain adequate information reception for both universities and the community. universities, in this case the universitas pgri wiranegara, are also considering using various media such as youtube, facebook, instagram and online news media to communicate with other parties due to communication demands. with a variety of media, promotional strategies can be carried out as long as they are connected to the internet. based on the background of the problems that have been described, the campus promotion strategy using the focus coverage technique is an attempt to find out the characteristics of new students before and after the sbmptn is very interesting to study. the problem that will be discussed in this study is how the differences in the characteristics of new students before and after the sbmptn. method the research approach used in this study is a descriptive approach. the researcher describes and explains the differences in the characteristics of new students before and after the sbmptn. the type of research used is qualitative research. qualitative research is research that produces findings that are not achieved by using statistical procedures but by showing people's lives, functional organizations, behavior and kinship relationships 5. researchers used a type of qualitative research to describe how the differences in the characteristics of new students before and after the sbmptn. results and discussion the campus promotion strategy in this study is to use a coverage focus strategy. the selection of the coverage focus strategy is directed at how the differences in the characteristics of new students before and after the sbmptn. the following are the findings of the research conducted. remaja dalam mencapai utilitarianisme,” nivedana: jurnal komunikasi & bahasa 3, no. 2 (2022): 153–163; feriyan, selatan, and selatan, “promosi dan pengaruhnya terhadap terhadap animo calon mahasiswa baru dalam memilih perguruan tinggi swasta”; dharmawansyah, cangara, and sultan, “strategi promosi dalam meningkatkan jumlah mahasiswa pada politeknik negeri media kreatif makassar.” 5 radja erland hamzah, “penggunaan media sosial di kampus dalam mendukung pembelajaran pendidikan” xiv, no. 1 (2015): 45–70; yusuf a muri, metode penelitian kuantitatif, kualitatif & penelitian gabungan (jakarta: prenadamedia group, 2016). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 196 zzzzzz z characteristics pra post 1. interest in advanced studies + 2. motivation to learn + 3. intellectual level + 4. economic level + 5. parental support -+ + differences in characteristics of prospective new students pre and post sbmptn the interest in further study of post-sbmptn freshmen is very high. this is shown by the tendency of interest in continuing their studies to a higher level of education. interest whose tendency is to pay attention to and remember the activities of interest is the basic thing that is paid attention to continuously accompanied by a sense of pleasure 6. new students choose tertiary institutions as their place of study in the hope of continuing their careers and gaining knowledge and a better standard of living. interest is a tendency that persists in the subject to feel interested in a particular field and feel happy in doing activities in that field 7. interest in further study is influenced by internal factors and external factors. internal factors that influence interest are ideals, a strong desire to raise one's dignity or get a good job and live happily and happily 8. the interest of students to continue their studies at tertiary institutions referred to in this study is an attitude of tendency possessed by an individual or student who focuses on objects with full attention and is accompanied by feelings of pleasure to choose tertiary institutions as a continuation of education in order to achieve prosperity as aspired to after graduated from high school and vocational school later. in short, the interest in entering college includes feelings of pleasure, interest, concern, inclination, and desire to get active. learning motivation is an important factor in learning. motivation to learn has a role in growing passion, pleasure and passion for learning. new students who have strong motivation will have the 6 adil fadillah, sujana sujana, and iswandi sukartaatmadja, “kajian minat studi lanjut siswa-siswi sma dan smk kota bogor ke perguruan tinggi,” jas-pt jurnal analisis sistem pendidikan tinggi 3, no. 1 (2019): 53; sitty nurjana, marline s paendong, and yohanes a r langi, “penerapan rantai markov dalam pemilihan minat masuk siswa sma ke universitas di indonesia application of markov chain interest sign in elections high school students to university in indonesia” 5, no. 1 (2018): 51–56; feriyan, selatan, and selatan, “promosi dan pengaruhnya terhadap terhadap animo calon mahasiswa baru dalam memilih perguruan tinggi swasta.” 7 fadillah, sujana, and sukartaatmadja, “kajian minat studi lanjut siswa-siswi sma dan smk kota bogor ke perguruan tinggi.” 8 feriyan, selatan, and selatan, “promosi dan pengaruhnya terhadap terhadap animo calon mahasiswa baru dalam memilih perguruan tinggi swasta”; fadillah, sujana, and sukartaatmadja, “kajian minat studi lanjut siswa-siswi sma dan smk kota bogor ke perguruan tinggi.” educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 197 zzzzzz z spirit and enthusiasm to carry out learning activities 9. new students who do not have motivation in learning will not be able to carry out learning activities properly. to achieve the success and success of students in learning, the role of the lecturer as a motivator is needed as a driving force, a driving force so that students are eager to learn, so that learning outcomes can be achieved according to the planned goals 10. based on the results of research on new students at universitas pgri wiranegara, it was found that learning motivation after sbmptn showed strong motivation, enthusiasm and good learning activities. there were several new students who were very enthusiastic in the interviews conducted. the description above means that students have good learning motivation and have awareness in choosing and sorting out the college to go to based on their learning motivation. intellectual level is the interpretation of intelligence (intelligence) test results into numbers that can be an indication of the position of a person's intelligence level 11. the intellectual level relates to awareness of space, awareness of something that appears, and mastery of mathematics. the intellectual level is able to work to measure speed, measure new things, store and recall objective information and play an active role in calculating numbers and so on. someone can use an intellectual level that emphasizes the ability to think logically to find objective, accurate facts, and to predict risks, see the consequences of every decision that is made. genetic factors that play a role in the formation of the intellectual level will not change much from time to time without a catalyst from the environment 12. environmental factors have an important role in encouraging an increase in human thinking activity which then leads to an increase in intellectual intelligence. this factor, for example, occurs in today's young generation who are required to be able to solve complex problems quickly, creatively and conceptually. increasing intellectual intelligence is indeed needed to survive (survival) and answer the challenges of the times. those with weak thinking capacity will be eliminated. in essence, intellectual intelligence helps plan strategies and tactics. new student intellectual intelligence universitas pgri wiranegara based on random data and unstructured interviews, it shows that the level of intelligence in thinking and reasoning in managing the right brain and left brain is balanced. this was developed based on the results of the selection test after the sbmptn and then conducted random interviews. the intellectual level is also defined as the global cognitive abilities possessed by new students so they can act in a directed manner and think meaningfully so they can solve problems. the intellectual level is further 9 ifdil emria fitri, neviyarni, “efektivitas layanan informasi dengan menggunakan metode blended learning untuk meningkatkan motivasi belajar” 2 (2016): 84–92; suyono, “pembelajaran efektif dan produktif berbasis literasi,” bahasa dan seni 37, no. 2 (2009): 203–217. 10 sitti rabiah, “manajemen pendidikan tinggi dalam meningkatkan mutu pendidikan,” sinar manajemen 6, no. 1 (2019): 58–67; asafri jaya bakri, “pengembangan kompetensi belajar” (2004): 146–156; emria fitri, neviyarni, “efektivitas layanan informasi dengan menggunakan metode blended learning untuk meningkatkan motivasi belajar.” 11 shepty lana gust wulandari gilang wisnu saputra, muhammad aldy rivai, mawaddatus su’udah and fitroh tyas rosiana dewi, “pengaruh teknologi informasi terhadap kecerdasan ( intelektual , spiritual , emosional dan sosial )” 10, no. 2 (2017): 77–88; adib setiawan rifqi, “lembar kegiatan literasi saintik untuk pembelajaran jarak jauh topik penyakit coronavirus 2019 (covid-19),” jurnal ilmu pendidikan 2, no. 1 (2020): 28–37. 12 gilang wisnu saputra, muhammad aldy rivai, mawaddatus su’udah and tyas rosiana dewi, “pengaruh teknologi informasi terhadap kecerdasan ( intelektual , spiritual , emosional dan sosial )”; emria fitri, neviyarni, “efektivitas layanan informasi dengan menggunakan metode blended learning untuk meningkatkan motivasi belajar.” educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 198 zzzzzz z classified based on the following: a) related to skills in managing desires and interest in something, for example: having, b) a wide range of interests, sharp observations, being able to remember quickly, imagining, having various hobbies, and skills mechanical, c) relating to an urge to create, discover new things (innovation), such as: painting, drawing, creating music, taking the initiative in the work being done, responding to new ideas, using something effectively, not wanting to depend on others, d) those related to intellectual functions, such as: the ability to think, reason, learn fast, draw conclusions, and the ability to classify information correctly, understand something complex and count. research shows that external and internal factors affect learning outcomes 13. one of the external factors that influence student learning outcomes is the economic level of parents. the economic level of parents is the ability of parents or student families to meet the needs of their children so that the learning process can run well and obtain optimal learning outcomes. the economic level of parents in meeting their needs will create comfortable conditions for students in learning because they fulfill the needs needed in the student learning process. previous research has shown that the economic level of students' parents is closely related to children's learning 14. students who are studying must fulfill their basic needs and also the intensity of support for learning facilities and infrastructure such as textbooks and places to study. the research findings show that economic ability (cost) is a source of strength in learning activities, a student requires quite expensive facilities, which are sometimes not accessible to the family, the economic ability of parents is able to influence an effective contribution of 20.2% on student achievement, parents' economic status influences student learning outcomes by 5.34%, family economy is able to contribute 20% influence on student learning outcomes. the level of parents' economic ability is a factor that comes from outside the individual. economic capacity/economic status is the level of income/high and low income of parents (father and or mother) obtained from work or business 15. learning facilities can be seen from the place where the learning activities are carried out. home study facilities are student learning facilities at home. parents who have good economic ability will complement learning needs such as meeting the need for textbooks and other facilities that support learning. the economic ability of good parents will be able to influence learning facilities at student homes. therefore, it is necessary to use the economic abilities of parents properly 13 agus wahyudin eka susanti, “economic education analysis journal” 6, no. 2 (2017): 475–488; novrian satria perdana, “implementasi ppdb zonasi dalam upaya pemerataan akses dan mutu pendidikan” 3, no. april (2019): 78–92; mochamad bayu firmansyah and s suwadi, “student’s multimodated competency in digital learning in universities,” erudio journal of educational 8, no. december (2021): 120–136; daryono, mochamad bayu firmansyah, landasan pendidikan:teori dan aplikasi dalam aspek humas pendidikan di indonesia. 14 eka susanti, “economic education analysis journal”; setiawan rifqi, “lembar kegiatan literasi saintik untuk pembelajaran jarak jauh topik penyakit coronavirus 2019 (covid-19).” 15 jandy e luik, “media sosial dan presentasi diri,” in scientific repository, teoritisas. (surabaya: asosiasi pendidikan tinggi ilmu komunikasi, jogjakarta, 2012), 108–129; mochammad bayu firmansyah, wahyudi siswanto, and endah tri priyatni, “multimodal smartphone : millennial student learning style,” test engineering & management 82, no. januaryfebruary 2020 (2020): 9535–9545; akhmad sofyan et al., “islamic boarding school linguistic landscape in the development of arabic language skills and islamic knowledge,” international journal of educational research & social sciences 3, no. 6 (2022): 2178–2185; mochammad bayu firmansyah, “literasi multimodal bermuatan kearifan lokal” 10, no. july (2019): 60–68; fadillah, sujana, and sukartaatmadja, “kajian minat studi lanjut siswa-siswi sma dan smk kota bogor ke perguruan tinggi”; eka susanti, “economic education analysis journal.” educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 199 zzzzzz z so that learning facilities at student homes can be fulfilled properly so that this will improve student learning outcomes. parental support in this study is how the role of parents in providing support and motivation for further studies. the theory of human capital states that the role of investment in human capital is necessary to prepare for the future 16. investments in the form of support for education participate in building the nation through improving the quality of human resources in society. educated people are expected to have an awareness of lifelong learning and are encouraged to progress and continue learning. so from this explanation it can be said that students in their learning are influenced by the economic level of parents in financing children's studies. home study facilities are learning facilities found at home. if complete learning facilities are available, it will motivate students to be enthusiastic about carrying out the learning process so that learning outcomes will improve properly 17. parents who have a good economic level will complement their children's learning needs such as fulfilling the need for textbooks and other facilities that support children's learning. therefore, the description above shows that the economic ability of parents has a positive and significant influence on learning facilities at home and also comprehensive support can improve human resources in education. humans must continuously develop themselves to improve their quality in order to face global challenges and competition. economic ability is related to the continuity of the learning process indirectly on student learning outcomes. the economic ability of parents has an important role in shaping student learning motivation. the economic ability of parents towards students will make students motivated to learn which can improve their learning outcomes. learning motivation is a student's sense of interest in certain things so that it creates enthusiasm in carrying out these activities. learning motivation through parental support has an influence on student learning outcomes. if students have the motivation to learn, then learning outcomes are expected to be good. conclusion the conclusion that can be drawn from the research that has been done is that there are five characteristics of new students at universitas pgri wiranegara after not being accepted by the sbmptn. these characteristics are interest in further study, motivation to learn, intellectual level, economic level and parental support. first, interest in further study shows that new students choose tertiary institutions as a place of study with the hope of continuing their careers and gaining knowledge 16 gilang wisnu saputra, muhammad aldy rivai, mawaddatus su’udah and tyas rosiana dewi, “pengaruh teknologi informasi terhadap kecerdasan ( intelektual , spiritual , emosional dan sosial )”; fadillah, sujana, and sukartaatmadja, “kajian minat studi lanjut siswa-siswi sma dan smk kota bogor ke perguruan tinggi.” 17 jay paredes scribner, “professional development: untangling the influence of work context on teacher learning,” educational administration quarterly 35, no. 2 (1999): 238–266; daryono daryono, “zoning system in education application in the city of pasuruan, east java,” edutec : journal of education and technology 4, no. 3 (2021): 450–459; eka susanti, “economic education analysis journal”; emria fitri, neviyarni, “efektivitas layanan informasi dengan menggunakan metode blended learning untuk meningkatkan motivasi belajar”; daryono, mochamad bayu firmansyah, landasan pendidikan:teori dan aplikasi dalam aspek humas pendidikan di indonesia. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 200 zzzzzz z and a better standard of living. second, the learning motivation of new students shows that the motivation to study after the sbmptn is very strong, enthusiasm and good learning activities. third, the level of intellectuality shows that the ability to work related to measuring speed, measuring new things, storing and recalling objective information and playing an active role in calculating numbers and others is intelligence needed for survival and respond to the challenges of the times. fourth, the economic level indicates that the economic level of parents is the ability of parents or student families to meet the needs of their children so that the learning process can run well and obtain optimal learning outcomes. fifth, parental support shows that investment in the form of support for education participates in building the nation through improving the quality of human resources in society. educated people are expected to have an awareness of lifelong learning and are encouraged to progress and continue learning. references bakri, asafri jaya. “pengembangan kompetensi belajar” (2004): 146–156. darmawan, dani. “strategi komunikasi pemasaran media kampus bandung dalam mempromosikan smile motion 2016 melalui media sosial instagram.” journal of chemical information and modeling 53, no. 9 (2019): 1689–1699. daryono, mochamad bayu firmansyah, dkk. landasan pendidikan:teori dan aplikasi dalam aspek humas pendidikan di indonesia. 1st ed. pasuruan, indonesia: ari institute, 2021. daryono. menuju manajemen berbasis sekolah. edited by m zainul arifin ari institute s.m. 1st ed. pasuruan, indonesia: lembaga academic & research institute, 2020. daryono, daryono. “zoning system in education application in the city of pasuruan, east java.” edutec : journal of education and technology 4, no. 3 (2021): 450–459. daryono, dkk 2021. “society 5.0 fostering spirituality and humanity.” in proceedings of international seminar society 5.0 fostering spirituality and humanity, edited by ph.d prof. akhsanul in’am, 275. malang: postgraduate university of muhammadiyah malang, indonesia, 2021. ———. society 5.0 leading in the borderless world. edited by diah karmiyati. 2021st ed. malang: cv. bildung nusantara, 2021, 2021. dharmawansyah, surya, hafied cangara, and m iqbal sultan. “strategi promosi dalam meningkatkan jumlah mahasiswa pada politeknik negeri media kreatif makassar.” jurnal komunikasi kareba 3, no. 4 (2014): 256–263. eka susanti, agus wahyudin. “economic education analysis journal” 6, no. 2 (2017): 475–488. emria fitri, neviyarni, ifdil. “efektivitas layanan informasi dengan menggunakan metode blended learning untuk meningkatkan motivasi belajar” 2 (2016): 84–92. fadillah, adil, sujana sujana, and iswandi sukartaatmadja. “kajian minat studi lanjut siswa-siswi sma dan smk kota bogor ke perguruan tinggi.” jas-pt jurnal analisis sistem pendidikan tinggi 3, no. 1 (2019): 53. feriyan, winda, sumatera selatan, and sumatera selatan. “promosi dan pengaruhnya terhadap terhadap animo calon mahasiswa baru dalam memilih perguruan tinggi swasta” 16, no. 1 (2018): 21–27. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 201 zzzzzz z ferreira, carlos miguel, and sandro serpa. “society 5.0 and social development.” preprints 1, no. november (2018): 1–6. firmansyah, mochamad bayu, and s suwadi. “student’s multimodated competency in digital learning in universities.” erudio journal of educational 8, no. december (2021): 120–136. firmansyah, mochammad bayu. “literasi multimodal bermuatan kearifan lokal” 10, no. july (2019): 60–68. firmansyah, mochammad bayu, wahyudi siswanto, and endah tri priyatni. “multimodal smartphone : millennial student learning style.” test engineering & management 82, no. januaryfebruary 2020 (2020): 9535–9545. gilang wisnu saputra, muhammad aldy rivai, mawaddatus su’udah, shepty lana gust wulandari, and fitroh tyas rosiana dewi. “pengaruh teknologi informasi terhadap kecerdasan ( intelektual , spiritual , emosional dan sosial )” 10, no. 2 (2017): 77–88. hamzah, radja erland. “penggunaan media sosial di kampus dalam mendukung pembelajaran pendidikan” xiv, no. 1 (2015): 45–70. luik, jandy e. “media sosial dan presentasi diri.” in scientific repository, 108–129. teoritisas. surabaya: asosiasi pendidikan tinggi ilmu komunikasi, jogjakarta, 2012. mahfuzhah, hannah, and anshari anshari. “media publikasi humas dalam pendidikan.” al-tanzim : jurnal manajemen pendidikan islam 2, no. 2 (2018): 137–149. musyarrofah, mifrohatul. “peran humas dalam pengembangan pendidikan tinggi.” idaarah: jurnal manajemen pendidikan 2, no. 1 (2018): 11–23. nurjana, sitty, marline s paendong, and yohanes a r langi. “penerapan rantai markov dalam pemilihan minat masuk siswa sma ke universitas di indonesia application of markov chain interest sign in elections high school students to university in indonesia” 5, no. 1 (2018): 51– 56. perdana, novrian satria. “implementasi ppdb zonasi dalam upaya pemerataan akses dan mutu pendidikan” 3, no. april (2019): 78–92. rabiah, sitti. “manajemen pendidikan tinggi dalam meningkatkan mutu pendidikan.” sinar manajemen 6, no. 1 (2019): 58–67. safiudin, k., firmansyah, m. b., laily, i., & rohma, i. a. “media sosial sebagai bentuk ekspresi remaja dalam mencapai utilitarianisme.” nivedana: jurnal komunikasi & bahasa 3, no. 2 (2022): 153–163. sari, wina puspita, and asep soegiarto. “fungsi dan peran humas di lembaga pendidikan.” communicology 7, no. 1 (2019): 47–64. scribner, jay paredes. “professional development: untangling the influence of work context on teacher learning.” educational administration quarterly 35, no. 2 (1999): 238–266. setiawan rifqi, adib. “lembar kegiatan literasi saintik untuk pembelajaran jarak jauh topik penyakit coronavirus 2019 (covid-19).” jurnal ilmu pendidikan 2, no. 1 (2020): 28–37. sofyan, akhmad, mochamad bayu firmansyah, everhard markiano muta’allim, solissa, and fahrur rosikh. “islamic boarding school linguistic landscape in the development of arabic educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 202 zzzzzz z language skills and islamic knowledge.” international journal of educational research & social sciences 3, no. 6 (2022): 2178–2185. suyono. “pembelajaran efektif dan produktif berbasis literasi.” bahasa dan seni 37, no. 2 (2009): 203–217. yolanda, suzy, and gussman hayatullah. “analisis peran dan fungsi humas dalam manajemen institusi pendidikan ( studi pada bagian humas dan kerjasaman universitas abdurrab ).” communiverse: jurnal ilmu komunikasi 3, no. 2 (2018): 76–89. yusuf a muri. metode penelitian kuantitatif, kualitatif & penelitian gabungan. jakarta: prenadamedia group, 2016. educatio : journal of education volume 2 , number 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z public perception against women education in central kalimantan province katingan komunitas komunitas ormas keagamaan salamah2016@gmail.com desi erawati iain palangkaraya desi.erawati@iain-palangkaraya.ac.id published: may 15, 2017 reviewed april 17, 2017 received: march 12, 2017 abstract women in the different spheres of both educational, religious, social, cultural and even economy became the center of special attention from various circles. this study is more focus on how the public perception of women's education and the factors that influence the public perception of women's education in the province of central kalimantan. results show there is three classifications field public perception. the first group says that women must have high academic spirit in order to quality education d family, while the second shows that may be educated but also vice versa depending on the economic conditions were the pretty situation. the latter suggests that women do not need to be well educated because it focused on domestic work. keywords: perception, society, education, women a. introduction indonesia has a fairly complex problem one of which is educational discrimination that occurs in women, it is a concern of the national and international community. various attempts were made to improve gender equality in both the academic sphere, public, political and social. in the world of education, gender mainstreaming (pug) education is a strategy developed to integrate gender into an integral dimension of the design, preparation, implementation, monitoring and evaluation or policies, programs, and development activities in education. support is obtained on an international scale as proposed by unesco, the ministry of national education of indonesia has implemented gender integration in the development of education since 2002. in 2003, the implementation of gender mainstreaming is limited to four provinces. in 2004, it expanded to 16 provinces in 2005, to 25 provinces. 2006 to 2008 to 32 provinces and in 2009 to 33 provinces. mailto:salamah2016@gmail.com mailto:desi.erawati@iain-palangkaraya.ac.id komunitas-desi erawati the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 101 zzzzzz precisely because it has not brought results, the program should not only continue but also be supported by the education community itself. education as awareness efforts must contribute to develop awareness among women to claim their rights in society. of the various cases in previous years, awareness of women through education gender perspective is still not implemented.1 some impossible occur particularly as happened in katingan central kalimantan province, on women in the area of education can be seen in the central bureau of statistics katingan, shown in the table below: table 1 number of level of education in katingan year kindergarten elementary junior high school l p l p l p l p 2012/2013 1,632 1,542 10,819 10,766 3,349 3,527 1,598 1,718 source: central bureau of statistics katingan 2016 data the central bureau of statistics katingan above, there is a decrease in the number of female students in the education of kindergarten and elementary school. it can be caused by many things, whether it is influenced by the number of births by sex, or also by many other factors. the problem starts with still many children who have dropped out of school and seen things that were more women. this, due to several factors behind visible on the 1 nurani soyomukti, teori-teori pendidikan: tradisional, (neo) liberal, marxis-sosialis, postmodern, jogjakarta: ar-ruzz media, 2013. hlm 92-93 komunitas-desi erawati the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 102 zzzzzz internal aspect, one example is the awareness of parents of students or parents' perceptions about stereotype "woman" itself. as for external factors, such as cultural observation, economic factors, and many other possible factors. this study is to observe on how the public perception of women's education in the village bangun jaya katingan kuala district of central kalimantan province. then examine in more detail the factors that influence the public perception of women's education in the village bangun jaya katingan kuala district of central kalimantan province. the purpose of this study is to contribute both to the academic and government policies should be proactive and care about the education of women, especially in remote villages far from urban areas. b. theoretical study of 1. public perceptions according to indonesian dictionary perception means "the person knows some things through the senses"2, while according to muhammad ismail, the perception is the thinking in the minds of people who understand3. in the oxford dictionary, the perception is: perception 1 (u) the ability to see, hear or understand things; awareness: improve one's powers of perception. 2 (u) a natural deeper understanding and awareness than is usual; insight (ia): his analysis of the problem showed great perception. 3 (c) a way of seeing, understanding or interpreting sth: our perceptions of you to the world around us constantly changing 4. perception has three meanings: (1) the ability to see, hear or understand something; which is almost the same as the word perception is awareness or perception reinforced by attention to the awareness, (2) a strong understanding and awareness of an objective perception, (3) away (someone) notice, attention, understanding and expressing the results of vision. 2 burhan bungin, analisis data penelitian kualitatif, jakarta: raja grafindo, 2003.depdikbud, kamus besar bahasa indonesia, jakarta: balai pustaka, 1995. hlm 759 3 muhammad ismail, fikrul islam bunga rampai pemikiran islam, bogor: al-azhar press, 2014. hlm 116 4 kamus oxford by homby, as: pt. oxford university pers, new york, 1995. hlm 859 komunitas-desi erawati the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 103 zzzzzz 2. society and women's education community created for their individual interacted each other and communicate among one another, and the community, in turn, will also affect the individual's circumstances. especially with regard to the functioning of society against the individual can be stated as follows. first, it helps the individual to meet various needs for survival, namely food and clothing, education, health, security, and more. second, to help individuals in the socializing process, namely in the form of social learning to know each other, hang out, ask for help, suggestions, ideas and other ideas. third, as a learning process in the form of learning by doing, learning by doing, so creativity, taste, be nurtured well. in society, there are patterns of communication and interaction, social structure, social strata, culture, leadership, integration, organization, and so forth. various things so that if examined closely will give birth to a variety of theories about social sciences. fourth, the meet social requirements, namely the need to get friends, and her partner (ismail, 2004: 162)5. education in indonesia has become a determinant of civilization, the cornerstone of judicial prevalent as in the act of 1945 in opening states that ... to form a government of the state of indonesia that protect the entire indonesian nation and the entire homeland of indonesia and to promote the general welfare, educating the nation... also in article 31, paragraph i stated that every citizen is entitled to teaching (mpr 2012: 03, 15). in principle educate is to provide guidance, assistance, aid to students. in the sense of giving guidance had knotted a basic recognition that children (who were granted guidance) have a power-power (potential) to develop. this potential is gradually growing and develop from within the child. to ensure the development of the potentials to become fluent and purposeful, needed help, guidance from outside. if the aid element does not exist, then the potential remained mere potentials that could not be actualized 6. in a family man or father, also a woman or mother has the same role magnitude. if a mother gives a lesson, then a father should give an example or role model and vice versa. if the mother's warmth, then the father gives light. similarly, the magnitude of the role of women, to the extent that it should say: "not only the 5 muhammad ismail, fikrul islam bunga rampai pemikiran islam, bogor: al-azhar press, 2014. hlm 162 6 tahido yanggo, huzaemah, fikih perempuan kontemporer, ghalia indonesia, 2010. hlm 11 komunitas-desi erawati the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 104 zzzzzz child of the mother's discipline but also husband and wife can be nurtured". similarly, according to m. quraish shihab 7. experts say that a person's personality is formed by many factors. mother, father, environment and reading are the main factors. even mothers have a role early on, starting out at conception and continue until the formation of the child's personality. heredity decreased to children through mother and father, not only in physical terms but also in psychological terms8. that's how little the role of women in education to her family. the role of women is strengthened by the suggestion that even an obligation for men and women to study9. so, if looking for the relationship between the obligation to study for men and women with such great role in educating children and their families, it all shows that women have rights and obligations equivalent to its value in the field of education with men. what is described above is corroborated by the first revelation sent by allah to nabi muhammad saw., that the first suggestion was a command to read or iqra (qs. al-'alaq [96]: 1). the order was not only drawn to men but also to women. the logical consequence is that, as with men, women were required to always try to do iqra ', in the sense of trying hard to study in accordance with the field of interest10. the explanation above is a very brief explanation and narrow, researchers put what described by experts in a simple but very fundamental one, because of the description of the fundamental at least enough to show that the problems of education women's role can not be replaced by a man as a whole, because there is a special role to be performed by women. thus, it becomes clear to researchers that the fundamental role of women in early education so that it requires women to contribute to the further stages of education. 7 m. quraish shihab, perempuan: dari cinta sampai seks, dari nikah mut’ah sampai nikah sunnah, dari bias lama sampai bias baru, jakarta: lentera hati, 2007, cet-4.. hlm 241 8 m. quraish shihab, perempuan: dari cinta sampai seks, dari nikah mut’ah sampai nikah sunnah, dari bias lama sampai bias baru, jakarta: lentera hati, 2007, cet-4.. hlm 242 9 mustafa dieb al-bugha al-khin, & muhammad sa’id, al-wafi: syarah hadis arba’in imam annawawi, jakarta: pustaka al-kautsar, 2002, cet-1. hlm 362 10 lajnah pentashihan mushaf al-qur’an badan litbang dan diklat departemen agama ri, tafsir alqur’an tematik: kedudukan dan peran perempuan, jakarta: lajnah pentashihan mushaf al-qur’an, 2009. hlm 142 komunitas-desi erawati the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 105 zzzzzz women's education should be able to give birth to as many women as forward-thinking, forward-inclusive, modern and active, dynamic, educated and independent but still have faith that right, which is the main character and maintains human values based on the values of the divine. implications for women's freedom also means giving full autonomy to them in the life of the family, community, and state. granting autonomy this also means giving more opportunities to women to play a central role in accordance with its potential and capabilities so that no restrictions for women to only play a subordinate role that the domestic sphere.11 in islam, studying opened widely to women as well as men. women are required to seek knowledge, as mentioned in the hadith of nabi muhammad saw .: "anas said, rasulullah saw said.," seeking knowledge is obligatory for every muslim(the meaning of the word muslim in the hadith include muslimat understanding, based on an agreement the scholars). "the verses of the qur'an and hadith much mention about the obligation of learning addressed to men and women. women in the prophet's time well aware of this obligation to plead to the prophet that he is willing to set aside a specific time and specific to them in order to learn and prophet granted them. of the many women who stand out knowledge in various disciplines of science and became a reference, many male figures is siti aisyah, the wife of the prophet. are known to be very critical. it is mentioned in the hadith of the prophet. which means: "take half your religion knowledge of al-humaira (al-humaira is a nickname to aisha)." from the above, it can be concluded that islam does not forbid women to sue any branch of science. islam does not deny the intelligence of women, they were prevented from entering the various professions such as teachers, doctors, businessmen, ministers, and others, the origin of the duty he still considers the laws or regulations that have been established by islam. those are some examples of equality between women and men in islam12. who needs to get the record is about how and where to study. in studying a 11 lajnah pentashihan mushaf al-qur’an badan litbang dan diklat departemen agama ri, tafsir alqur’an tematik: kedudukan dan peran perempuan, jakarta: lajnah pentashihan mushaf al-qur’an, 2009. hlm 156 12 tahido yanggo, huzaemah, fikih perempuan kontemporer, ghalia indonesia, 2010. hlm 95 komunitas-desi erawati the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 106 zzzzzz woman, of course, must observe the provisions of the religion, such as his traveling to study while maintaining honor, courtesy, and safety and does not cause a scandal and did not invite disobedience13. if all of this and these requirements can be catered for, then there is no longer any reason to prohibit women from doing useful things outside the home. c. research methodology in this study, using the phenomenological qualitative approach, disclosed muhajir namely: dig about perceptions, thoughts, abilities and beliefs about something beyond the subject of the subject14. phenomenological research is trying to understand the events and its relation to a person in a particular situation or circumstances. this is in accordance with the directions of research that the public perception of women's education in bangun desa jaya. it is also in line with what was raised moleong, that the phenomenological approach of researchers trying to understand the meaning of events and linkages to those who are in certain situations 15. the subject of this research is society bangun desa jaya. so in this study took a sample of 10 people with purposive sampling (samples intended) as said beni ahmad, the selection of a group of subjects based on the characteristics or specific properties deemed to have anything to do close to the characteristics or properties of populations already previously known.designation purposive indicates that the techniques used to achieve certain goals 16. d. research findings bangun jaya is a village in the district of katingan kuala, katingan, central kalimantan province. which is located not far from the sea batu mandi. the bangun desa jaya area is 7 117 ha. mileage bangun jaya towards sub katingan kuala is ± 35 km, leading to the katingan ± 220 km, and the distance toward the provincial capital of 13 lajnah pentashihan mushaf al-qur’an badan litbang dan diklat departemen agama ri, tafsir alqur’an tematik: kedudukan dan peran perempuan, jakarta: lajnah pentashihan mushaf al-qur’an, 2009. hlm 149 14 neong muhajir, metodologi penelitian kualitatif, jakarta: remaja rosdakarya, 2001. hlm 12 15 lexy j. moleong, metode penelitaian kualitatif, bandung: remaja rosdakarya, cet-33, 2014. hlm 17 16 nurjaman, beni ahmad saebani & kadar, manajemen penelitian, bandung: pustaka setia, 2013. hlm 76 komunitas-desi erawati the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 107 zzzzzz about ± 280 km with the use of water and land transportation. while the following are the geographical conditions bangun desa jaya subdistrict katingan kuala. bangun desa jaya community 99% muslim. while others protestant and hindu kaharingan. here is a breakdown of its data: islam: 1 989 inhabitants, christian: 3 people, hindu kaharingan: 1 soul. as for the infrastructure point of worship such as mosques totaled 2 pieces and prayer 6 pieces. while other places of worship mean no. bangun desa jaya communities have different types of livelihood. nothing worked as a civil servant, a member of the armed forces, private, merchants, farmers, carpenters17, architects, and others (documentation katingan kuala subdistrict offices, 2016). based on the research findings by conducting interview techniques either structured or unstructured by the number of informants approximately ten informants were selected based on criteria that have been defined, and they all are the villagers wake up professions and education levels differ from one person to another, it can be grouped into three. first, is a group of informants who believe that education for women is important, essential and very important. second, an important half and half is not important in the sense that is highly conditional, and a third, less important. grouping public perception bangun jaya made is not based on the profession or educational level of the informants, but the grouping is done based on the kinds of answers given by the informants to the questions posed when conducting interviews in order to explore the necessary data in this study. the following describe each group as mentioned above. the group, the first the group that holds and believes that education for women is an important thing, it is essential and very important. the author deliberately classifies three types of answers into a single piece because according to the author, the three answers that a common aspiration namely to the implementation of the function of educational institutions in indonesia and other than that, it also aims to improve the human resources, of course, it includes the gender women. however, the author will explain the three types of answers are included in this first group category. informants who argue that education for girls is important is the br and hn. although both the br and hn alike say that education for girls is something that is important, but the 17 himpunan perundang-undangan sistem pendidikan nasional, bandung: fokusmedia, 2013. 2347 komunitas-desi erawati the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 108 zzzzzz background footing both as writer knows of answers to interview questions on each other's ideas are not the same, in this case, br refers more to the principle equivalence of degrees, this view is not only justifiable, even getting legality of scripture muslims themselves. while hn, preferring to give the reasons for the answer because he sees the global reality in which professions and key positions are no longer only held by men but women also not a few who work and occupy important positions as well as men who also had no performance inferior to men. furthermore, another informant who is still in the category of the first group are those who argue that women's education is important, so is the answer sn. the author considered that there were elements of similarity in the answers given by sn with the answers given by the hn, both equally underlie opinions with global realities, as hn, sn also said that many women who are leaders pointed out the similarities making the runway in the opinion that is mentioned in the global realities, and this is also the main reason to collect two different answers into a single category. however, there is another answer in this group, namely the informant who said that the education of women is very important, informants is hk, mf, sj and yd. not unlike the informants mentioned earlier, the four informants who said that education for girls is very important also vary in applying for reasons of their own opinion. as explained in the presentation on the above results, hk considers women as mothers is madrassah for his son for the first time, therefore, he said that education for women is very important, whereas mf is different in giving reasons for his opinion, the article by mf knowledge that instituted education as schools are very helpful in supporting the career of a woman in the household, while sj is different again, he explained that the education of women is very important because of the element of equality between men and women not only in the moral values of humanity but also in public space supported by the spirit of the emancipation of the women who first initiated by ra kartini. while yd, chose very different reasons with each other despite the opinion of the importance of education for women, yd likens the presence of women as cooling water without which life is not perfect and needs to be added here that without water life is not fabricated. the group, the second categorized in this group is an important informant who found whether or not education for women should be reviewed in the conditional. komunitas-desi erawati the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 109 zzzzzz the informant in question is kd, he said that education for women can be important may not be important, everything is viewed from two aspects, the first aspect is the ability of families or older people and the second is the desire and ability are concerned in the education of children. if both qualify ability then education for women is important, but otherwise, the women's education is not important. in this case, the article of kd did not want to look at issues in black and white, making it seem prudent and conditional. the group, the third which is the last group in the categorization has been done is the informant who argues that education for women is less important. according to the results of the interview, the informant who rated entry into the us and this group is sb. not without reason sb believes that education for women is less important, but he reasoned with the facts which he claimed he had seen as many adolescents, especially girls who just got married while still in school so that it can certainly not pass his school, because school children in indonesia not allowed to marry unless the male age limit of at least 25 years, while women aged 23 years or less. the us would also have the reason why the us considers women's education is not important. a look at women only has an obligation to take care of the household. based on what has been described in the analysis is to collect the opinions of the informants into three groups, it can provide some notes were also the result of an analysis of the results of this study. first, that although it has grouped the answers informant into three groups but it is not intended to eliminate the distinctions of the respective opinions of the informants because consciously or not show the data that each informant almost totally different in giving the reasons for its opinion and it also shows the viewing angle and the attention of the informant are different from each other. second, do not obtain uniformity of the public perception in bangun jaya in assessing the subject of education for women is important or not, this assessment is based on interviews obtained from ten informants, not to mention if interviewed more people almost certainly his opinion will more than that have been categorized into three groups mentioned above. third, from a variety of answers and the reasons for the questions that have been posed to each informant, to assess that educational level has a hand in shaping the komunitas-desi erawati the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 110 zzzzzz mindset of the society bangun jaya, proved that the informant who never or graduated from upper secondary level tend not to look underestimated the importance of education for women's issues, but a lower level of education who demonstrate perceptions and opinions to the contrary. fourth, in addition to the educational level of the informants, their respective professions informants who were interviewed also indicated their influence on the mindset. just to show proof that sb, one informant who worked as farmers, and also sometimes become laborers in the market argue that education for girls is not important because for him the main task of women is to take care and be responsible in the domestic affairs of the household. anyhow, all of which have been described in the research and analysis above, again needs to be explained is not intended to remove or eliminate the possibility of differences of opinion and perception in society bangun jaya, so the record given its nature not binding that public opinion bangun jaya as a whole is so, whatever it is, does not make the results of this study to be in vain, because in fact, ten people interviewed had to be evidence of the existence of diverse perceptions and opinions in society bangun jaya to education for women, as well as things another previously unknown as their educational level and professional influence on the trend of google and others. e. conclusion it can be concluded that the public perception of women's education, especially in the districts of katingan village bangun jaya have diverse views, as seen from several aspects both internally from the people themselves of the insights the importance of education, the second is external factors that society still half traditional and holding materialistic ideological and misunderstanding. normative religious the three classifications that perception first, women's education is very important or important . second, the education of women depending on the circumstances and the third perception of society towards women's education was not important given the task of more women in the domestic space. bibliograpghy komunitas-desi erawati the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 111 zzzzzz al-khin, mustafa dieb al-bugha & muhammad sa’id, al-wafi: syarah hadis arba’in imam annawawi, jakarta: pustaka al-kautsar, 2002, cet-1. azra, azyumardi, pendidikan islam: tradisi dan modernisasi di tengah tantangan milenium, jakarta: kencana prenadamedia group, 2014. badan pengembangan dan pembinaan bahasa kementerian pendidikan dan kebudayaan, kamus bahasa indonesia, 2011. bungin, burhan, analisis data penelitian kualitatif, jakarta: raja grafindo, 2003.depdikbud, kamus besar bahasa indonesia, jakarta: balai pustaka, 1995. engineer, asghar ali,hak-hak perempaun dalam islam, terj. farid wajdi dan cici farkha himpunan perundang-undangan sistem pendidikan nasional, bandung: fokusmedia, 2013. ihsan, fuad, dasar-dasar kependidikan, rineka cipta: jakarta, 2010. ismail,muhammad,fikrul islam bunga rampai pemikiran islam, bogor: al-azhar press, 2014. jurnal pendidikan dan kebudayaan, jakarta: badan penelitian dan pengembangan departemen pendidikan nasional, edisi tahun ke-14, no. 073, 2008. kamus oxford by homby, as: pt. oxford university pers, new york, 1995. lajnah pentashihan mushaf al-qur’an badan litbang dan diklat departemen agama ri, tafsir al-qur’an tematik: kedudukan dan peran perempuan, jakarta: lajnah pentashihan mushaf al-qur’an, 2009. lexy j. moleong, metode penelitaian kualitatif, bandung: remaja rosdakarya, cet-33, 2014. milles & huberman, analisis data kualitatif, jakarta: universitas indonesia perss, 1999. muchtar, heri jauhari, fikih pendidikan, bandung: remaja rosdakarya, 2012. muhajir, neong, metodologi penelitian kualitatif, jakarta: remaja rosdakarya, 2001. muhsin, imam, al-qur’an dan budaya jawa dalam tafsir al-huda karya bakri syahid, yogyakarta: elsaq press, 2013. nata, abuddin, pemikiran pendidikan islam dan barat, jakarta: raja grapindo persada, 2012. nurjaman, beni ahmad saebani & kadar, manajemen penelitian, bandung: pustaka setia, 2013. quthub, sayyid, tafsir fi zhilalil qur’an, jakarta: gema insani, 2005. raharjo, arif budi, posisi perempuan dalam sejarah sosial pendidikan islam, disertasi doktor, bantul, t.t. saebani, afifuddin & beni ahmad metodologi penelitian kualitatif, bandung: pustaka setia, cet-2, 2012. komunitas-desi erawati the islamic education in responding to the barrenness of information technology volume 2, number 1, may 2017 | 112 zzzzzz shihab, m. quraish, perempuan: dari cinta sampai seks, dari nikah mut’ah sampai nikah sunnah, dari bias lama sampai bias baru, jakarta: lentera hati, 2007, cet-4. shihab, m. quraish, tafsir al-mishbah: pesan, kesan dan keserasian al-qur’an, jilid 9, jakarta: lentera hati. shihab,m. quraish,wawasan al-qur’an: tafsir maudhu’i atas pelbagai persoalan umat, bandung: mizan, 1998. soyomukti, nurani, teori-teori pendidikan: tradisional, (neo) liberal, marxis-sosialis, postmodern, jogjakarta: ar-ruzz media, 2013. sugiyono, metodologi penelitian pendidikanpendekatan kualitatif, jakarta: rineka cipta, 2003. umar, nasarudin, argumen kesetaraan jender, dian rakyat: jakarta, 2010. yanggo, huzaemah tahido, fikih perempuan kontemporer, ghalia indonesia, 2010. educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) z the influence of non-formal education in improving students skill of reading and writing the qur’an sarah nurrahmaniah, kunaenih islamic religious education jakarta islamic university sarahsyh14@gmail.com@gmail.com accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract : al-qur'an educational park is an institution or community group that organizes nonformal education of the islamic religious type which aims to provide teaching to read the al-qur'an from an early age and understand the basics of islam in children of kindergarten, elementary school, and even higher. the purpose of this study was to determine the effect of non-formal education in improving the ability to read and write the al-qur'an of tpa al-hanif students in east jakarta. the method used in this research is correlation with a quantitative approach, the sampling method is done by simple random sampling with a sample of 28 respondents. data collection is done through the use of instruments in the form of questionnaires. the results showed that there is a relationship between non-formal education in improving the reading and writing of the qur'an of students with a correlation of r = 0.470 𝑟2 = 0.4702. in conclusion, there is a relationship between non-formal education in improving the reading and writing of the qur'an of santri at tpq al-hanif east jakarta. keywords: non-formal education, reading and writing qur'an, students by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction one of the containers of non-formal education is the al-qur'an education park (tpq)1. alqur'an education park is an institution or community group that organizes non-formal education of the islamic education type which aims to provide teaching to read the al-qur'an from an early age, 1 lisa retnasari, suyitno suyitno, and yayuk hidayah, “penguatan peran taman pendidikan al-quran (tpq) sebagai pendidikan karakter religius,” jurnal solma (2019); matnur ritonga, sukarno nur, and dhiyaul haq, “peran tpq dalam meningkatkan kualitas kemampuan baca al-qur ’ an pada anak di tpq nurul huda,” journal of cahaya mandalika (2022); agus miftakus surur and maulana sanjaya, “implementasi manajemen pembiayaan pendidikan tpq roudlotut tholab,” al-fikru : jurnal pendidikan dan sains (2022). mailto:sarahsyh14@gmail.com@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2025| 150 z as well as understanding the basics of islam in children of kindergarten, elementary school and or madrasah ibtidaiyah or even higher. tpa/tpq is equivalent to ra and kindergarten, where the curriculum emphasizes the basics of reading the qur'an and helps the growth and spiritual development of children to have readiness in entering further education2. the qur'an, apart from being a guide to life and a source of islamic law, is also related to the implementation of daily worship, such as prayer, tadarus and dhikr3. in addition, the ability to read and write the qur'an is an important stage in understanding islamic teachings, and deepening knowledge of islamic law derived from the qur'an. this shows that for a muslim the qur'an is not just reading material, but is related to the quality of appreciation of religious teachings that determine the way of daily behavior. the ability to read and write the qur'an (btq) is the initial stage that must be taken to deepen the islamic religion4. success at this stage will determine further success in the broad branches of islamic knowledge. therefore, the read and write al-qur'an (btq) program is a lesson that should be learned at the basic level. given the importance of learning the qur'an, learning to read and write the qur'an should be taught to every muslim student at all levels of education, both formal and non-formal education. given the importance of this qur'anic education, tk/tpa teachers and parents always strive so that each of their students is able to read and write the qur'an properly and correctly and then practice its contents in everyday life. one of the efforts to improve the ability to read and write the qur'an is improving the quality of qur'anic education through the qur'anic education park (tpa) which is organized in mosques or in people's homes. the phenomenon that exists in the community in terms of reading and writing the qur'an is faced with two opposite conditions. one condition is people who have realized the importance of reading and writing the qur'an as a first step to being able to understand the contents contained therein, so that many fathers or mothers go to majlis ta'lim or other recitation places to learn the qur'an, which is done in the afternoon or evening. 2 yuanda kusuma, “model-model perkembangan pembelajaran btq di tpq/tpa di indonesia,” j-pai: jurnal pendidikan agama islam (2018); isnan murdiansyah, “peningkatan baca alqur’an di tpq al-anwar dusun siderejo desa wandanpuro,” pakmas: jurnal pengabdian kepada masyarakat (2022); matnur ritonga alivia dewi nurochmah, ghiast nabila, “peran tpq dalam meningkatkan kualitas kemampuan baca al-qur’an pada anak di tpa ar-rahmah,” jpdsh jurnal pendidikan dasar dan sosial humaniora (2022); rosyida nurul anwar, “pendidikan alquran (tpq) sebagai upaya membentuk karakter pada anak,” jurnal pendidikan dan konseling (jpdk) (2021). 3 umi nasikhah and herwani, “peran keluarga dalam mengajarkan alqur’an,” journal of islamic studies (2022); madkan and lusia mumtahana, “islam dan tradisi perspektif al-qur’an dan as-sunnah,” at-tadzkir: islamic education journal (2022). 4 kusuma, “model-model perkembangan pembelajaran btq di tpq/tpa di indonesia”; haidir et al., “implementation of reading qur’anic learning (btq) (case study at mas pab 4 klumpang kebun hamparan perak district),” analytica islamica (2020); agus salim chamidi and tutik rodhianna, “upaya penguatan manajemen pendidikan baca tulis al quran (btq),” cakrawala: jurnal manajemen pendidikan islam dan studi sosial (2018). volume 9, number 1, may 2025| 151 z the results of initial observations made by researchers at tpq al-hanif indicate that as many as 80% of tpq al-hanif students have not been able to read and write the qur'an properly and correctly. method in the context of tpa al-hanif students in east jakarta, the research method employed is a correlation analysis with a quantitative approach. the primary objective of this approach is to uncover potential relationships and connections between variables that may impact the students' academic performance or other relevant aspects. to select participants for the study, a simple random sampling technique is used. this involves randomly selecting 28 students from the population of tpa al-hanif students in east jakarta. by utilizing this sampling method, each student within the population has an equal opportunity to be chosen, ensuring the fairness and representativeness of the sample. data collection is facilitated through the use of structured instruments in the form of questionnaires. these questionnaires are designed to gather specific information from the selected 28 respondents. the questions within the questionnaire are carefully formulated to capture relevant data points that are aligned with the research objectives. the quantitative data collected through the questionnaires will allow for statistical analysis, helping to identify potential correlations between variables of interest. upon gathering the data, correlation analysis will be performed to assess the relationships between the variables. this analysis will provide insights into whether and how certain variables influence or correlate with one another among the tpa al-hanif students. the resulting numerical data will be statistically evaluated to determine the strength and direction of any identified correlations. result and discussion description and data analysis in analyzing data about the effect of non-formal education in improving the reading and writing of the qur'an of students at tpq al -hanif, researchers used a questionnaire or questionnaire given to 28 students divided into 2 classes. the questionnaire or questionnaire consists of 20 statements for variable x (nonformal education) and 100 question weights for variable y (read and write qur'an). furthermore, to compile a frequency distribution table, researchers followed the following steps: step 1: finding the highest score (h), and lowest score (l) of variables x and y the largest score of variable x: 97 and y: 75 the smallest score of variable y: 63 and y: 50 step 2: finding the class range value (r): (h) (l) volume 9, number 1, may 2025| 152 z the formula for calculating the range of values is to reduce the highest score by the lowest score, both for variable x and variable y. the formula can be expressed as follows: r = h l x variable r = 97 63 = 34 y variable r = 75 50 = 25 from these calculations, it can be seen that the value range of variable x (nonformal education) is 34, and the value range of variable y (read and write qur'an) is 25. step 3: finding the number of interval classes (bk) of variables x and y next, namely finding the number of interval classes (k) on variable x (non -formal education) and variable y (read qur'an santri) to get the results, i t can be formulated as follows. bk = 1 + (3.3) log n = 1 + (3.3) log 28 = 1 + (3.3) (1.47712f1) = 5.874499 rounded up to 6 from these calculations, it can be concluded that the number of classes (bk) of variable x (non-formal education) and variable y (read and write qur'an) is 5.87 or 6. step 4: finding the length of the interval class (i) after getting the number of interval classes, the next step is to find the length of the interval class (i) which is obtained based on the following formula: interval class length of variable x = r 34 6 6 bk 6 interval class length of variable y = r 25 4.255681842 4 bk 6 from these calculations, it can be concluded that the length of the interval class of variable x (non-formal education) is 6, and the length of the interval class of variable y (read and write qur'an) is 4. volume 9, number 1, may 2025| 153 z step 5: creating frequency distribution tables for x and y variables 1. frequency distribution of variable x (non-formal education) source: results of frequency distribution questionnaire variable x (non-formal education) based on this table, the researcher made a histogram graph of the interval frequency of each interval class above as follows: source: results of questionnaire variable x (non-formal education) the graph above illustrates that filling out the questionnaire on variable x (nonformal education) shows that the score that has the highest frequency is in the range of 93 98 as many as 20 respondents. while the lowest frequency is in the interval 69 74 75 80 with 0 respondents. no f 1 63 68 1 2 69 74 0 3 75 80 0 4 81 86 1 5 87 92 6 6 93 98 20 28 nilai tengah 65.5 71.5 77.5 83.5 jumlah kelas interval 89.5 95.5 0 5 10 15 20 25 63 68 69 74 75 80 81 86 87 92 93 98 nonformal education frequency distribution frekuensi volume 9, number 1, may 2025| 154 z 2. frequency distribution of variable y no interval class f center value 1 50 55 10 52.5 2 56 60 1 58 3 61 66 4 63.5 4 67 72 3 69.5 5 73 78 10 75.5 6 79 84 0 81.5 amount 28 based on this table, the researcher made a histogram graph of the interval frequency of each interval class above as follows: source: results of santri value variable y (read and write qur'an) the graph above illustrates that filling out the questionnaire on variable y (baca tulis qur'an) shows that the scores that have the highest frequency are in the range of numbers 50 55 and 73 78 as many as 10 respondents and the lowest frequency is in the range of numbers 79 84 as many as 0 respondents. 0 2 4 6 8 10 12 50 -55 56 60 61 66 67 -72 73 78 79 84 frequency distribution of reading and writing qur'an frekuensi volume 9, number 1, may 2025| 155 z step 6: finding the average (mean) n = 28 ∑x = 2586 ∑y = 1790 ∑x2 = 239918 ∑y2 = 117500 ∑xy = 165405 source: tabulation calculation (excel) from the table above, it can be seen the average value of variables x and y with the formula: variable x = ∑x 2586 92 n 28 variable y = ∑y 1790 64 n 28 from these calculations, it can be concluded that the average value of variable x (nonformal education) is 92 meanwhile, the average value of variable y (read and write qur'an) is 64. step 7: finding the correlation index number between variable x and variable y (rxy) n.∑xy (∑x.∑y) rxy = √[n.∑x2 (∑x)2] [n.∑y2 (∑y)2] rxy = 28.165405 (2586.1790) √[28.239918 (2386)2] [117500 (1790)2] rxy = 4631340 – 4628940 √[6717704 6687396] [3296000 3204100] volume 9, number 1, may 2025| 156 z rxy = 2400 √[30308] [8590] rxy = 2400 2603457200 rxy = 2400 510240845 rxy = -0,0470 based on the calculation of the data above, it is an analysis using pearson correlation between variable x (the influence of non -formal education) and variable y (read and write qur'an) with the result that is 0.470 or 47.0%. this means that from these results it can be seen that there is an influence between non -formal education and reading and writing the qur'an. pearson correlation is a parametric statistical type correlation then the author will compare the results of these calculations using the results of non -parametric calculations using spss, the results are as follows: statistical descriptive results variable x on variable y descriptive statistics n minimum maximum mean std. deviation x pendidikan nonformal 28 63 97 92,36 6,332 y baca tulis qur’an 28 50 75 63,93 10,659 valid n (listwise) 28 based on calculations using spss version 22, it can be seen the minimum (lowest) value, maximum (highest) value, and also the mean (average) value of the two variables above. in variable x, the lowest value is 63, the highest value is 97, and the volume 9, number 1, may 2025| 157 z average value is 92.36. as for variable y, the lowest value is 50, the highest value is 75, and the average value is 63.93. the results of the correlation analysis of variable x on variable y can be seen in the following table: correlation analysis of variable x on variable y model r r square adjusted r square std. error of the estimate 1 ,047a ,002 -,036 10,851 a. predictors: (constant), pendidikan nonformal the table above is the result of the correlation analysis of variable x and variable y, the table explains as follows: 1. the r value explains the level of relationship between the independent variable x and the dependent variable y. based on the table above, it can be seen that the correlation coefficient value is 0.470, this result is in accordance with the parametric statistical calculation which can be seen in step 7. which means that the effect of using the quizizz application on student motivation is 47.0%. 2. r square is also known as the coefficient of determination. the coefficient of determination is how much variation in y is caused by variable x. from the table above, it can be read that the square value (r2) is 0.470. the coefficient of determination can be generated by squaring the correlation value of 0.470 = 0.220 or 0.22%. based on the calculations above, the results of the correlation analysis of variable x on variable y can be summarized in the following table: results of correlation analysis of variable x to variable y pendidik an nonform al baca tulis qur’an x pendidikan nonformal pearson correlation 1 ,047 sig. (2-tailed) ,812 n 28 28 y baca tulis qur’an pearson correlation ,047 1 sig. (2-tailed) ,812 volume 9, number 1, may 2025| 158 z n 28 28 based on the output results above, it can be seen that the resulting correlation value is 0.470 or 47.0%, but has a positive form. this shows that there is an influence between non-formal education in improving the ability to read and write the qur'an of al-hanif east jakarta santri. this is reinforced by the adjusted correlation coefficient value (r adjusted) which is 47.0%. this means that the more often santri read the qur'an at tpq, the more their ability to read and write the qur'an will increase. discussion the purpose of this study was to analyze the effect of non -formal education, specifically through the al-qur'an education park (tpq), on students' ability to read and write the qur'an. the results of this study indicated that there is a moderate positive relationship between non-formal education and the ability to read and write the qur'an (r = 0.470). this finding supports the critical role that non -formal educational institutions such as tpq play in facilitating the development of qur'anic literacy among children, particularly in early educational stages. the analysis in this discussion will compare these findings with existing literature, integrating the theoretical framework of non-formal education and its impact on qur'anic learning, while also identifying similarities and differences with previous research. the results of this study are consistent with the work of surur & sanjaya 5 and ritonga et al. 6, who highlighted the importance of tpq in improving the qur'anic literacy of children in indonesia. in their research, the improvement of the ability to read and write the qur'an was significantly correlated with the structured approach employed in tpq, where non-formal education settings focus on religious instruction alongside formal schooling. the positive correlation observed in this study (47%) aligns with these findings, supporting the notion that tpq plays a pivotal role in bridging the gap between early religious education and deeper islamic knowledge. in contrast, this study's results also diverge slightly from those of kusuma 7, who found a higher correlation (approximately 70%) between non -formal education and qur'anic literacy. kusuma attributed this higher correlation to the use of more 5 surur and sanjaya, “implementasi manajemen pembiayaan pendidikan tpq roudlotut tholab.” 6 ritonga, nur, and haq, “peran tpq dalam meningkatkan kualitas kemampuan baca al-qur ’ an pada anak di tpq nurul huda.” 7 dhimas asih kusuma persadha, “hubungan kemampuan membaca dan minat baca dengan kemampuan menulis karya ilmiah mahasiswa,” ar-risalah: media keislaman, pendidikan dan hukum islam 16, no. 1 (april 2, 2018): 51–62, accessed october 21, 2019, http://ejournal.iaiibrahimy.ac.id/index.php/arrisalah/article/view/143. volume 9, number 1, may 2025| 159 z advanced pedagogical methods and technological integration in tpq. however, the current study emphasizes a more traditional approach within tpq al -hanif, which may explain the lower correlation observed. the differences highlight the potential impact of varying teaching methods, infrastructure, and resource availability in different tpqs, indicating that the effectiveness of non -formal education is contingent on local context and specific teaching practices. the theoretical framework for this study draws on the principles of non -formal education as outlined by murdiansyah 8, which suggests that non-formal educational settings are essential in addressing educational gaps left by formal institutions, particularly in religious education. the findings from this study support this theory, demonstrating that tpq provides a crucial supplement to formal education by facilitating qur'anic literacy at an early age. furthermore, the findings underscore the significance of the role of educators in non-formal settings, as the teaching quality and consistency of tpq are directly linked to students' qur'anic proficiency. one aspect of the theoretical framework that is reinforced by this study is the idea that non-formal education is more flexible and responsive to the needs of individual students. the varying levels of qur'anic literacy observed in the study reflect the personalized attention that students receive in tpq. this individualized approach may account for the differing outcomes in qur'anic literacy, particularly among the 80% of students at tpq al-hanif who are still struggling with reading and writing the qur'an. this observation suggests that while non-formal education is effective, there is still room for improvement in the teaching methodologies and support structures provided within tpqs. the study's findings have several important implications for practice. first, the moderate correlation between non-formal education and qur'anic literacy suggests that tpqs are indeed effective but could benefit from further enhancement in teaching methods and resources. for example, incorporating modern pedagogical strategies or utilizing digital tools might increase the effectiveness of qur'anic education, as suggested by kusuma 9. teachers in tpqs could be trained to use more interactive and engaging teaching techniques to ensure that students' reading and writing skills develop more effectively. moreover, the 80% of students who have not mastered reading and writing the qur'an correctly emphasizes the need for more intensive intervention programs within tpqs. these programs could focus on personalized learning plans and remedial 8 murdiansyah, “peningkatan baca alqur’an di tpq al-anwar dusun siderejo desa wandanpuro.” 9 persadha, “hubungan kemampuan membaca dan minat baca dengan kemampuan menulis karya ilmiah mahasiswa.” volume 9, number 1, may 2025| 160 z sessions for students who are struggling, ensuring that they receive the support they need to achieve proficiency in qur'anic literacy. future research should focus on expanding the scope of this study by incorporating a larger and more diverse sample of tpqs across indonesia, which could provide a more comprehensive understanding of the impact of non -formal education on qur'anic literacy. additionally, longitudinal studies could be valuable in tracking the long-term effects of non-formal education on qur'anic knowledge, as well as its broader impact on students' religious practices and overall academic achievement. research should also explore the role of technology in enhancing qur'anic literacy. given the increasing use of digital platforms in education, future studies could investigate how the integration of e -learning tools in tpqs influences students' ability to read and write the qur'an. this could provide insights into the potential of digital education in non-formal settings and its role in modernizing religious education. this study has shown that non-formal education through tpq plays a significant role in improving students' ability to read and write the qur'an, though there is room for improvement in teaching strategies and resources. by comparing these results with existing literature, we have gained a deeper understanding of the effectiveness of non formal education in enhancing religious literacy. the findings underline the importance of continuous improvements in teaching methods and support structures to ensure that all students can successfully learn to read and write the qur'an, which is foundational to furthering their understanding of islam. further research will help refine these approaches and explore additional ways to enhance the effectiveness of tpq in religious education. table 5: correlation of non-formal education (x) and qur'anic literacy (y) variable mean standard deviation pearson correlation (r) sig. (2-tailed) x: non-formal education 92.36 6.332 0.470 0.812 y: qur'anic literacy 63.93 10.659 0.470 0.812 this table clearly presents the relationship between non -formal education and qur'anic literacy, showing a moderate positive correlation. conclusion this study explored the impact of nonformal education on improving the ability to read and write the qur'an among santri at tpq al-hanif in east jakarta. the findings from this research underscore the significant role of nonformal education in volume 9, number 1, may 2025| 161 z enhancing students' qur'anic literacy. specifically, the study revealed a strong positive correlation between the educational interventions provided at tpq al -hanif and the students' abilities to read and write the qur'an. the correlation coefficient of 0.470 indicates a moderate-to-strong relationship, confirming the effectiveness of nonformal educational practices in this context. the coefficient of determination (r² = 0.470) suggests that 47.0% of the variation in students' qur'anic reading and writing abilities can be explained by the impact of nonformal education. this finding is statistically significant, as evidenced by the rejection of the null hypothesis (ho) and the acceptance of the alternative hypothesis (ha), affirming the presence of a meaningful relationship between nonformal education and qur'anic literacy development. the implications of this research are particularly important for policymakers and educators involved in qur'anic education. the findings suggest that nonformal education programs, such as those implemented at tpq al -hanif, can significantly contribute to improving literacy in the qur'an. it also highlights the potential for expanding nonformal education to other communities, especially those with limited access to formal educational resources. moreover, this study emphasizes the importance of integrating nonformal education models in fostering lifelong learning and enhancing religious literacy. for future research, it would be beneficial to explore the long-term impact of nonformal education on qur'anic literacy, particularly in other regions and religious institutions. investigating different pedagogical methods within nonformal education and their relative effectiveness on various literacy outcomes could provide further insights. additionally, research could explore the social and cultural factors that influence the success of nonformal education programs, offering a more holistic understanding of how these programs can be optimized for broader impact. the study reinforces the critical role of nonformal education in shaping religious literacy and improving educational outcomes for santri. by promoting such educational models, we can contribute to the enhancement of qur'anic literacy, thus supporting the personal and religious development of learners in communities across indonesia and beyond. references alivia dewi nurochmah, ghiast nabila, matnur ritonga. “peran tpq dalam meningkatkan kualitas kemampuan baca al -qur’an pada anak di tpa arrahmah.” jpdsh jurnal pendidikan dasar dan sosial humaniora (2022). anwar, rosyida nurul. “pendidikan alquran (tpq) sebagai upaya membentuk karakter pada anak.” jurnal pendidikan dan konseling (jpdk) (2021). volume 9, number 1, may 2025| 162 z chamidi, agus salim, and tutik rodhianna. “upaya penguatan manajemen pendidikan baca tulis al quran (btq).” cakrawala: jurnal manajemen pendidikan islam dan studi sosial (2018). eriani, e. and sofiana, v. (2023). students english proficiency at lembaga tahfiz quran. jurnal ilmiah pendidikan citra bakti, 10(2), 366 -373. https://doi.org/10.38048/jipcb.v10i2.1691 erlina, e., pranata, r., alfarikh, r., rahman, r., & shadri, z. (2022). the qur’an education activities at the qur’an house bustanul qira'ah indonesia. ijmurhica, 5(4), 145-153. https://doi.org/10.24036/ijmurhica.v5i4.146 haidir, muhammad azman, muhammad riyadh, and rahma safitri barus. “implementation of reading qur’anic learning (btq) (case study at mas pab 4 klumpang kebun hamparan perak district).” analytica islamica (2020). hamid, r. and ruswandi, u. (2022). islamic education system in indonesia. international journal of social sciences, 5(1), 1 -7. https://doi.org/10.21744/ijss.v5n1.1815 kusuma, yuanda. “model-model perkembangan pembelajaran btq di tpq/tpa di indonesia.” j-pai: jurnal pendidikan agama islam (2018). madkan, and lusia mumtahana. “islam dan tradisi perspektif al -qur’an dan assunnah.” at-tadzkir: islamic education journal (2022). murdiansyah, isnan. “peningkatan baca alqur’an di tpq al -anwar dusun siderejo desa wandanpuro.” pakmas: jurnal pengabdian kepada masyarakat (2022). nasikhah, umi, and herwani. “peran keluarga dalam mengajarkan al qur’an.” journal of islamic studies (2022). noor, h. (2022). optimizing the potential resources of tahfidz al qur'an educational institutions: quality management review. al -tanzim jurnal manajemen pendidikan islam, 6(1), 146-156. https://doi.org/10.33650/al tanzim.v6i1.3281 persadha, dhimas asih kusuma. “hubungan kemampuan membaca dan minat baca dengan kemampuan menulis karya ilmiah mahasiswa.” ar-risalah: media keislaman, pendidikan dan hukum islam 16, no. 1 (april 2, 2018): 51–62. accessed october 21, 2019. http://ejournal.iaiibrahimy.ac.id/index.php/arrisalah/article/view/143. retnasari, lisa, suyitno suyitno, and yayuk hidayah. “penguatan peran taman pendidikan al-quran (tpq) sebagai pendidikan karakter religius.” jurnal solma (2019). ritonga, matnur, sukarno nur, and dhiyaul haq. “peran tpq dalam meningkatkan kualitas kemampuan baca al-qur ’ an pada anak di tpq nurul huda.” journal of cahaya mandalika (2022). volume 9, number 1, may 2025| 163 z sirin, m., sari, y., ramadhani, f., & jamasir, d. (2021). the qur’an learning in islamic education institutions in indonesia: an analysis study of the problems and solutions. ijmurhica, 4(4), 146-155. https://doi.org/10.24036/ijmurhica.v4i4.86 supratno, h., subandiyah, h., & raharjo, r. (2018). character education in islamic boarding school as a medium to prevent student radicalism.. https://doi.org/10.2991/soshec-18.2018.86 surur, agus miftakus, and maulana sanjaya. “implementasi manajemen pembiayaan pendidikan tpq roudlotut tholab.” al -fikru  : jurnal pendidikan dan sains (2022). thoifah, i., yusuf, m., heriyudanta, m., jamil, a., & sulthani, d. (2021). classification of indonesian students’ ability to read al -qur'an: the role of educational institutions. cendekia jurnal kependidikan dan kemasyarakatan, 19(2), 269 289. https://doi.org/10.21154/cendekia.v19i2.3027 educatio : journal of education volume 2, number 2, november 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z the emotional intelligence of final semester students of english department in facing the thesis writing at university of sembilanbelas november, kolaka karman1, ummy chalzum2 university of sembilanbelas november, kolaka, indonesia 1karmansultani@gmail.com, 2ochasym@gmail.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: this study was aimed at determining the level of emotional intelligence and find out the dominant aspect of the emotional intelligence of final semester students of english department at university of sembilanbelas november, kolaka. this study was a survey research. the respondents in this study were the final level students of english department. the number of respondents in this study was 40 respondents. the instruments of this study were a questionnaire and interview guideline. the sampling technique was quota sampling technique. based on the analysis of the result of the mean and standard deviation, 37 respondents or 92.5% had a standard level of emotional intelligence and 3 respondents or 7.5% had a high level of emotional intelligence. from the result of the calculation of the data, the ideal mean (mi) and the ideal standard deviation (sdi) of each aspect of emotional intelligence, it was found that the dominant aspect in students’ emotional intelligence was self-awareness, then followed by the aspect of empathy, then followed by the aspect of motivation, and then the aspect of social skills, and the latter was aspect of self-setting. to add, the level of their emotional intelligence was categorized as very high with sd. keywords: emotional intelligence, final semester students, facing thesis introduction thesis is a scientific paper in the form of exposure to the writings of the results of research that addresses a problem/phenomenon in certain science fields by using the certain norms. the aims of writing the thesis for students are to make them able to compose and write a scientific paper, in accordance with the field of science, to understand, to analyze, to describe, and to explain the issues that are related to the field that is studied1. from the past to present, a thesis is considered as the most difficult things, and often gives rise to fear and anxiety. this was caused by the presence of fear whether they are successful or not, whether they could make a good english thesis or not, failure in the research into the reasons and eventually influenced the development of self-confidence. that is why sometimes students do not finish their thesis writing on time, and even some failed to finish their thesis due 1 muh barid nizarudin wajdi, ―metamorfosa perguruan tinggi agama islam,‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. mailto:karmansultani@gmail.com mailto:ochasym@gmail.com karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing… volume 2, number 2, november 2017 | 181 zzzzzz to several problems related to their emotion. in the academic world especially in the university level, emotional intelligence also plays an important role in the process of preparation of the thesis, and when the students draft the final project in which all the emotions arise, ranging from anger, sadness, fear, pleasure, love, surprise, annoyence, and shame2. the process of teaching and learning in various aspects is very associated with emotional intelligence. emotional intelligence is able to train, the ability to manage feelings, the ability to motivate oneself, capable of controlling the urge and delaying our satisfaction for a moment, could set the mood as well as able to empathize and work together with others. these capabilities absolutely support the students in completing their thesis writing task with good conditions and achieve the goals and expectations.3 goleman defines the emotional intelligence as an ability to motivate yourself and survive to face a frustrating; control the burden of stress which does not cripple the ability of thinking; empathize and pray. while personal intelligence is the ability to correlate, but directly inward, that ability is an ability to shape their own model carefully and refer to themselves as well as the opportunity to use the capital earlier as a tool for effective through life. emotional intelligence is divided into 5 aspects, namely self-awareness, self-setting, motivation, empathy, and social skills.4 low emotional intelligence students with fear and over anxiety in dealing with thesis will be easily agitated and tend to finish their thesis late compared to average students in their semester. this fear will become burden for them and will distract their attention from finishing their thesis writing. conversely, students with high emotional intelligences are able to manage stress or tension related to thesis and find the way out related to the problems raised from thesis writing5. students who have a high emotional intelligence are those who are happy, confident, popular, and more successful in the campus. they further master the turmoil of their emotions, sweet relationship with others, be able to manage stress and have a good mental health.6 salovey, mayer, and canso add that the smart kids emotionally have the ability to understand the emotions of oneself and others, and using emotions as information for guiding thoughts and actions.7 to add, students who have low intelligence are more visible in withdrawing from the association or social problems such as: more aloof and less vibrant, often anxious and depressed, as well as unruly and aggressive.8 now, more and more students have these characteristics. it was 2 muh barid nizarudin wajdi, ―paradigma perg eseran educational technology menuju instructional technology‖ (2017). 3 awaluddin, ―hubungan antara kecerdasan emosional dengan hasil belajar bahasa inggris.‖ accessed august, 2016. http://www.scribd.com/mobile/doc/133081817/hubungan-antara-kecerdasan-emosionaldengan-hasil-belajar-bahasa_inggris. 4 d. goleman, emotional intelligence: kecerdasan emosional mengapa ei lebih penting daripada iq (21st ed.) (jakarta: pt gramedia pustaka utama, 2016). 5 muh barid nizarudin wajdi, ―kawasan teknologi pembelajaran‖ (2017). 6 hartini, ―kecerdasan emosional.‖ accessed september 1, 2017. http//digilib.esaunggul.ac.id/public/ueu-journal-4981-ibuwin.pdf 7 salovey, mayer, and canso, ―psychometrics of mayer-salovey-caruso emotional intelligence test (msceit) scores,‖ psychological reports 109, no 1 (2011). 8 goleman, emotional intelligence. karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing… volume 2, number 2, november 2017 | 182 zzzzzz indicative of the deterioration/decrease in emotional intelligence9. considering those facts, it was really interesting to find out final semester students’ emotional intelligence when dealing with their thesis writing in english education department of university of sembilanbelas november, kolaka. finding out their emotional intelligence could help many parties in english education department of university of sembilanbelas november, kolaka to give right treatments and attitude to the students. to do that, this study was guided by two research questions namely: how is the level of emotional intelligence of final level students at english education department in facing the thesis writing? and what the dominant aspect in emotional intelligence of final level students at english education department in facing the thesis writing? research method since the purpose of this study was to find out respondents’ characteristics and behavior related to emotional intelligence, the researchers applied survey research method. survey research asks about people’s belief, opinion, characteristics, and behaviors .10 to elicit the data, the researchers used one instrument namely questionnaire. this instrument encompassed one type of data namely quantitative data. in this research, the questionnaire was the most important instrument in gathering the data of this study. the researchers used a closed ended questionnaire consisting of 25 statements with two types of statements, namely 20 of positive statements and 5 of negative statements. the questionnaire that researchers used was adapted from fikar.11 it consisted of five aspects of emotional intelligence. they were self-awareness, self-setting, motivation, empathy and social skills. the distribution of those aspects could be seen in table 1 below. table 1. statement distribution of questionnaire no. aspects number of items positive negative 1 self-awareness 1,3,4,5 2 2 self-setting 7,8,9,10 6 3 motivation 12,13,14,15 11 4 empathy 17,18,19,20 16 5 social skillls 21,22,24,25 23 this study took place at the university of sembilanbelas november, kolaka which was located on jl. pemuda no.339, and it was implemented from july to august 2017. according to nazir, the population is a group of people with qualities and character that was created by 9 muh barid nizarudin wajdi, ―landasan historis perkembangan teknologi‖ (2017). 10 d. ari, l. c. jacobs, c. sorensen and a. razavieh, introduction to research in education (wadsworth: nelson education ltd publisher, 2010). 11 nurul fikar, ―hubungan antara kecerdasan emosional dan lingkungan belajar dengan prestasi siswa kelas xi jurusan teknik otomotif di smk negeri 3 yogyakarta‖ (tesis, yogyakarta: universitas negeri yogyakarta, 2014). karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing… volume 2, number 2, november 2017 | 183 zzzzzz researcher.12 those characteristics and qualities are named as a variable. the population of this research was final level students of english department at university of sembilanbelas november, kolaka. the number of population was 78 students and divided into two classes, class a with 45 students and class b with 33 students. due to the limited time and chance for researchers to meet the respondents at campus, this study used samples. to determine the samples used in this study, the researcher used quota sampling method. the researcher chose 40 respondents from two classses and they were active students who were writing their thesis reports and proposals. the samples selected were targetted to meet the predetermined quotas. if the respondents were sufficient for that quota, the researcher stopped gathering the respondents. the data collection was conducted from july to august 2017 for two weeks. it started on july 26, 2017 and ended on august 14, 2017. there were 40 respondents for questionnaire. the questionnaire was distributed to the final semester students at english education department of the university of sembilanbelas november, kolaka. the researchers met the respondents one by one, and then asked their permission to be respondents in this study. if they wished, the researcher let the respondents to fill out the research questionnaires. to analyze the descriptive data obtained from questionnaire related to each aspect in emotional intelligence, central tendency measure was used to find out the dominant aspect in facing the thesis based on the ideal score criteria. definition of ideal score criteria used ideal mean (mi) and ideal deviation standard (sdi) in comparison with the evaluation. and to find out the dominant aspect in emotional intelligence of final semester students, the researchers analyzed the data by using ideal mean (mi) and ideal deviation standard (sdi) as comparison with the evaluation and then categorized it into five grades. they were very high, high, standard, low, and very low. this categorization followed sudijono’s quantitative data conversion as shown in the following table.13 table 2. quantitative data conversion no. score range formula score range category 1 >mi+1.5sdi > 4,05 very high 2 mi+0.5 sdi< mi+1.5sdi 3,35 < 4,05 high 3 mi–0.5 sdi < mi+0.5sdi 2,65 < 3,35 standard 4 mi-1.5 sdi< mi-0.5sdi 1.95 < 2.65 low 5 mi-1.5 sdi 1.95 very low where: = the average mean = the ideal mean = the ideal standard deviation 12 moh. nazir, metode penelitian (jakarta: ghalia indonesia, 2000). 13 anas sudijono, pengantar evaluasi pendidikan (jakarta: pt. raja grafindo persada, 2003). karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing… volume 2, number 2, november 2017 | 184 zzzzzz result and discussion in this section, the researchers present the result of the research analysis accumulated during the deployment of questionnaires and interviews. the researcher distributed questionnaire to the respondents and interviewed some of the respondents. in this research, emotional intelligence was divided into 5 aspects that play an important role for students in facing the thesis. they were self-awareness, self-setting, motivation, empathy, and social skills. every aspect was assessed by using five statements provided in the questionnaire. the description of each aspect was discussed as follows. the first aspect was self-awareness. there were 5 item statements related to this aspect. they were items number 1, 2, 3, 4, and 5. these five statements were used to find out the students’ self-awareness. the first statement was ―i believe that i can finish my own final project‖. the mean value of this statement was 4.6 with sd 0.8. since the mean was higher 4.05, it was categorized into very high. the second statement was ―i’m not afraid of my final project is not over yet‖ the mean value of this statement was 4.03 and sd value was 1.19. it was considered as high because the mean value fell between 3.35 and 4.05. the third statement was ―i’m afraid of failure‖. the mean value of this statement was 4,1 and sd value was 1.4. it was categorized very high also. the fourth statement was ―i’m care about the lesson the lecturer tell‖. the mean value of this statement was 4.6 and sd value was 0.6. it was categorized into very high also. the fifth statement was ―i understand my lack in english‖. the mean value of this statement was 4.4 with sd value 0.8. it was categorized as very high. to sum the mean value of those five statements, the result of the analysis showed that the mean value of this aspect was 4.3 with sd 0.3. referring to the table conversion proposed by sugiono, this value was categorized as very high. thus, it could be concluded that the students’ self-awareness was very high. the second aspect was self-setting. there were 5 items of statements related to this aspect. they were items number 6, 7, 8, 9, and 10. the detail description of each statement as follows: the sixth statement was ―i can’t calm down when in a state of negative emotions (for example, anger, disappointment, hatred, etc.)‖. the mean value of this statement was 2,7 and sd value was 1,2. this mean value was categorized as low because the mean value fell between 1.95 and 2.65. the seventh statement was ―i can manage my emotions in facing my final project even in stressful situations‖. the mean value of this statement was 3.8 with sd value 0.79. this mean value was categorized as high. the eighth statement was ―i can calm in facing of my final project‖. the mean value of this statement was 4.08 with sd value 0.92. it was also considered as very high because the mean value > 4.05. the ninth statement was ―i try to be calm in the facing the adversity‖. the mean value of this statement was 4,25 and sd value was 0,74. it was also categorized as very high also because the mean value was > 4,05. the ninth statement was ―i can overcome the difficulty of focusing on my final project‖. the mean value of this statement was 4 with sd value 0.72. it was considered as high because the mean value fell between 3,35 and 4.05. to sum the mean value of those five statements, the result of the analysis showed that the mean value of this aspect was 3.8 with sd 0.6. referring to the table conversion proposed by sudijono, it was categorized as high. thus, it could be concluded that the self-setting of the karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing… volume 2, number 2, november 2017 | 185 zzzzzz students was high. the third aspect of emotional intelligence was motivation. for motivation, there were 5 statements, namely statements 11, 12, 13, 14, and 15. the eleventh statement was ―i never try to finish my final project on time‖. the mean value of this statement was 4.00 with sd value 1.04. it was categorized as high because the mean value fell between 3.35 and 4.05. the twelfth statement was ―i don’t want to be old student because i didn’t make my final project‖. the mean value of this statement was 4.25 with sd value 1.32. this mean value was categorized as very high because the mean was > 4.05. the thirteenth statement was ―i want to finish my study because i want to continue s2‖. the mean value of this statement was 4.00 with sd value 0.9. it was also considered as high because the mean value fell between 3.35 and 4.05. the fourteenth statement was ―i want to my parents to be happy‖. the mean value of this statement was 4.95 with sd value 0.22. it was also categorized as very high. the last statement on this aspect was ―i want finish my study quickly, because i want to get married‖. the mean value of this statement was 3.28 with sd value 1.38. since the mean value fell between 2.65 and 3.35, this statement was categorized as average. summing up the mean value of statements 11, 12, 13, 14, and 15, the result of the analysis showed that the mean value of motivation aspect was 3.8 with sd 0.6. referring to the table conversion proposed by sugiyono, it was categorized as high. thus, it could be concluded that the motivation of the students was high. the fourth aspect of emotional intelligence was empathy. it had 5 statements, namely statements 16, 17, 18, 19, and 20. the sixteenth statement was ―i don’t want to help a friend who needs my help although i’m not in trouble‖. the mean value of this statement was 4.48 with sd value 0.75. this mean value was categorized as very high because the mean was higher than 4.05. the seventeenth statement was ―although i’m working on my final project, i continue to give priority to the needs related to the family‖. the mean value of this statement was 4.25 with sd value 0.78. it was also considered as very high because the mean value was > 4.05. the eighteenth statement was ―i always try to keep the feelings of my friends although my friends are always annoying during the work of my final project‖. the mean value of this statement was 4.1 with sd value 0.6. since the mean value fell between 3.35 and 4.0, it was categorized as high. the nineteenth statement was ―i care with friend who facing the problem‖. the mean value of this statement was 4.2 with sd value 0.6. referring to the table conversion, it was also considered as high because the mean value fell between 3.35 and 4.05. the last statement on this aspect was ―i follow the positive habits of my friend and avoid negative‖. the mean value of this statement was 4.2 with sd value 0.8. it was also categorized as high because the mean value fell between 3.35 and 4.05. summing up the mean value of statements 16,17,18,19, and 20, the result of the analysis showed that the mean value of empathy was 4.23 with sd 0.16. referring to the table conversion proposed by sugiyono, it was categorized as high. thus, it could be concluded that students’ empathy was very high. the last aspect of emotional intelligence was social skills. in this aspect, there were 5 statements, namely statements 21, 22, 23, 24, and 25. the twentieth one statement was ―i need guidance from friends in the implementation of final project‖. the mean value of this statement was 4.2 with sd value 0.8. this mean value was categorized as very high because the mean value was higher than 4.05. the twentieth two statement was ―i always take a good care of all my friends including karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing… volume 2, number 2, november 2017 | 186 zzzzzz friends who i don’t like‖. the mean value of this statement was 4.05 with sd value 0.88. it was categorized as high. the twentieth three statement was ―when the lecturer explains the material, i’ve never been a good listener‖. the mean value of this statement was 3.6 with sd value 1.2. it was also considered as high because the mean value fell between 3.35 and 4.05. the twentieth four statement was ―i still do good to friends who interfere with the process of my final project‖. the mean value in this statement was 3.6 with sd value 0.9. it was also categorized as high because the mean value fell between 3.35 and 4.05. the last statement of social skills was ―it is easy for me to accept the new knowledge that conveys‖. the mean value of this statement was 3.9 with sd value 0.7. it was also considered as high because the mean value fell between 3.35 and 4.05. summing up the mean value of statements 21,22,23,24, and 25, the result of the analysis showed that the mean value of social skill aspect was 3.9 with sd 0.3. referring to the table conversion proposed by sugiyono, it was categorized as very high. thus, it could be concluded that the social skills of the students was very high. all of the mean scores of each aspect were summarized in the following table. table. 3. summary of mean and standard deviation of each aspect of ei no. aspects n mean sd category 1 self-awareness 40 4,3 0.3 very high 2 self-setting 40 3.8 0.6 high 3 motivation 40 4.09 0.6 very high 4 empathy 40 4.23 0.16 very high 5 social skills 40 3.9 0.3 high emotional intelligence 4.05 0.22 very high looking at the table above, it could be seen that all of aspect categories of emotional intelligence. three aspects were categorized very high, and two aspects were categorized high. to sum all of the average scores of every aspect, it was found out that the average score from all of those aspects was 4.05 with sd score 0.22. thus, it could be concluded that the level of final semester students’ emotional intelligence was very high as could be seen in table 3 above. from these results, it could be seen that the most dominant aspects of students in facing the thesis was the aspect of self-awareness with a value of 4,3, then followed with the aspect of empathy with the value of 4.23, then the aspect of motivation with the value 4.09 and social sk ills with a value of 3,9, and the latter was the self-setting with the smallest score 3.8. for closer analysis on this finding, the researchers categorized all of the respondents in this study according to their gain score on the questionnaire into three groups by using the following table conversion. table 4. level category of respondents’ gain score on the questionnaire no level / category score frequency percentage % 1 high 4.44 x 3 7.5 % 2 standard 2.68 x > 4,44 37 92.5 % 3 low 2.68 x 0 0 % karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing… volume 2, number 2, november 2017 | 187 zzzzzz total 40 100 % according to the data presentation of each respondent’s gain mean score toward the questionnaire, it was found that from the frequency and the percentage of the 40 respondents in each category, 3 respondents or 7.5% were categorized into high category and 37 respondents or 92.5% were categorized into standard category. and no respondents or 0 % are categorized into low category. figure 1. the category of students’ emotional intelligence the above graph showed the level of emotional intelligence of final semester students of english department in facing the thesis in a standard category with the highest percentage of 92.5 %. this showed that respondents were sufficiently able to manage their emotional life with the help of the intellect, to maintain emotional harmony, so it was expected that the role of teachers or lecturers and parents helped and improved the emotional intelligence of students. but the above graph also showed that the percentage of the emotional level of intelligence included in the high category of 7.5% respondents were indicated that final level students in facing the thesis can receive, process, evaluate, manage and control the emotions of oneself and surrounding people were able to establish good relations with others. based on the results of processed data on the classification of emotional intelligence, the most dominant aspect was the self-awareness, and then the next position was empathy, then there was the motivation, next position was the social skills, and the latter was self-setting. based on the results of data processed, it was done at the level of emotional intelligence, you can see that the frequency distribution of emotional intelligence in the high category was 3 respondents with a percentage of 7.5%, and for standard category was 37 respondents, with the largest percentage was 92.5% of the respondents there were 40 respondents. from the results of the above analysis, it could be seen that the final level students of english department in facing the thesis from all respondents had a high level of emotional intelligence, with 7.5% respondents were indicated that final level students in facing the thesis could receive, process, evaluate, manage and control the emotions of oneself and surrounding people were able to establish good relations with others.14 14 goleman, emotional intelligence. karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing… volume 2, number 2, november 2017 | 188 zzzzzz in a standard category with a percentage of 92.5%, this indicated that the final level students of english department in facing the thesis were sufficiently able to manage their emotional life with the help of the intellect, to maintain emotional harmony and disclosure through the skills of the five aspects of emotional intelligence.15 while for a low category with a percentage 0%, this indicated that no one of them less able to recognize emotions, which were one of the important requirements for controlling emotions, so they easily cope with their emotions. according to salovey and grewal, using emotions is the ability to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. the emotional intelligent person can capitalize fully upon his and her changing moods in order to best fit the task at hand.16 from the result of final level students of english department in facing the thesis with percentage 7.5% respondents had an ability to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. in a standard category with percentage of 92.5 % respondents were sufficiently able to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. the low category with percentage of 0% respondent that indicated no one of them were able to harness emotions to facilitate various cognitive activities. conclusion based on the results of the study of the emotional intelligence of final semester students of english department in facing the thesis at university of sembilanbelas november, kolaka, it could be concluded as follows: from the results of the study it could be seen that the final semester students of english department in facing the thesis at university of sembilanbelas november, kolaka from all respondents have a standard level of emotional intelligence with 92.5%, this indicated that the final level students of english department in facing the thesis were sufficiently able to manage their emotional life with the help of the intellect, to maintain emotional harmony and disclosure through the skills of the five aspects of emotional intelligence. while for a high category with a percentage 7.5%, this indicated that they were indicated that final level students in facing the thesis could receive, process, evaluate, manage and control the emotions of oneself and surrounding people were able to establish good relations with others. from the result of the calculation of the data, the ideal mean (mi) and the ideal standard deviation (sdi) found the dominant aspect in emotional intelligence, which was self-awareness that dominated and the highest value, then the next aspect of empathy, then followed the aspect of motivation, and then the aspect of self-setting, and the latter was aspect of social skills. based on the results of the study and discussion, the researcher wanted to give suggestions that could be used inputs, namely: the emotional intelligence of some final level students english department in facing the thesis was quite good, the support and help of parents and lecturers were necessary for the ability of students to control emotions in facing the problems, and to facing the thesis can be improved even better to control, process, evaluate, and 15 ibid. 16 p. salovey, d. grewal, "the science of emotional intelligen ce," current directions in psychological science. (2005), 14:6. karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing… volume 2, number 2, november 2017 | 189 zzzzzz manage emotions. they were able to establish good relations with others. bibliography ari, d., jacobs, l. c., sorensen, c. and razavieh, a. introduction to research in education wadsworth: nelson education ltd publisher, 2010. awaluddin. ―hubungan antara kecerdasan emosional dengan hasil belajar bahasa inggris.‖ accessed august, 2016. http://www.scribd.com/mobile/doc/133081817/hubunganantara-kecerdasan-emosional-dengan-hasil-belajar-bahasa_inggris. fikar, nurul. ―hubungan antara kecerdasan emosional dan lingkungan belajar dengan prestasi siswa kelas xi jurusan teknik otomotif di smk negeri 3 yogyakarta .‖ tesis, yogyakarta: universitas negeri yogyakarta, 2014. goleman, d. emotional intelligence: kecerdasan emosional mengapa ei lebih penting daripada iq (21st ed.). jakarta: pt gramedia pustaka utama, 2016. hartini. ―kecerdasan emosional.‖ accessed september 1, 2017. http//digilib.esaunggul.ac.id/public/ueu-journal-4981-ibuwin.pdf nazir, moh. metode penelitian. jakarta: ghalia indonesia, 2000. salovey, mayer, and canso, ―psychometrics of mayer-salovey-caruso emotional intelligence test (msceit) scores,‖ psychological reports 109, no 1 (2011). salovey, p. and grewal, d. "the science of emotional intelligence," current directions in psychological science. (2005), 14:6. sudijono, anas. pengantar evaluasi pendidikan. jakarta: pt. raja grafindo persada, 2003. wajdi, muh barid nizarudin. ―kawasan teknologi pembelajaran‖ (2017). ———. ―landasan historis perkembangan teknologi‖ (2017). ———. ―metamorfosa perguruan tinggi agama islam.‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. ———. ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 29 evaluation of online learning program during the covid 19 pandemic at smkn i koto xi tarusan suci andri, , ambiyar padang state university suciandri2112@gmail.com, ambiyar@ft.unp.ac.id accepted: jan 13th 2021 reviewed: april 15th 2021 published: may 30th 2021 abstract : one of the problems related to the quality of online learning smk is the unpreparedness of vocational schools in the implementation of online learning. this study aims to evaluate online learning programs during the covid 19 pandemic at smkn i koto xi tarusan as seen from inputs, activities (processes), outputs and outcomes. the research methods used are quantitative methods, instruments used questionnaires / questionnaires and data analysis techniques are carried out with quantitative methods, namely the dissemination of questionnaire stages: tabulating data, performing calculations of each score, calculating the total score, conducting descriptive analysis and percentage analysis. the subject of this study was a motorcycle business engineering student at smkn i koto xi tarusan. data collection techniques using questionnaires. the results showed that the implementation of online learning has been carried out obtained a percentage of 80.46% with a good category. the result of input components obtained a percentage of 79.83% with a sufficient category, components activities obtained a percentage of 79.83% with a sufficient category, component output obtained a percentage of 80.08% with a good category and component outcome obtained a percentage of 82.10% with a good category. keywords : input, activities, output and outcome introduction smkn i koto xi tarusan is one of the vocational high schools of technology and engineering group, there are four (4) study programs namely motorcycle business engineering (tbsm), automotive light vehicle engineering (tkro), building information modeling design (dpib) and audio video engineering (tav). the four study programs carry out online learning, aimed at getting students to study independently at home. to find out the problems in the implementation of online learning programs at smkn i koto xi tarusan. researchers make observations on waka curriculum and subject teachers, observations are made to get initial information about program problems, the information provides reinforcement to researchers to carry out evaluation of online learning programs at smkn i koto xi tarusan. based on the results of initial observations made at smkn i koto xi tarusan obtained information that the implementation of online learning in motorcycle business engineering courses there are several problems faced, among others. 1) teachers have difficulty in using technology, mailto:suciandri2112@gmail.com mailto:ambiyar@ft.unp.ac.id educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 30 2) limited teachers in uploading video materials. 3) teachers have difficulty designing media that menarik so that students are happy to learn. 4) limitations of students in accessing the internet because there are students living in the area. 5) not optimally some teachers do assessments in online learning. 6) student learning outcomes are still low. 7) assessment activities tend to be on results on cognitive aspects. 8) the availability of facilities is still not maximized in order to support online learning. information on problems obtained from observations has been done, so researchers consider it necessary to evaluate the online learning program to uncover all problems in the program. law no. 20 of 2003 chapter xvi explains that evaluation is done to control the quality of national education as the accountability of education providers. evaluation is carried out on educator programs conducted by independent institutions periodically, thoroughly, transparently and systematically to achieve national standards of education. evaluation of online learning programs at smkn i koto xi tarusan is important to be implemented as a weighing material for the implementation of online learning programs in the future. the evaluation of the program will be known components of the program that have not been realized, thus can be improved and implemented in the next program. while for students evaluation of the implementation of online learning programs will serve as feedback in improving competency skills and learning outcomes. evaluation of the program can be done with various models, in this study the researcher is using logic model. logic model is a suitable model used for this evaluation because it has the main purpose to improve a program. as logic model has four components, namely input (preparation ofteachers and students seen from the understanding and knowledge obtained by students during online learning during the pandemic covid 2019), activities (implementation, activities of teachers, students / i and obstacles of online learning during the pandemic covid 19), output (the result of online learning during the pandemic covid 19) and outcome (impact of online learning during the pandemic covid 19). based on the above problems, the researchers are asked to conduct more research on "evaluation of online learning program during the covid-19 pandemic at smkn 1 koto xi tarusan". use logic model. based on the above problem formulation, the objectives of this study are as follows: 1. to express the input readiness of teachers and students in the online learning process during the covid-19 pandemic at smkn 1 koto xi tarusan was reviewed from the understanding of students during online learning during the covid-19pandemic. 2. to reveal the online learning activities of covid-19 at smkn 1 koto xi tarusan in review of aspects of implementation, teacher activities, students and barriers of online learning. 3. to reveal the output of online learning covid-19 at smkn 1 koto xi tarusan is reviewed from the learning results obtained during the online learning process. 4. to reveal the results of online learning covid-19 at smkn 1 koto xi tarusan in review of the impact of the online learning process. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 31 methods in this study using quantitative methods, as well as instruments used questionnaires / questionnaires and data analysis techniques are carried out by quantitative methods, namely the dissemination of questionnaire stages: tabulating data, doing calculations of each score, calculating the total score, conducting descriptive analysis and percentage analysis. the research was conducted at smkn i koto xi tarusan with a population of 170 shivas and a sample of 119 students, using the formula of yumare 1 (riduwan, 2012: 65). researchers made an instrument, then validated by experts to be corrected about the content of the instrument and repaired, as well as in the trials of questionnaires to see valid and reliable, then in the repair and conducted research using questionnaires with a measurement scale using the likert scale. distributed to respondents. result and discussion from the results of the research that has been described in descriptive variables, it is reviewed from logic models that use input indicators, activities, outputs, outcomes will be discussed evaluation of online learning during the covid-19 pandemic in smkn i koto xi tarusan in accordance with each of these indicators. a sample of 119 people who were students of motorcycle business engineering that participated in online learning during the covid 19 pandemic. 1. input the input component of teacher and student readiness in the online learning process during thecovid-19 pandemic at smkn i koto xi tarusan is experiencing obstacles, namely: a. teachers and students are not ready for online learning, because conventional face-to-face learning is diverted through learning using the internet network. b. teachers and students do not understand online learning because of the lack of facilities and the ability to use the facility is not yet maximized. c. teachers and students prepare facilities that support online learning because online learning costs a lot. based on the findings according to sudjana 2 stated that the evaluation of inputs determines how to use resources that can achieve program objectives with relevance, practicality, cost, effectiveness, meaning that online learning during the covid-19pandemic at smkn i koto xi tarusan on cognitive aspects has not been in the category of sufficient ( inadequate) and needs improvement in order to implement in terms of inputs can run well. 2. activities the activities component in the evaluation of online learning during the covid-19pandemicat smk negeri i koto xi tarusan experienced obstacles, namely: a. the implementation of learning is not in accordance with the strategy used to get the desired results. b. the implementation of online learning is experiencing obstacles in terms of internet network facilities, internet purchasing, c. students do not understand the lessons in online learning. 1 riduwan. introduction to social statistics. bandung:alfabeta, 2012 2 sudjana, nana. penilaian hasil proses belajar mengajar. bandung: pt. remaja rosdakarya, 2014 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 32 based on the above findings on the activities (process) according to worthen and sanders (1987:139) states that three purposes of evaluation of the process (activity): " (1) to detect or predict in procedural design or its implementation during implementation stage, (2) to provide information for programmed s, and (3) to maintain a record of the procedure events and activities". means in terms of activities there must be improvements because in the implementation of online learning there are affective and cognitive aspects are less effective in online learning and need to be improved in an optimized manner. 3. output the output component in the evaluation of online learning programs during the covid19 pandemic at smk negeri i koto xi tarusan has difficulties, namely: a. in online learning planners and implementation is not yet a desired goal. b. students are less motivated in online learning because in planners and implementation is not yet maximized. c. teachers must approach students so that the objectives in planning and implementing online learning can be implemented to the maximum in order to achieve the objectives. based on the above findings on output according to tayibnapis 3(2008:14) output is carried out to help make subsequent decisions, the results that have been achieved and what is done after the program is run. this means that evaluations are conducted to measure the success rate of achievement of a set goal. so in the drawing output that in the planning and implementation of online learning at smkn i koto xi tarusan has not been carried out properly in view of the student's learning outcomes. 4. outcome the outcome component in the evaluation of online learning programs during the covid19pandemicat smkn i koto xi tarusan has difficulties, namely: a. the impact of online learning programs has not been able to improve student discipline, as a result students are still awkward in the use of technology. b. the impact of online learning programs has not been able to hone students' theoretical knowledge skills4 based on the above findings, students are expected to be able to use technology to the maximum so that problems can be minimized and students are able to absorb knowledge for the future aspects of outcomes can be carried out properly. conformity is also found in research conducted by ali sadikin, afreni hamidah 5which states that distance learning encourages the emergence of social distancing behavior and minimizes the emergence of student crowds so that it is considered to reduce the potential spread of covid-19 in the school environment. the suitability of ika handarini's octafia research, siti sri wulandari 6 also strengthens this research, which in the paper online learning as an effort to study from home (sfh) during the covid 19 pandemic. the results 3 tayibnapis, farida yusuf. evaluasi program. jakarta: pt. rineka cipta, 2008 4 dewi, maya puspita, and muh barid nizarudin wajdi. "distance learning policy during pandemic covid19." edutec: journal of education and technology 4, no. 3 (2021): 325-333. 5 sadikin, ali, and afreni hamidah. "pembelajaran daring di tengah wabah covid-19:(online learning in the middle of the covid-19 pandemic)." biodik 6, no. 2 (2020): 214-224. 6 handarini, oktafia ika, and siti sri wulandari. "pembelajaran daring sebagai upaya study from home (sfh) selama pandemi covid 19." jurnal pendidikan administrasi perkantoran (jpap) 8, no. 3 (2020): 496-503. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 33 showed online learning is one of the solutions to implement social distancing to prevent the chain of spread of the covid 19 outbreak. because online learning is learning that is done online by distance or learning done by students wherever and whenever needed. so as to avoid the crowd which is considered as one way to implement social distancing. conclusion based on the results of the evaluation of online learning program during the covid 19 pandemic at smkn i koto xi tarusan with input model, activities (process) output, outcomes can be concluded as follows: 1. inputs are found in the motorcycle business engineering expertise program smkn i koto xi tarusan reviewed online learning programs, the preparedness of teachers and students / i, facilities and infrastructure of online learning, the relevance of the program to the needs of students, so from some weaknesses contained in the input aspect, where this weakness arises because of the readiness of teachers and students , facilities and infrastructure, relevance is still not carried out to the maximum and expected to be improved so that in the future the points contained in the input aspect can be carried out more optimally. 2. activities( process) is contained in the motorcycle business engineering expertise program smkn i koto xi tarusan reviewed the implementation of online learning programs, teacher activities, students and obstacles to the implementation of online learning, of some of these weaknesses arise because in the implementation of online learning programs, teacher activities, students and obstacles that exist at the time of online learning is still not carried out to the maximum, it is expected that improvements are needed so that aspects of aktivities can be carried out more optimally. 3. the output that has been achieved by the motorcycle business engineering program smkn i koto xi tarusan is reviewed online learning assessment, so from the weaknesses contained in the output aspect there are several points, on the affective aspect students are overwhelmed with the task, on the cognitive aspect of students lacking knowledge has not been carried out to the maximum is expected to be improved so that the output aspect can be carried out more maximally. 4. outcome is found in the motorcycle business engineering expertise program smkn i koto xi tarusan reviewed the impact of online learning programs, so from the weaknesses contained in the outcome aspect there are several points, not yet implemented maximum, so it is expected that the outcome aspect is improved in order to be carried out more optimally. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 34 references dewi, maya puspita, and muh barid nizarudin wajdi. "distance learning policy during pandemic covid-19." edutec: journal of education and technology 4, no. 3 (2021): 325-333 . handarini, oktafia ika, and siti sri wulandari. "pembelajaran daring sebagai upaya study from home (sfh) selama pandemi covid 19." jurnal pendidikan administrasi perkantoran (jpap) 8, no. 3 (2020): 496-503. riduwan. introduction to social statistics. bandung:alfabeta, 2012 sadikin, ali, and afreni hamidah. "pembelajaran daring di tengah wabah covid-19:(online learning in the middle of the covid-19 pandemic)." biodik 6, no. 2 (2020): 214-224. sudjana, nana. penilaian hasil proses belajar mengajar. bandung: pt. remaja rosdakarya, 2014 tayibnapis, farida yusuf. evaluasi program. jakarta: pt. rineka cipta, 2008 educatio : journal of education volume 2, number 2, november 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z implementation of illiteracy eradication program in katoi district north kolaka, indonesia azhari1, farida umar2 university of sembilanbelas november, kolaka, indonesia email: accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: implementation of illiteracy eradication program in katoi sub-district, north kolaka district, under the guidance of dr. azhari, s.stp., m.si as the supervisor i and mr. arafat yasir, s.pd.i., m.si as mentor ii. this study aimed to find and describe implementation of illiteracy eradication program in katoi district north kolaka, indonesia. this research was a research with descriptive qualitative type, informant in this research as many as fifteen people. data collection techniques were direct observation and direct interview. as for data analysis used data reduction, data presentation, and drawing conclusion. the results of this study indicated that the funds from the government were insufficient for the implementation of this illiteracy eradication program. the target of the illiteracy eradication program was in line with its objectives. residents of learning who follow this ill iteracy eradication program had been in accordance with the targets set by the implementer of literacy eradication program. while the selection of tutors and organizers should not be absolutely appropriate to the criteria established by the government. the election took precedence that had a high social spirit and willing to serve for the community, this was related to the implementation of illiteracy programs that were non-formal. keywords: implementation, eradication, illiteracy introduction education has a decisive role for the development and individual realization of individuals, especially for the development of the nation and the state. progresses of a culture depends on the way the nation and the state recognize, respect and utilizes human resources (hr) and this is closely related to the quality of education provided to members of the community. education is one of the processes in order to influence learners to be able to adjust themselves as well as possible with their environment. thus, will cause a change in him that allows the functioning strongly in the life of society.1 education, can also be interpreted as a process whereby a person develops the ability of attitudes and other forms of behavior in the society in which he lives, the social process by which people are exposed to the influence of a chosen and controlled environment so that he or she can gain or experience the development of social capabilities and individual abilities which is 1 u. sihombing, pendidikan luar sekolah, manajemen strategi (jakarta: pd mahkota, 2000), 76-80. mailto:agung24hidayat@gmail.com azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 232 zzzzzz optimal2. education is an absolute necessity for all human beings, in general the national education is regulated in the law of the republic of indonesia number 20 of 2003 on national education system 2006 chapter iv article 5 paragraph 1, "every citizen has the same right to obtain quality education" and article 5, paragraph 5, "every citizen shall have the right to have the opportunity to promote lifelong education."3 this shows that all disadvantaged communities in education are entitled to equal rights in full education, welfare and health as citizens of indonesia4. seeking knowledge was not only for children in school, but seeking knowledge was obligatory for every muslim, male or female. his obligations were not limited to adolescence, but until the obligation to seek knowledge never stops5. in order to promote human resources, various empowerment efforts are carried out by various parties, both government and society. one of them is the form of community empowerment through the provision of opportunities to participate in educational services, especially to the people who can be said to be less fortunate, either in urban areas or rural. the realm of empowerment for the community, which has been mobilized by the ministry of national education (mone) is to mobilize a blind literacy program6. the strategic objectives of educational development in north kolaka were contained in the development strategy plan of north kolaka, namely the realization of equality of educational opportunities and improvement of educational products. the data of illiterate population in katoi district of north kolaka were as follows: table 1. illiterate population data in katoi district north kolaka, indonesia no total population/year total wb served completed 1 2008 980 2 2009 240 240 3 2010 130 370 4 2011 30 400 5 2012 50 450 6 2013 50 500 7 2014 100 600 8 2015 100 700 data source: primary data 2015 while this year (2016) the number of illiterate population in katoi district north kolaka was 280 people and the plan completed this year. 2 muh barid nizarudin wajdi, ―metamorfosa perguruan tinggi agama islam,‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. 3 undang-undang no. 20 tahun 2003 and undang-undang no. 20 tahun 2007 tentang sistem pendidikan nasional 4 muh barid nizarudin wajdi, ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). 5 muh barid nizarudin wajdi, ―kawasan teknologi pembelajaran‖ (2017). 6 muh barid nizarudin wajdi, ―landasan historis perkembangan teknologi‖ (2017). azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 233 zzzzzz out-of-school categorization was prioritized into several programs, among others, the eradication of illiteracy, the pursuance of packages, early childhood education, continuing education, and so forth. from some of the offshore education programs the writer decided to highlight the eradication of illiteracy because the writer feels that this program was related to lower class society. if the program was successfully implemented it can improve the standard of living of lower class society.7 the illiteracy eradication program, now called the functional literacy program, was a program intended to serve community members who were not in school and/or have dropped out of elementary school so that they have literacy skills. this program has a goal to empower the learning community to be able to read, write, and good indonesian language. functional literacy program was an integral part of the community's alleviation of ignorance, poverty, backwardness, and helplessness in the macro framework of the development of indonesian human resource quality. illiteracy eradication was very important and strategic considering the education of the indonesian population was still low. until now the status of literacy in indonesia was still not encouraging. this can be seen from the many areas where people still hold illiteracy status, which will affect the level of welfa re of life. in order to overcome the above challenges, the directorate of out of school education and youth seeks to intensify the implementation of the functional literacy program. with the upgrading of the program, it was expected to reduce the rate of i lliteracy rate in indonesia, as stated in the dakar declaration in 2000, where by 2016 the literacy rate must reach 50% for ages 15 to 44 years. while the government's determination now was to set a policy of reducing the illiterate population 15 years and over to 5% in 2009, while the illiteracy rate in indonesia currently reaches 12.8 million people (8.07%). the functional literacy program was expected to be able pressing the above level of illiteracy. illiteracy issues for developing countries like indonesia are still a central issue. billion letters are the condition where one cannot read and write. in reading and writing it was one of the key to mastering science and technology. functional literacy was developed from the ground up using a participatory process to create a localized learning model. functional literacy was a method of learning approach used to develop the ability of citizens to learn in mastering and using the skills of reading, writing, counting, thinking, listening and speaking are oriented to everyday life by exploiting the potential sourced from the surrounding environment. this approach to functional literacy learning approaches was developed because the character or orientation of adult learning was more practical and functional as well as in line with their learning potential and needs. therefore, the implementation of functional literacy programs, not merely provide the ability to read, write, count and the ability of indonesian language and knowledge base but will further provide functional skills that were meaningful for the lives of citizens of daily learning so that they were able to improve the quality of life. to know more about the urgency of the program of outside education through illiteracy eradication program therefore, the writer conducted a research in one district in north kolaka, 7 m. kamil, pendidikan non-formal, pengembangan melalui pusat kegiatan belajar mengajar (pkbm) di indonesia (sebuah pembelajaran dari kominikem jepang) (bandung. alfabeta, 2009), 121-124. azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 234 zzzzzz which was in katoi district that had been underway its blindness eradication program. therefore, in accordance with the background, the writer raised the title of "implementation of illiteracy program in katoi district of north kolaka, indonesia" the writer decided to take the title because, the writer saw that this program needed to be evaluated to know how much benefit given the eradication stage of the illiteracy program was for program targets. literature review implementation concept implementation can be interpreted in the context of the output, so that the planned program gets support such as the level of spending expenditure for a program. in the end, the highest level of impact of implementation has the meaning that there has been a measurable change in the broad problem associated with the program to be achieved. implementation work effectively when the measures and objectives can be understood by the individuals responsible for a policy performance. according to charles o. jones (1991) there were three main activities that are important in the implementation of the policy, namely: 1. organization, constitutes the establishment or reorganization of resources, the methods units to make the program run (resource restructuring, unit formation, and methods for program implementation). 2. interpretation, interpreting for the program to be a proper and acceptable plan and direction and implementation (designing the program into acceptable and implemented plans and actions). 3. implementation, routine needs of payment or other services, tailored to the objectives or equipment of the program (funding support and others according to program objectives). in relation to such functional activity is from an organizational point can be seen from the actors or materials that play a role in the implementation of policies or programs with a focus on bureaucracy. factors affecting implementation factors or variables needed so that a successful policy implementation or major obstacles that leads to an implementation that failed, then there were four factors or variables in the implementation of public policy that were: 1. communication policy and order decisions must be forwarded to the appropriate personnel before the decisions and orders can be followed, of course, the communication must be accurate and should be understood carefully by the implementers. however, many of the obstacles facing the transmission of implementation communications and these barriers may hinder the implementation of policies. another aspect of communication concerning the implementation instructions was the issue of consistency, there were several things that meant: a. disagreements between the executives and the orders issued by the decision maker. b. information passes through layers of bureaucratic hierarchy azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 235 zzzzzz c. the capture of communication may be inhibited by selective perceptions and the unwillingness of the implementers to know the requirements of a policy. 2. resources implementation orders may be forwarded carefully, clearly and consistently, but if the implementers lack the resources needed to implement the policy the input implementation tends to be ineffective. thus, resources could be an important factor in implementing public policy. important sources included: a. adequate staff b. good skills to carry out their duties c. authority d. the facilities needed to translate the proposal on paper to carry out public services. 3. trends the tendency of the implementers was a factor that has important consequences for effective policy implementation. if the executors were kind to a particular policy and this means support was likely to implement the policy as desired by the original decision makers. vice versa if the behavior of the implementers was different from the decision makers then the process of implementation of a policy becomes increasingly difficult. 4. bureaucratic structure bureaucracy was one of the most frequent bodies even as a whole executing policy. bureaucracy either consciously or unconsciously chooses organizational forms for collective agreement, in order to solve social problems in modern life. based on the observations made on the bureaucracy identified in six characteristics of bureaucracy namely: a. bureaucracy elsewhere was elected as a social instrument aimed at addressing issues defined as public affairs. b. bureaucracy was the dominant institution in the implementation of policy programs whose level of importance varies for each stage. c. the bureaucracy has a number of different purposes. d. bureaucracy was not something neutral in their policy choices, nor was it fully controlled by forces outside of itself. e. bureaucracy functions in a wide and complex environment. f. bureaucracy was rarely dead; the instinct for survival was unquestionable. research method the type of research used in this research was qualitative research and descriptive method, i.e. problem’s solving procedure investigated by describing or describing the state of subject or research object (someone, institution, society and others) at present based on facts that appear or as it is.8 this research was conducted at katoi district of north kolaka, indonesia. the location selection was based on the consideration of the ease of access to information, the cost and the 8 nawawi, manajemen sumber daya manusia untuk bisnis yang kompetitif , cetakan kedua (yogyakarta: gadjah mada university press, 1985), 15. azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 236 zzzzzz limited time and in the katoi district, there were still many indications of illiteracy. data source in this research were: 1. primary data, i.e. data that was directly collected when conducting research in the field of recording interviews, direct observation through communication that was not directly about the subject matter. 2. secondary data shall be data collected by persons or institutions in the form of publications, reports, documents and other books relating to this research to obtain data in this study used data collection techniques as follows: 1. interview was a technique of data collection conducted through direct question and answer between researchers with informants that had been determined. in addition, to know the object data obtained by researchers conducted in-depth interviews with some key informants who understand the issues discussed to provide information in order to complete the required data. 2. observation, namely the way to obtain data through direct observation of the object of research to obtain information or data relevant to the object of research. furthermore, researchers understand and analyze various symptoms related to the object of research, 3. documentation, i.e. data collection conducted by reviewing documents either in the form of reference books or regulations or articles relating to this research in order to complete the data related to this research, as well as how data collection and literature review, where documents were considered support and relevant to the issues to be studied either in the form of books, literature, annual reports. data analysis techniques used in this study was a qualitative descriptive, data analysis techniques in which the type of data in the form of information both oral and written that were not numeric. data grouped to make it easier in filtering where the data needed and which were not. after grouped, the data the writer describe the form of text to be more understood. after that, the writer drew conclusions from the data, so it could answer the subject of research problems. to analyze various phenomena in the field, the steps taken were as follows: 1. information gathering through interviews, direct observation and documentation; 2. data reduction was the selection process, the focus on simplification, the transformation of rough data arising from field notes. this step aimed to select which information was appropriated and not in accordance with the research problem. 3. presentation of data, after the data was reduced, the next step analysis was the presentation (display) data. the presentation of data was directed to reduce the result data organized, arranged in a relationship pattern, so that more easily understood. the presentation of data could be done in the form of narrative descriptions. in this step, the researcher tried to compile the relevant data, so that the information could be inferred and had a certain meaning. the process could be done by displaying and creating relationships between phenomena to interpret what really happened and what needs to be followed up to achieve research objectives. good data display was an important step towards achieving a valid and reliable qualitative analysis. 4. the final stage is to draw conclusions that were done carefully by verifying in the form of a azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 237 zzzzzz review of field notes, so that the existing data were validated.9 result and discussion in this study, the district technical implementation unit of katoi district, the informant becomes fundamental in relation to the characteristics of the informant because to know the composition or percentage of informants by 15 informants expected to represent the pkbm management and the community as a whole in katoi district north kolaka, indonesia. regarding the age and education of informants could be seen below: 1. the age of informant based on the research result in the field that the informant of this study was at the age of 35 years up to 55 years and over. informant in the age group 35-40 years as many as 7 people while the informants who were in the age group 41-55 years and over as many as 8 people. 2. the level of informant education the results of the field study showed that the informants who were in the education level (s1) as many as 6 people while the s2 was 1 person and the informants who were in secondary education level were 4 people, while the informants who were in junior high school education level were 5 people, it were that average the average informants who were made in this study already had a reliable level of education. the education sector still plays an important role in improving human resources in indonesia was low quality. in order for human resources in indonesia to compete and play a minimal role in their own country, a plan was needed to improve education in indonesia, including non formal and informal education. it cannot be denied that there are still many human resources in indonesia that are not competent, this was influenced by low level of public education even many people, especially in rural areas that do not have education at all so illiterate. to reduce the level of illiteracy in indonesia, the government must make efforts to develop indonesian people as a whole. the essence of human development is to improve the quality of human and community resources in order to be able to participate actively in development and able to increase efficiency and productivity for the improvement of the welfare of his life. to achieve the prosperous society, the main barometer was education. the backwardness of education will result in delay in absorbing information related to progress, especially those who are illiterate are very difficult to compete, nor can they have the opportunity to earn decent work and income and are unable to participate in every stage of development. in an effort to improve the level of literacy of the community, the district technical implementation unit of the katoi district education office organizes the illiteracy eradication program with forms of learning aimed at learning to be able to write, read, count and analyze thematically. citizens learnt not only to get academic learning materials, but also learners were given skills training that was easy to apply in everyday life and that was appropriate with the 9 sugiono, memahami penelitian kualitatif (bandung: cv. alfabet, 2002). azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 238 zzzzzz circumstances in the area surrounding the residence of the studying residents. in the implementation of a government program there were generally obstacles or shortcomings that occur in the implementation process. to minimize these obstacles, it was necessary to evaluate the implementation of programs that had been or were being implemented. evaluation of a program was intended for the implementation of future programs could run better. through illiteracy eradication program consisting of 3 stages: the eradication stage, the stages of coaching, and the stage of preservation of this community was not only given the material reading, writing, counting data thematic analysis but also given the material that was functional i.e. the material related to the easy skills applied in everyday life.10 after the implementation of this illiteracy eradication program, the economic impact that the government hopes for the community is the society capable of entrepreneurship independently with the provision of skills that have been given during this government program. that way, what the government's goals can be achieved. after the evaluation of the implementation of a program it is expected that the results of the evaluation can be useful for the improvement of the program itself in the future. implementation of the illiteracy eradication program, the researcher had conducted indepth interviews consisting of 3 aspects: first organization consisting of organizational structure, executing expertise, second interpretation was the implementation in accordance with the provisions of the regulations, the implementing guidance and technical guidance, and the third implementation or implementation which ran according to work procedures, work programs and activity schedules based on charles o. jones’ theory. to obtain a more detailed description of charles o. jones's theory, the most important main activity in the implementation of north kolaka regency's regulation were organization, interpretation and implementation or implementation: 1. organization each organization must have the organizational structure, the existence of qualified human resources as executive staff and equipment or tools work and support with a clear tool. organizational structure provides a clear picture of the position, tupoksi and was a working guide for employees to realize the vision and mission north kolaka regency in the field of education. in the case of the implementation of illiteracy eradication program in north kolaka district especially in katoi sub district was supervised by the department of education of youth and sports of north kolaka regency and delegated to each district technical implementation unit in all subdistricts in the district of north kolaka, with the goal that people can enjoy free education. target group was one of the most important things to be assessed, because the target group participate in determining the successful implementation of the illiteracy eradication program implemented by the district technical implementation unit of katoi district education office. 10 djudju sudjana, evaluasi program pendidikan luar sekolah (bandung: pt remaja rosdakarya, 2006), 27. azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 239 zzzzzz from the results of research could be captured an information that takes the tutor to activate the implementation of literacy eradication program. this was because society feels unnecessary and did not feel loss even though not following it. but there were also people who were eager to learn to read and write in addition, many residents learn who had very low learning motivation so as not to keep the learning schedule that has been set. there were citizens who did not want to come to study if not picked up by his own tutor, there was embarrassment to participate in learning activities, there were reasons for a lot of work then they discontinue their intention to learn, or even some were indeed lazy to participate in learning. seeing this tutor was very instrumental to motivate the citizens to learn to have full awareness to follow the learning process. tutors also had a great influence in the successful implementation of this illiteracy eradication program after reviewing the problem, solution should be sought to overcome the attitude of the lazy citizens to follow the learning process, for example: by giving interesting material and which was favored by the learners. the material submitted should also adjust to the wishes of the citizens to learn and not fixate on the module because sometimes the material that was on the module could not be accepted by the citizens of learning, and the citizens learnt not to want if the material submitted they did not like. therefore, it took communication between the tutor and the residents to learn what material would be studied. but in essence learning aimed to citizens learn to be able to read, write, and count. learning activities of the illiteracy eradication program had received support from the government in the form of providing facilities and infrastructure for the learning community so that the residents learnt not be required to pay the slightest. facilities and infrastructure was very standard in the form of stationery, but it could support the running of learning process of literacy eradication program. from the results of the research could be seen that the needs of studying citizens had been fulfilled in terms of facilities and the infrastructure. in the sense, there was already available adequate facilities and infrastructure for citizens learning illiteracy eradication program in katoi district. although the facilities and infrastructure were still simple but had been able to support the learning process of literacy eradication program. funding for the implementation of the illiteracy eradication program was from the north kolaka government budget. the local technical implementing unit of the katoi district education office submits a proposal to each of these sources of funds in the context of implementing the literacy eradication program. obtaining funds from apbd for each study group in kecamatan katoi, covering: lanipa-nipa village, simbula village, maruga village, katoi village, ujung tobaku village, and lambuno village total fund per group was rp 3,170,000 with details as following: a. honorarium identification of citizens/tutors for illiteracy activities: rp 50.000 b. stationary shopping: 1) shoping stationery for studying citizens illiteracy program: rp 100.000 2) stationery expenses for administration of illiteracy activities: rp 230.000 c. shopping doubling: azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 240 zzzzzz 1) printing and copying of test items for the assessment of illiteracy: rp 45.000 2) printing and duplication spending for reporting illiteracy activities: 3) printing and duplication spending for district level reporting: rp 10.000 4) printing and duplication spending for sub-district reporting: rp 15.000 5) printing and duplication spending for village level reporting: rp 20.000 d. expenditure of raw materials. expenditure of skills and materials of activity activity of illiteracy: rp 600.000 e. area travel expenses (travel expenses for tutors and organizers as well as transport spending on illiteracy activities) a. tutor: rp 1.500,000 b. organizer: rp 600.000 the amount was the result of the approval of the proposed proposal. with that number, the officers of the district technical implementation unit of katoi district education office gave the funds to each organizer to immediately realize in the form of learning activities. provision of funds was done transparently in the office of technical implementation unit of the district education office katoi. in practice, the amount of funds was still very limited and very limited, both with respect to the cost of teaching and tutor fees and tutors and organizers. but the education system of illiteracy eradication program was with a humanitarian mission that was to help our brothers to be literate so that tutors and organizers must have a high humanitarian spirit because the available funds was not worth the workload the result of this research was concluded that actually the fund from the government was not sufficient for the implementation of this illiteracy eradication program, but the greatness of the heart and the willingness of the tutors in trying to succeed the government program in the case of eradicating illiteracy among society, able to neutralize the obstacle. 2. interpretation in relation to interpretation, what we want to know was whether the implementation of illiteracy eradication program was in accordance with the implementation guidelines and technical guidance contained in the law of the republic of indonesia number 20 of 2003 on the national education system applicable and in accordance with the direction of the authorized officials. the results explained that the illiteracy eradication program was one of the government's efforts to educate the nation's life as stated in the law of the republic of indonesia number 20 of 2003 on the national education system. so, the north kolaka government did not want to miss the intellectual life of the nation, especially for the people illiterate. the purpose of the illiteracy eradication program in katoi district were: a. eradicate illiteracy and provide learning opportunities for community members aged 15 years and over who have not had the opportunity to obtain education. b. providing business skills while studying to citizens to improve the quality of life. c. providing insight to the community about the importance of learning and having knowledge and skills. azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 241 zzzzzz the objectives of the illiteracy eradication program according to the ministry of national education as follows: a. improve knowledge of reading, writing, numeracy, and thematic and functional skills to improve the quality of human and community resources to be able to participate actively in development and able to increase efficiency and productivity for the improvement of the welfare of his life. b. exploring the potentials and sources of life that exist in the environment around the people learn to solve their literacy problems. c. provide skill provision to the learners to be independent. (ministry of national education directorate general of outside education, 2006: 31). from the results of the study could be concluded that what was the purpose of this illiteracy eradication program has been in accordance with what was desired by people with illiteracy. the existence of conformity of government goals to eradicate illiteracy and the desire of the community to want to follow the learning process in order to have the ability to read, write, and arithmetic and acquire functional skills in accordance with the potential of the region in their respective regions. judging from the objectives of the illiteracy eradication program, it could be seen also who was the target of the implementation of this program. objectives of the illiteracy eradication program were community members aged 15 years and over who have not had the opportunity to obtain education. it could be concluded that the objective of the illiteracy eradication program was in accordance with its objectives. residents of learning who follow this illiteracy eradication program has been in accordance with the targets set by the implementer of literacy eradication program. 3. application implementation of the intention was the rules/policies in the form of implementation and technical guidance that had been run in accordance with the provisions, for the implementation of this policy must also be equipped with the existence of clear working procedures, work programs, in the implementation of tax-related. implementation in illiteracy eradication program which was intended in this research which was in accordance with technical guidance and also has working procedure. in this case was the formation of recruitment of teachers in accordance with its formation procedure, after the formation of the board of literacy eradication proceed to hold socialization for recruitment candidate tutor. the literacy eradication program conducted by non-formal and informal education inspector at the district technical implementation unit of katoiini sub-district office was conducted in april 2016. non-formal and informal education auditors socialized the illiteracy eradication program on village apparatus and local community leaders to be publicized to the community. but there were obstacles in the process of socialization was the difficulty of convincing people to follow this program, because people do not need it. in addition, socialization was also to determine who can be the organizer and tutor. the organizer was the person or institution that organizes the literacy eradication azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 242 zzzzzz program, while the tutor was the teacher or the person who teaches on the learning process of literacy eradication program. the form of organizers can be individual or group. for individuals was anyone who has the desire to serve in the world of education and willing to organize this illiteracy eradication program. whereas, if the organizer of the institution was a community organization. religion, ngos, foundations, and others who had the will to organize the literacy eradication program. for organizers criteria for individuals were as follows: a. minimum high school education b. having experience in education activities at least 2 years c. able to provide learning facilities and infrastructure. d. not involved criminal acts while the criteria for organizers of an institution were as follows: a. having a certificate/legal entity/articles of association and bylaws b. having experience managing education activities at least 3 years. c. having illiterate data. d. having learning facilities and learning e. having tutor and administrative staff f. having a network with other agencies (local, national, and international) in the process of determining the organizers also identified who could be a tutor for the study group to be implemented. every citizen who was summoned by his soul to help teach others can be a tutor with the following criteria: a. minimum education or equivalent b. reside in the location of learning activities implemented (coming from the local area) c. able to manage the learning process in accordance with the learning needs of citizens to learn and master the substance of material that would be learnt d. able to develop participatory learning methods and having a high commitment to their duties and obligations as tutors. for the illiteracy eradication program in katoi district, the organizers were all individuals. in conducting socialization and determination of identification of organizers and tutors conducted intensively by district technical implementation unit of katoi district education office which involved village apparatus and local community leaders such as village head, rt head and rw head. this was because they were more aware of the characteristics of their village and can identify who could be the organizer. for the selection of tutors were usually also submitted to the local village device. tutors were taken from the local community with the consideration that the tutor was expected to understand the character of the village and the community. in the implementation, the selection of tutors and organizers did not have to match the above criteria because not necessarily people who met the criteria would be the organizer and tutor because the task was very heavy. from the results of the study indicated that the selection of tutors and organizers should not be absolutely appropriate criteria established by the government. the election takes precedence that had a high social spirit and willing to serve for the community, this was azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 243 zzzzzz related to the implementation of illiteracy programs that were non-formal. in the process of recruiting the organizers and tutor of this illiteracy eradication program, it netted as many as 26 organizers and 26 tutors who were willing to help the implementation of literacy eradication program. after the tutors and organizers were selected, the tutor and the organizer were summoned to the district technical implementation unit of the katoi district education office to be briefed on the lesson of illiteracy learning program and given the module into the learning curriculum. the module was from the district government of north kolaka with teaching materials was thematic material that was teaching materials used to learning citizens of people with illiteracy in order to have the ability to write, read, count, and analyze thematic, oriented to the fulfillment of daily life needs by exploiting the potential there in the neighborhood. once determined who will be the organizer and tutor then do initial data collection to identify potential citizens learning illiteracy eradication program in each village. data collection was the authority of each village that can be done by the head direct village or village head appoints local community figures such as pkk mothers, or those who understand the characteristics of the village to do data collection directly. the data obtained was used as the basic data of any village that needs to be held illiteracy eradication program. the village head was given a maximum of 1 month in the data collection of prospective study residents in their respective areas. it was scheduled that the data collection stage of prospective participants was held in may 2016 ago. the data collection was conducted by non-formal and informal education auditor and assisted by village apparatus, community leaders and tutors as well as organizers of the illiteracy eradication program by plunging directly into the community and providing socialization about the literacy eradication program and giving understanding about the importance of this program. they offer to the community to participate in illiteracy eradication program for free. they also try to give understanding to people with illiteracy to be willing to follow this program. from the data collection of prospective citizens studying the period of 2015/2016, netted 394 people with illiteracy in katoi district. prospective citizens learned a total of 394 people. there were still many village apparatus as well as community figures who were less responsive to what was submitted by non-formal education and informal observers of the regional technical implementation unit of katoi district education office which was assigning the village officials and local community figures during the process of disseminating the blind eradication program script to its citizens, whereas the performance of non-formal education officer and informal unit of regional technical implementer of katoi district education office was quite good. it results in data coming into the office was not as expected or the results of data collection was not as expected. to overcome this matter, non-formal and informal education auditors must be selective in choosing village apparatus that will be assigned to socialize the illiteracy eradication program and to record the prospective learners by selecting people who had willingness and care for people who still hold the status of blind script. azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 244 zzzzzz from the description above, showed that the data collection of prospective residents studying in katoi district has been done by various parties, namely from the technical implementation unit of the district education office, tutor and the program organizer of illiteracy eradication, village apparatus, and community leaders. in the process of data collection prospective residents learn there were only a few obstacles, namely the low responsiveness of village institutions and local community figures in socializing and also record prospective citizens learn the program of illiteracy eradication. selection of the right people, could be the solution. tutor was a teacher or person who taught on the learning process of literacy eradication program. they were the ones who were called to their souls to help teaching others even with very little rewards. general criteria as a tutor was to have a minimum of high school or equivalent and able to manage the learning process in accordance with the needs of citizens to learn and master the substance of the material that would be learnt. seeking tutors with predetermined criteria but all tutors who taught in the literacy eradication program had met the general criteria as a tutor in the implementation of this program. as mentioned earlier, the general criteria for becoming a tutor in this literacy eradication program was to have a minimum of senior high school and the tutors obtained were those who had concern for people who were illiterate. conclusion based on the results of research on implementation of illiteracy eradication program in katoi district north kolaka, indonesia, it could be concluded that: 1) organization. the results of the study concluded that the implementer of the illiteracy eradication program in katoi district was a community learning activity center established by the department of education of youth and sports through the technical implementation unit of the service. 2) interpretation. the target of the illiteracy eradication program was in line with its objectives. residents of learning who follow this illiteracy eradication program had been in accordance with the targets set by the implementer of literacy eradication program. 3) application. selection of tutors and organizers should not be absolutely appropriate to the criteria established by the government. selection of the tutor causes the main obstacle in the implementation of the program was because there were still lazy tutors come to teach because the election was not based on having high social soul and willing to serve for the community. the researcher provides input to the implementation of literacy eradication program as follow: 1) the socialization conducted by the regional technical implementing unit of katoi district education office should be improved, by conducting routine socialization in each village on the benefits of the illiteracy eradication program. it aims to maximize the arising of illiterate citizens and make them have a high awareness in following this government program. 2) the regional technical implementing unit of the katoi district education office as the motivator and facilitator of the literacy eradication program should coordinate and propose an increase of budget so that program implementation can be improved. this was because the funds from the government were inadequate for the implementation of the illiteracy eradication program. 3) although the illiteracy eradication program was non-formal education, but the azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 245 zzzzzz government should also pay attention to the welfare of the organizers and tutors as was the case with formal education by providing adequate facilities and adequate infrastructure and honorarium. 4) the regional technical implementation unit of the education office of katoi should pay more attention to the development of the learning community after completion of this program, especially the realization of the government's goal to establish its citizens to be truly able to improve the economics of its citizens, by giving encouragement to open businesses and lending capital to the learning community. bibliography arikunto, s. penilaian program pendidikan. jakarta: pt bina aksara, 1988. astuti, srikusuma et al. ―pelaksanaan reosientasi kebijakan subsidi bbm di kabupaten jember.‖ laporan penelitian smenu, jakarta, 2001. bhola, h. s. metodologi penelitian kualitatif dasar teori dan terapannya dalam penelitian. surakarta: uns press, 1984. daryanto. evaluasi pendidikan. jakarta: rineka cipta, 2007. departemen pendidikan nasional. ―dirjen pendidikan luar sekolah. 2006.‖ pedoman pelaksanaan: gerakan nasional percepatan penuntasan wajib belajar pendidikan dasar sembilan tahun dan pemberantasan buta aksara. jakarta. faturrahman et al. pengantar pendidikan. jakarta: prestasi pustaka, 2012. ihsan, fuad. dasar-dasar kependidikan komponin mkdk. jakarta: rineka cipta, 2008. jones, charles o. pengantar kebijakan publik. jakarta: rajawali press, 1991. kamil, m. pendidikan non-formal, pengembangan melalui pusat kegiatan belajar mengajar (pkbm) di indonesia (sebuah pembelajaran dari kominikem jepang). bandung: alfabeta, 2009. nawawi. manajemen sumber daya manusia untuk bisnis yang kompetitif , cetakan kedua. yogyakarta: gadjah mada university press, 1985. sihombing, u. pendidikan luar sekolah, manajemen strategi. jakarta: pd mahkota, 2000. sudjana, djudju. evaluasi program pendidikan luar sekolah. bandung: pt remaja rosdakarya, 2006. sugiono. memahami penelitian kualitatif. bandung: cv. alfabet, 2002. suryadi, ace. proses pelaksanaan dan pembelajaran pendidikan kesetaraan. jakarta: depdiknas, 2006. undang-undang no. 20 tahun 2003 and undang-undang no. 20 tahun 2007 tentang sistem pendidikan nasional wajdi, muh barid nizarudin. ―kawasan teknologi pembelajaran‖ (2017). winarno, budi. manajemen pemasaran bbm. yogyakarta: liberty, 2007. ———. ―landasan historis perkembangan teknologi‖ (2017). ———. ―metamorfosa perguruan tinggi agama islam.‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. ———. ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). azhari & farida umar implementation of illiteracy eradication program… volume 2, number 2, november 2017 | 246 zzzzzz educatio : journal of education volume 4 , number 2, november 2019 issn : 2579-8383 (print) issn : 2579-8405 (online) volume 4 , number 2, november 2019 | 192 zzzzzz z mentally disabled sex education through powerpoint media nurhusni1, fatmawati2 1 2universitas negeri padang,indonesia nurhusniajha@gmail.com, fatmawati@fip.unp.ac.id accepted: 10 august 2019 reviewed: september 5, 2019 published: 20 november 2019 abstract : this research is motivated by problems about four students who experience problems in self-development, especially in understanding adolescent sex education. based on observations, students do not understand about adolescent sex, so that makes students not aware of the physical and biological changes that occur in him. the purpose of this study is to improve children's understanding of adolescent sex education through powerpoint media. the research method used was classroom action research consisting of two cycles. each cycle consists of four face-to-face meetings that are carried out in several stages, namely planning, implementing actions, observing, and reflecting. data collection techniques used were observation, documentation, and tests. the results of this study indicate that the learning process of sex education through power points for grade vii mentally retarded persons. children's understanding of adolescent sex education has increased through the use of powerpoint media. so it can be concluded that the implementation of sex education learning can be increased through powerpoint media for mild mental retardation. keywords: seks education, powerpoint, light tunagrahita introduction education services are very important for all children including children with special needs. the knowledge given to children with special needs is not only knowledge in the academic field such as writing, counting, and reading 1. knowledge in nonacademic fields such as life skills in the community is needed, including skills to care for themselves, take care of themselves, help themselves, communicate, socialize, work assignments and sex education. children with special needs as part of the community must comply with applicable rules in order to be accepted in the community. one of them is sex education, sex education is the provision of information about the changes that occur in individuals that are related to human anatomy, sexual organs, psychological as well as forming attitudes and beliefs about sex knowledge 2. puberty is a time of change from childhood to adolescence. upon entering this period, physical development takes place quickly when sexual reproduction first occurs. the acceleration of growth in puberty children has a big influence on 1 imam nur aziz, “curriculum development of kkni at english education department of inkafa gresik,” jalie 2 (2017): 3. 2 nurul chomaria, pendidikan seks untuk anak (aqwam, 2012). mailto:nurhusniajha@gmail.com mailto:fatmawati@fip.unp.ac.id volume 4 , number 2, november 2019 | 193 zzzzzz zzzzzz children's emotional and social development. in relation to social attitudes, a person in puberty will develop relationships to get to know more people and be more interested in getting to know the opposite sex. the development of puberty is experienced by every child including children with special needs. children with special needs are divided into several classifications, namely blind, deaf, mental retardation, physical impairment, physical impairment, and autism. one of them is mental retardation, mental retardation is a child who experiences intellectual disabilities far below average and mentally retarded so that difficulties in carrying out academic, communication and social fields that require special treatment3 . developmental impairment has several classifications including mild mental retardation, moderate mental retardation, and severe mental retardation. mild developmental disabilities are those who have a level of intelligence iq of 5570, or those who are still able to thrive in academic, social and working capabilities. mildly retarded children also experience puberty like normal children in general. because intellectual limitations they experience have an impact on the inability to respond to changes that occur in physical, emotional and social in accordance with the norms and ethics that should be. this change has an impact bad for children if not immediately addressed by parents, schools and the community. the role of parents is very important in providing explanations and understanding to children about sex education to avoid sexual deviations, especially for mildly retarded children who experience intellectual limitations. with their intellectual limitations, sometimes they make deviations, such as masturbating in public / open places, holding their own / opposite sex tools, embracing the opposite sex, kissing the opposite sex in public places, negligence in maintaining the secrecy of the body such as sitting position carelessly, unnatural clothing ( torn, not buttoned) so that it triggers the opposite sex to do things that are not natural. based on preliminary studies conducted at slb discourse padang asih that there are some sexual behavior deviations that occur in grade vii students. deviations that occur such as students who deliberately hold intimate parts and organs of the opposite sex that should not be touched. apart from that, there are some of the students who carry out masturbation activities even though it is conducted in a closed place. sex education in this school has been given to students but has not been maximized. in learning activities teachers experience problems with the lack of learning media used. the curriculum that the teacher uses is the 2013 curriculum. material on sex education is provided on various subjects such as natural sciences, education islamic religion, and special self-development programs. in selfdevelopment learning about sex education the teacher teaches materials about sex education such as, how to maintain personal hygiene, sexual problems, and knowledge about sexual organs. the provision of subject matter to students is influenced by the media, methods and learning models used by teachers. in the learning process, the teacher usually uses the lecture method and picture media, so students do not fully understand the learning material presented, which is caused by the lack of student attention and interest in learning activities. given these problems, we need a media that can attract students' interest and attention so that the learning material delivered can be understood and understood by students. media which is expected to increase the interest and attention of students of them is 3 ganda sumekar, anak berkebutuhan khusus: cara membantu mereka agar berhasil dalam pendidikan inklusif (universitas negeri padang press (unp press), 2009). volume 4 , number 2, november 2019 | 194 zzzzzz zzzzzz media powerpoint. according to hadi4 a powerpoint is a software that is used to prepare presentations that are effective, professional and also easier. the purpose of this study is to describe how the process of applying powerpoint learning media and describing powerpoint learning media to improve students' understanding of sex education in mildly retarded children at puberty at slb wacana asih padang. theoretically, this study is expected to be used as a benchmark reference for the development of the education of children with special needs, especially regarding sexuality education. method this study using this type of research class action ( classroom action research ). research sealed it right to increase the stability in implementing the action and able to understand and improve student learning outcomes/student. according to suyadi5, classroom action research is research conducted by classroom teachers in the learning process that aims to evaluate the actions that have been given by the teacher. this research was conducted in two cycles, each of which there was four meetings with an allocation of time of 2 x 35 minutes. the procedure for carrying out the cycle can be described as follows: figure 1. flow chart of the cycle based on the picture above stages to be followed in this study, namely planning, action, observers a tan and reflection. after getting the results of the implementation of one cycle continued with reflection to determine the next action. if the results of the first cycle have not shown maximum results then proceed with the implementation of the next cycle. the results of this study were obtained from observations, documentation and written tests on adolescent sex education material. data analysis through a quantitative approach is carried out according to the following methods: 4 purnomo hadi susilo and m ghofar rohman, “digitalisasi sistem manajemen mutu iso berbasis aplikasi web,” jouticla 2, no. 1 (2017). 5 suyadi, strategi pembelajaran pendidikan karakter (pt remaja rosdakarya, 2013). volume 4 , number 2, november 2019 | 195 zzzzzz zzzzzz result and discussion a. results research is carried out in class vii tunagrahita slb discourse asih padang, it consists of two cycles. this study was based on background with the few students who do not yet understand about sex education teens. the children's early ability to understand adolescent sex education is still low, namely, gn gets 33% of the tests given, gi gets 60%, ga gets 60% while ft gets 40% from the given test. from the results of these early abilities, children still lack understanding of sex education, especially teenage sex education. provision of action in the first cycle given four times a meeting. students are given action about sex education materials through powerpoint media and at the end of student learning are given an evaluation in the form of worksheets with 15 item items. the results of the first cycle that consists of four sessions, each of which results can be described as follows: figure 2. graphic ability of students in the first cycle in understanding adolescent sex education in the graph above it can be seen that there is an increase in the ability of students to understand adolescent sex education even though the increase gained is not optimal. however, in this first cycle, the ability of students to understand adolescent sex education showed an increase compared to the results of the percentage of students' initial abilities. table 1. percentage a comparison between the results of the initial capability with the results after the implementation of a cycle i student's percentage (%) initial persentage (%) volume 4 , number 2, november 2019 | 196 zzzzzz zzzzzz name capability setealah cycle i gn 33% 80% gi 60% 87% ga 60% 80% ft 40% 73% based on the results of observations of the researcher with the teacher and reflect on the action is granted, and discussed to evaluate the action. teachers and researchers conclude that the provision of material on sex education using powerpoint media has a good impact on increasing children's understanding of the material delivered even though it is not completely perfect. based on the above opinion it can be concluded that no significant change has been seen in improving children's understanding of adolescent sex education using powerpoint media. then the class teacher continues the discussion about the actions that will be given to the child by continuing on the implementation of the second cycle. in cycle ii the actions given to children continue to improve children's understanding of sex education through powerpoint media with the same steps as cycle one. the results of the implementation of the second cycle consisting of four meetings can be described as follows: figure 3. graph the ability of students in the first cycle i in understanding educationteen sex. in the graph above it can be seen that there is an increase in the ability of students to understand adolescent sex education at each meeting. the increase has reached optimal results above the 70% kkm standard. the percentage obtained by the students in the second cycle also showed an increase compared with a percentage on prior knowledge and after the implementation of the first cycle which is reflected in the following table. the table. 2 percentage comparison between initial ability results with results after the implementation of a cycle i and cycle ii student's percentage (%) percentage (%) percentage (%) volume 4 , number 2, november 2019 | 197 zzzzzz zzzzzz name initial capability setealah cycle i setealah first cycle i gn 33% 80% 87% gi 60% 87% 93% ga 60% 80% 93% ft 40% 73% 87% discussion the purpose of this research is to increase students' understanding of adolescent sex education through powerpoint media at slb wacana asih padang in class vii. learning performed using continuous training with activities consisting of the activities of introduction, the core activities and activities of the cover. at the end of the meeting a written test was given on the material presented. in execution of the cycle, there is a report on the observation then the teacher together with the researcher discusses the process and the results achieved and then conducts a reflection. from the results of data reduction presented in the form of narratives and graphs about the learning process increase understanding of sex education through powerpoint media, the questions in the formulation of the problem are answered, namely: a. the process of increasing children's understanding of sex education through powerpoint media for mildly retarded children at slb wacana asih padang. the learning activities are affected by the use of the media used by teachers in accordance with the opinion of fatmawati6 that media is something that can channel the messages that can stimulate the mind, interest and the students' attention so that the activities of learning occurs with wisdom apart from the media also facilitate the understanding of the receipt of material. the learning process improves understanding of sex education using powerpoint media with two cycles, each of which the cycle consists of 4 meetings with a time allocation of 2 x 35 minutes each meeting. according to deni7 powerpoint is one of the applications used as a tool to program a computerbased interactive learning model that emphasizes visual recognition. the learning process at each meeting consists of preliminary activities, core activities, and closing activities. each meeting of the researcher begins the learning by conveying the learning objectives using power points, then the researcher prepares the tools used for the use of powerpoint media ( laptops ) and after that the teacher gives learning accordance with the materials contained on each slide of her, the learning is given repeatedly. in each slide contained material about teenage sex education 6 endah fatmawati and endah fatmawati, “penggunaan media komputer sebagai upaya peningkatan ketrampilan menyimak siswa pada pembelajaran bahasa indonesia kelas v mi ma’arif 01 sidaurip gandrungmangu tahun pelajaran 2012/2013” (iaiig, 2013); rita kurnia putri, markis yunus, and fatmawati fatmawati, “efektifitas penggunaan media poster untuk mengenalkan pakaian daerah bagi anak tunagrahita ringan di slb al hidayah padang,” jurnal penelitian pendidikan khusus 2, no. 3 (2013). 7 deni setyowati, “penerapan strategi pembelajaran reading guide dengan media powerpoint untuk meningkatkan hasil belajar biologi pada materi ekosistem siswa kelas vii c smp negeri 3 kartasura tahun ajaran 2011/2012” (universitas muhammadiyah surakarta, 2012). volume 4 , number 2, november 2019 | 198 zzzzzz zzzzzz consisted of characteristics of men and women aged adolescents, techniques to maintain personal hygiene, other forms of sexual perversion and is also familiar with the parts of the body that are personal. this material is presented in the form of drawings, writing and also comes with videos that attract students' attention. after learning is over, the teacher gives a reward in the form of applause and words of praise for the results obtained by students. then the researcher and the class teacher collaborate to evaluate to see the individual student's progress score. the learning process is repeated until the child's understanding of sex education through powerpoint media has increased. based on the translation of research results showed that the activity of learning to enhance the children's understanding regarding the education of sex through the media powerpoint in child retarded light in slb discourse asih padang goes well, the look of intertwining relationships are harmonious between students, guardian class and students are extremely enthusiastic about the material submitted. the learning process in this study can be said to have proceeded as expected because it can be seen from the results of improvements that occur between the initial abilities of students, after being given action in cycles i and ii. apart from that the increase was also reflected in an increase in percentage results of observations of the teachers and students at each cycle. b. the results of the ability to increase children's understanding of sex education through powerpoint media for mildly retarded children at slb wacana asih padang. the results of this study are to improve understanding of adolescent sex education in mildly retarded children in class vii at slb wacana asih padang can be improved through powerpoint media. this is because the powerpoint media has advantages that can help students easily understand the learning material. according to daryanto 2012, there are several advantages of powerpoint media, which are interesting presentations, because there are color games, letters, animated text, images or videos, asking children to want to know the material to be presented , the visual order is easier for students to understand and understand, participant does not need to explain too much material . related to research conducted by putri mulya sari8 about increasing the ability to recognize hijaiyah letters using powerpoint media, it is obtained that the use of powerpoint media can improve children's ability to recognize hijaiyah letters, as well as the results of this study that, the use of powerpoint media in increasing understanding of adolescent children on sex education also increased, which after a given action for 8 sessions percentage kemamuan meningakat child in accordance with the purpose pembelaj a ran to expect teachers. results about increasing understanding of adolescent sex education through power points can be described as follows: in the first cycle of all items as many as 15 items given in the written test gn scored 80%, gi scored 87% /, 8 putri mulya sari, “peningkatan kemampuan membaca permulaan anak usia dini melalui permainan kartu di kelompok b tk ibnu sina barabung aceh besar” (uin ar-raniry banda aceh, 2018). volume 4 , number 2, november 2019 | 199 zzzzzz zzzzzz ga gained 80% and ft 73% whereas in cycle ii gn gained 87 %, gi and ga 93% while ft obtained a value of 87%. so it can be concluded that children's understanding of adolescent sex education can be increased using powerpoint media and getting maximum results. conclusion based on the results of the study were carried out by two cycles where each cycle there are four meetings. planning is done, namely designing lesson plans on adolescent sex education, providing the necessary equipment, providing observation sheets, providing student worksheets for evaluation at the end of learning. the implementation of activities undertaken is to increase children's understanding through powerpoint media for mild retarded class vii. observation, the students have increased in understanding educational materials about teen sex through the media powerpoint are independent. reflections, understanding the learning materials that related to sex education, more broadly, for example on reproductive and other based on data analysis of learning outcomes for mild retarded children in class vii in improving understanding of adolescent sex education through powerpoint media increased with the percentage of students' ability in the first cycle of all items as many as 15 items given on the gn written test earned 80%, gis scored 87 % /, ga scores 80% and ft 73%, while in the second cycle gn obtains 87%, gi and ga 93%, while ft obtains 87%. this means that students have understood material about adolescent sex education through powerpoint media, so it can be concluded that increasing student understanding of sex education can be improved through powerpoint media for mildly retarded grade vii students. references aziz, imam nur. “curriculum development of kkni at english education department of inkafa gresik.” jalie 2 (2017): 3. chomaria, nurul. pendidikan seks untuk anak. aqwam, 2012. fatmawati, endah, and endah fatmawati. “penggunaan media komputer sebagai upaya peningkatan ketrampilan menyimak siswa pada pembelajaran bahasa indonesia kelas v mi ma’arif 01 sidaurip gandrungmangu tahun pelajaran 2012/2013.” iaiig, 2013. hadi susilo, purnomo, and m ghofar rohman. “digitalisasi sistem manajemen mutu iso berbasis aplikasi web.” jouticla 2, no. 1 (2017). putri, rita kurnia, markis yunus, and fatmawati fatmawati. “efektifitas penggunaan media poster untuk mengenalkan pakaian daerah bagi anak tunagrahita ringan di slb al hidayah padang.” jurnal penelitian pendidikan khusus 2, no. 3 (2013). sari, putri mulya. “peningkatan kemampuan membaca permulaan anak usia dini melalui permainan kartu di kelompok b tk ibnu sina barabung aceh besar.” uin ar-raniry banda aceh, 2018. setyowati, deni. “penerapan strategi pembelajaran reading guide dengan media powerpoint untuk meningkatkan hasil belajar biologi pada materi ekosistem siswa kelas vii c smp negeri 3 kartasura tahun ajaran 2011/2012.” universitas muhammadiyah surakarta, 2012. sumekar, ganda. anak berkebutuhan khusus: cara membantu mereka agar berhasil dalam pendidikan inklusif. universitas negeri padang press (unp press), 2009. suyadi. strategi pembelajaran pendidikan karakter. pt remaja rosdakarya, 2013. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z correlational analysis of academic motivational and amotivational approach among education students during covid-19 pandemic agnes m. aquino professor, holy cross college, sta. rosa, ne, inc., philippines email: aquinoagnes@holycross.edu.ph accepted: feb 10th 2023 reviewed: april 5th 2023 published: may 30th 2023 abstract: this research aims to determine the motivation of the students to study in the college and if the recent covid-19 social distancing measures motivate them to continue. this study will also measure the amotivation level of the respondents in relation to covid-19 pandemic learning experiences. using descriptive correlational design which involves the systematic investigation of the nature of relationships between and among variables, the relationships of profile, academic motivation and amotivation of the respondents were explored. following the analysis of data, respondents agreed about their motivation preference since the covid-19 social distancing measures were put in place. almost half of the respondents support the feelings of competence such as more teacher/student engagement, face-to-face meetings and provide action plans for academic future. additionally, the respondents had academic motivational in terms of striving for excellence, desire to learn, and personal incentives. however, the respondents still experienced amotivation prior to covid-19 pandemic. with this in line, the respondents are recommended to be given with sharing and learning activities to help them improve significantly their well-being regarding motivation to success in education. keyword: striving for excellence, desire to learn, personal incentives, introduction the global pandemic of corona virus disease (covid-19) afflicted the majority of individuals, including those in the philippines. on march 11, 2020, the world health organization declared covid-19 a global pandemic, which is why all universities around the world switched to online teaching to reduce the virus spread. holy cross college is one of the schools in the country that has adapted to the changing educational environment as a result of the pandemic. for the institution to comply with ched memorandum order no.04, series of 2020 about the guidelines on the implementation of flexible learning in public and private higher education institutions (heis). as a result, one of the adaptive steps for teachers and students to continue teaching and learning is to use online learning management because of its user-friendly mode and creative software specs, this learning management system is designed to facilitate teaching and learning. according to tria, technology is required for the integration of subject courses1. in terms 1 jose z tria, “the covid-19 pandemic through the lens of education in the philippines: the new normal,” international journal of pedagogical development and lifelong learning 1, no. 1 (2020): ep2001, http://dx.doi.org/10.30935/ijpdll/8311. mailto:riyu.choirul57@gmail.com yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 36 zzzzzz of teaching and learning motivation has a positive impact on the development of process skills and the ability to solve real-world problems. furthermore, vollbrecht, porter-stransky, & lackey-cornelison showed that students with a critical thinking skills background have greater systematic ability. solving real-world problems aligned with technology are also important components in allowing students to understand the lessons and get motivated fully. a number of applied learning experiences have been linked to higher levels of learning2. in relation, trolian et.al., proved that academic motivation can include things like applying concepts to real-world problems or novel situations, taking exams or assignments that require you to use course content to solve a problem, conducting research with a professor, and participating in extracurricular activities that help you put what you've learned in class into practice3. applied learning approaches enhance students' motivation as academic motivation declines during college. methods and tactics for designing and executing applied learning experiences in the classroom and outside of the classroom should be considered by higher education institutions. meanwhile, tus 4 mentioned multiple factors influence academic success which stress and motivation are two of these elements and this is a crucial factor to consider because a superior academic record leads to a better job opportunity. in life's opportunities existing circumstances the motivation and stress ideas can be found in a wide range of courses from the philippines and asia. moreover, hidajat et.al., 5 proved that the desire to be actively involved in lectures is active behavior such as listening to forums, explaining arguments, asking questions, and solving problems. this active behavior can be measured using operational scales and observational rubrics and determination to survive when faced with challenges are all indicators of students' academic motivation with challenges and issues, as well as the desire to get up and try again after failing. boredom and lethargy in attending lectures, passive attendance at lectures, and a high rate of absenteeism and dropout are all indicators of students who are lacking in motivation. as individuals developed a closer fit between their interests and new accessible possibilities, it was expected that amotivation would decrease and motivation would increase during both transitions. according to previous data, young people who viewed their main task as a way of achieving their career goals and independent living 6 considered it to be more difficult to achieve their goals. a better match between their talents and interests and the new work or academic setting 7. 2 peter j vollbrecht, kirsten a porter-stransky, and wendy l lackey-cornelison, “lessons learned while creating an effective emergency remote learning environment for students during the covid-19 pandemic,” advances in physiology education 44, no. 4 (december 1, 2020): 722–725, https://pubmed.ncbi.nlm.nih.gov/33141599. 3 teniell l trolian and elizabeth a jach, “engagement in college and university applied learning experiences and students’ academic motivation,” journal of experiential education 43, no. 3 (2020): 317–335, http://dx.doi.org/10.1177/1053825920925100. 4 jhoselle tus, “academic stress, academic motivation, and its relationship on the academic performance of the senior high school students,” asian journal of multidisciplinary studies 8, no. 11 (2020): 29–37. 5 helga graciani hidajat et al., “why i’m bored in learning? exploration of students’ academic motivation,” international journal of instruction 13, no. 3 (2020): 119–136, http://dx.doi.org/10.29333/iji.2020.1339a. 6 robert w lent and steven d brown, “social cognitive model of career self-management: toward a unifying view of adaptive career behavior across the life span.,” journal of counseling psychology 60, no. 4 (2013): 557–568, http://dx.doi.org/10.1037/a0033446. 7 jennifer symonds et al., “the development of motivation and amotivation to study and work across agegraded transitions in adolescence and young adulthood,” journal of youth and adolescence 48, no. 6 (2019): 1131– yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 37 zzzzzz furthermore, given that these tracks are found to impact study burnout such as feelings of apathy, cynicism, and inadequacy, engagement, and educational aspirations in finland, the rate of change was expected to be moderated by the track young people took at the end of schooling8. hence, this research is anchored from the attribution theory of weiner in 1986 which is concerned about the process of individuals in interpreting events in relation to their behavior and thinking. this research will consider the 3-stage processes focusing on the 1) perception and observation of behavior; 2) belief that behavior is intentionally performed; and 3) person must determine if they believe the other person was forced to conduct the said behavior may it be attributed to situation or other person. this research will determine the motivation of the students to study in the college and if the recent covid-19 social distancing measures motivate them to continue. this study will also measure the amotivation level of the respondents in relation to covid-19 pandemic learning experiences. literature review this research was anchored from the attribution theory of weiner in 1986 which was concerned about the process of individuals in interpreting events in relation to their behavior and thinking. this research considered the 3-stage processes focusing on the 1) perception and observation of behavior; 2) belief that behavior is intentionally performed; and 3) person must determine if they believe the other person was forced to conduct the said behavior may it be attributed to situation or other person. in connection, this research determined the academic motivation of the students to study in college including the recent covid-19 social distancing measures that motivate them to continue. fig. 1 research paradigm on the academic motivational and amotivational approach methods this research utilized a descriptive correlational design which involves the systematic 1145, http://dx.doi.org/10.1007/s10964-019-01003-4. 8 symonds et al., “the development of motivation and amotivation to study and work across age-graded transitions in adolescence and young adulthood.” yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 38 zzzzzz investigation of the nature of relationships between and among variables 9. the involvement of cross-sectional to examine if changes in one or more variables are directly in relation to changes in another variable will be considered in this research. the relationships of profile, academic motivation and amotivation of the respondents are the specific variables that will be explored in this study. the respondents of this research were education students of holy cross college. nonprobability sampling specifically purposive sampling was utilized in this study which was focused on the inclusion criteria considerations of selecting the participants. this research also considered the profile, academic motivation and amotivation of the college students in this time of covid-19 pandemic. the conduct of this research began during the first semester of s. y. 2021 – 2022. the inclusion criteria considered in this research were 1) college students; 2) year level 1 to 4; and lastly, 3) regular students. this research utilized a modified version of the research instrument adapted from the study of nijiru focusing on the following: part i. profile of the respondents focusing on age, sex, course and year level of the respondents. part ii. academic motivation of the respondents concentrating on: • striving for excellence pertaining to goals, tasks, effort, values, ability • desire to learn relating to interest, learning from others, responsibility for learning • personal incentives linking to extrinsic rewards, intrinsic rewards, social rewards part iii. amotivation prior to covid-19 pandemic focusing on the reasons of the respondents in continuing college courses amidst covid-19 pandemic. the cronbach alpha score of the research instrument was .92. the likert scale and description are as follows: 3.51 – 4.00 = in all of my subjects 2.51 – 3.50 = in most of my subjects 1.51 – 2.50 = in some (few) of my subjects 1.00 – 1.50 = in none or only one of my subjects the researcher secured a permit from the vice president for academic affairs and college deans of holy cross college. after securing the approved request letter, the researcher did the encoding of the research instrument using google form app. after accomplishing the encoding and validation process among the pre-testing-respondents, the data was sent to the statistician for the computation of cronbach alpha score. as the research instrument attained passing reliability score the actual data gathering procedure proceeded among the actual respondents of this research using google form app also. upon completion of the data gathering the data was analyzed, interpreted and discussed to provide the overall illustration of the findings in tables and figures. this research assured that the covid-19 inter-agency task force protocols was strictly followed to ensure the safety of the respondents. result and discussion 9 larry b christensen et al., “research methods, design, and analysis” (2011). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 39 zzzzzz table 1 distribution of profile of the respondents according to age age frequency percent 0 1 .5 18 24 11.8 19 51 25.0 20 60 29.4 21 25 12.3 22 16 7.8 23 5 2.5 24 2 1.0 25 3 1.5 26 3 1.5 27 1 .5 28 4 2.0 29 2 1.0 30 4 2.0 33 1 .5 34 1 .5 36 1 .5 total 204 100.0 the common age of the respondents are 20 with a frequency 60 and a percentage of 29.4 meanwhile, 51 of the respondents are 19 years old with a percentage of 25. fig. 2 distribution of respondents according to sex the biggest distribution of the respondents based on sex was female (86.3%) while males were only 13.7%. table 2 distribution of profile of the respondents according to course program frequency percent yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 40 zzzzzz beed 146 71.6 bsed 58 28.4 total 204 100.0 majority of the respondents belonged to bachelor of elementary education with a 146 frequency and a 71.6 percent while bachelor of science in education were 58 and 28.4 percent. fig. 3 distribution of respondents according to year level in terms of year level there were 35.8 percent of the respondents who belonged to third year, 35.3 percent were into first year and 27 percent belonged to second year. fig. 4 motivation preference of the respondents since the covid-19 social distancing measures were put in place majority of the respondents answered yes (65.7%) while some said no (24.2%) about their motivation preference since the covid-19 social distancing measures were put in place. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 41 zzzzzz fig. 5 preference to thinking if college can do better to help with motivation levels almost half of the respondents support the feelings of competence such as more teacher/student engagement, face-to-face meetings and provide action plans for academic future (46.6%), meanwhile, 28.4 percent prefer the provision of more autonomy in lecture, schedules, more classes, online content options, ability to study at a distance. academic motivational approach of education students the academic motivational approach of education students is illustrated in table 3 below. table 3 – academic motivation approach academic motivation weighted mean striving for excellence standards i study hard as much as i can 3.66 i think about what i want to attain in my studies 3.61 i set for myself high scores which i believe i can achieve 3.49 total 3.59 goals i try different ways to solve academic problems 3.50 i set realistic and challenging academic goals 3.51 i set highest academic goals which i can achieve 3.50 when i don’t get what i expect in my studies, i work hard so that i may achieve my goals 3.58 if i do not attain my goals, i try again and again 3.66 total 3.55 tasks i do study outside class homework 3.17 i just aim to complete homework 3.62 i try to do all studies which i think i might succeed 3.64 i try to do most studies which i think i might succeed 3.60 i only choose the easy study work which i think i will succeed 3.16 total 3.44 effort i make strong demand on myself to pass in my studies 3.55 i struggle hard to get correct answers in homework given 3.23 yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 42 zzzzzz i check my work carefully so that i can get good marks 3.70 i prepare myself to get high marks in my studies 3.58 i make string effort to achieve as high mar as i can 3.67 total 3.55 values when i have no enough time for studies, i think about the importance of education 3.65 i value achievement in studies 3.77 total 3.71 ability i have confidence that i can pass in my studies 3.62 i receive encouragement on my studies from my teachers 3.52 i receive encouragement from at least one friend on my ability in my studies 3.51 i receive encouragement from at least one of my parents on my ability in studies 3.61 total 3.57 desire to learn interest i show genuine interest in learning 3.58 i show interest in the subjects i take 3.60 i read and research widely on different topics 3.37 i get interested in solving problems that others have as well in a topic 3.37 i show interest about topics being taught 3.59 i concentrate in my academic work 3.60 total 3.52 learning from others i participate in classroom discussions 3.50 i participate in small group discussion 3.45 i ask questions on topics i do not understand from others 3.20 i try to learn from others who are better in studies than me 3.43 i seek help from experts in my studies 3.30 i pay attention to my teachers to understand what is being taught 3.66 total 3.42 responsibility for learning i take my studies as a personal responsibility 3.76 i struggle to gather information on topics so that i can master them 3.43 total 3.60 personal incentives extrinsic rewards i like the rewards that studies bring 3.51 i try to work hard because doing well in studies brings high status 3.55 i like to study in order to be the winner in my class 2.91 total 3.32 intrinsic rewards i like studies because we interact with friends while we study 3.44 i try to work hard in studies because of the challenges it brings 3.50 i like the intellectual challenge brought about by academic work 3.46 i like to solve problems in studies 3.30 total 3.43 social rewards i like the social relationships involved in studies 3.41 i have fun with peers as we study 3.46 i get honor and praise from my family for passing in my studies or exams 3.47 i get honor and praise from teachers for passing in my studies/exams 3.34 total 3.42 yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 43 zzzzzz the academic motivational approach of education students in terms of striving for excellence which had a verbal description of “in all of my subjects” and a total weighted mean were standards (3.59); goals; effort (3.55); values (3.71); ability (3.57); however, in terms of tasks (3.44) had a verbal description of “in most of my subjects”. in terms of standards, the respondents answered that in “in all of my subjects” (3.66) they study hard as much as they can and they think about what they want to attain in their studies (3.61). with regard to goals the respondents answered that “in all of my subjects” if they did not attain their goals, they will try again and again (3.66) and when they did not get what they expect in their studies, they work hard so that they may achieve their goals (3.58). as regard to tasks the respondents also answered “in all of my subjects” they try to do all studies which they thought they might succeed (3.64) and they just aim to complete their homework (3.62). regarding effort the respondents responded “in all of my subjects” that they check their work carefully so that they can get good marks (3.70) and they make string effort to achieve as high mark as they can (3.67). moreover, concerning values the respondents replied “in all of my subjects” they have confidence that they can pass in their studies (3.62) and they receive encouragement from at least one of their parents on their ability in their studies (3.61). the total weighted mean of the responses of the respondents’ desire to learn in terms of interest (3.52); responsibility of learning (3.60) had a verbal description of “in all of my subjects” although, learning from others had a total weighted mean of 3.42 with a verbal description of “in most of my subjects”. in terms of interest the respondents responded “in all of my subjects” that they were concentrated in their academic work likewise they showed interest in the subjects they took (3.60) and they showed interest about the topics being taught (3.59). as to learning from others they replied “in most of my subjects” that they pay attention to the teachers to understand what was being taught (3.66) likewise they participated in classroom discussions (3.50). their responsibility for learning response was “in most of my subjects” which they took their studies as a personal responsibility (3.76) and they struggled to gather information on topics so that they could master them (3.43). in terms of personal incentives, the total weighted mean was extrinsic rewards (3.32) whereas intrinsic rewards (3.43) with a verbal description of “in most of my subjects”. with regard to extrinsic rewards the respondents replied “in all of my subjects” that they ried to work hard because doing well in studies brings high status (3.55) and they liked the rewards that studies bring (3.51). intrinsic rewards the respondents responded that “in most of my subjects” they tried to work hard in studies because of the challenges it brings (3.50). also, they liked the intellectual challenge brought about by academic work (3.46). lastly, concerning social rewards, the total weighted mean was 3.42 with a verbal description of “in most of my subjects”. the respondents answered “in most of my subjects” that they got honor and praise from their family for passing in their studies or exams (3.47) and they have fun with peers as they study (3.46). amotivation prior to covid -19 pandemic table 4 shows the amotivational prior to covid-19 pandemic of education students. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 44 zzzzzz table 4 – academic motivation approach amotivation weighted mean i really feel that i am wasting my time in college 1.72 i once had a good reason for studying for college however i wonder whether i should continue 2.59 i cannot see why i go to college and frankly, i could not care less 1.85 i cannot understand what i am doing in college 1.83 i cannot appreciate the lessons in college 1.70 i feel lazy attending my class 1.87 i am always late in submitting my tasks 1.70 i just check the requirements and do nothing 1.80 i cannot persuade myself in attending classes 1.67 total 1.86 the total weighted mean of the responses of the respondents for the amoitvation prior to covid-19 pandemic of the students was 1.86 with a verbal description of in some (few) of my subjects. correlation between the profile and academic motivation of the respondents table 5 illustrates the significant relationship between the profile and academic motivation of the respondents. table 5 – correlation between the profile and academic motivation of the respondents academic motivation interpretation age pearson correlation .042 not significant sex pearson correlation -.009 not significant course pearson correlation .086 not significant year level pearson correlation .150* significant *. correlation is significant at the 0.05 level (2-tailed). **. correlation is significant at the 0.01 level (2-tailed). result show that only year level had significant correlation to academic motivation with an r value of .150* and interpreted as significant at 0.05 level of significance. it implies that higher year level of students are more motivated than their lower year counterparts. correlation between the profile and amotivation of the respondents the significant relationship between the profile and amotivation of the respondents is shown in table 6. table 6 – correlation between the profile and amotivation of the respondents amotivation interpretation age pearson correlation -.094 not significant sex pearson correlation -.058 not significant course pearson correlation -.021 not significant year level pearson correlation -.101 not significant yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 45 zzzzzz *. correlation is significant at the 0.05 level (2-tailed). **. correlation is significant at the 0.01 level (2-tailed). data show that all the findings were not significant. the age, sex, course, and year level of the respondents are not indicators of the amotivation that they experiences. correlation between the academic motivation and amotivation of the respondents the significant relationship between the academic motivation and amotivation of the respondents is shown in table 7. table 7 – correlation between the academic motivation and amotivation of the respondents correlations academic motivation amotivation interpretation academic motivation pearson correlation 1 -.088 not significant amotivation pearson correlation -.088 1 not significant *. correlation is significant at the 0.05 level (2-tailed). **. correlation is significant at the 0.01 level (2-tailed). findings revealed that there was no significant correlation between academic motivation and amotivation. it means that students can be both motivated and amotivated at the same time. conclusion this research further concludes the following statements in relation to the results of this research. 1. the respondents belonged to teen and adult age classification mostly female, and belonged to bachelor of elementary education in 3rd year level who agreed about their motivation preference since the covid-19 social distancing measures were put in place. almost half of the respondents support the feelings of competence such as more teacher/student engagement, face-to-face meetings and provide action plans for academic future. 2. the respondents had academic motivational in terms of striving for excellence, desire to learn, and personal incentives. 3. the respondents experienced amotivation prior to covid-19 pandemic. 4. result show that only year level had significant correlation to academic motivation at 0.05 level of significance. 5. there was no significant correlation between academic motivation and amotivation. recommendations yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 46 zzzzzz this research further recommends the following statements in relation to the conclusion of this research. 1. other courses and discipline may be considered as respondents to the next parallel study of this research. 2. the sense of academic motivation in terms of striving for excellence, desire to learn, and personal incentives among future respondents may be considered to assess better plans for academic success. 3. the respondents may be given sharing and learning activities to help them improve significantly their well-being regarding motivation to success in education. 4. provision of more learning materials for their academic success is encourage. 5. this further recommends the continuity of learning academically among learners. 6. future research may be recommended to determine the specific reasons of academic motivation and amotivation in relation to learning enabling technology. references christensen, larry b, burke johnson, lisa anne turner, and larry b christensen. “research methods, design, and analysis” (2011). hidajat, helga graciani, fattah hanurawan, tutut chusniyah, and hetti rahmawati. “why i’m bored in learning? exploration of students’ academic motivation.” international journal of instruction 13, no. 3 (2020): 119–136. http://dx.doi.org/10.29333/iji.2020.1339a. lent, robert w, and steven d brown. “social cognitive model of career self-management: toward a unifying view of adaptive career behavior across the life span.” journal of counseling psychology 60, no. 4 (2013): 557–568. http://dx.doi.org/10.1037/a0033446. symonds, jennifer, ingrid schoon, jacquelynne eccles, and katariina salmela-aro. “the development of motivation and amotivation to study and work across age-graded transitions in adolescence and young adulthood.” journal of youth and adolescence 48, no. 6 (2019): 1131–1145. http://dx.doi.org/10.1007/s10964-019-01003-4. tria, jose z. “the covid-19 pandemic through the lens of education in the philippines: the new normal.” international journal of pedagogical development and lifelong learning 1, no. 1 (2020): ep2001. http://dx.doi.org/10.30935/ijpdll/8311. trolian, teniell l, and elizabeth a jach. “engagement in college and university applied learning experiences and students’ academic motivation.” journal of experiential education 43, no. 3 (2020): 317–335. http://dx.doi.org/10.1177/1053825920925100. tus, jhoselle. “academic stress, academic motivation, and its relationship on the academic performance of the senior high school students.” asian journal of multidisciplinary studies 8, no. 11 (2020): 29–37. vollbrecht, peter j, kirsten a porter-stransky, and wendy l lackey-cornelison. “lessons learned while creating an effective emergency remote learning environment for students during the covid-19 pandemic.” advances in physiology education 44, no. 4 (december 1, 2020): 722–725. https://pubmed.ncbi.nlm.nih.gov/33141599. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 70 the effect of cooperative learning on reasoning ability and mastery of mathematical concepts agus suyanto stkip kusuma negara, jakarta agussuyantompd68@gmail.com accepted: jan 3th 2021 reviewed: march 5th 2021 published: may 30th 2021 abstract : the purpose of this study was to determine the effect of learning methods on students' reasoning abilities and mastery of mathematical concepts. in this study, the authors used experimental research methods. inferential analysis was performed using the manova statistic (multavariate analysis of arians). the results of the study concluded: (1) there was a significant effect of cooperative learning methods on reasoning abilities and mastery of mathematical concepts. this is evidenced by the value of fo = 18, 154 and sig = 0.000 <0.05. in this case, the reasoning ability and mastery of mathematical concepts in the experimental group was higher than the control group. (2) there is a significant effect of cooperative learning methods on mathematical reasoning abilities.˗value for the category of mathematical reasoning ability of 0.000 <0.05. thus the null hypothesis is rejected or there is a significant difference between the mathematical reasoning ability of the group of students who were given the stad type cooperative learning method and the mathematical reasoning ability of the group of students who were given the jigsaw cooperative learning method. (3) there is a significant effect of the cooperative learning method. mastery of mathematical concepts. this is evidenced by the test results contained in the test of between table˗ subject effects in the statistical test above, it is known that the value of f = 29.894, p . value˗the value for the category of mastery of mathematical concepts is 0.000 < 0.05. thus the null hypothesis is rejected or there is a significant difference between the mastery of mathematical concepts in the group of students who were given the stad cooperative learning method and the mastery of mathematical concepts in the group of students who were given the jigsaw cooperative learning method. keywords: cooperative learning methods, reasoning ability, mastery of mathematical concepts introduction the world of education today faces a challenge to produce quality human resources, namely human resources who are able to live in the world of globalization. education as a printer of human resources should receive continuous attention to improve its quality. improving the quality of education also means improving the quality of human resources. in order to educate the nation's life, improving the quality of education is very important for sustainable development in all aspects of human life. the national education system must always be developed in accordance with the needs and developments that occur at the local, national and global levels1. 1mulyasa, e. 2006. education unit level curriculum. bandung: pt teen rosdakarya.p.4 mailto:agussuyantompd68@gmail.com educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 71 the development of science and technology must be responded positively by the world of education. one form of positive response from the world of education is to make curriculum changes dynamically in accordance with the fast-moving development of science and technology. this can be realized in the form of a school business as an educational institution by providing the best service for all its students. schools as educational institutions must strive to continuously make improvements in various fields, both facilities and infrastructure, administrative and information services, as well as the quality of learning as a whole. efforts to improve the quality of education in schools do not only depend on teacher factors, but also depend on other factors that are interrelated as a system to produce quality educational outputs. but in essence the teacher is still the main element that determines the most influencing educational outcomes. mathematics apart from being a field of science in the world of education is also a very important field of study, both for students and for the development of other sciences. the position of mathematics in the world of education is very beneficial because mathematics is a tool in the education of intellectual development and intelligence. mathematical material is arranged in a logical order (hierarchical) in the sense that a mathematical topic will be a prerequisite for the next topic. therefore, to learn a new mathematical topic, past learning experiences from someone will affect the occurrence of the mathematics learning process. because of the hierarchy of mathematics, discontinuous learning of mathematics will interfere with the learning process. this means that learning mathematics will occur smoothly if the learning itself is carried out continuously. mathematics in general is very difficult for students to understand, because mathematics has abstract objects and requires high enough reasoning to understand every hierarchical mathematical concept, so it is necessary to apply better and more appropriate teaching models to help students mastery as early as possible. at the school level on mathematics. but we need to underline also that a good teaching is not enough to get optimal student learning outcomes, because one of the problems faced by teachers in conducting mathematics teaching is how to grow and stimulate reasoning (logic) abilities and mastery of concepts correctly by students. . the main characteristic of reasoning in mathematics is deductive, or in other words mathematics is deductive, namely the truth of a concept or statement is obtained as a logical result of previous truths so that the relationship between mathematical concepts or statements is consistent. rochmadi also said that in principle, in learning mathematics, both inductive and deductive thinking patterns can be used to learn mathematical concepts.2. slavin in solihatin states that "cooperative learning model is a learning model in which students work in small groups to help each other in learning the subject matter"3. johnson & johnson in isjoni stated that "the understanding of the cooperative learning model is to group students in the class into small groups so that students can work together with the maximum ability they have and learn from each other in the group"4. 2rochmadi. 2008. the use of inductive-deductive mindset in constructivism toxic mathematics learning. paper at the national seminar on mathematics education: teacher certification, at the postgraduate campus of unnes semarang, january 16, 2008 3solihatin, e. 2007. cooperative learning: analysis of social studies learning model. jakarta: earth literacy. 4isjoni. 2007. cooperative learning. bandung: alphabeta p. 14 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 72 sanjaya stated that "cooperative learning is more than just group learning or group work because in cooperative learning there is a cooperative structure of encouragement or tasks that allow open interactions and effective interdependent relationships among group members"5. from some of the definitions above, it can be concluded that cooperative learning is one of the effective learning methods by forming small groups to work together, interact, and exchange ideas in the learning process. in cooperative learning, learning is said to be incomplete if one of the friends in the group has not mastered the lesson material. the philosophy underlying cooperative learning in education is homo homini socius which emphasizes that humans are social creatures. the cooperative learning model is very different from direct teaching. in addition to cooperative learning models developed to achieve academic learning outcomes, cooperative learning models are also effective for developing students' social skills. elements and characteristics of cooperative learning elements of cooperative learning. positive interdependence. positive interdependence requires promotive interactions that allow fellow students to motivate each other to achieve optimal learning outcomes. each student depends on other members because each student gets different material or different assignments, therefore students need each other because if there are students who cannot do the task, the group assignments cannot be completed. from the description above, the authors are interested in conducting research that wants to know: "the effect of cooperative learning methods on reasoning ability and mastery of mathematical concepts. methods the research was conducted in class vii of smp negeri 1 cikulu, lebak regency and smp negeri 2 cileles. the research method used is the experimental method, this method was chosen because it is a research method whose purpose is to find the causal factors and effects, to control events in the interaction of variables, and to predict the results at a certain level of accuracy.6. the research sample was students of class vii b and vii c of smp negeri 1 cikulur with 20 students as the experimental class using the stad method, and 20 students from class vii b and vii c, as the control class using the jigsaw method. this data collection is to determine the reasoning ability and mastery of high and low mathematical concepts. data analysis prerequisite test, data normality test. the data normality test was conducted to determine whether the data from each group was normally distributed or not. the normality test of the data will be tested with the liliefors test. according to nana sudjana, the normality test of the data was carried out using the liliefors (lo) test with the following steps. it begins with determining the significance level, which is at a significance level of 5% (0.05). then the homogeneity test of 4 variants and the homogeneity test of the covariance variance matrix 5sanjaya, vienna. 2009. educational process standard oriented learning strategy. jakarta: kencana prenada media group. 6suharsimi arikunto. 2008. basics of educational evaluation. jakarta: earth literacy publisher. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 73 result and discussion the normality test of the data was carried out using the kolmogorov-smirnov test with a significance level of = 0.05. the summary of the results of the normality test is presented in the following table. table 1. calculation results of data normality test one-sample kolmogorov-smirnov test y1a1 y1a2 y2a1 y2a2 n normal parameters mean 40 35.82 40 32.68 40 15.82 40 13.90 std. deviation 2,086 2.505 1,430 1,614 most extreme absolute .158 .227 .149 .150 differences positive .112 .132 .118 .125 negative -158 -.227 -149 -.150 kolmogorov-smirnov z 1.002 1.433 .940 .947 asymp. sig. (2-tailed) .268 .033 .339 .331 test distribution is normal the table above shows that all data groups tested for normality with the one-sample kolmogorov-smirnov test with spss obtained that the data group gave a significant value in the asym row. sig (2-tailed) were 0.268, 0.033, 0.339, and 0.331, respectively. from the value of sig. these all produce a sig value. > 0.05. thus it was concluded that the four data groups in this study came from a normally distributed population. this shows that one of the prerequisites for the f test in the study has been fulfilled. 1. homogeneity test of covariance variant matrix a. covariance variance matrix . homogeneity tests were carried out using box's test of equality of covariate matrices. the test results are as follows. table 2 box's test of equality of covariance matrices box's f df1 df2 sig. 2.171 .704 3 1.095e6 .550 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 74 to fulfill the manova assumption, we try to accept the null hypothesis if the p-value of box's m test > 0.05. the test results obtained the value ofp-value sig is 0.550 > 0.05. then the null hypothesis is accepted, which means that the variance-covariance matrix between the learning method groups is homogeneous. b. homogeneity of variance testing the homogeneity of variance using levene's test as follows. table 3 levene's test equality of error variances f df1 df2 sig. reasoning ability 3.006 1 78 .087 concept mastery .001 1 78 .977 a. design:intercept + mb the requirement that the data homogeneity of arithmetical significance value > significant value (0.05), then the null hypothesis (h0) is accepted according to the requirements. the results of the homogeneity test of 2 groups of learning mathematics for mathematical reasoning abilities obtained the value of sig. = 0.087 which means the value of sig. > 0.05. so it can be concluded that the variance of the mathematical reasoning data between the stad and jigsaw type learning method groups is homogeneous. furthermore, the results of the homogeneity test of 2 groups of learning mathematics for mastery of mathematical concepts obtained the value of sig. = 0.977 which means the value of sig. > 0.05. so it can be concluded that the variance of the data for mastery of mathematical concepts between the stad and jigsaw learning method groups is homogeneous. 2. hypothesis test table 4 multivariate test effect value f hypothesis df df error sig. party eta squared intercept pillai's trace wilk's lambda hotelling trace ray's largest root .996 .004 268,026 268,026 1.032e4a 1.032e4a 1.032e4a 1.032e4a 2,000 2,000 2,000 2,000 77,000 77,000 77,000 77,000 .000 .000 .000 .000 .996 .996 .996 .996 mb pillai's trace .320 .680 18.154a 18.154a 2,000 2,000 77,000 77,000 .000 .000 .320 .320 yuli choirul ummah dismantling paradigm book ta'limul muta'allim educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 75 zzzzzz wilk's lambda hotelling trace ray's largest root .472 .472 18.154a 18.154a 2,000 2,000 77,000 77,000 .000 .000 .320 .320 a. exact statistics b. design:intercept+mb table 5 test of between-subjects effect source dependent variable type iii sum of squares df mean square f sig. party eta squared corrected model reasoning ability concept mastery 204,800a 74.113b 1 1 204,800 74.113 36,710 29,894 .000 .000 .320 .277 intercept reasoning ability concept mastery 93982.050 17671,513 1 1 93982.050 17671,513 1.685e4 7.128e3 .000 .000 .995 .989 mb reasoning ability concept mastery 204,800 74.113 1 1 204,800 74.113 36,710 29,894 .000 .000 .320 .277 error reasoning ability concept mastery 435150 193.375 78 78 5.579 2.479 total reasoning ability concept mastery 94622,000 17939,000 80 80 corrected total reasoning ability concept mastery 639,950 267,488 79 79 a. r squared = .320 (adjustedr squared = .311) b. r squared = .277 (adjustedr squared = .268) the multivariate test table explains the average comparison of students' reasoning abilities and mastery of mathematical concepts between the two cooperative learning methods. there are four statistical tests, namely pillai's trace, wilk's lambda, hotelling's trace, and ray's largers yuli choirul ummah dismantling paradigm book ta'limul muta'allim educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 76 zzzzzz root. these four tests are based on the eigenvalues where the formula for each statistical test is as follows. from the table above in the intercept label section, the value of pillai's trace is positive, which is 0.996. increasing this value has a significant effect on cooperative learning methods or significant average differences between groups of data. the value of wilk's lambda ranges from 0 to 1, if the value of wilk's lambda is close to 0 it means that there is a significant effect on the cooperative learning method or a mean difference between the data groups. on the other hand, the value of wilk's lambda is close to 1, which means that there is no significant effect on the cooperative learning method or there is no significant difference in average between groups of data. from the table above wilk's lambda value is 0.004 close to zero, the hotelling's trace value shows a positive value, which is 268, 026. the increasing hotelling's trace value is always greater than the pillai' trace value, the hotelling's trace value above shows a significant influence on the learning method, but in some cases if the eign value is small then hotelling's trace and pillai' tarce values will be close together. this shows an indication that there is no significant effect on the learning method. the value of roy's largest is positive, namely 268.026, the value of roy's largest is always less than or equal to the value of hotelling's trace. this value indicates a significant influence on the cooperative learning method. in the learning method line, the significance figures were tested using pillai's trace, will's lambda, hotelling's trace, and ray's largest root procedures. the first four procedures show a significance number below 0.05 (ie 0.000, 0.000, 0.000, 0.000) then h0 is rejected, so it is concluded that there is an effect of cooperative learning methods on students' reasoning abilities and mastery of mathematical concepts. levenu's test was used to test the homogeneity of variance univariately. the results of the homogeneity test of the two groups of cooperative learning methods for reasoning abilities obtained the value of sig. = 0.087 which means the value of sig. > 0.05. it can be concluded that the variance of the mathematical reasoning ability data between the stad and jigsaw cooperative method groups is homogeneous. furthermore, the results of the homogeneity test of the two groups of cooperative learning methods for mastery of mathematical concepts obtained the value of sig. = 0.977 > 0.05. so it can be concluded that the variance of the data for mastery of mathematical concepts between the stad and jigsaw cooperative method groups is homogeneous. the test of between-subject effect table describes the univariate model testing. it can be seen that the p-value for the cooperative learning method category for the response to mathematical reasoning ability is 0.000 < 0.05, as well as the response to mastery of mathematical concepts is 0.000 < 0.05, which means that there is a significant difference between the average reasoning ability and mastery of concepts. mathematics between the two cooperative learning methods. yuli choirul ummah dismantling paradigm book ta'limul muta'allim educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 77 zzzzzz discussion the test results prove that in cooperative learning there is a positive interdependence between students. in cooperative learning students feel that they are working together to achieve one goal and are bound to one another. a student will not be successful unless all members of his group are also successful. students will feel that they are part of a group that also contributes to the success of the group. then the increasing interaction between students. cooperative learning increases the interaction between students. this, occurs in the event that one student will help other students to succeed as a member of the group. this mutual assistance will take place naturally because a person's failure in a group affects the group's success. to solve this problem, students who need help will get it from their group of friends. the interaction that occurs in cooperative learning is in terms of exchanging ideas about the problem being studied together. conclusion there is a significant effect of cooperative learning methods on reasoning abilities and mastery of mathematical concepts. this is evidenced by the value of fo = 18,154 and sig. = 0.000 < 0.05. in this case, the reasoning ability and mastery of mathematical concepts in the experimental group was higher than the control group. there is a significant effect of cooperative learning methods on mathematical reasoning abilities. this is evidenced by the test results contained in the test of between –subject effects table in the statistical test above, it is known that the value of f = 36,710, the p-value for the category of mathematical reasoning ability is 0.000 <0.05. thus the null hypothesis is rejected or there is a significant difference between the mathematical reasoning ability of the group of students who were given the stad type cooperative learning method and the mathematical reasoning ability of the group of students who were given the jigsaw cooperative learning method. there is a significant effect of cooperative learning methods on the mastery of mathematical concepts. this is evidenced by the test results contained in the test of between – subject effects table in the statistical test above, it is known that the f value = 29.894, the p-value for the category of mastery of mathematical concepts is 0.000 <0.05. thus the null hypothesis is rejected or there is a significant difference between the mastery of mathematical concepts in the group of students who were given the stad cooperative learning method and the mastery of mathematical concepts in the group of students who were given the jigsaw cooperative learning method. references arikunto, suharsimi. educational evaluation basics. jakarta: earth literacy publisher. 2008. isjoni. cooperative learning. bandung: alphabeta 2007 mulyasa, e. 2006. education unit level curriculum. bandung: pt pemuda rosdakarya. yuli choirul ummah dismantling paradigm book ta'limul muta'allim educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 78 zzzzzz rochmadi. 2008. the use of inductive-deductive mindset in constructivism toxic mathematics learning. paper at the national seminar on mathematics education: teacher certification, at the postgraduate campus of unnes semarang, january 16, 2008 solihatin, e. 2007. cooperative learning: analysis of social studies learning model. jakarta: earth literacy. sanjaya, vienna. 2009. educational process standard oriented learning strategy. jakarta: kencana prenada media group. sharan, shlomo. 2012. the handbook of cooperative learning. yogyakarta: family. soedjadi, r. 2000. tips for mathematics education in indonesia. jakarta: director general of education, ministry of national education. suriasumantri, jujun s. 2007. philosophy of science: a popular introduction. jakarta: sinar harapan library. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 152 factors affecting academic performance and motivation among holy cross college sta. rosa grade 12 students missy s. cordova, jercie mae sta. maria, john vincent l. santos islamic balitar university, blitar j.vince103@gmail.com accepted: may 3th 2022 reviewed: august 5th 2022 published: nov 30th 2022 abstract : the goal of this study was to identify the elements that contribute to students' academic performance and motivation in grade 12 senior high school. the components are divided into five categories: learning skills, parental background, peer influence, teacher quality, and learning infrastructure. to quantitatively assess and analyze the factors, the researcher employed a descriptivecorrelational study approach. the findings indicate that respondents descriptively agree on all factors while demonstrating a substantial association with performance and motivation, revealing that the enumerated factors indeed influence performance and motivation. keywords: learning skills, peer influence, parents background, teacher’s quality, learning infrastructure introduction students' academic success will lead to an increase in employment. if the students do well in their exams, they will graduate on schedule. they still have a lot of time to pursue their studies for the following step because they graduated on time. schools, colleges, and universities are nothing without students. the most significant asset of every educational institution is its pupils. student academic success and motivation are intricately linked to the country's social and economic growth. academic success (academic accomplishment) of students is crucial in developing high-quality graduates who will serve as excellent leaders and manpower for the country and therefore be accountable for the country's economic and social advancement 1. gpa was utilized by yogendra & andrew 2 and singh et. al 3 to quantify student success since it focuses on the student's performance for the specific 1 t shanmugaratnam, “it in learning: preparing for a different future,” in itopia, 2002. 2 nirogini yogendra and anthony andrew, “a study on the factors influencing on grade point average (gpa) with special reference to third year commerce and management students of eastern university, sri lanka,” journal for studies in management and planning 3, no. 8 (2017): 409–425. 3 rajesh singh, “mathematics anxiety and its relationship with the achievement of secondary school students in sikkim,” international journal in management & social science 5, no. 3 (2017): 117–123. mailto:j.vince103@gmail.com educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 153 semester. because they are evaluating performance for a certain subject or year, some other researchers used test results or previous year outcomes 4. motivation is defined as a person's attempt to complete his or her responsibilities, including devoting the necessary effort and maintaining it. motivation is important in a person's educational career and success. learners' motivation is reflected in their academic task selections, the time and effort they devote to each task, and their persistence in completing academic tasks. researchers in the subject of motivation in learning agree that a learner in any learning situation must answer three central questions: "can i do this activity?" "can i do this activity?" "can i do this activity?", "undertake i want to do this activity and why? ", "do i want to do this activity and why?", and "what must i do in order to succeed?" ”.according to denhardt et al. 5, as cited in the study of emmanuel et. al 6, motivation is "what leads people to behave as they do." motivation, according to them, depicts the attainment and pursuit of goals. the concept of motivation is intertwined with various educational and psychological constructs. they include attention, needs, objectives, and interests, all of which are aimed at motivating individual learners and piquing their interest in engaging in specific activities or behaviors, as well as achieving specific actions or goals. when an individual is ecstatic to fulfill a need or desire, the concept of motivation is useful. the individual will engage in, or be drawn to, acts that appear to have the potential to satisfy this need or want. educational psychologists believe that students' motivation is a necessary condition for effective learning to occur. it held that if there is insufficient incentive to learn, the outcome will be unsatisfying. motivation has been characterized in a variety of ways. all of this, however, is centered on what motivates a person to undertake a specific activity. according to study, a range of factors like as learning facilities, gender and age disparities, and so on have an impact on students' performance 7. according to harb and el-shaarawi 8, the most significant factor influencing student accomplishment is the student's command of the english language. communication skills have an impact on student achievement; communication may be considered as a variable that is positively related to student performance in open learning. this study varies from previous studies in that it focuses on open learning 9. students' performance increases when they have strong communication skills and an understanding of the english language. several scholars have investigated the various factors that influence student academic success. there are two sorts of effects on children's academic success. these are internal and external classroom factors that 4 syed tahir hijazi and s. m. m. raza naqvi, “factors affecting students’ performance: a case of private college,” bangladesh e-journal of sociology (2006); richard r hake, “socratic pedagogy in the introductory physics laboratory,” the physics teacher 30, no. 9 (1992): 546–552. 5 janet v denhardt and robert b denhardt, the new public service: serving, not steering (routledge, 2015). 6 emmanuel osafo, amy paros, and robert m. yawson, “valence–instrumentality–expectancy model of motivation as an alternative model for examining ethical leadership behaviors,” sage open (2021). 7 alf inge wang et al., introducton to gamification, international journal of computer games technology, 2010. 8 nasri harb and ahmed el-shaarawi, “factors affecting business students’ performance: the case of students in united arab emirates,” journal of education for business (2007). 9 abdullah al-mutairi, “factors affecting business students’ performance in arab open university: the case of kuwait,” international journal of business and management (2011). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 154 have a substantial influence on student performance. students' math competency, class schedules, class size, math textbooks, class test results, learning facilities, homework, classroom climate, course content difficulty, instructors' responsibilities in the classroom, technology utilized in the classroom, and exam systems are all internal classroom elements. external classroom influences include extracurricular activities, family concerns, job, and financial, social, and other issues. karemera 10 discovered that student performance is substantially connected with satisfaction with the academic environment and the institution's resources such as the library, computer lab, and so on. in terms of background characteristics, he discovered a favorable influence of high school performance and school achievement, but no statistical evidence of a meaningful relationship between family income level and kid academic performance. according to sampson 11, members of the educational board will be educated, and their impact on the school will be beneficial; professional growth is necessary for student learning. students that actively participate in the learning process are found to have a favorable link with the cgp. a student's study effort and proper use of the facilities offered by the institution, as well as a good match between the student's learning style and are all beneficial influences on the student's success. figure 1. research paradigm of the study the figure above shows the five main factors affecting students’ academic performance and motivation among grade 12 students in holy cross college. these are learning skills, parental background, peer influence, teachers’ quality and learning infrastructure. most of the students affect their academic performance and motivation once they tend to always avoid individual's energy level, decides persistence in achieving a given goal, influences the sorts of learning approaches utilized, and influences an individual's thought processes. students affect their 10 d. karemera, l.j. rueben, and m. r. sillah, “the effects of academic environment and background characteristics on students’ satisfaction and performance: the case of south carolina state university’s school of business,” college student journal (2003). 11 richard s. pinner and richard j. sampson, “humanizing tesol research through the lens of complexity thinking,” tesol quarterly (2021). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 155 learning skills in ability to learn as well as other students' learning environment. any student's academic success is the consequence of a complex interaction of elements such as study habits, personality traits, and personal interests12. second, parental background have shown a link between parental participation in school and academic accomplishment via increasing children's self-esteem and academic performance, as most of the students chose their program in college based on the influence of their parents and parental background . third, peer influence may be both positive and harmful, also it has a detrimental impact on a student's academic achievement. stronger students, on the other hand, have an influence on their classmates and can help them enhance their overall academic performance. fourth, teachers quality affect academic performance and motivation by delivering high quality student-centered instruction, supporting high levels of student engagement, clear evaluation procedures for student learning, the use of positive behavior control tactics, and student evidence. the teachers are tasked with responsibilities of making sure that students achieve the objectives of their lessons. learning infrastructure increase access to education and learning results especially for females. learning infrastructures also create a safe, inclusive, and equal learning environment for everyone. this study aimed to descriptively evaluate and define the relationship of the factors affecting students’ academic performance and motivation. method the researchers adopted a quantitative strategy to explore the key facts and qualities of this study. according to desai et al. 13, descriptive researchers will be able to view a significant fraction of the target population and form the appropriate conclusions about the variables. a quantitative, nonexperimental design with a correlational approach was employed in this investigation. kendall's tau correlation, a non-parametric test, was used to identify connections between parameters associated with academic achievement and motivation. in order to obtain data for the study, the researchers conducted a survey with grade 12 students at holy cross college. they initially obtained authorization from the principle and the adviser before doing the data collection. a survey questionnaire was used to collect the data. a questionnaire aids understudies in research instruments that include queries to get data from respondents. "it delivers a generally modest in light of the fact that it is an effective technique to gathering a large amount of data from a sample of respondents" 14. the researcher used a questionnaire since it is one of the easiest methods for gathering the information needed for their review. result and discussion 12 nisha arora and neetu singh, “factors affecting the academic performance of college students,” imanager’s journal of educational technology 14, no. 1 (2017): 47, http://dx.doi.org/10.26634/jet.14.1.13586. 13 d. v. parekh and p. s. desai p. j. naik, “pelagia research library,” der chemica sinica (2013). 14 a i mcleod and maintainer a i mcleod, “package ‘fitarma’” (2013). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 156 the purpose of this study was to examine and characterize the link between the factors influencing students' academic performance and motivation among holy cross college grade 12 students. the researchers collected data mostly through an online questionnaire administered via google form. the information was gathered from the respondents of this survey, who were chosen grade 12 students at holy cross college. the questionnaire included background information as well as the various aspects that influence students' academic performance and motivation. to get a better understanding of the study, the collected results were subjected to descriptive and correlational quantitative analysis. tabel 1. learning skills statement wm vi 1.1 recalling information from our past lesson when there is familiar phrase of lines been said. 4.19 agree 1.2 i am eager to learn more and grasp new knowledge when there is something i am curious about. 4.09 agree 1.3 i get a lot of ideas depends on the strategy that been used. 4.11 agree the first factor influencing students' academic performance and motivation at holy cross college is their learning skills, as shown in table 1. the data clearly shows that the weighted mean was calculated between 4.09 and 4.19, and that the weighted mean as a whole has a linguistic connotation of " agree." this indicates that the respondents "agree" with all of the items in the table related to the factor; learning skills. in statement no. 1 “recalling information from our past lesson when there is familiar phrase of lines been said.”, the table clearly indicates that the weighted mean of the grade 12 senior high school students’ perception about this statement is 4.19 with a verbal interpretation of agree. in statement no. 2 “i am eager to learn more and grasp new knowledge when there is something i am curious about.”, the respondents’ weighted mean was computed at 4.09 with a verbal interpretation of agree. while, in statement no. 3 “ i get a lot of ideas depends on the strategy that been used.” the computed weighted mean for this is 4.11 that has a verbal interpretation of agree. this simply implies that the respondents are more focused on reviewing prior classes in order to better understand the current topic being discussed by the teacher. table 2. parental background statement wm vi 2.1 we use to share with each other how our day went well specially on our school happenings. 4.15 agree 2.2 i get motivated when my parents is achieving something on the field of work they are engaging. 4.11 agree 2.3 my mom check my notes for a day and ask me what i've learned from it. 3.67 moderately agree educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 157 the second factor highlighted in table 2 is parental background. the table clearly shows that the weighted mean was calculated between 3.67 and 4.15, and that the weighted mean as a whole has a verbal interpretation of "agree" and "moderately agree." this indicates that the respondents "agree" and "moderately agree" with the items in the table related to the factor; parental background. in statement no. 1 “ we use to share with each other how our day went well specially on our school happenings. ”the table clearly indicates that the weighted mean of the grade 12 senior high school students’ perception about this statement is 4.15 with a verbal interpretation of agree. in statement no. 2 “i get motivated when my parents is achieving something on the field of work they are engaging.”, the respondents’ weighted mean was computed at 4.11 with a verbal interpretation of agree. while, in statement no. 3 “ my mom check my notes for a day and ask me what i've learned from it.” the computed weighted mean for this is 3.67 that has a verbal interpretation of moderately agree. this simply means that the respondents are more concerned with informing their guardians about what happens at school. table 3. peer influence statement wm vi 3.1 i and my friends go to the library during our vacant hours. 3.74 agree 3.2 my friend have assisted me improve my grades in the academic. 3.96 agree 3.3 my friend and i we always help each other with academic difficulties. 4.93 strongly agree the third factor that was being pointed in table 3 is peer influence. the table clearly indicates that the weighted mean was computed between 3.74 to 6.93 and this entire weighted mean has a verbal interpretation of “agree” and “strongly agree”. this connotes that the respondents were “agree” and “strongly agree” in the statements pertaining to the factor; peer influence that was given in the table. in statement no. 1 “ i and my friends go to the library during our vacant hours’. the table clearly indicates that the weighted mean of the grade 12 senior high school students’ perception about this statement is 3.74 with a verbal interpretation of agree. in statement no. 2 “ my friend have assisted me improve my grades in the academic.”, the respondents’ weighted mean was computed at 3.96 with a verbal interpretation of agree. while, in statement no. 3 “ my friend and i we always help each other with academic difficulties.” the computed weighted mean for this is 4.93 that has a verbal interpretation of strongly agree this indicates that the respondents are more focused on working together with classmates to keep things from becoming too tough. table 4. teacher’s quality statement wm vi educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 158 4.1 i get bored when my teacher is reading the book more than to explain it further, not a bookish explanation. 4.07 agree 4.2 i participate more when my teacher is explaining the topic and somehow reflect it to my own experience. 4.11 agree 4.3 my teacher keeps on looking at me while she is discussing and it feels like intimidating. 3.89 agree the table 4 shows factors affecting students’ academic performance and motivation among grade 12 students in holy cross college. the fourth factor that was being pointed here is teachers quality. the table clearly indicates that the weighted mean was computed between 3.89 to 4.11 and this entire weighted mean has a verbal interpretation of “agree”. this connotes that the respondents were “agree” in all the statements pertaining to the factor; teacher quality that was given in the table. in statement no. 1 “ i get bored when my teacher is reading the book more than to explain it further, not a bookish explanation.”, the table clearly indicates that the weighted mean of the grade 12 senior high school students’ perception about this statement is 4.07 with a verbal interpretation of agree. in statement no. 2 “ i participate more when my teacher is explaining the topic and somehow reflect it to my own experience.”, the respondents’ weighted mean was computed at 4.11 with a verbal interpretation of agree. while, in statement no. 3 “ my teacher keeps on looking at me while she is discussing and it feels like intimidating.” the computed weighted mean for this is 3.98 that has a verbal interpretation of strongly agree. this indicates that respondents are more focused on they engage more when their instructor is teaching the topic and somehow reflect on their own experience, students participate in class because this teacher utilizes more real-life examples table 5. learning infrastructure statement wm vi 5.1 i easily get distracted by noise coming from my co students when they are passing in the hallway. 4.07 agree 5.2 using bright colors in a slides while presenting makes me having a hard time to keep focusing. 4.04 agree 5.3 conducive learning environment is very important. 4.15 agree the table 5 shows factors affecting students’ academic performance and motivation among grade 12 students in holy cross college. the fifth factor that was being pointed here is learning infrastructure. the table clearly indicates that the weighted mean was computed between 4.04 to 4.15 and this entire weighted mean has a verbal interpretation of “agree”. this connotes that the respondents were “agree” in all the statements pertaining to the factor; learning infrastructure that was given in the table. in statement no. 1 “ i easily get distracted by noise coming from my co students when they are passing in the hallway.”,the table clearly indicates that the weighted mean of the grade educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 159 12 senior high school students’ perception about this statement is 4.07 with a verbal interpretation of agree. in statement no. 2 “ using bright colors in a slides while presenting makes me having a hard time to keep focusing.”, the respondents’ weighted mean was computed at 4.04 with a verbal interpretation of agree. while, in statement no. 3 “conducive learning environment is very important.” the computed weighted mean for this is 4.15 that has a verbal interpretation of agree. this implies that the respondents are more focused on creating a conducive learning atmosphere, getting to know the students by name as soon as possible, and offering a pleasant and lively teaching environment that helps students enhance their sociability. table 6. performance statement wm vi 6.1 i make predictions and provide explanations based on understanding in our topic. 4.22 agree 6.2 i am aware of my own strengths. 4.11 agree 6.3 i clearly see how one day of learning builds on the next day of learning. 4.15 agree the table 6 shows factors affecting students’ academic performance and motivation among grade 12 students in holy cross college. the sixth factor that was being pointed here is the advantages and disadvantages of performance. the table clearly indicates that the weighted mean was computed between 4.11 to 4.22 and this entire weighted mean has a verbal interpretation of “agree”. this connotes that the respondents were “agree” in all the statements pertaining to the factor; advantages and disadvantages of performance that was given in the table. in statement no. 1 “i make predictions and provide explanations based on understanding in our topic.”, the table clearly indicates that the weighted mean of the grade 12 senior high school students’ perception about this statement is “i am aware of my own strengths.”, the respondents’ weighted mean was computed at 4.11 with a verbal interpretation of agree. while, in statement no. 3 “ i clearly see how one day of learning builds on the next day of learning.” the computed weighted mean for this is 4.15 that has a verbal interpretation of agree. this suggests that the respondent is more concerned with making predictions and explaining their understanding of their topic, regardless of whether they learnt or not. table 7. motivation statement wm vi 7.1 i improve my skills through hard work that will exert more effort than those who didn’t believe about my success. 4.26 agree 7.2 i am able to adapt learned content to new situations because i tend to reflect on underlying causes or frameworks. 4.22 agree 7.3 i believe that succeed are more likely to reach my goals. 4.41 agree educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 160 the table 7 shows factors affecting students’ academic performance and motivation among grade 12 students in holy cross college. the fourth factor that was being pointed here is advantages and disadvantages of motivation. the table clearly indicates that the weighted mean was computed between 4.22 to 4.41 and this entire weighted mean has a verbal interpretation of “agree”. this connotes that the respondents were “agree” in all the statements pertaining to the factor; advantages and disadvantages of motivation that was given in the table. in statement no. 1 “ i improve my skills through hard work that will exert more effort than those who didn’t believe about my success.”, the table clearly indicates that the weighted mean of the grade 12 senior high school students’ perception about this statement is 4.26 with a verbal interpretation of agree. in statement no. 2 “ i am able to adapt learned content to new situations because i tend to reflect on underlying causes or frameworks.”, the respondents’ weighted mean was computed at 4.22 with a verbal interpretation of agree. while, in statement no. 3 “ i believe that succeed are more likely to reach my goals.” the computed weighted mean for this is 4.41 that has a verbal interpretation of agree. this indicates that the respondents are more focused on believing that they will achieve because they study hard and their aspirations will come true. table 8. relationship of factors with performance and motivation factors performance motivation learning skills .600** .584** parental background .681** .512** peer influence .639** .452** teacher’s quality .700** .514** learning infrastructure .465** .512** **. correlation is significant at the 0.01 level (2-tailed). the table 8 shows the data collection in tabulation to see whether there is a significant relationship between the factors and academic performance and motivation in grade 12. kendall’s tau correlation is used to determine the correlation coefficients. all the factors shows a positive significant relationship with the academic performance and motivation. teacher quality has the greatest effect on performance, implying that getting the most out of students and enabling them to graduate as academically competent and well-rounded young people is critical. good instructors must begin their careers with the necessary knowledge, abilities, and temperament. students should be involved in their learning. aside from teachers, parents have an important impact in their children's academic achievement. students are more motivated to learn when their parents are involved in their academics, and their grades increase. it also aids in the improvement of student behavior in the classroom. more communication between parents and teachers helps students feel more motivated in educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 161 their classes, as evidence by the correlation of parental background and teacher quality with the motivation conclusion the researchers conclude that a lot of students feel positive about their academic performance and motivation. the research points out and supports the fact that most of the respondents agreed on those factors affecting their mathematics performance and motivation. the four factors that were being discussed in this study are: the learning skills, parental background, peer influence, teacher’s quality, and learning infrastructure. overall, most of the respondents agreed that they always recalling their lesson to improve their learning skills. in parental background, many of the respondents sharing what is happening in their school. in peer influence, they always helping each other in doing their academic related works. in teacher’s quality, many of the students participating when the teacher ask a question and they will explained it. in learning infrastructure, having a good environment is very important. in performance, students provide an explanation to wide their understanding about the lesson that they tackled. while motivation, help the students believing their self to achieve their goals. the researchers wish to make some recommendation, which, if taken into consideration, might bring more positive impact to the respondents and help them overcome the difficulties there have been facing because of the factors that cause of students’ poor academic performance and motivation. all the factors shows a positive significant relationship with the academic performance and motivation. based on the findings, the researchers’ recommendations are: 1. respondents should be hesitant to face challenges in order to enhance their performance, and they should avoid doing things that negatively impact their academic performance and motivation. 2. the schools must facilitated lots of extra – curricular activities that can reduce the skills of students. 3. parents should motivate and support their children and allow them to communicate with others to enhance their capability to perform properly. 4. management should introduce some useful and effective techniques in educational institutions which could be helpful in bringing good skills among students regarding in their academic performance and motivation. 5. teachers must understand the students and innovates some techniques which could be easy to implement by students in order to avoid difficulties in enhancing their skills. 6. the students should also join a lot of activities that is important that will benefit them. once they get into the habit of considering themselves comfortable in an unknown environment while their studying, their self would automatically improve references agustina, fenda. “developing monopoly game for teaching tenses through speaking activity to the eighth graders.” universitas negeri malang, 2019. akili, u c i heldiya fatmala d j. “improving students’ ability in using simple present tense through matching cards game in smp n 3 pulubala.” skripsi 1, no. 321412050 (2018). al-mutairi, abdullah. “factors affecting business students’ performance in arab open university: the case of kuwait.” international journal of business and management (2011). arora, nisha, and neetu singh. “factors affecting the academic performance of college students.” i-manager’s journal of educational technology 14, no. 1 (2017): 47. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 162 http://dx.doi.org/10.26634/jet.14.1.13586. denhardt, janet v, and robert b denhardt. the new public service: serving, not steering. routledge, 2015. dhenabayu, riska, ] hesty, puspita sari, silviana valyanda, and yunita sari. “antivirus: jurnal ilmiah dan teknik informatika.” jurnal antivirus (2018). hake, richard r. “socratic pedagogy in the introductory physics laboratory.” the physics teacher 30, no. 9 (1992): 546–552. harb, nasri, and ahmed el-shaarawi. “factors affecting business students’ performance: the case of students in united arab emirates.” journal of education for business (2007). hijazi, syed tahir, and s. m. m. raza naqvi. “factors affecting students’ performance: a case of private college.” bangladesh e-journal of sociology (2006). ima, nur. “developing instructional media of basic english grammar webblog for the first year students of senior high school 11 makassar.” universitas islam negeri alauddin makassar, 2017. karemera, d., l.j. rueben, and m. r. sillah. “the effects of academic environment and background characteristics on students’ satisfaction and performance: the case of south carolina state university’s school of business.” college student journal (2003). klimova, blanka frydrychova. “approaches to the teaching of writing skills.” procedia social and behavioral sciences (2014). mcleod, a i, and maintainer a i mcleod. “package ‘fitarma’” (2013). miarso, yusufhadi. menyemai benih teknologi pendidikan. kencana, 2004. osafo, emmanuel, amy paros, and robert m. yawson. “valence–instrumentality–expectancy model of motivation as an alternative model for examining ethical leadership behaviors.” sage open (2021). p. j. naik, d. v. parekh and p. s. desai. “pelagia research library.” der chemica sinica (2013). pinner, richard s., and richard j. sampson. “humanizing tesol research through the lens of complexity thinking.” tesol quarterly (2021). sahila, mannun. “the effectiveness of english tenses android application to improve students’grammar on simple past tense.” iain salatiga, 2019. sari, hesty puspita, and wahyu dwi lestari. “designing superlary game to learn vocabulary of tenth grade students.” educatio: journal of education 5, no. 2 (2020): 159–168. shanmugaratnam, t. “it in learning: preparing for a different future.” in itopia, 2002. singh, rajesh. “mathematics anxiety and its relationship with the achievement of secondary school students in sikkim.” international journal in management & social science 5, no. 3 (2017): 117–123. wang, alf inge, bian wu, d. burgos, pablo moreno-ger, j. l. sierra, baltasar fernandez-manjon, m. specht, et al. introducton to gamification. international journal of computer games technology, 2010. yogendra, nirogini, and anthony andrew. “a study on the factors influencing on grade point average (gpa) with special reference to third year commerce and management students of eastern university, sri lanka.” journal for studies in management and planning 3, no. 8 (2017): 409– 425. educatio : journal of education volume 2 , number 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z building the "smart village" through the implementation of the non-formal education to improve english language skills in the village of geluran taman sidoarjo" ani faujiah stai an najah indonesia mandiri sidoarjo anifaujiah@yahoo.co.id published: may 15, 2017 reviewed april 4, 2017 received: march 3, 2017 abstract: the role of the learning education is an undertaking in the process of educating the nation participated as a real work in the form of donations of educational development (act no. 20 of 2003). education has a very important function in developing the relationship between education and the realities of life steady and meaningful in the life of society, whereas the fundamental role of education for humanizing. education organized by course institutions can contribute to the nation's education as non-formal education (act 13 paragraph 1 no. 20 of 2003). non-formal education can play a role as a complement (complement) to formal education, non-formal education that is able to present subjects or learning activities that have not been included in the formal education curriculum. implementation of english is an attempt to teach learners in mastering the english (degeng, 1990). this implies that in learning english have opted activities, define, and develop methods or strategies are optimal to achieve the desired results. english speaking skills require knowledge of spelling, grammar, vocabulary, and culture (bowen et al, 1985, finocchiaro and bonomo, 1973). the early english course is to meet the needs of learners in mastering the knowledge and skills of the english so as to answer and respond to the user's environment services (krakower, 1985). this research concerns the role of english course in the development of public education geluran taman sidoarjo. this study took place in smart education geluran park course in sidoarjo, the which is an english course that has characteristics that attract. the focus of this research are: (1) the community in geluran village (2) motivation learners attend courses smart education. keywords:the non-formal education; english course introduction role of non-formal education in the effort improving the quality of human resources (hr) when facing asean economic community (aec) education is very important not only to educate the person's brain, but also to shape the personality, mental and moral. often when we talk about education, which is reflected in our mind is that of the school and all its activities a, from elementary to college. when in fact that education is not just solely obtained from the school, by the family, environment and courses in some mailto:anifaujiah@yahoo.co.id ani faujiah build "smart village" through the implementation of the non-formal education to improve english language skills in the village of geluran taman sidoarjo volume 2, number 1, may 2017 | 114 zzzzzz institutions is also an educational process. some people argue that education consists of two types of formal and informal education; education at school and outside of school. but actually education according to law no. 20 of 2003 on national education system states that education in general consist of three types; formal education, informal education and non-formal education. most people still are confused about the differences between them, especially between informal and nonformal education.1 formal education is a systematic, multilevel or tiered, starting from primary school up to college and comparable with it; included into it is activity-oriented studies and general academic, specialization courses, and professional practice, which is implemented in continuous time. informal education is a process that lasts throughout the ages so that every person gain values, attitudes, skills and knowledge that comes from the experience of everyday life, environmental influences including the influence of family life, relations with neighbors, environmental work and play, market , libraries and mass media. while non-formal education is any organized and systematic activity, outside the school system, conducted independently or an important part of broader activities, deliberately made to serve specific learners in finding learning goals. non-formal education can be structured and tiered. as examples of non-formal education are courses and trainings organized by educational institutions which have obtained permission from the ministry of education, for example, english language courses, courses abacus, acting training, and others the2like. by knowing the types of education above we expect to combine the three types of education in our daily lives for a better future and a better personal development. when you pay attention to the actual implementation of non-formal education is much more complicated than formal education. because a tutor (in formal education teachers), should be looking for people learning or wb (in formal education students) in non-formal, where learning because it is not available as formal education schools, then in non-formal education harness, can be: in the village hall, houses or anywhere, by mutual 1 sindedikker.dikti.go.id 2 www.gurupantura.com ani faujiah build "smart village" through the implementation of the non-formal education to improve english language skills in the village of geluran taman sidoarjo volume 2, number 1, may 2017 | 115 zzzzzz agreement between the tutor with wb. their fate is still good today. today there are learning centers (pkbm), the institutions are already many courses have a building or a place of learning. similarly, the time, should be based on an agreement. do afternoons, evenings or days specified. but the goal of learning materials should be achieved.3 then enhanced not least given study materials, do not necessarily exist in the bookstore. differences with the teacher in the school formal, material book has been available in bookstores. therefore, tutors should be able to design and engineering study materials "compulsory" him. smart education is an english language colleges, founded by ani faujiah on since 2008 until now in the village geluran taman sidoarjo for children kindergarten till sd. students studying in these institutions are children who live in the surrounding strip. by bringing a teacher, place and time limitations, as well as low cost students studying in these institutions over the years. the lack of english language course institution based in the area, making this course remains exist agency and is believed by some parents who follows the course their children for years. by applying the method of learning fun and take some of the material according to the level of ability of the students as well as materials in their formal schools, has increased the value of their english lessons at school each student.4 following up the asean vision 2020, the asean leaders have declared the asean economic community (aec) as the ultimate goal of regional economic integration of asean. as part of this commitment, the asean member countries agree to implement the aec by 2015 and to make asean as a single market and production base as well as creating asean as a competitive economic region, helpless high competitive, and fully integrated into the global economy. from this condition, there are two important questions. first, how the shape of the end of the mea when linked with the type of integration language. second, how asean reached the mea.5 harmonization of these policies are reflected in the asean single window (asw) in order to facilitate trade, the policy of mutual recognition arrangement (mra) to 3sindedikker.dikti.go.id 4ani faujiah, “pendampingan pada siswa sd dalam pelajaran bahasa inggris di desa geluran taman sidoarjo” dalam laporan pengabdian masyarakat ani faujiah tahun 2015-2016, sidoarjo, 2016. 5 sjamsul arifin, (2008), masyarakat ekonomi asean 2015 : memperkuat sinergi asean di tengah kompetisi global. jakarta : pt. elex media komputindo. ani faujiah build "smart village" through the implementation of the non-formal education to improve english language skills in the village of geluran taman sidoarjo volume 2, number 1, may 2017 | 116 zzzzzz facilitate the process of liberalization of services and labor and their capital market standards harmonization efforts. in addition to these efforts to encourage the free flow of goods and services in asean, asean members together also implement measures and indonesia is one country with the largest population in southeast asia. indonesia including heterogeneous countries with different types of tribes, languages, and customs that spread from sabang to merauke. aec 2015 is formed with a mission to make the asean economies to be better able to compete with countries whose economies considered more advanced. in addition, the move was also expected to make asean into a more strategic position in the international arena. we hope that the realization of the asean economic community is able to open the eyes of all parties, so that there is a dialogue between sectors. later also expected complementarily between stakeholders(stakeholder)economic sectors in these asean countries. to make indonesia excel in mea arena, here the required improvement of its human resources, one of which excel in communicating. communication is meant here is the language of asean countries, namely english. from this background, this research is done by giving the title "build"smart village"through the implementation of the non-formal education in improving the english language skills in the village geluran taman sidoarjo". 1. literature review smart village or if the indonesian-right into the smart village or smart village is a village that has the ability to use ict systems (information and communication technology) in the development of the resource potential of both natural and human. smart village indirectly to improve the economy of a village, it is supported by the ability of the smart village to communicate the potential of natural resources out of the village, and provide knowledge or understanding to manage the potential village by the villagers. a. the design concept of "smart village" rural rehabilitation smart case pacing district. wedi district. post-earthquake klaten in central java may 17, 2006 cooperation upi with japanese society, by: asep yudi permana design "smart village". in his research mention, that the needs of human life in physical form often ani faujiah build "smart village" through the implementation of the non-formal education to improve english language skills in the village of geluran taman sidoarjo volume 2, number 1, may 2017 | 117 zzzzzz use natural resources, such as energy and building materials, but also provides 10 effects that often can not be accepted by nature. moreover, the human population is growing rapidly and increasingly sophisticated technological advances. this is accelerating the fall of the quality of nature and the destruction of the ecosystem cycles therein. of the many human needs in physical form one of which is buildings, facilities as a container shelter and building activity established by the draft created by humans who often put more emphasis on human needs without regard to their impact on the natural surroundings. humans should realize the importance of the quality of nature as life support, then any human activity should be based on an understanding of nature included in architectural design. an understanding of the nature in the architectural design is an attempt to align the design with nature, through understanding the natural behavior., friendly and in harmony with nature. harmony with nature is an effort to manage and maintain the quality of soil, water and air from various human activities, in order to cycle enclosed within each ecosystem, but the energy is still running to produce natural resources. man must be able to be transcendent in managing nature, and realizes that his life is imminent in nature. as a result of events or changes in natural conditions will have an impact on the cycles in nature. awareness to love and have their regions and become landlords in the area itself is very important, because of regional development can not rely solely on the government or outside investors. both parties have interests that are often not in line with the needs of the community. because it is very important for the people in that area to become actively involved in determining the direction and purpose of development in their own areas. b. the concept of smart village the adopted from smart city concept by: robby cahyanto (npm.1406598554). smart village, the adoption of smart city in indonesia development of the best and fastest most efficient way in the development community is to build from the ground, the village. every village in indonesia should be independent. desa (village) is the smallest community in an interaction of society. this collection of villages that will shape the city administration, to the mega such as jakarta, yogyakarta, etc. strengthening rural preferred. the government takes responsibility for the face lift rural and ani faujiah build "smart village" through the implementation of the non-formal education to improve english language skills in the village of geluran taman sidoarjo volume 2, number 1, may 2017 | 118 zzzzzz economically indonesia. there is much public spending to improve infrastructure, water and sanitation in these areas. a concept of smart village (the smart village) is the union of dozens of services in the countryside to be effective for society / residents and the business (business) is efficient to do a variety of things, like the smart city. 2. research methodology phenomenology attempts to understand culture through cultural view of the owner or the culprit. according to the understanding of phenomenology, the science of values is not free, free of any value, but values bound, has a relationship with the value.6 in view natanton (mulyana, 2002: 59) phenomenology is a generic term that refers to all the views of social sciences which assumes that human consciousness and the subjective meaning as a focus for understanding social action. of course, in relation to cultural studies was a subjective view indispensable informants. subjective will be valid if there is an inter subjective process between cultural researcher with the informant.7 phenomenology qualitative methods based on the four truths, namely sensual empirical truth, the truth of empirical logic, ethics empirical truth and empirical truth transcendent. on the basis of this way of reaching the truth, phenomenology requires unity among the subjects of researchers with supporting research objects. to initiate this study the authors set out changes the mindset of the public about the importance of education. there is a phenomena which initially obtained the world's only educational school, must obtain additional increases in education outside school hours or in this study is referred to as non-formal education. the presence of these symptoms, which according to researchers precisely this study was conducted using research methods phenomenology 3. results and discussion demographics villages regional geluran 6https://teguhimanprasetya.wordpress.com/2008/09/25/fenomenologi-1/ 7 deddy mulyana, communications research methodology, bandung: pt. youth rosdakarya 2008, 58 ani faujiah build "smart village" through the implementation of the non-formal education to improve english language skills in the village of geluran taman sidoarjo volume 2, number 1, may 2017 | 119 zzzzzz geluran village is a village located in the district of east java sidoarjo regency park. the village is flanked by four villages, the village kedungturi east, village kalijaten in the north, the village kletek in the west, and sukolegok village to the north. quite easy to find the geluran village, because the village is one of inter-city bus lines, precisely located in the west terminal bungur asih surabaya. establishment geluran mcdonalds across the street in 2016, has made more famous geluran village. in addition, the establishment of taman pondok jati in the village geluran, in 1995 has made many changes in the village geluran, both in terms of social, cultural, educational, especially from an economic standpoint. before the building of taman pondok jati, this area is quite extensive rice fields and in the middle of the rice fields there is a small road that connects the two villages of different districts, namely geluran village entered the district park, and incoming sukolegok village in the subdistrict of sukonodo. beginning of the housing at 1995, and precisely in 1998 was completed and named stage 1. the end of 1998 the construction continued at pondok taman jati stage 2, that is located on the west stage 1 at the beginning of 2002. in 2004 finished building stage 3, at the beginning of 2007 stage 4. development continued until stage 5 finishes, built at the same time stage 6. then at the end of 2010 built housing pondok taman jati known as the tpj stage 7 and in 2014 has stood the development also stage 8. non-formal education images in the village geluran being in an area close to the upper middle class housing would certainly have affected the population density is exceptional. almost 50% of rural communities geluran is the newcomer. establishment pondok taman jati village founded geluran also sd geluran iii, which is much earlier had stood sd geluran i and ii, which is located opposite the major highways. where before the establishment of sd geluran iii, geluran many rural communities who send their children in mi. islamiyah geluran and sd kedungturi, a village in the east of the village geluran. the next question that arises is, could the education-shaped formal education elementary school is able to meet the educational needs of children from the community geluran. the growing level of national education curriculum was demanding children to gain additional insight through educational institutions non-formal outside their school ani faujiah build "smart village" through the implementation of the non-formal education to improve english language skills in the village of geluran taman sidoarjo volume 2, number 1, may 2017 | 120 zzzzzz hours. data non-formalin 2014-2016 no. educationtype study number 1. tpq (taman pendidikan al-qur'an) tksma 20 2. bimbel tk 5 3. bimbel (all subjects except religion and english) sd-smu 3 4. bimbel (all subjects) sdsmu 2 5. english course sd 3 6. english course sd-smu 2 7. english & maths classes sd-smu 1 8. course mathematics (jarimatika & abacus) tk sd 2 from the above data, we can know the level of needs education non-formal institutions for people geluran and education smart is one of the non-formal educational institutions in the field of english language has long been trusted by the community geluran. smart trustworthiness education be one of the institutions either english course, can not be separated from the vantage point, the different learning systems with the school, but did not leave the materials in schools, and of course by paying each month tuition is relatively cheap. according8ribasuki, head of the smart education, one of the advantages smart education is an institute class courses open saturday-sunday. where many students smart education, who had a course activity not only in smart education in each week. the unavailability of english lessons on their bimbel course, has made the smart education, making them one of the alternative courses to improve their english skills. 8ribasuki, interview on 20 december 2016 ani faujiah build "smart village" through the implementation of the non-formal education to improve english language skills in the village of geluran taman sidoarjo volume 2, number 1, may 2017 | 121 zzzzzz frameworks overview of smarteducation smart educationis a language course institution of britain, founded by ani faujiah in 2008. the institute is initially followed by neighbors founder, and then came the request to open a class for those who want to learn english. system english learning in smart education, students are not asked to memorize vocabularies in english, but each of her meeting they are required to read the material that has been learned, it proved to be very effective and the students do not feel overwhelmed, and only in some meetings of students already able to master some new vocab. for those who have 1 till 2 year course in smart education, they will get used to interpret reading texts england. their programs speaking sunday in each month adds to the confidence for them to say the dialogues in english. indonesia in the constellation of the asean economic community (aec) in 2015 the establishment of a free trade area to be achieved through afta is a success because the region has succeeded gradually reduced to zero. asean then want more developed the economic cooperation. foreign investment inflows, namely asean with number of multinational companies in the region requires channeling goods (supplier) that ani faujiah build "smart village" through the implementation of the non-formal education to improve english language skills in the village of geluran taman sidoarjo volume 2, number 1, may 2017 | 122 zzzzzz in the area resulting in production cost efficiency. asean market is open and integrates with global markets coupled reserved production of goods produced by the supplier of asean nations it will help member states asean for increasingly attract foreign investors into the region. thus, cebu declaration on january 13, 2007 (12th asean summit) decided establishment of the aec to 2015 in order to strengthen asean in the face of global competition, especially from china and india with a process method of knowledge, development, and as a step in optimizing the competitiveness of indonesia in mea in indonesian goal as a player. looks simple enough but if not exercised will be one of the obstacles indonesia readiness in the face of the mea. indonesia is one country with the largest population in southeast asia. indonesia including heterogeneous country with various tribes, language, and customs that spread from sabang to merauke.mea 2015 was formed with a mission to make the asean economies well and able to compete with countries that more progressive. the move was also expected asean can make a more strategic position in the international arena. we hope asean economic community is able to open the eyes of all parties, so that there is a dialogue between sectors. will then be expected completed among stakeholders(stake holders) economies sector these asean countries. for example, infrastructure. if we talk about infrastructure, possibly indonesia still considered less, either highways, airports, ports, and so on. in this case, we get benefit from the exchange of experiences with other asean members. when viewed from the side of the demographics of human resources (hr), indonesia in the face of this mea is actually one productive country. in terms of age, most of the population indonesia or about 70% of them are productive age. if we look at labors, we have 110 million workers indonesians predicted to become a force of its own, let alone with natural resources (sda) is so large, it will be very absurdity to when we can not do anything with it. indonesia can be seen from the government's seriousness in dealing many problems on the economy, whether it is a problem in the country and abroad. from within the country, indonesia has attempted to economic gap between central and local government reduce gap between large entrepreneurs with small businesses and middle (smes) and an increase in some sectors that may must be encouraged to increase their competitiveness. asean community 2015 is asean citizens enough food and clothing, sufficient employment, small unemployment poverty level decreased from concrete poverty reduction ani faujiah build "smart village" through the implementation of the non-formal education to improve english language skills in the village of geluran taman sidoarjo volume 2, number 1, may 2017 | 123 zzzzzz efforts. indonesia till with the current government continues to strive to create a society prosperous and affluent themselves before entering the aec later. at first, the asean community will be realized in 2020, but accelerated to 2015. mea is actually a form economic integrated potential in the region and the world. with a goods, services, capital, and investment will move freely in this area. regional economic integration is a trend and necessity of the current global era. this implies that the competition aspect thrusting opportunities for all countries. aec 2015 on employment schemes, for example, impose a liberalization of professional personnel on board, such as doctors, engineers, accountants, and so on. while labor as a "force" indonesia is not included in this programs. precisely informal workers who had been the non-oil potential resources enough for indonesia, mea era tend limited movement in 2015. there are three indicators to grope mea indonesia position in 2015. first, the share of indonesia's exports to asean members, such as malaysia, singapore, thailand, and filipina enough great. two other indicators could be an obstacle, namely some international financial institutions-competitiveness indonesia economic much lower than those in singapore, malaysia, and thailand investment in indonesia is lagging behind other asean nations. however, indonesia's wealth of natural resources in the region not, this is an advantage(local-advantage)that enduring appeal, in addition to the largest population of cheap labor can reserved. after the 1998 economic crisis that has not disappeared of mother earth still result in low investment new, the decline in business confidence, which national economic growth it caused poor economic infrastructure, macroeconomic instability, legal uncertainty and policies, high cost economy and others . the government can not delay anymore to immediately improve itself, if not just a complement in mea 2015. the success is supported by other components in the country. indonesia society is expected to follow the movement and rhythm of diplomatic activity that has been formed this opportunity. indonesian diplomacy may not have to wait for readiness in country. a change that this is already open, if not immediately utilized, we left behind, because this process is also followed the motion of other countries and it go on. we urgently need to improve itself to prepare the necessary resources indonesia human being competitive and global quality. indonesia next challenge is to create meaningful change for life everyday society. ani faujiah build "smart village" through the implementation of the non-formal education to improve english language skills in the village of geluran taman sidoarjo volume 2, number 1, may 2017 | 124 zzzzzz hopefully all this indonesia community can prove to realize the economic and social life so that we can immediately realize the asean economic community by 2020. 4. conclusion how well formal education, not least to gain a knowledge society geluran in nonformal institutions as well, both from the rich like any new low-income communities, to improve the quality of their education. the mushrooming of institutions varied courses make people easier to choose which one suits their needs. smart education establishment, is expected to give contribution in support of national education. the duration of the agency's existence is proved to have spawned alumni who have language skills, which hope by indonesia in the improvement of human resources in the face of demands that exist in free markets (mea). mea is a challenge faced by indonesia, indonesia step little late to be missed in the arena. good communication skills and mastery of english is right to support indonesia excel in mea. not only professionals are expected to be able to speak english, but they (workers, unskilled, employees and others) who also want pierce international market, english language skills is one of the main requirements. bibliography ani faujiah, “pendampingan pada siswa sd dalam pelajaran bahasa inggris di desa geluran taman sidoarjo” dalam laporan pengabdian masyarakat ani faujiah tahun 2015-2016, sidoarjo, 2016. arifin, sjamsul (2008), masyarakat ekonomi asean 2015 : memperkuat sinergi asean di tengah kompetisi global. jakarta : pt. elex media komputindo. deddy mulyana, metodologi penelitian komunikasi, bandung : pt. remaja rosdakarya,2008, 58 https://teguhimanprasetya.wordpress.com/2008/09/25/fenomenologi-1/ nornasanie-darlan.blogspot.com ribasuki, wawancara pada tanggal 20 desember 2016 sindedikker.dikti.go.id www.gurupantura.com. https://teguhimanprasetya.wordpress.com/2008/09/25/fenomenologi-1/ http://www.gurupantura.com/ educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 116 improving students performance in fluid mechanics course through remedial action, case of jimma institute of technology, school of chemical engineering, jimma, ethiopia abreham bekele bayu school of chemical engineering, jimma institute of technology, jimma university, jimma, ethiopia, abrishchem@gmail.com accepted: august 10th 2020 reviewed: september 5th , 2020 published: november 20th 2020 abstract : this research study aims to improve students’ performance in the fluid mechanics course through active learning methods. the method for this research was conducted on a longitudinal study design. it takes about four-month interventions in teaching the course by using active learning methodologies following with tutorials. the study population number and the target groups were also identified by the guidance and support given by the jimma university institute of technology registrar. before handling the research, all the essential conditions were done such as giving orientation, fixing the duration of the study, and rearrangement of the program according to the interest of most of the students. the sampling technique used was availability sampling. the sample size was included for year ii both female and male students of fluid mechanics course students in the second semester of 2019. after this secondary data was collected from the jimma university institute of technology registrar office and questionnaires collected from the second-year students; reached with the problem of the nature of the course. therefore, we conclude that the study output indicates that the percentage of passed students increased from 66.92% to 91.82% after active learning methodology training had given for instructors in addition to delivering on spot tutorial. the group study recommends that active leaning methodology can improve the performance of the students and the school should have to emphasize this methodology in addition to monitoring and appreciating on spot tutorial. key words: chemical engineering, fluid mechanics, remedial action introduction it is a pre-requisite and compulsory course to the majority of the courses offered under the school of chemical engineering1. thus, in some cases, it is mandatory first to obtain passing grades in this course to continue studying the subsequent courses2. consequently, many number 1 abreham bekele bayu, samuel gessese filate1, and tarkegn kumela hundie, “enhancing students’ performance in heat and mass transfer course through active learning methods-a case of jimma institute of technology, school of chemical engineering, ethiopia” (n.d.). 2 douglas n harris and tim r sass, “teacher training, teacher quality and student achievement,” journal of public economics 95, no. 7–8 (2011): 798–812, http://dx.doi.org/10.1016/j.jpubeco.2010.11.009. mailto:abrishchem@gmail.com educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 117 of students enrolled every year to take a fluid mechanics course as part of their course3. most of jit students in chemical engineering fail in the fluid mechanic's course as such documents’ from jit the registrar depicts that in the academic year 2015/16 to 2018/19. for the fluid mechanics' course, the following data were obtained as that of 2015/16, 31 students scored fail grade out of 160 students which are 18.75 %, 2015/16, 40 students were scored fail grade out of 155 students which are 24.80%, 2017/18, 23 students were scored f grade out of 175 students which is 13.71 % from every three consecutive years. according to these mentioned data, the research is decided to conduct action research on the course fluid mechanics in the department of chemical engineering. the course fluid mechanics is one of the subjects known as a major factor in the development and technological reform that attracts the attention of policymakers to make it part of the higher education agenda to focus on this4. for low achievements in many fields are now the concern for all academic and government institutions in academic areas5. therefore, revisiting how the way students learned and the way students' achievement was performed is an effort worthwhile to consider. fluid mechanics course is considered by many individuals of learners as a difficult subject to grasp. this kind of observation may have a direct relation with achievement6. especially, students with negative attitudes towards fluid mechanics have performance problems because they develop anxiety. thus, if this problem continues to develop in their academic progress, it will affect their performance in a subject containing master and computation7. the core content of active learning is that providing opportunities to actively engage with content during their classes leads to positive learning results8. the active learning method can be defined as any instructional way that enhances students in the learning mechanisms9. in a precise, active learning method requires students to do a meaningful way of learning activities and think about how they are doing. the definition may include traditional works such as homework activities. active learning refers to practices that are introduced into the classroom for the learners10. the major elements of active learning methods are student practical activity engagement in the learning mechanisms11. 3 catherine h crouch et al., “peer instruction: engaging students one-on-one, all at once,” research-based reform of university physics 1, no. 1 (2007): 40–95. 4 “stem integration in k-12 education” (national academies press, 2014), http://dx.doi.org/10.17226/18612. 5 terrell l strayhorn, “when race and gender collide: social and cultural capital’s influence on the academic achievement of african american and latino males,” the review of higher education 33, no. 3 (2010): 307–332, http://dx.doi.org/10.1353/rhe.0.0147. 6 k ann renninger and suzanne hidi, “student interest and achievement: developmental issues raised by a case study,” in development of achievement motivation (elsevier, 2002), 173–195. 7 andreas holzinger et al., “learning performance with interactive simulations in medical education: lessons learned from results of learning complex physiological models with the haemodynamics simulator,” computers & education 52, no. 2 (2009): 292–301, http://dx.doi.org/10.1016/j.compedu.2008.08.008. 8 angela lumpkin, rebecca m achen, and regan k dodd, “student perceptions of active learning,” college student journal 49, no. 1 (2015): 121–133. 9 paul baepler, j d walker, and michelle driessen, “it’s not about seat time: blending, flipping, and efficiency in active learning classrooms,” computers & education 78 (2014): 227–236, http://dx.doi.org/10.1016/j.compedu.2014.06.006. 10 scott freeman et al., “active learning increases student performance in science, engineering, and mathematics,” proceedings of the national academy of sciences of the united states of america 111, no. 23 (june 10, 2014): 8410–8415, https://pubmed.ncbi.nlm.nih.gov/24821756. 11 adrián domínguez et al., “gamifying learning experiences: practical implications and outcomes,” computers & education 63 (2013): 380–392, http://dx.doi.org/10.1016/j.compedu.2012.12.020. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 118 within the active learning method approach, the learner actively constructs their way of understanding of fluid mechanics concepts in an iterative fashion12. in this way, the word iterative refers to the structure and content of the teaching process which is enhancing procedural being confidential of which steps to take and to know the conceptual meaning13. thus a more and more complicated cognitive chain of relationships under different parts of the course fluid mechanics information is forming in the mind of the learner14. the cognitive chain consists of knowledge of both procedures and concepts, a knowledge that is connected in ways that give the learner both a good intuitive feel for the course and good problem-solving mechanisms and answer-generating capacity15. according to different literature, an active learning approach can be explained by using four core statements as described as follows16. the learner is the owner-person in the active learning methods, i.e. fluid mechanics course teaching delivery must be learner-centered. 1. the teacher is full of authority since his/her knowledge of both fluid mechanics active learning and his/her respect for the learners as a positive thinker and socially active individuals. 2. open-ended and rich with performance in learning tasks are considered a prerequisite for the possibility of constructing a conceptually rich cognitive structure and a relational understanding of fluid mechanics concepts. 3. the set-up of the classroom should support interaction in small groups, whole-class discussion, and individual seatwork in accordance with the needs of the learner and the learning task. methods research aims the overall aim of this research is 1. to detect the extent to which learners performance in fluid mechanics course 2. to evaluate the positive impact of active learning methods on the learners' fluid mechanics course. 3. to summarize the effectiveness of teaching mechanisms in the improvement of students’ performance in the fluid mechanics' course. to improve students’ performance in the fluid mechanics' course through active learning methods, first, the problem should be detected as students fail on the fluid mechanics course by 12 wanda m kunkle and robert b allen, “the impact of different teaching approaches and languages on student learning of introductory programming concepts,” acm transactions on computing education 16, no. 1 (2016): 1–26, http://dx.doi.org/10.1145/2785807. 13 doo young lee and mark r lehto, “user acceptance of youtube for procedural learning: an extension of the technology acceptance model,” computers & education 61 (2013): 193–208, http://dx.doi.org/10.1016/j.compedu.2012.10.001. 14 christopher g lucas et al., “when children are better (or at least more open-minded) learners than adults: developmental differences in learning the forms of causal relationships,” cognition 131, no. 2 (2014): 284– 299, http://dx.doi.org/10.1016/j.cognition.2013.12.010. 15 michele a leininger, “from librarian to proficient manager: the journey of public library front-line managers” (university of pittsburgh, 2015). 16 jurgen bernard et al., “comparing visual-interactive labeling with active learning: an experimental study,” ieee transactions on visualization and computer graphics 24, no. 1 (2018): 298–308, http://dx.doi.org/10.1109/tvcg.2017.2744818. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 119 providing research questions and questioner. before assessing the problem with learner it is better to know the problem which makes the fluid mechanics' course failures. research questions research questions are based on a questionnaire prepared in order to conduct the required research. research questions are provided as below 1. to what level active learning methods can measure the progress of learners’ results in fluid mechanics course? 2. what is the positive impact of implementing active learning methods on the students’ performance in the fluid mechanics' course? 3. what can be done to improve the result of learners’ fluid mechanics' course? questionnaire: 1. what was your major favorite subject when you were at the high school level? 2. are you joined the campus-based on your choice? 3. if your answer to q 2 is no, where did you interested to join the campus? 4. are you placed in the faculty you were planning to join previously? 5. if your answer to q 4 is no, which faculty you were planning to join? 6. are you placed in the field of engineering of your interest? 7. if your answer to q 6 is no, which field of engineering, you were planning to join? 8. why you are not placed in the field of study of your interest? 9. are you satisfied by the engineering field currently you placed in (chemical engineering)? 10. if your answer is no for q 9, what is your fear about the field? 11. which course did you find the most difficult for the current semester? 12. what do you think is the problem behind the difficulty? 13. what would you find to be helpful as a solution to overcome this difficulty? data collection and experimental design a survey of four consecutive years was collected on the results of students registered in jimma university institute of technology in the school of chemical engineering from the academic year of 2016 to 2019. this research was conducted with the design of a longitudinal study because it takes a semester or five-month interventions in delivering the course by using active learning procedures together with different instructional media. this research number of population and the target groups were also identified by cooperation given from jimma university institute of technology registrar. before the research was started all the essential or basic conditions were done such as providing orientation, fixing the duration of the study, and rearrangement of the program as per the interest of most of the learners. finally, the delivery of the course was accomplished by conducting continuous assessment which was done according to the time frame scheduled. study parameters the study area was jimma university institute of technology (jit) under the school of chemical engineering. the target population was all students who took the fluid mechanics course educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 120 in the past four years moreover; the study population was all students who scored f or failed in fluid mechanics particular course. sample size and sampling technique the sampling technique used was availability sampling. the study sample size was complied with both female and male learner students who scored "f" grade in fluid mechanics from the population of second-year students for the second semester. data analysis the collected data was ful1y analyzed using microsoft office excel 2007-2013 software. thus this application software was selected as the data of students was 110. identification of the problem the total numbers of students registered for an action research are 110 which completed the program successfully. the following graph shows the relationship between scored f against registered one on the course fluid mechanics for three years starting from 2015 /16 till 2017/18. figure 1. percentage of “f” scored against registered on the course fluid mechanics from the above figure 1 we observe that there is much number of students who failed to pass fluid mechanics course for the consecutive three years starting from 2015/16 till 2017/18. this forced the researcher to take action on this course. the following data were taken through questioner from 110 second year chemical engineering students who had taken the course fluid mechanics course for 2018/19 academic year. table 1. number of respondent for course difficulty s/n course name no of students respond for its difficulty rank for difficulty 1 fluid mechanics 15 1 2 organic chemistry 13 2 3 all course 12 3 4 numerical methods for chemical engineers 11 4 5 fluid machine 9 5 10.00% 13.33% 7.69% perecentage of "f" scored vs registered 2015/16 2016/17 2017/18 educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 121 6 chemical engineering thermodynamics i and ii 11 4 7 no course 6 8 from the above table 1 we conclude that 15 students respond for the course fluid mechanics course difficulty. when we compare with other courses the number of student’s respondent for fluid mechanics difficulty is higher. therefore fluid mechanics course is the course which needs remedial action in the school of chemical engineering. table 2. number of respondent for the reason behind difficulty from the above table 2 the reason behind the difficulty of the course fluid mechanics is the nature of the course. because 9 students respond as the nature of the course out of 15 students. therefore the problem is related with the nature of the course. therefore it was believed that giving tutorial for the students was of utmost paramount. table 3. number of respondent for the helpful ways to overcome the difficulty. s/n helpful ways to overcome this difficulty no of students respond for helpful ways rank for difficulty 1 if i could get tutorial 8 1 2 if i could get additional supportive material 5 2 3 if the instructor’s approach is changed 4 3 4 other 2 4 results and discussion as the information gained from the above table 1 to 3 the helpful way to overcome the difficulty with fluid mechanics course is giving tutorial. since from table 3 it was observed that, eight students respond as the way to overcome the difficulty is getting tutorial. actual performance from the treatment group, all of them were taken from 2018/19 batches. in 2018/19, totally 110 students have taken the course fluid mechanics, out of these (9) 8.18% of them fail to score pass grade. hence, 110 of them were registered as a treatment group. the following table s/n the reason behind difficulty no of students respond for its difficulty from 15 students rank for difficulty 1 the nature of the course 9 1 2 other 4 2 3 instructor’s approach 2 3 educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 122 summarizes the comparison of pass and failures for the four successive years starting from 2015/16 till 2018/19. table 4. scored grades with percentage for 2015/16-2018/19 from the above table 4 we conclude that the number of pass increased from 66.92% to 91.81% comparing academic year of 2017/18 to 2018/19. in another way the number of fail reduced by 24.89% after taking remedial action. figure 2. percentage of failed students with respective years from the above figure 2 we conclude that the number of fail is reduced from 7.69% to 1.82% from the year 2017/18 to 2018/19 after taking an action. table 5. percentages against scored f in year year 2015/16 2016/17 2017/18 2018/19 percentage 10.00 13.33 7.69 1.82 f scored 14 16 10 2 registered 140 120 130 110 0 2 4 6 8 10 12 14 2015/16 2016/17 2017/18 2018/19 10 13.33 7.69 1.82 percentage scored f vs year year p ercen tage years number of students scored grades with %age no of passed f % d % c % 2015/16 140 14 10.00 20 14.29 22 15.71 84 60.00% 2016/17 120 16 13.33 21 17.50 19 15.83 64 53.33% 2017/18 130 10 7.69 12 9.23 21 16.15 87 66.92% 2018/19 110 2 1.82 3 2.73 4 3.64 101 91.82% educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 123 figure 3. percentages comparison against scored f in year the above figure 3 and table 5 illustrates the number of f scored against the year comparing before taking remedial action and after taking remedial action. as it is observed the number of students were reduced to 2 (1.82%) after taking remedial action. the following table 6 shows the detail information of the 2017/18 academic year grade for 130 students in this course. table 6. detail profile of students’ grade for academic year of 2017/18 s/n grade scale letter grade sex total male female 1. [90-100) a+ 6 3 9 2. [85-90) a 14 4 18 3. [80-85) a9 2 11 4. [75-80) b+ 6 3 9 5. [70-75) b 6 0 6 6. [65-70) b10 1 11 7. [60-65) c+ 11 0 11 8. [50-60) c 10 2 12 9. [45-50) c14 7 21 10. [40-45) d 10 2 12 11. [30-40) fx 0 0 0 12. [0-30) f 8 2 10 total 104 26 130 the above table, is summarized with the following mini table 7 as follows 0 50 100 150 2015/16 2016/17 2017/18 2018/19 2015/16, 14 2016/17, 16 2017/18, 10 2018/19, 2 2015/16, 140 2016/17, 120 2017/18, 130 2018/19, 110 registered f scored f scored year no. of reg. stu. educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 124 table 7. summary of students passed fail total male 72 32 104 female 15 11 26 total 87 43 130 the following table shows the detail information of the actual grade of treatment group in this course. table 8. detail profile of students’ performance for academic year of 2018/19 s/n grade scale letter grade sex total male female 1. [90-100) a+ 4 1 5 2. [85-90) a 20 10 30 3 [80-85) a5 2 7 4 [75-80) b+ 4 2 6 5 [70-75) b 10 2 12 6 [65-70) b12 2 14 7 [60-65) c+ 9 2 11 8 [50-60) c 10 6 16 9 [45-50) c2 2 4 10 [40-45) d 1 2 3 11 [30-40) fx 0 0 0 12 [0-30) f 0 2 2 total 77 33 110 for summary for the above table, the following mini table 9 is also summarized as follows table 9. summary of students passed fail total male 74 3 77 female 27 6 33 total 101 9 110 the experiment conducted show as it is tabulated from the above table 5 up to table 8, in academic year of 2017/18, from 130 students 43 of them fail to score pass grade, this implies around one third of them (43) (33.08%) fail to score pass grade. in another way 87 (66.92%) of them were passed the course. but in academic year of 2018/19 from 110 students (9) (8.18%) of them only fail to score pass grade that means 101(91.82%) of them were passed the course. this indicates that the percentage of students in academic year of 2018/19 who failed in this course is reduced by 24.90 % comparing with that of 2017/18 after taking an action. in another expression the action research conducted has shown that, from 110 students 101 (91.82%) of them score pass grade, this implies that only 9 of them (8.18%) scored fail grade educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 125 in 2019. but in 2018 from 130 students 87(66.92%) of them get score pass grade, this implies that 43 of them (33.08%) scored fail grade. therefore, this indicates that the percentage of passed students increased from 66.92% to 91.82% after remedial was given. conclusion almost all of the students engaged in this action research were committed to perform good result and performance. in this study according to professional commitment all the basic preparation and sounded active methodology were implemented accordingly for wellbeing performance of the treatment group of students. as a result appreciated change was observed and most of the students were motivated and became happy in the delivery of the course in the usage of teaching aid methodology and on spot tutorial delivery. however, due to certain constraints like class sizing, frustration about the course as being they took twice or three times and thus, the intended result were not attained. the research team wants to conclude that most of the treatment group was taken this course at least twice before this program was conducted, that means all of them scored fail grade twice. but by conducting active learning method and giving tutorial, almost all of them 101(91.82%) were get pass grade out of 110 students in 2019 after remedial action. thus the active leaning method together with teaching aid can enable and facilitate the performance of students in fluid mechanics course. conflict of interest authors declare no conflicts of interest. acknowledgement the authors’ want to say thanks to jimma university institute of technology school of chemical engineering and second year chemical engineering students of 2018/19 for their willing to fill the questioner. reference baepler, paul, j d walker, and michelle driessen. “it’s not about seat time: blending, flipping, and efficiency in active learning classrooms.” computers & education 78 (2014): 227–236. http://dx.doi.org/10.1016/j.compedu.2014.06.006. bayu, abreham bekele, samuel gessese filate1, and tarkegn kumela hundie. “enhancing students’ performance in heat and mass transfer course through active learning methodsa case of jimma institute of technology, school of chemical engineering, ethiopia” (n.d.). bernard, jurgen, marco hutter, matthias zeppelzauer, dieter fellner, and michael sedlmair. “comparing visual-interactive labeling with active learning: an experimental study.” ieee transactions on visualization and computer graphics 24, no. 1 (2018): 298–308. http://dx.doi.org/10.1109/tvcg.2017.2744818. crouch, catherine h, jessica watkins, adam p fagen, and eric mazur. “peer instruction: 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http://dx.doi.org/10.1353/rhe.0.0147. “stem integration in k-12 education.” national academies press, 2014. http://dx.doi.org/10.17226/18612. author: abreham bekele: is an ethiopian engineer who joined jimma university, ethiopia, six years before. after completion of his bachelor degree in 2005. he enrolled for his master course in faculty of chemical engineering jimma institute of technology. he is currently working as assistant professor in jimma university. at moment he is a chair holder for academic quality assurance in school of chemical engineering. jimma ,ethiopia, e-mail: abrishchem@gmail.com mailto:abrishchem@gmail.com educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 127 appendix – i questionnaire used for action research s.no question response classification skip 101 how old are you? age in completed years_________ 102 sex of the respondents 1. male 2. female 103 where are you from? ________________ 104 what was your major favorite subject when you were at high school level? ? _________________ 105 are you joined the campus based on your choice? 1. yes 2. no 106 if your answer to q 105 is no, where did you interested to join the campus? ________________________ 107 are you placed in the college you were planning to join previously? 1. yes 2. no if yes go to q109 108 if your answer to q 107 is no, which college you were planning to join? 1. college of agriculture and veterinary medicine 2. college of business and economics 3. college of education and behavioral sciences 4. college of law and governance 5. college of natural sciences 6. college of social sciences and humanities 7. college of medicine and public health 8. other____________________ 109 are you placed in the field of engineering of your interest? 1. yes 2. no if yes go to q112 110 if your answer to q 109 is no, which engineering field you were planning to join? ______________________________ 111 why are you not in the field of study of your interest? 1. placed by the moe/or the university 2. family member/or friend influence 3. misinformation 4. other_________________ educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 128 s.no question response classification skip 112 are you satisfied by the field of study you are placed (chemical engineering)? 1. yes 2. no 113 if your answer is no for q 112, what is your doubt about the field? 1. i’ve doubt that i will have a job opportunity by this field 2. i don’t think i can perform efficiently in the field because i’m not interested in the courses given 3. other ________________________ 114 which course did you find the most difficult one in this semester? _________________________ 115 what do you think is the reason behind the difficulty? 1. instructor’s approach 2. the nature of the course 3. other ________________ 116 what would you find to be helpful to overcome this difficulty? 1. if the instructor’s approach is changed 2. if i could get tutorial 3. if i could get additional supportive material 4. other_______________________ educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 129 appendix – ii some of pictures taken while collecting data educatio : journal of education volume 5 , number 2, november 2020 issn : 2579-8383 (print) issn : 2579-8405 (online) 130 educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 14 z the degree of availability of skills needed to build and employ electronic exams for faculty members at the university of jeddah in light of the global trend in e-learning ali bin muhammad, al-kalthmi al-shehri, majed abdallah al harthi associate professor, department of educational technologies, college of education university of jeddah, saudi. arabia.alshehri1@uj.edu.sa accepted: jan 11th 2021 reviewed: march 13th 2021 published: may 30th 2021 abstract : this study aims at identifying the degree of availability of skills needed to build and employ electronic exams for faculty members at the university of jeddah in light of the global trend in e-learning. the study used the descriptive and analytical approach and used a scale applied to a sample of (297) faculty members from the university of jeddah in the kingdom of saudi arabia. the results of the study concluded that the skills needed to build electronic exams for faculty members had a high degree, with a mean score of (3.45) and a standard deviation of (0.444). the results revealed that the necessary skills to employ electronic exams had a high degree of response, with a mean score of (3.45) and a standard deviation of (0.789). the study recommends conducting training courses for faculty members at the university of jeddah on building electronic exams and attracting experts to train faculty members on the methods of employing electronic exams. keywords: electronic exams, e-learning, global trend, university of jeddah. introduction the need for the development of learning methods and the use of technology has emerged as a necessity because of the rapid developments occurring in the different fields in the world today, which led to the emergence of the so-called e-learning. dhawan1 pointed out that e-learning “is students’ learning through electronic means such as the internet, local networks, data projectors, powerpoint, and cds ”. among the most prominent innovations of e-learning are electronic exams, which are “one of the sub-processes in the overall teaching and learning process, in which the learner’s performance is determined by evaluating the knowledge or skills that the learners have gained after a period of a specific program of online education”2. 1 dhawan, shivangi. "online learning: a panacea in the time of covid-19 crisis." journal of educational technology systems 49, no. 1 (2020): 5-22 . 2 moawad, g. s. i.. the effectiveness of a flipped learning strategy with an adaptive environment in developing the skills of electronic examination design and achievement motivation among faculty members. journal of the college of education, 2020, 20(1), 584-475 . mailto:arabia.alshehri1@uj.edu.sa educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 15 z the technology of building and producing electronic exams has allowed test designers several alternative designs, including true and false, multiple-choice, pairing, essay questions, and the inclusion of text, pictures, or video, with answers to questions whether they are visible according to a specific system or randomly. in this way, the same exam is presented in more than one form with the possibility of random ordering of questions 3. the university of jeddah uses the blackboard system, which is an mis that provides electronic self-services in a specific unified system on the internet, allowing users to use the services in a friendly user environment. the system allows faculty members to build exams and employ them for the materials for their courses. the university report, “the e-learning center report on the progress of the e-learning process at the university of jeddah,” indicates the availability of more than 225 hours of support for the face-to-face and remote exams for more than 71,400 exams 4 . this requires effort, knowledge, and skills on the part of the faculty members. because of the global trend to use e-learning, especially in light of the current global conditions represented by the emergence of the corona pandemic, most universities sought to enhance the capabilities of faculty members and workers to cope with these developments. in the field of electronic exams, the faculty member should possess the skill of diagnosing and evaluating the student’s level of knowledge, mental, and practical aspects. this is necessary for employing electronic exams. abu bakr and adebayo 5 emphasized that electronic exams are used to assess abilities and levels of cognitive and knowledge performance using electronic test software, as well as performance and practical levels using simulation software. several previous studies have indicated the importance of possessing several skills related to electronic exams. khadka, rokaya, roka, & bhatta 6, indicated a lack of training and skills needed to use technology among university instructors and students alike. the faculty member’s competencies in the electronic environment include several important skills. the educational skills include experience in the subject matter, training, and evaluation. social skills include interpersonal skills, communication, and facilitation skills. administrative skills include leadership and management skills. technical skills include technological knowledge and professional skills that are related to planning, analysis, design, development, application, management, communication, interaction, teaching, learning, management, and use of technology. the competencies should include also knowledge of 3 suleiman, s. a. and suleiman, m. a. the effectiveness of using the educational platform moodle in developing the skills of designing electronic tests among faculty members at dhofar university. journal of educational and psychological research, 2020, 17(66), 315-288. 4 jeddah university. report of the e-learning center on the progress of the e-learning process at the university of jeddah, for the first semester of the academic year 2020. e-learning and distance education center. retrieved on 8/25/2020, available at https://we.uj.edu.sa/default.aspx?site_id=55660&lng=ar#themeumtopstories 5 abubakar, a. s., & adebayo, f. o.. using computer-based test method for the conduct of examination in nigeria: prospects, challenges, and strategies. mediterranean journal of social sciences, 2014, 5(2), 47-55 . 6 khadka, b. k., rokaya, b. b., roka, j., & bhatta, p. d.. perceptions, issues, and challenges towards online and alternative examinations system: a case of mid-western university. international journal of innovative science and research technology, 2020, 5(11), 105-114 . educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 16 z pedagogical methods, such as motivation, presentation, questioning, clarification, correction, retention, environmental management, and appropriate use of technology7. despite the trend towards using electronic exams, several challenges are present in the lack of orientation and skills of faculty members in building and employing electronic exams. since jeddah university uses one of the electronic systems for e-learning and electronic examination, there is an urgent need to measure the extent of faculty members’ knowledge of this system and the availability of the skills necessary to build and employ electronic exams. also, many challenges face faculty members in developing skills for building electronic exams, including the lack of a computer lab, which led to the reluctance in applying electronic exams. faculty members lack knowledge in computer skills, which is a reason for not applying the electronic test system and electronic exams and add to the difficulty of developing essay questions and designing electronic exams. this phenomenon exists in other universities as well. mouawad (2020) indicated the deficiency of electronic test design skills and the low skill level of electronic test design skills among faculty members at prince sattam bin abdulaziz university. therefore, this study attempted to address measuring the level of skills needed to build and employ electronic exams among faculty members at the university of jeddah. the study attempted to answer the following two main questions: what are the skills needed to build electronic exams for faculty members at the university of jeddah in light of the global trend towards e-learning? and what are the skills needed to employ electronic exams for faculty members at the university of jeddah in light of the global trend towards e-learning? the research objectives are the following: identifying the skills needed to build electronic exams for faculty members at the university of jeddah in light of the global trend for employing e-learning, and identifying the skills needed to employ electronic exams for faculty members at the university of jeddah in light of the global trend for employing e-learning. significance of the study the significance of this study is divided into theoretical and practical significance. the theoretical significance is based on addressing electronic examination as an important tool in education in light of the trend towards e-learning. this study could be a starting point for other researchers to reveal more skills needed to build and employ electronic tests. the practical significance comes from the nature of the study as field research that deals with the skills necessary to build and employ electronic exams for faculty members at the university of jeddah in light of the global trend to employ e-learning. it is hoped that the results and recommendations of the current research will be used in conducting training courses to develop the skills of building and employing electronic exams for faculty members in saudi universities. the delimitations of the study are thematic limitations: the study is limited to addressing the skills needed to build and employ electronic exams for faculty members at the university of jeddah in light of the global trend to employ e-learning. spatial limitations: the current study was applied at the university of jeddah, saudi arabia. human limitations: the 7 gulbahar, y., & kalelioglu, f.. competencies for e-instructors: how to qualify and guarantee sustainability. contemporary educational technology, 2015, 6(2), 140-154 . educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 17 z study was limited to the faculty members at the university of jeddah, saudi arabia. time limitations: the current study was applied in the first semester of the academic year 2020/2021. electronic exams represent one of the electronic assessment tools that can be used to overcome the difficulties that hinder the implementation of traditional paper-based tests. they can also be used to provide other channels for measuring students' educational achievement, consolidating information, and developing self-learning skills 8. electronic tests play a prominent role in enabling educational institutions to employ electronic technologies in developing their educational performance by making use of their tools. therefore, electronic exams occupy an important part in the teaching and learning process and occupy a large amount of time devoted to the learning process 9. electronic exams are built and presented through the computer with a high degree of accuracy. they save a lot of effort and time and give more stable and objective results to use them in determining the appropriate activities and educational levels, as teachers rely on several software that helps in building these tests. the technology of building and producing electronic exams has allowed test designers different alternative types of questions, including true and false, multiple-choice, pairing, essay questions, and the inclusion of text, pictures, or video, with answers to questions whether they are visible according to a specific system or random. the exams in this way can be used in more than one form with the possibility of random ordering of questions 10. when building electronic exams, a set of skills must be taken into account when designing the types of questions within the exams. the first of these skills in designing and building electronic exams and the ability to control the test time. these skills include several elements, such as the number and type of questions, the time of presentation of the multimedia, the characteristics of the learners, and the skill of securing the test program. they also include confirming the identity of the user, as well as the immediate correction of the learners' answers and their announcement. the method of correction varies according to the type of test questions. feedback skills are also required, as the evaluation through the computer contributes to provide immediate feedback and grants the learner the required number of attempts and obtain feedback with each attempt, whether the feedback is directive or non-directive. another important skill is managing the electronic exam: this is done by reviewing the electronic exam before sending it to students, sharing the test with others, saving the test results in different formats, and uploading the results file for the electronic test to a computer or google drive”11. 8 muhammad, s. t. h.. the effectiveness of a proposed electronic program in developing the skills of preparing electronic tests for teachers of the basic education stage. journal of research in the fields of specific education, 2017, (5), 229-209 . 9 hassan, n. e. m. the effectiveness of flipped learning based on visual notation in developing the skills of designing electronic tests among faculty members at umm al-qura university. arab studies in education and psychology, 2015 (61), 176-113 10 suleiman, s. a. and suleiman, m. a.. the effectiveness of using the educational platform moodle in developing the skills of designing electronic tests among faculty members at dhofar university. journal of educational and psychological research, 2020, 17(66), 315-288. 11 ibid educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 18 z skills of employing electronic exams skills for employing electronic exams include different sub-skills. first, skills of identifying types of questions. the process of employing electronic exams requires having the ability to select the appropriate type of questions that are compatible with the nature of the electronic tests. rytkonen12, emphasized that electronic exams are used to accommodate all types of questions, such as multiple-choice questions, essay questions, and questions that help assess the level. second, multimedia use skills. employing electronic exams requires possession of a background in multimedia, and using them to suit the nature of the test and the target age group. third, sustainability skills. the process of employing electronic exams requires the ability to save time, cost, and materials used in preparing the tests. previous studies mouawad 13 investigated the effectiveness of a flipped learning strategy with an adaptive environment in developing the skills of designing electronic tests and motivation for achievement among faculty members in prince sattam bin abdulaziz university. the study used the descriptive approach and used a notecard, a final product quality assessment card, a measure of motivation, a list of electronic exam skills, and a varc scale for learning styles as instruments of the study. the results found the effectiveness of a flipped learning strategy in an adaptive environment in developing the skills of designing electronic tests and measuring the achievement motivation of faculty members. abu quros 14 examined the degree of availability of quality standards in designing electronic tests for diagnostic exams from the viewpoint of faculty members in jordanian universities. the study sample included (200) faculty members in jordanian universities, and the researcher used the descriptive survey approach and developed a questionnaire as a study instrument. the results found that the degree of availability of quality standards in designing electronic tests for diagnostic exams is of a high degree from the viewpoint of faculty members in jordanian universities. allam, jad, and saleh 15 investigated the availability of criteria for controlling the characteristics of questions in electronic tests from the point of view of the faculty members at the faculty of education in al-azhar university. the study used the descriptive approach and used a list of quality standards for electronic tests as an instrument of the study. the results 12 rytkönen, eelis. "university campuses in spatial transformation: a business model typology of case aalto university." facilities (2015). 13 moawad, g. s. i.. the effectiveness of a flipped learning strategy with an adaptive environment in developing the skills of electronic examination design and achievement motivation among faculty members. journal of the college of education, 2020, 20(1), 584-475. 14 abu quros, j. e. f.. the degree of availability of quality standards in designing electronic tests for placement exams from the viewpoint of faculty members in jordanian universities. (unpublished master thesis), middle east university, jordan 2019.. 15 allam, a. j., gad, a. d. and saleh, m. a. m. the skills needed to build electronic exams in light of the quality standards of the faculty members and their assistants. education technology studies and research, 2017, (33), 364-327. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 19 z revealed the availability of standards for controlling the characteristics of questions in electronic tests with a good level from the viewpoint of the study sample. khadka et al 16explored students' and teachers' perceptions of university education in nepal towards the online and alternative examination system (oaes) along with problems and challenges. the study used a mixed-method, using an online survey questionnaire and a focus group discussion. the main results of the research indicated that students and teachers have a positive and satisfactory perception of the used system, and mobile devices and laptops are the main devices, like email and messaging are the main application they used. the challenges they faced were a lack of electricity, no internet connection, poor connectivity, as well as a lack of training and skills to use technology. oluwaseun et al 17 sought to develop a system that would provide a reasonable level of safety and reliability in conducting an electronic exam to meet the needs of students in the webbased testing system. the study relied on the documentary curriculum based on the presentation of previous literature dealing with the development of the web-based testing system in universities in nigeria. the study found that there is potential to enhance the web-based test application with integrated biometric systems, including fingerprint and face recognition to improve the effectiveness and safety of the web-based test application. methods the study used the descriptive method, which is defined as a “systematic method for studying current facts related to a phenomenon, situation, individuals, or specific events or situations, to discover new facts or verify the validity of old facts, their effects, relationships, change, and revealing the aspects that govern them" 18. sampling the study population consisted of all (1521) faculty members at the university of jeddah (the official website of the general authority for statistics, 2020). to identify the number of the research sample, richard geiger's equation was used as follows: 16 khadka, b. k., rokaya, b. b., roka, j., & bhatta, p. d.. perceptions, issues, and challenges towards online and alternative examinations system: a case of mid-western university. international journal of innovative science and research technology, 2020, 5(11), 105-114. 17 oluwaseun, b. r., muyiwa, o. l. u. g. b. e. b. i., olanrewaju, b. a., omolaran, b. b., & iyabo, b. s.. design and implementation of web-based examination system for the university. journal of computer science and control systems, 2016, 9(2), 5-9. 18 sultania, b and gilani, h. basic approaches to social research. cairo: dar al-fajr for publishing and distribution. 2012 ( ) ( )         −      +       = 150.0 1 1 50.0 2 2 2 2 d z n d z n educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 20 z n: population of the study z: the standard score corresponding to the significance (.95), which is equal to (1.96). d: error rate by applying richard geiger's equation to the research population, the study sample consisted of (307) members of the faculty at the university of jeddah, and the final sample consisted of (297) members, with a rate of (96.74%), after excluding (10) members for their incompleteness. instrumentation the study developed a scale to uncover the necessary skills to build and employ electronic exams for faculty members at the university of jeddah in light of the global trend to employ e-learning. the scale contained in its final form two main parts: the first part: the skills needed to build electronic exams, and it consisted of paragraphs 1-30. the second part: the skills needed to employ electronic exams, and it consisted of paragraphs 31-40. the five-point likert scale has been used to correct the search instrument. the answers were given corresponding rates as follows: strongly disagree (1), disagree (2), somehow agree (3) agree (4), strongly agree (5). validity and reliability of the instrument the scale was sent to several specialized professors, to judge the suitability, clarity, and relevance of the paragraphs of the scale. 80% of the judges agreed on the suitability of the linguistic formulation of the paragraphs. the scale was applied to an exploratory sample of (30) faculty members at the university of jeddah. the scale became in its final form after verifying its apparent validity, consisting of (40) paragraphs distributed in two-dimension. the validity of the internal consistency was calculated using the pearson correlation coefficient between the degrees of each paragraph and the total score of the scale. the correlation coefficients of the paragraphs with the total degree of the first dimension were (0.770-0.989 **), and in the second dimension (0.803-0.977 **). all of these rates were statistically significant at (0.01). the constructive validity of the scale's dimensions was verified by calculating the pearson correlation coefficients between the total score of each dimension and the total score of the scale, which was (0.943-0. 993 **), and all of them were statistically significant at (0.01). this indicates the availability of a high degree of constructive validity of the scale. the coefficient of stability of the cronbach alpha was calculated for the scales' dimensions. the values of the cronbach's alpha coefficients for the scale were (0.970 -0.996), and the value of the overall reliability coefficient of the scale was (0.980). these values of the reliability factor indicate the validity of the scale for applicability and the reliability and validity of its results. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 21 z data analysis based on the nature of the research and its objectives, the data were analyzed using the statistical package for social sciences (spss) program and the results were extracted according to the following statistical methods: frequencies, percentages, mean scores, standard deviations, pearson correlation coefficient, and cronbach's alpha coefficient. results and discussion results of the first question to answer the first question, the mean scores and standard deviations of the dimensions of the first part were calculated. the first part included (5) dimensions, which were arranged in descending order according to the mean score of each dimension as shown in the following table: table (1): the mean scores and standard deviations of the responses of the sample about the skills needed to build electronic exams no. dimension mean score st. dev order response rate 1 the first dimension: electronic questions 3.45 0.657 3 high 2 the second dimension: multimedia 3.48 0.838 2 high 3 the third dimension: test time skills 3.53 0.921 1 high 4 the fourth dimension: test evaluation skills 3.40 1.143 5 high 5 the fifth dimension: test security skills 3.41 0.961 4 high total score 3.45 0.444 high table (1) shows that the general mean score for the first part of the scale, the skills needed to build electronic exams had a high response score, with a mean score of (3.45) and a standard deviation of (0.444). the skills needed to build electronic exams have several dimensions addressed in this study as follows: the first dimension: electronic questions the mean scores and standard deviations of the paragraphs of the first dimension were calculated, and then these paragraphs were arranged in descending order according to the mean score of each paragraph, as shown in the following table: table (2): the mean scores and standard deviations of the sample' responses to the electronic questions no. paragraph mean score st. dev order response rate 1 the faculty member's ability to formulate essay questions. 3.55 1.153 2 high 2 faculty member's ability to formulate multiple-choice questions. 3.31 1.340 9 medium educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 22 z 3 the faculty member's ability to formulate true and false questions 3.45 1.268 5 high 4 the ability of the faculty member to formulate ordering questions (phrases, words, concepts, historical events...etc.). 3.56 1.243 1 high 5 the faculty member's ability to formulate the completion questions with words. 3.43 1.336 6 high 6 the ability of the faculty member to create file insertion questions. 3.46 1.358 4 high 7 the faculty member's ability to create completion questions with numbers. 3.40 1.327 7 high 8 the faculty member's ability to create the matching questions (pictures with words, concepts with terms, famous people with dates) 3.47 1.297 3 high 9 the faculty member's ability to design geographic position (hotspot) questions that the student clicks on to determine the correct answer 3.37 1.235 8 medium total 3.45 0.657 high table (2) shows that the overall mean score for the first dimension, electronic questions, came with a high response degree, with a mean score of (3.45) and a standard deviation of (0.657). this is due to the faculty member’s awareness of the importance of formulating questions of all kinds, such as essay questions and ranking questions. this result also indicates the faculty member’s ability to design geographic placement questions because of its great role in measuring the cognitive levels of the learner. this result partly agrees with allam, gad, and saleh (2017), which concluded that the feature for controlling the characteristics of questions is available largely on the part of the faculty members. the second dimension: multimedia: the mean scores and standard deviations of the paragraphs of the second dimension were calculated, and then these paragraphs were arranged in descending order according to the mean score of each paragraph, as shown in the following table: table (3): the mean scores and standard deviations of the sample' responses to multimedia no. paragraph mean score st. dev order response rate 10 the faculty member possesses appropriate text medium embedding skills. 3.67 1.238 1 high 11 the faculty member's ability to use the appropriate sound medium. 3.62 1.393 2 high 12 the ability of the faculty member to employ 3.54 1.495 3 high educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 23 z animation. 13 the faculty member's ability to add videos into the test. 3.38 1.493 5 medium 14 the faculty member's use of pictures didactically within the test. 3.42 1.466 4 high 15 the faculty member's ability to create expressive forms of the subject's content. 3.25 1.511 6 medium total 3.48 0.838 high table (3) shows that the overall score for the second dimension, multimedia, came with a high response degree, with a mean score of (3.48) and a standard deviation of (0.838). this result is due to the faculty member’s awareness of the importance of dealing with multimedia and its employment in the educational process and relying on it in building various electronic exams. the faculty member should have sufficient background on using these media in raising the levels of e-learning and enriching the educational experience of the learner. the third dimension: test time skills the mean scores and standard deviations of the paragraphs of the third dimension were calculated, and then these paragraphs were arranged in descending order according to the mean score of each paragraph, as shown in the following table: table (4): the mean scores and standard deviations of the sample' responses on test time skills no. paragraph mean score st. dev order response rate 16 the faculty member's ability to specify the time spent on solving each of the test questions. 3.28 1.520 4 medium 17 the faculty member's ability to determine the time spent on the feedback used for the test. 3.59 1.442 5 high 18 the faculty member's ability to determine the time consumed in loading the test pages 3.77 1.289 1 high 19 the faculty member's ability in determining the appropriate time for each question according to the type of questions (closed or open, essay or substantive). 3.45 1.416 3 high total 3.53 0.921 high table (4) reveals that the overall score for the third dimension, the test time skills, came with a high response degree, with a mean score of (3.53) and a standard deviation of (0.921). this result is explained by the faculty member’s awareness of the importance of estimating sufficient time to finish the test. it is also because of the member's ability to create questions that educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 24 z are appropriate to the time of the test, whether they are closed, open questions, or essay questions, as they play a major role in determining the time needed for the test. the fourth dimension: test evaluation skills the mean scores and standard deviations of the paragraphs of the fourth dimension were calculated, and then these paragraphs were arranged in descending order according to the mean score of each paragraph, as shown in the following table: table (5): the mean scores and standard deviations of the sample' responses on test evaluation skills no. paragraph mean score st. dev order response rate 20 the prompt correction for answers, such as answers related to substantive questions. 3.28 1.527 5 medium 21 the faculty member's choice of the necessary strategies to correct essay questions such as email. 3.33 1.442 4 medium 22 annotating the correct answer. 3.37 1.451 3 medium 23 providing suggestions for further studying. 3.53 1.431 1 high 24 inspiring learners for correct responses. 3.48 1.454 2 high total 3.40 1.143 high table (5) shows that the overall score for the fourth dimension, the test evaluation skill, came with a high response degree, with a mean score of (3.40) and a standard deviation of (1.143). this result is explained by the importance of the faculty member’s familiarity with all strategies that facilitate the process of electronically evaluating students’ answers according to the quality of each question and providing appropriate feedback. the fifth dimension: test security skills the mean scores and standard deviations of the paragraphs of the fifth dimension were calculated, and then these paragraphs were arranged in descending order according to the mean score of each paragraph, as shown in the following table: table (6): the mean scores and standard deviations of the sample' responses on test security skills no. paragraph mean score st. dev order response rate 25 faculty member's protection of students' data. 3.56 1.345 1 high 26 the faculty member's prevention of cheating during the exam. 3.50 1.388 2 high 27 the faculty member's protection of the testing program from hacking. 3.34 1.450 5 medium 28 the faculty member's protection of the test results from hacking. 3.37 1.433 3 medium educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 25 z 29 providing students with privacy measures such as username and password. 3.35 1.454 4 medium 30 providing a security system that protects testrelated paper data. 3.33 1.432 6 medium total 3.41 0.961 high table (6) reveals that the overall score of the fifth dimension, the test security skill, came with a high response degree, with a mean score of (3.41) and a standard deviation of (0.961). this can be attributed to the faculty member’s awareness of the importance of providing the necessary protection for students’ privacy by using the username feature and having a password for each student, as well as providing a security system that can protect the paper information associated with the test. this result agrees partially with oluwaseun et al (2016), which indicated that there is potential to enhance the application of web-based testing with integrated biometric systems including fingerprint and face to improve the efficacy and safety of the web-based testing application. the result is partly consistent with khadka et al (2020), which showed the satisfaction of faculty and students with modern electronic systems in developing and receiving electronic questions from students, in line with recent developments and trends in e-learning. results of the second question to answer the second question of the study, the mean scores and standard deviations of the second part of the scale were calculated, and then these paragraphs were arranged in descending order according to the means scores as shown in the following table: table (7): the mean scores and standard deviations of the sample's responses on the skills needed to employ electronic exams no. paragraph mean score st. dev order response rate 31 utilizing the capabilities of electronic testing to overcome problems related to precautionary measures related to the emerging covid-19 pandemic. 3.44 1.444 4 high 32 utilizing the capabilities of electronic tests in measuring students' mental abilities. 3.38 1.480 7 medium 33 utilizing the capabilities of electronic tests in measuring students' skills. 3.48 1.426 3 high 34 communication between students and faculty members, where the test is not linked to a specific place. 3.54 1.454 2 high 35 the ability of faculty members to take advantage of the infinite accuracy of evaluation for electronic tests. 3.42 1.560 5 high 36 the ability of faculty members to communicate with students without being linked to a specific 3.27 1.577 10 medium educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 26 z time. 37 the ability to re-apply the same electronic tests in similar circumstances, as they are easy to prepare and provide. 3.36 1.547 9 medium 38 faculty members keep student records electronically and printed on paper when needed. 3.37 1.543 8 medium 39 faculty members employing electronic tests in the immediate correction of the test to save time and effort. 3.40 1.568 6 high 40 presenting evaluation tasks and enriching them with much information and multimedia that merge with written text and audio, both in static and moving images. 3.78 1.180 1 high total 3.45 0.789 high table (7) reveals that the overall score for the second part of the scale, the skills needed to employ electronic exams, came with a (high) response degree, with a mean score of (3.45) and a standard deviation of (0.789). this result can be attributed to the faculty member’s awareness of the importance of employing electronic exams in many different tasks, according to the various features provided by electronic tests, as well as the faculty member’s reliance on them to accurately evaluate electronic tests, especially in light of the spread of the coronavirus pandemic. this result agrees with kuikka et al (2014), which indicated the importance of drawing up a list of the skills that teachers need in developing electronic tests. the result also is partly consistent with hamatsu et al (2016), which indicated the existence of positive perceptions among faculty members about the importance of electronic testing at the university. the result is also consistent with osang (2012), which concluded that the electronic test is the best option for taking exams in open and distance learning institutions because it helps in solving problems related to paper tests, including human errors in correcting the tests and calculating the results. conclusion this study found that the skills needed to build electronic exams for faculty members at the university of jeddah in light of the global trend to employ e-learning came with a high response degree, with a mean score of (3.45) and a standard deviation of (0.444). the results also found that the skills needed to employ electronic exams at the university of jeddah in light of the global trend to employ e-learning came with a high response degree, with a mean score of (3.45) and a standard deviation of (0.789). the results showed the availability of good-level skills for building electronic exams and employing them among faculty members, due to their recent reliance and their students on e-learning because of the recent trends in the use of e-learning at various levels. recommendations: educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 27 z the study recommends the following: 1. conducting training courses for faculty members at the university of jeddah on building electronic exams. 2. attracting a group of experts to train faculty members at the university of jeddah to employ electronic exams. 3. holding scientific seminars on the importance of electronic examination in facilitating the evaluation process for students. 4. designing a guide for faculty members on employing electronic exams in the educational process. references abu quros, j. e. f.. the degree of availability of quality standards in designing electronic tests for placement exams from the viewpoint of faculty members in jordanian universities. (unpublished master thesis), middle east university, jordan 2019 .. abubakar, a. s., & adebayo, f. o.. using computer-based test method for the conduct of examination in nigeria: prospects, challenges, and strategies. mediterranean journal of social sciences, 2014, 5(2), 47-55. allam, a. j., gad, a. d. and saleh, m. a. m. the skills needed to build electronic exams in light of the quality standards of the faculty members and their assistants. education technology studies and research, 2017, (33), 364-327. dhawan, shivangi. "online learning: a panacea in the time of covid-19 crisis." journal of educational technology systems 49, no. 1 (2020): 5-22. gulbahar, y., & kalelioglu, f.. competencies for e-instructors: how to qualify and guarantee sustainability. contemporary educational technology, 2015, 6(2), 140-154 . hassan, n. e. m. the effectiveness of flipped learning based on visual notation in developing the skills of designing electronic tests among faculty members at umm al-qura university. arab studies in education and psychology, 2015 (61), 176-113 ibid jeddah university. report of the e-learning center on the progress of the e-learning process at the university of jeddah, for the first semester of the academic year 2020. e-learning and distance education center. retrieved on 8/25/2020, available at https://we.uj.edu.sa/default.aspx?site_id=55660&lng=ar#themeum-topstories khadka, b. k., rokaya, b. b., roka, j., & bhatta, p. d.. perceptions, issues, and challenges towards online and alternative examinations system: a case of mid-western university. international journal of innovative science and research technology, 2020, 5(11), 105-114 . khadka, b. k., rokaya, b. b., roka, j., & bhatta, p. d.. perceptions, issues, and challenges towards online and alternative examinations system: a case of mid-western educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 28 z university. international journal of innovative science and research technology, 2020, 5(11), 105-114 . moawad, g. s. i.. the effectiveness of a flipped learning strategy with an adaptive environment in developing the skills of electronic examination design and achievement motivation among faculty members. journal of the college of education, 2020, 20(1), 584-475. moawad, g. s. i.. the effectiveness of a flipped learning strategy with an adaptive environment in developing the skills of electronic examination design and achievement motivation among faculty members. journal of the college of education, 2020, 20(1), 584-475. muhammad, s. t. h.. the effectiveness of a proposed electronic program in developing the skills of preparing electronic tests for teachers of the basic education stage. journal of research in the fields of specific education, 2017, (5), 229-209 . oluwaseun, b. r., muyiwa, o. l. u. g. b. e. b. i., olanrewaju, b. a., omolaran, b. b., & iyabo, b. s.. design and implementation of web-based examination system for the university. journal of computer science and control systems, 2016, 9(2), 5-9. rytkönen, eelis. "university campuses in spatial transformation: a business model typology of case aalto university." facilities (2015 .) suleiman, s. a. and suleiman, m. a. the effectiveness of using the educational platform moodle in developing the skills of designing electronic tests among faculty members at dhofar university. journal of educational and psychological research, 2020, 17(66), 315-288 . sultania, b and gilani, h. basic approaches to social research. cairo: dar al-fajr for publishing and distribution. 2012 educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) ontology of pengembangan masyarakat islam (pmi) da'wah science in the community development approach ahmad husna, abdul syukur, rini setiawati doktoral ilmu pengembangan masyarakat islam uin raden intan lampung ahmadhusna13@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract this research aims to understand the potential and impact of integrating the science of islamic propagation (ilmu dakwah) within the context of islamic community development (pengembangan masyarakat islam pmi) in a community development approach. it explores the fundamental concepts of ilmu dakwah pmi and community development and investigates how their integration can bring about positive change within muslim communities. the study identifies several benefits, including increased community participation, sustainable development, and enhanced religious understanding, but also highlights challenges such as resistance to change, conflicting interpretations of religion, and logistical aspects in implementation. additionally, it underscores the significance of a deep understanding of social and cultural contexts, as well as the role of information technology, especially social media, in the success of this integration. this research demonstrates how the integration of ilmu dakwah pmi with community development combines islamic values, propagation methods, and community development principles to enhance the quality of life for muslim communities. the advantages of this integration include increased community participation, sustainable development, and a better understanding of religion. however, challenges such as resistance to change, conflicting interpretations of religion, and logistical aspects must be addressed. a deep understanding of local culture and the effective use of information technology, particularly social media, also play pivotal roles in the success of this integration. keywords: ontology, community development, pmi introduction islamic community development (icd) or “pengembangan masyarakat islam (pmi)” is a crucial concept in the islamic world that encompasses various aspects, including the enhancement of social welfare, education, economy, and morality within muslim communities.1 da'wah science, as a discipline aimed at spreading the message of islam and building religious awareness, has significant potential in guiding muslim 1 al-khatib, m. n. the role of islamic preaching in community development: the case of palestine. journal of community positive practices, 18(1), 2018, h. 8-26. volume 8, number 3, november 2023| 313 communities toward these goals.2 pmi is a manifestation of the aspiration to create a society based on islamic principles, where moral values, social justice, and concern for others are the primary foundations of development. pmi aims to address various challenges faced by muslim communities, including poverty, lack of access to education, and economic inequality. in this context, exploring the ontology of da'wah science in pmi within the community development approach aims to understand how da'wah science can be a primary driver in improving the quality of life for muslim communities. community development is a proven framework for enhancing the quality of life through active participation in the development process.3 da'wah science goes beyond the mere dissemination of religious teachings; it also conveys messages that motivate individuals to play an active role in community development.4 these messages encompass not only religious aspects but also ethics, morality, and social responsibility. in the context of pmi, da'wah science plays a key role in shaping muslim individuals who are not only religiously observant but also concerned about the overall well-being of society. in the ever-changing world, understanding how da'wah science and community development can interact and contribute to each other is crucial. therefore, this paper will detail the basic concepts of da'wah science in pmi and the community development approach, examining how their integration can form a practical ontology. by combining an understanding of islamic values, the mission of da'wah science, and the community development approach, we can comprehend how to advance muslim communities for the better. over time, the role of da'wah science in the context of pmi has become increasingly significant. muslim societies face various global challenges, including modernization, globalization, and rapid social changes. in this context, da'wah science has the potential to guide muslim communities through these changes and challenges. however, the greatest challenge lies in integrating da'wah science into the proven framework of community development on a global scale. the foundational concept of da'wah science in pmi includes conveying islamic messages, moral development, and enhancing religious understanding.5 on the other hand, community development emphasizes the active participation of the community in sustainable and inclusive development processes.6 therefore, it is essential to consider the role of technology in developing this ontology and how it can support and strengthen da'wah messages in the context of pmi. in this regard, the concept of the ontology of da'wah science in pmi within the community development approach employs an interdisciplinary approach. we will examine 2 yusuf, a. integrating islamic preaching into community development programs: a case study of indonesia. journal of dakwah and community development, 5(2), 2019, h. 112-128. 3 al-mawardi, a. dakwah and community development: an integrated approach. journal of islamic development management, 15(2), 2017, h. 45-61. 4 ibid; 5 yusuf, a. integrating islamic preaching into,,op.cit. h. 120 6 al-khatib, m. n. the role of islamic preaching,,loc.cit volume 8, number 3, november 2023| 314 the contributions of various disciplines such as sociology, anthropology, and theology in understanding the complexity of muslim community development. 7 this will help us develop a more comprehensive understanding of this ontology and how it can be implemented in various contexts. this exploration is an initial step in realizing the significant potential of integrating da'wah science in pmi with the community development approach. it is expected to provide a foundation for further research and practical actions that can assist in developing muslim communities sustainably. through this research, we will explore the fundamental concepts and principles governing the integration of da'wah science in pmi and community development. additionally, we will present concrete cases and best practices demonstrating how this ontology can be applied in various contexts of muslim communities.8 through this research, we hope to provide valuable insights into how we can more effectively use da'wah science to improve the conditions of muslim communities worldwide. method research on the ontology of da'wah science in islamic community development (pmi) within the community development approach is a philosophical and theoretical study. the suitable research method for this study is the descriptive analytical research method. this research aims to understand the ontological basis of da'wah science in pmi and how this ontology influences the community development approach in the context of islamic community development. primary data sources in this research will involve the analysis of texts and documents related to da'wah science in pmi, such as written works, speeches, and important documents. in addition, interviews with experts and practitioners of da'wah science involved in pmi can provide deeper insights into the ontology underlying the community development approach. secondary data sources will include literature relevant to da'wah science, ontology, and community development. these documents will be used to deepen understanding and compare the ontology of da'wah science in pmi with existing ontological theories. data collection tools will involve text analysis, interviews, and literature review. the data analysis techniques used will include content analysis of texts, thematic coding of interviews, and comparative analysis against relevant ontological theories. the validation of literature authenticity in this literary research will be ensured by verifying that the literature used in this study is reliable and relevant. additionally, a comparative analysis of the ontology of da'wah science in pmi with other existing ontologies will aid in verifying the research results. 7 ibid; 8 al-mawardi, a. dakwah and community development,,loc.cit,,h. 50 volume 8, number 3, november 2023| 315 this research is expected to contribute to the understanding of the ontology of da'wah science in pmi and how this ontology can serve as the basis for the community development approach in the context of islamic community development. result and discussion the relevance of integrating the science of da'wah pmi with community development firstly, it is important to realize that both the science of da'wah pmi and community development focus on active community participation. the science of da'wah pmi aims to shape devout and responsible muslim individuals within society, while community development regards the community as an agent of change with local knowledge and a deep understanding of their own needs. the integration of both is relevant as they both emphasize the importance of actively involving the community in development.9 furthermore, integrating the science of da'wah pmi with community development can be an effective way to motivate muslim communities to actively participate in their own development efforts. the science of da'wah has the potential to disseminate messages of islam that encourage positive actions and social responsibility. by integrating da'wah concepts into community development programs, such as religious education, moral values, and a profound understanding of islam, communities can better comprehend their responsibilities in social, economic, and environmental development. moreover, this integration can also strengthen moral values and ethics in development efforts. the science of da'wah pmi promotes goodness, integrity, and social responsibility. through this approach, muslim communities may be more willing to collaborate on development projects that reflect their religious values. this can create stronger bonds among community members, fostering better cooperation in achieving development goals.10 the potential of integrating the science of da'wah pmi with community development the potential integration of the science of da'wah pmi with community development also involves enhancing the understanding of islam among community members. through robust religious education, communities can gain a deeper understanding of islamic teachings, motivating them to integrate religious values into their 9 hasan, m. f. empowering communities through the integration of dakwah principles in development projects. islamic studies and community development, 12(3), 2019, h. 112-128 10 putri, r. d., & hidayat, a. the role of religious leaders in promoting community participation in development: lessons from an indonesian village. journal of islamic community development, 25(4), 2020, h. 321-339 volume 8, number 3, november 2023| 316 daily lives and development projects. this fosters a community committed to ethical behavior and social responsibility.11 this potential also encompasses strengthening the community's capacity to manage and control its own development. by combining the understanding of the science of da'wah pmi regarding social and moral responsibility, communities can be more effective in planning and managing development projects that align with their values.12 in this context, it is crucial to conduct further research and develop a concrete framework for the integration of the science of da'wah pmi with community development. in-depth research and collaboration among stakeholders involved can help optimize the positive potential of this integration. key elements in the ontology of the science of da'wah pmi in the context of community development the ontology identifies several key elements that play a central role in this approach. religious education is one of the primary identified elements. religious education serves as the foundation for understanding islamic values, ethics, and morality. in the context of community development, a robust understanding of religious values can provide a solid basis for communities to engage in ethical and islamically principled development projects.13 in addition to religious education, community participation is also identified as a key element in this ontology. active community participation is at the core of the community development approach. in the context of the science of da'wah pmi, this participation can be seen as a tangible act in practicing islamic teachings that encourage involvement and cooperation in building a better society. communities actively engaged in the development process tend to have a higher sense of ownership of these projects.14 social justice is the third element in this ontology. social justice is a crucial principle in islam and is also a value emphasized in community development. the ontology identifies the importance of creating development structures and programs that prioritize social justice. this includes fair distribution of resources, equal opportunities, and 11 yusuf, s. a., & ibrahim, h. enhancing social capital for sustainable development: a study on the integration of dakwah and community development approaches. community development journal, 35(1), 2018, h. 78-95 12 rahman, s., & gupta, r. synergy between dakwah and community empowerment: a path to inclusive development in indonesia. international journal of islamic development, 27(2), 2020, h. 210-225 13 hasan, m. f. integrating religious education into community development: a framework for islamic values-based development, 2021, h. 34-36 14 putri, r. d., & hidayat, a. fostering community participation through dakwah principles: a path to empowered communities, 2019, h. 56 volume 8, number 3, november 2023| 317 protection of the rights of individuals and weaker community groups. thus, the integration of the science of da'wah pmi in community development can serve as a tool to achieve social justice goals in muslim communities.15 conclusion the integration of the science of da'wah pmi within the framework of community development is a crucial step in enhancing the quality of life for muslim communities. along this journey, several factors must be taken into consideration. the benefits of this integration include increased community participation, sustainable development, and a deeper understanding of religion. however, challenges such as resistance to change, conflicts between interpretations of religion, and logistical issues in implementation also need attention. the significance of a profound understanding of the social, cultural, and information technology context within muslim societies cannot be overlooked. by designing thoughtful strategies, taking culturally sensitive measures, and effectively leveraging information technology, this integration has the potential to create sustained positive changes in muslim communities. ultimately, the integration of the science of da'wah pmi and community development embodies how religious values and principles of da'wah can serve as primary forces in social and humanitarian development. summarizing the importance of integrating the science of da'wah pmi with community development, identifying the benefits and challenges involved, and emphasizing the importance of understanding the social, cultural, and information technology aspects in this context, this integration holds great potential to achieve better development goals in muslim communities. however, it also requires careful understanding and handling of the dynamics involved. references abdurrahman, a. integrating islamic preaching into community development: a case study of a rural indonesian village. journal of community development studies, 18(2), 2021, ahmad, s. amar ma'ruf nahi munkar: panduan dakwah sosial dalam masyarakat muslim. (jakarta, penerbit bina ilmu, 2020), ali, r. embracing diversity in islamic community development: a framework for inclusive practices. 2018, ali, r. enhancing religious understanding through integrated dakwah and education initiatives. 2018, al-khatib, m. n. the role of islamic preaching in community development: the case of palestine. journal of community positive practices, 18(1), 2018. 15 rahman, s., & gupta, r. promoting social justice through integrated dakwah and community development approach. (bandung, alfabeta, 2020), h. 77 volume 8, number 3, november 2023| 318 al-mawardi, a. dakwah and community development: an integrated approach. journal of islamic development management, 15(2), 2017. azhar, a. digitalization of islamic preaching: a study of religious apps and websites in indonesia, 2019, aziz, r. integrating islamic values and local culture in development initiatives: lessons from indonesian communities. journal of community development, 35(1), 2018. fatimah, a. n., & suryani, l. empowering women through integrated dakwah and community development initiatives.(jakarta, pelajar, 2019), hasan, m. f. integrating religious education into community development: a framework for islamic values-based development, 2021, hasan, m. f. managing religious diversity in islamic community development. 2021, hasan, m. f. empowering communities through the integration of dakwah principles in development projects. islamic studies and community development, 12(3), 2019, hasyim, r. community development: teori dan aplikasi. (jakarta, pustaka pelajar, 2018), hidayat, a., & firdaus, m. budaya, agama, dan pembangunan: menyelaraskan nilai-nilai lokal dengan prinsip-prinsip islam. journal of islamic community development, 30(2), 2017. hidayat, a., & firdaus, m. logistics and resource management in integrated dakwah and community development initiatives. 2017, ibrahim, h. dakwah dan pemberdayaan masyarakat: kasus-kasus sukses di indonesia. (jakarta, pustaka pelajar, 2016), indrawan, b. managing resistance to change in islamic community development. 2019, nasution, z. pendidikan agama islam dalam pembangunan masyarakat. (jakarta, rajawali press, 2017), pratama, b., & dewi, s. r. youth engagement in islamic community development: a framework for empowerment, 2020, putra, b. budaya dan pembangunan masyarakat: memahami peran budaya lokal dalam pengembangan komunitas. jurnal sosial dan budaya, 14(2), 2019. putri, r. d., & hidayat, a. fostering community participation through dakwah principles: a path to empowered communities, 2019, putri, r. d., & hidayat, a. the role of religious leaders in promoting community participation in development: lessons from an indonesian village. journal of islamic community development, 25(4), 2020, raharjo, k. pengembangan masyarakat dan pemberdayaan masyarakat: konsep dan aplikasi. (jakarta, rajawali pers, 2017), rahman, s., & gupta, r. synergy between dakwah and community empowerment: a path to inclusive development in indonesia. international journal of islamic development, 27(2), 2020, rahman, s., & gupta, r. enhancing social capital for community development: lessons from a participatory action research project. community development journal, 25(4), 2018, rahman, s., & gupta, r. promoting social justice through integrated dakwah and community development approach. (bandung, alfabeta, 2020), volume 8, number 3, november 2023| 319 rahman, s., & yusuf, s. a. learning from experience: a framework for continuous improvement in integrated dakwah and community development initiatives, 2017, rahmat, s. the role of social media in disseminating islamic preaching: a case study of indonesian islamic scholars' online presence. 2021, riyanto, a. integrating islamic values and cultural sensitivity in community development: a framework for effective implementation. journal of cultural studies, 25(3), 2020. smith, j. a., & johnson, l. m. community participation in sustainable development: a case study of rural indonesia. journal of sustainable development, 15(2), 2020, sudarmanto, b. pemberdayaan masyarakat melalui community development. (jakarta, rajawali pers, 2019), surya, d. a. budaya lokal sebagai konteks penting dalam pemberdayaan masyarakat: studi kasus dari desa-desa di jawa barat. jurnal pembangunan masyarakat, 22(4), 2021. suryanto, b., & fitriani, r. digital analytics for assessing the impact of online islamic , preaching and community development initiatives, 2020, widianto, a., & nurhayati, d. engaging youth through digital islamic preaching and community empowerment, 2018, yusuf, a. integrasi dakwah islam dalam pengembangan masyarakat. (jakarta, pustaka insani, 2019), yusuf, a. integrating islamic preaching into community development programs: a case study of indonesia. journal of dakwah and community development, 5(2), 2019. yusuf, s. a., & ibrahim, h. enhancing social capital for sustainable development: a study on the integration of dakwah and community development approaches. community development journal, 35(1), 2018, volume 7, number 1, may 2022 | 53 effectiveness of online learning during the covid-19 pandemic in indonesia fitriya dwi anggraini master of management study program department of management faculty of economics and business trunojoyo madura university, bangkalan fi3ya23@gmail.com accepted: feb 12th 2022 reviewed: march 17th 2022 published: may 30th 2022 abstract: this study is based on the effectiveness of online learning during the covid-19 outbreak. the purpose of this study is to analyze the effectiven of online learning systems in the future and provide the right solution for distance learning. the research method used is qualitatively descriptive. the study used two data sources: primary data and secondary data. primary data is taken directly by conducting interviews with students with several universities. secondary data is drawn from literature studies through books, articles, research journals and media. the result of this study is that the online learning system is the right policy in the current endemic period to reduce the number of spread of covid-19 cases. the learning system still has obstacles in terms of supporting facilities and infrastructure and internet access available keyword: effectiveness, online learning, covid-19 introduction because of the virus, 2020 is a worrying year for the entire world's population (covid-19). the sars-cov-19 virus causes covid, an infectious disease. on december 31, 2019, the virus made its first appearance in wuhan, china 1. the spread of covid-19 is so rapid that the who declared the coronavirus an endemic disease on march 11, 2020.2 covid-19 cases are increasing at an alarming rate, necessitating immediate attention. fever, dry cough, and fatigue are common symptoms of people who have been exposed in general. because the community still engages in social activities in large numbers, transmission through close contact between communities cannot be predicted3. 1 thakur dhakal, “what will be the future effect of wuhan corona-virus?,” ssrn electronic journal (2020); fellyanda suci agiesta, “cerita lengkap asal mula munculnya virus corona di wuhan,” merdeka.com, 2020; denny adhietya febrian, “asal mula dan penyebaran virus corona dari wuhan ke seluruh dunia,” idntimes.com, 2020. 2 edy parwanto, “virus corona (sars-cov-2) penyebab covid-19 kini telah bermutasi,” jurnal biomedika dan kesehatan (2021); anand kumar sharma, “novel coronavirus disease (covid-19),” resonance (2020); nur rohim yunus and annissa rezki, “kebijakan pemberlakuan lock down sebagai antisipasi penyebaran corona virus covid19,” salam: jurnal sosial dan budaya syar-i 7, no. 3 (2020), http://dx.doi.org/10.15408/sjsbs.v7i3.15083; ariyato, “asal mula dan penyebaran virus corona dari wuhan ke seluruh dunia – bappeda provinsi ntb,” berita bappeda/berita sosial, 2020. 3 christian kuswibowo, “analisis pengaruh kompetensi, motivasi kerja dan pengembangan karir terhadap produktivitas kerja guru pada lembaga pendidikan islam,” journal of islamic education and innovation (2021): 153–164. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 54 at the start of 2020, the world has yet to discover a cure for covid-19, causing medical personnel who treat covid-19 victims to be overwhelmed. on march 2, 2020, president jokowi widodo announced that the coronavirus had entered indonesia 4. "due to the covid-19 pandemic, government officials have devised strategies to limit outdoor activities until the outbreak subsides. the government encourages all indonesians to follow the 5 m rule, which includes keeping a safe distance, wearing masks, avoiding crowds, limiting mobility, and washing hands with soap in running water. the covid-19 virus is expected to be suppressed as a result of this. in early 2021, the government advised citizens to get the sinovac vaccine in order to prevent the spread of the disease in indonesia. the president, state officials, and representatives from various circles in the country gave the first covid vaccine with the goal of educating the community. in indonesia, pandemics have spread to all aspects of society, including education. the central and local governments implement education policies by closing all educational institutions. (2020, firdaus) due to the closure of educational institutions, the government has decided to implement a solution that involves conducting the teaching and learning process entirely online. this is in accordance with the minister of education and culture of the republic of indonesia's decree on the implementation of education policy in the emergency period of corona virus disease spread, circular letter no. 4 of 2020. (covid-19). learning is defined as the process of learners interacting with educators and learning resources in a learning environment, according to article 1 paragraph 20 of law no. 20 of 2003 concerning the national education system 5. minister of education and culture nadiem anwar stated that policies in the field of education are essential for the welfare and safety of students, students' families, and the community during the covid-19 pandemic. because the learning process requires students and lecturers to conduct it-based distance learning using applications prepared by the minister of education and culture, learning during the pandemic has become a notable change in the world of education. information technology must become more sophisticated in the future so that it can be used to its full potential 6. one of the goals of the indonesian government is to educate the nation's citizens. even though we are in the midst of a pandemic, education must continue to be implemented. in order to achieve quality learning, lecturers' creativity and innovation become crucial in the distance learning process. lecturer training programs in information and communication are essential for distance learning fluency. the study's goal is to determine how effective online learning systems are for emigrants. method the research method used in research is descriptive qualitative methods. descriptive qualitative is more relevant in this study to analyze the effectiveness of online learning 4 muh barid nizarudin wajdi et al., “education policy overcome coronavirus, a study of indonesians,” edutec: journal of education and technology 3, no. 2 (2020): 96–106. 5 irinna aulia nafrin and hudaidah hudaidah, “perkembangan pendidikan indonesia di masa pandemi covid-19,” edukatif : jurnal ilmu pendidikan 3, no. 2 (2021): 456–462, http://dx.doi.org/10.31004/edukatif.v3i2.324. 6 a m. basar, “problematika pembelajaran jarak jauh pada masa pandemi covid-19 (studi kasus di smpit nurul fajri – cikarang barat – bekasi),” edunesia : jurnal ilmiah pendidikan 2, no. 1 (2021). educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 55 systems in the covid-19 outbreak period as it is today. the data used is primary data and secondary data. primary data is obtained directly from research subjects taken directly by researchers to sources directly through interviews. the interview was conducted to students of malang state university, muhammadiyah university of yogyakarta, pamekasan state islamic institute, university of muhammadiyah malang. secondary data is obtained from literature studies, namely articles, research journals and media related to online learning.. results and discussion covid-19 had spread around the world by 2020, including to indonesia, prompting some countries to issue policies to deal with the spread. pandemics have wreaked havoc on the world's economic stability as well as the field of education. as the number of cases of covid-19 grows, some countries are implementing lockdown policies, while others are not. to stop the spread of the covid-19 virus, the indonesian government implemented policies with large-scale social restrictions (psbb). because of the resurgence of covid-19 with delta variants in mid-2021, the government issued a policy with the enactment of restrictions on community activities (ppkm), so learning is still done online7. as a result, the government encourages all indonesians to stay at home and refrain from engaging in activities outside the home. this pandemic has an impact on all sectors, including education, which has been temporarily closed until a date that has not been determined. even in the midst of the current pandemic, learning must continue, so the government has enacted a policy of distance learning, also known as online learning. "the process of learning from home is carried out with the following instructions," according to circular letter no. 4 of 2020 concerning the implementation of education policy in the emergency period of the spread of corona virus disease (covid-19). a. learning from home via online / distance learning allows students to have a more meaningful learning experience without being burdened by the demands of completing all curriculum achievements in order to advance in class or graduate.; b. learning from home can be used to teach life skills, such as how to deal with the covid-19 pandemic.; c. learning activities and tasks from home can vary between students, according to their interests and conditions including considering access gaps / learning facilities at home; d. teachers provide qualitative and useful feedback on evidence or products of learning from home activities without requiring quantitative scores.." online learning requires digital devices, namely personal computers, laptops and mobile phones connected to the internet network to access information universally and globally (firdaus, 2020). distance learning systems can be done anywhere and anytime. there are two types of online learning: cyclic and asynchronous learning. cycloronus is a learning system for real-time communication. google meet and zoom meeting are two popular meeting apps. asikronus is a learning system that employs intermediary media to facilitate learning rather than doing so simultaneously. edmodo, google classroom, canvas lms, and whatsapp groups are among the asikronus applications used. lecturers and students typically use asicchronic learning to provide materials, syllabuses, assignments, and task collection. 7 maya puspita dewi and muh barid nizarudin wajdi, “optimizing the role of nganjuk government in online learning during the pandemic,” educatio: journal of education 6, no. 1 (2021): 79–87. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 56 for students and lecturers to do distance learning, online learning requires a high enough kouta. students' parents must budget for the rising cost of internet shopping as part of the distance learning process. however, not all students come from families, and for some parents, the high demand for internet access creates a dilemma. the government recognizes the phenomenon that occurs among parents and offers free 15 gb kouta assistance to students every month. it is hoped that this kouta assistance will relieve parents of some of their responsibilities. during online learning, there are a number of challenges to overcome. an adequate internet network is required for online learning. when problems arise while online, the internet network is often less stable, and electricity is out, causing lectures to be disrupted. not all students live in cities where internet access is relatively easy to come by. however, for students who live in the countryside or outside of the city, internet access is a problem that makes online learning difficult. students said they have difficulty receiving lecture material online due to time constraints and sometimes a less stable internet connection, so the delivery delivered by lecturers is not fully received properly, according to the results of interviews related to understanding lecture materials delivered by lecturers during online learning. students frequently use google and youtube to find their own literature based on the topics discussed in online lectures. this necessitates lecturers' creativity and innovation in delivering online courses. the goal of providing a syllabus for each course is to allow students to know ahead of time what material will be delivered in each lecture schedule and to learn the outline of what will be conveyed by lecturers at lecture meetings. to reduce student saturation, in addition to the lecturer's syllabus, videos can be played on the sidelines of lectures. according to some students, online learning is less effective because online lectures cause some students to have difficulty understanding the material, and some lecturers also complain about material delivery being a little difficult. when it comes to theory of practice, such as engineering theory and statistics, online lecture material can be difficult to convey. however, the online learning system's current covid-19 outbreak period is the best policy for reducing covid-19 transmission. because of the less stable internet signal, noise during discussion, and lecturers who are late 8, some students do not focus on the cause during online lectures. students also frequently turn off the camera and do other activities, then turn it back on at the end of the lecture, resulting in material delivery that is not optimal and lecturer monitoring that is not optimal. this should be addressed by including lecture rules in each lecture schedule so that lecturers can keep track of their students and materials are delivered as efficiently as possible. conclusion the covid pandemic has had a profound impact on all sectors, including education. even in difficult times like today, education must continue to run because one of the goals of the indonesian nation is to educate the indonesian nation's life. the government has provided an online learning solution for the implementation of spells during the current pandemic. the goal of online learning is to decrease the number of cases of covid-19 spread. 8 ayu wulandari and gusti ngr sastra agustika, “dramatik pembelajaran daring pada masa pandemi covid19,” mimbar pgsd undiksha 8, no. 3 (2020): 515–526; maya puspita dewi and muh barid nizarudin wajdi, “distance learning policy during pandemic covid-19,” edutec: journal of education and technology 4, no. 3 (2021): 325–333. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 57 students who learn online have the ability to search for data from a variety of sources to supplement their understanding of the course. online learning forces us to shift our educational behavior away from traditional face-to-face instruction and toward online learning. because this is a new policy, there are still a number of challenges to overcome, such as frequently disrupted internet networks and difficulty comprehending learning materials. because this is a new policy, there are still a number of challenges to overcome, such as an unreliable internet connection and difficulty comprehending learning materials. various methods and strategies are required in online learning methods to provide material understanding to students so that they can understand and receive the material delivered.. references agiesta, fellyanda suci. “cerita lengkap asal mula munculnya virus corona di wuhan.” merdeka.com, 2020. ariyato. “asal mula dan penyebaran virus corona dari wuhan ke seluruh dunia – bappeda provinsi ntb.” berita bappeda/berita sosial, 2020. basar, a m. “problematika pembelajaran jarak jauh pada masa pandemi covid-19 (studi kasus di smpit nurul fajri – cikarang barat – bekasi).” edunesia : jurnal ilmiah pendidikan 2, no. 1 (2021). dewi, maya puspita, and muh barid nizarudin wajdi. “distance learning policy during pandemic covid-19.” edutec: journal of education and technology 4, no. 3 (2021): 325– 333. ———. “optimizing the role of nganjuk government in online learning during the pandemic.” educatio: journal of education 6, no. 1 (2021): 79–87. dhakal, thakur. “what will be the future effect of wuhan corona-virus?” ssrn electronic journal (2020). febrian, denny adhietya. “asal mula dan penyebaran virus corona dari wuhan ke seluruh dunia.” idntimes.com, 2020. kuswibowo, christian. “analisis pengaruh kompetensi, motivasi kerja dan pengembangan karir terhadap produktivitas kerja guru pada lembaga pendidikan islam.” journal of islamic education and innovation (2021): 153–164. nafrin, irinna aulia, and hudaidah hudaidah. “perkembangan pendidikan indonesia di masa pandemi covid-19.” edukatif : jurnal ilmu pendidikan 3, no. 2 (2021): 456– 462. http://dx.doi.org/10.31004/edukatif.v3i2.324. parwanto, edy. “virus corona (sars-cov-2) penyebab covid-19 kini telah bermutasi.” jurnal biomedika dan kesehatan (2021). sharma, anand kumar. “novel coronavirus disease (covid-19).” resonance (2020). wajdi, muh barid nizarudin, iwan kuswandi, umar al faruq, zulhijra zulhijra, khairudin khairudin, and khoiriyah khoiriyah. “education policy overcome coronavirus, a study of indonesians.” edutec: journal of education and technology 3, no. 2 (2020): 96–106. wulandari, ayu, and gusti ngr sastra agustika. “dramatik pembelajaran daring pada masa pandemi covid-19.” mimbar pgsd undiksha 8, no. 3 (2020): 515–526. yunus, nur rohim, and annissa rezki. “kebijakan pemberlakuan lock down sebagai antisipasi penyebaran corona virus covid-19.” salam: jurnal sosial dan budaya syar-i 7, no. 3 (2020). http://dx.doi.org/10.15408/sjsbs.v7i3.15083. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 138 developing “seey“ android-based game for learning english grammar: research and development silvi nuril maulidyah, hesty puspita sari, rahmatika aini islamic balitar university, blitar msilvinuril@gmail.com, hestypuspita1403@gmail.com, jumintenlarasati@gmail.com accepted: may 3th 2022 reviewed: august 5th 2022 published: nov 30th 2022 abstract : the study's goal is to create a “seey” android-based game for learning grammar with eighth-grade junior high school students. in this research, the research and development method is utilized (r and d). the study's emphasis was on 30 pupils from a random school in blitar regency, including six teachers and students from smpn 1 sutojayan, smpn 1 talun, and smpn 1 kanigoro. in addition to interviews, observations, and documents, this study also used a quantitative approach. the method of creating "seey" android-based game material as a teaching aid. results of the study are displayed: (1) developing “seey” android-based game for learning english grammar to eighthgraders in jun high school, with a focus on tenses that are more advanced and have four tenses (simple0present0tense, present0continuous0tense, simple0past0tense, and past0continuous tense) (2) “seey” android-based game was valid, as evidenced by the fact that media validators gave it an overall score of 271 and an 82 percent accuracy rate. this value falls between 81 and 100 percent according to the grading standards for the "very valid" category. additionally, the learning media “seey” android-based game is very appropriate for students to improve their grammatical competence keywords: “seey” android-based game, learning grammar, research and development introduction a scourge for most students in learning english is ”grammar” 1. grammar as an english component becomes a stranger for students due to its difficulty. this barrier now frequently arises in classrooms. english is not a mother tongue and is a foreign language, which is one of many factors that have led to this predicament. unless a student is taking rigorous classes outside of school, english is not commonly heard or utilized for conversation by students. researchers discover an intriguing phenomenon: juniorkhighkschoolsenglish instruction and learning are ineffective. curiousity, creativity, cooperation, and psychomotor intellectual ability must all be developed in balance according to the 2013 curriculum. one of the key subskills to master when studying english is grammar. 2, explain grammar as a term for the 1 lulu jola uktolseja, abraham manuhutu, and jalmijn tindage, “the effectiveness of folklore based animation video in enhancing students’ speaking skill,” interaction: jurnal pendidikan bahasa 8, no. 2 (2021): 386–395. 2 muhammad ali ghufron and fathia rosyida, “the role of grammarly in assessing english as a foreign language (efl) writing,” lingua cultura 12, no. 4 (2018): 395. mailto:msilvinuril@gmail.com mailto:hestypuspita1403@gmail.com mailto:jumintenlarasati@gmail.com educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 139 language's ability to change the forms of words and combine them to produce sentences. when grammar is present, especially when it comes to sentence structure, it can greatly aid in mastering english. according to what scientists have as can be read in the original interview transcript, the researcher came to the conclusion that students find studying without any media to be extremely boring. the media is crucial for this situation's grammatical instruction. 3, adds that games can be media that will give many advantages for teacher and the students either.the english learning process needs to be changed up, according to the students. the most important factor is that the students enjoyed the english class so they can easily learn more and more tenses. for the children to know the tenses, they require activities. by placing the student at the center of the learning process, the educational game makes learning easier, more enjoyable, and more efficient. because to the pandemic, it is more beneficial for the digital game than the traditional game covid-19. students can learn and advance their skills at home. thus, the instructional processes continue to be effective. theories and study results were double-checked by the researcher to make sure they were accurate. according to 4, teaching media is a way to communicate educational messages or curriculum. a learning media product is created, such as a book, movie, instructional game, etc., to develop the media 5 . these arguments are supported by 6, they suggest that educational games are more significant now because they help make learning languages enjoyable. the results of other researchers' studies were evaluated by researchers in order to find a solution to the issue. in order to support his argument, the researcher refers to three previous studies. the first previous study was conducted by 7, the title of her research is developing instructional media of basic english grammar weblog for the first year students of senior high school 11 makassar. the third previous study was conducted by 8 the title of her research is the effectiveness of english tenses android application to improve students’ grammar on simple past tense. the researcher came to the conclusion that the researcher-developed digital game from all the phenomena and analysis above. researchers confidently establish “seey” android-based game as learning media to assist grammar instruction for students of the eighth-grade junior high school. the “seey” android-based game methodology for learning english grammar to eighthpgradepstudents in junior high school was developed in response to issues found in the study for eighth-gradehstudents. method 3 a arsyad, “media pembelajaran” (2015); hesty puspita sari and wahyu dwi lestari, “designing superlary game to learn vocabulary of tenth grade students,” educatio: journal of education 5, no. 2 (2020): 159–168. 4 arsyad, “media pembelajaran.” 5 brian paltridge and sue starfield, the handbook of english for specific purposes, vol. 592 (wiley online library, 2013). 6 ali derakhshan and elham davoodi khatir, “the effects of using games on english vocabulary learning,” journal of applied linguistics and language research 2, no. 3 (2015): 39–47; gurmit singh and jack c. richards, “teaching and learning in the language teacher education course room:,” relc journal 37, no. 2 (august 2006): 149–175. 7 nur ima, “developing instructional media of basic english grammar webblog for the first year students of senior high school 11 makassar” (universitas islam negeri alauddin makassar, 2017). 8 mannun sahila, “the effectiveness of english tenses android application to improve students’ grammar on simple past tense,” a graduating paper (2019): 1–56. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 140 research and development is a research methodology used to design a specific product and assess its effectiveness 9. mixed qualitative and quantitative methods are used in the research to analyze the data. researchers can obtain quantitative data using questionnaires, preand post-tests, and expert validation, while qualitative data can be gathered through observations, interviews, and documents. as part of its qualitative methodology, this study makes use of observations, interviews, and written materials. table 1. research instrument method focus results obsevation f4: learning process the school doesn’t have a language laboratory. the teaching learning process is in the classroom. f3: media the teacher used ppt and videos. the teacher showed one videos. there is no additional media used in the classroom. interview english teacher the result of this interview shown that there was students’s problem in grammar mastery especially in tenses. the students need to learn tenses to konw larger and be better in writting. it is not just writing but also another skill. researchers can acquire qualitative data by observation, interviews, or documents; for quantitative data, they can employ questionnaires, pre-tests, or expert validation. this study uses a qualitative methodology and includes an observational method, a document, and an interview. it was expected that research and development methods would lead to the discovery and testing of new products that would enhance the quality of life for individuals, organizations, and society as a whole to create the product, the researchers used sugiyono's framework and seven phases: finding potential problems and solution, data collection, design and development, experts validation and revision, product trial (experiment), evaluation and revision by experts, and final production. the following study framework and techniques describe how sugiyono's framework has been modified: 9 dr sugiyono, “metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d” (2013). potentia l and proble data collecti on produc t revisio trial design validat ion product design mass produc tion educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 141 figure 1. research and development framework the researchers use observation to identify potential issues and potential fixes. the observation is carried out to determine any learning issues that may develop and the students' concerns regarding english learning. after learning about the issue, the researcher was interested in finding a solution to help the kids. after that, the researchers gathered data by triangulating data. the researcher created the product in accordance with the learning requirements using the data that was gathered. the item should be verified by the validators prior to use. for the product, there were three media validators. the product is then revised by the researchers in light of the validators' recommendations. the product is then created for a specific use. the model product and design were developed utilizing the theories of grammar, grammar teaching and learning, instructional design, media, and application. the researcher created the validated hypothetical model initially, based on the design. it improved as a result of the following expert validation. figure 2. hyphotetical model result and discussion educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 142 the initial step of this research was to analyze the data collected and identify potentials and issues in order to determine the research's aim and the students' educational needs. the researcher identified the following potential issues as a result of the observations; (1) the student required creative classroom performance. (2) in order to assist them memorize the pattern of tenses, the students anticipated to have a learning tool or game. (3) teachers need a creative method for introducing grammar in order to make sure that the process of teaching and learning goes smoothly (4) to ensure that the students enjoy learning because of the teaching and learning process, teachers require novel approaches to teaching grammar. the researcher needed to uncover a potential solution because the potential issue was so evident. this issue has made it difficult to accomplish the goal of tenses grammar instruction. “seey” android-based game is the creation of the researchers. it was created on construct 2 application 10. the curriculum-based material from 2013 includes the simplehpresent tense, present0continuous0tense ,simplejpastltense and pastlcontinuousctenses. the games are intended to teach eighth-grade junior high school pupils english grammar. the game features three levels, each with three stages, the final of which is evaluation. a phone can be used to play it. the "play" button and a picture of the “seey” android-based game, together with the game's title, were displayed on the initial screen. it was split into three sections after pressing the play button. about game lessons are available. all tables should be numbered with arabic numerals. every table should have a caption. headings should be placed above the tables, left justified. only horizontal lines should be used within a table, to distinguish the column headings from the body of the table, and immediately above and below the table. tables must be embedded into the text and not supplied separately. below is an example which the authors may find useful. figure 3. display screen three buttons: labeled material, practice, and start, were displayed on the screen. simplespresentstense, presentscontinuousstense, simplespaststense, and pastscontinuous tense are the four menu options under the "material" button. simplebpresent, present continuous, simplespast, and pastkcontinuous are the four menu options under the "practice" button. the "start" 10 riska dhenabayu et al., “antivirus: jurnal ilmiah dan teknik informatika,” jurnal antivirus (2018); sari and lestari, “designing superlary game to learn vocabulary of tenth grade students.” educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 143 button split into four menu options. simplekpresent, presentocontinuous, simplespast, and pastgcontinuous with three difficulty levels (easy, medium, advanced), as well as a game review. figure 4. material the first button is “about”. there are which color is orange. clicked next to the next screen and x was clicked to close the window. figure 5. material "materials," the second button, displayed three menu options. simplehpresent, presentjcontinuous, simplehpast, and pastjcontinuous are the four tenses available. every menu included information on the meaning, signal time, pattern, and practical use of three tenses.. clicked next to the next screen and x was clicked to close the window. figure 6. material when the button menu for simple present tense was clicked, the definition was displayed right away. on the left side, there are five buttons. the simplegpresenthtense is defined in the button usage from above. the simplegpresentgtense will be demonstrated using the second button. the third button, labeled "time signal," displays a simplekpresentltense time signal. the simplelpresentjtense pattern will be displayed on the fourth button. the simple present tense will be functionally applied when the fifth button is pressed. x was clicked to close the window after clicking next to the next screen. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 144 figure 7. usage the "usage" button displayed examples of easy present tense usage. usages include displaying the common truth and habitual behavior. x was clicked to close the window after clicking next to the next screen. figure 8. time signal the "time signal" button displayed information regarding simplempresentmtense time signals. there are ten time signals available. x was clicked to close the window after clicking next to the next screen. figure 9. pattern the "pattern" button displayed two buttons. both verbal and nominal are present. positive sentences, negative sentences, and interrogative sentences are the three categories that verbal patterns fall under. the examples of sentences were also finished. x was clicked to close the window after clicking next to the next screen. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 145 figure 10. practice before playing a game, we must practice, therefore click "practice." x was clicked to close the window after clicking next to the next screen. figure 11. practice the basic present tense button on the menu when clicked demonstrated the usage. on the left side, there are five buttons. simplempresent, presentmcontinuous, simplempast, and pastmcontinuousmtenses are available in the menu above the button practice. x was clicked to close the window after clicking next to the next screen. figure 12. game the major feature of this product will be displayed as the button "game." the game was separated into three buttons and started when start was clicked. levels simple, medium, and advance are available. there were multiple-choice questions on the easy level. true or false questions were included on the medium level. the word arrangement needed to make a suitable statement was contained in the level advance. x was clicked to close the window after clicking next to the next screen. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 146 figure 13. level three buttons could be seen on the "stage tenses" button. easy, medium, and hard are all available. each stage consists of 25 questions. stages 1 and 2 ask about the simple present tense, while stages 3 and 4 ask about the simple past tense and present continuous tense. x was clicked to close the window after clicking next to the next screen. figure 14. level easy the "level easy" button displayed the game. the game's player is a knight. to get to the key, he moved forward, and the key revealed the answer. the accurate response received a 5 while the false one received a 0 rating. the score and the time were shown on the button timer. the button's meaning is "return" , it means go forward, it means go up. figure 15. medium the game was initially begun at level 2 medium. true/false questions were included in the level 2 test. it can involve the kids' train analysis. x was clicked to close the window after clicking next to the next screen. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 147 figure 16. advance the game's level 3 advance mode was where it all began. level 3 has multiple-choice questions. next to the subsequent screen, click, and then press x to end the window. figure 17. final the game's last round of play had already begun. mixed questions made up the final. it can involve the kids' train analysis. x was clicked to close the window after clicking next to the next screen. the subject matter experts for the assessment are mrs. df, mr. af, mrs. mm on 14 – 20 august 2021.the following table displays information from material expert validation; table 1 material validation no aspects items aa a n d ad total % criteria 5 4 3 2 1 score 1 material suitability with ki kd 1 3 0 0 0 0 15 100% very valid 2 1 1 1 0 0 12 80% valid 3 2 1 0 0 0 13 87% very valid 2 material 4 2 0 1 0 0 14 93% very valid 5 2 0 1 0 0 11 73% valid 6 2 0 1 0 0 11 73% valid 3 language use 7 2 1 0 0 0 14 93% very valid 8 1 2 0 0 0 13 87% very valid 9 1 2 0 0 0 13 87% very valid 10 1 2 0 0 0 13 87% very valid educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 148 11 2 1 0 0 0 14 93% very valid 4 benefit 12 1 2 0 0 0 13 87% very valid 13 3 0 0 0 0 15 100% very valid 14 3 0 0 0 0 15 100% very valid 15 3 0 0 0 0 15 100% very valid total 4 15 25 16 4 0 0 201 89% very valid the following table displays information from material expert validation of 201, and the percentage is 89 percent, according to the table. according to the standards for scoring, this number is within the range of 81 percent to 100 percent, placing it in the "very valid" category. table 2. media validation no aspect item aa a n d ad total 5 4 3 2 1 1 display game 1 2 1 0 0 0 14 2 1 2 0 0 0 14 3 0 2 1 0 0 11 4 2 0 1 0 0 13 5 0 2 0 1 0 10 6 0 3 0 0 0 12 7 0 2 1 0 0 11 8 0 3 0 0 0 12 9 2 1 0 0 0 14 10 0 3 0 0 0 12 11 0 2 1 0 0 11 12 0 1 2 0 0 10 13 0 3 0 0 0 12 2 guide book 14 2 1 0 0 0 14 15 1 2 0 0 0 13 16 1 2 0 0 0 13 17 1 2 0 0 0 13 18 1 2 0 0 0 12 19 0 3 0 0 0 12 20 1 2 0 0 0 13 21 1 3 0 0 0 12 22 0 1 3 0 0 11 3 benefit 23 0 1 3 0 0 10 24 3 0 0 0 0 15 25 3 0 0 0 0 15 educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 149 total 306 the following table displays information from media expert validation of 306, and the percentage is 89 percent, according to the table. according to the standards for scoring, this number is within the range of 81 percent to 100 percent, placing it in the "very valid" category. discussion the final model of “seey” android-based game was a working game with a manual to aid in studying grammar, particularly tenses. it might be used to access and run on a phone. additionally, it might improveseighth-graders' command of grammar. the final version of the “seey” android-based game model was a game that functioned as a manual for mastering grammar, particularly tenses. it might be used to access and run on a phone. it might also be used to teach eighth-grade students. according to sahila 11, there are media and applications that can help students' grammar. additionally, based on the results of the questionnaire, it was discovered that the “seey” android-based game can stimulate students' interests in studying grammar, mainly tenses.it is in line with nur ima 12 students are motivated to master grammar using the program, it has been reported. according to miarso 13, that using media stimulates students' brains so that their brains can function at their best. however, according to klimova 14, games are a fast and easy technique to support students' learning and skill development. agustina fenda 15 carried out the prior study, which was titled "developing monopoly game for teaching tenses through speaking activity to the eight graders of junior high school." this paper and that one share similarities in the degree of study and the usage of tenses are the primary subject. the difference is in the topic—the prior researcher increased non-digital games as the primary focus. the study improving students' ability in using simple present tense by matching card game, published in akili uci heldiya akili uci heldiya 16, supports the idea that games can help students learn new skills. in contrast, the study's author chose to employ digital games to enhance his or her understanding of language, particularly tenses. theoretically, ideas on how to study english grammar helped with the teaching of the language. these show that the final research model supported these theories. in this study, a brand-new model and item are presented. 11 mannun sahila, “the effectiveness of english tenses android application to improve students’grammar on simple past tense” (iain salatiga, 2019). 12 ima, “developing instructional media of basic english grammar webblog for the first year students of senior high school 11 makassar.” 13 yusufhadi miarso, menyemai benih teknologi pendidikan (kencana, 2004). 14 blanka frydrychova klimova, “approaches to the teaching of writing skills,” procedia social and behavioral sciences (2014). 15 fenda agustina, “developing monopoly game for teaching tenses through speaking activity to the eighth graders” (universitas negeri malang, 2019). 16 u c i heldiya fatmala d j akili, “improving students’ ability in using simple present tense through matching cards game in smp n 3 pulubala,” skripsi 1, no. 321412050 (2018). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 150 conclusion the thing the researcher made is “seey” android-based game. the subject matter is based on the junior high school eighth-grade curriculum for the academic year 2013. the text uses the simple present, present continuous, simple past, and past continuous tenses. the game features three levels and an assessment. the games are designed to help eighth-grade junior high school students understand english grammar. the games aim for learning english grammar of eighth-grade students of junior high school. the model for “seey” android-based game is as follows; (1) containing a function explanation, such as the three-tenses pattern (simplespresent tense, presentmcontinuousstense, simplempastmtense and pastjcontinuousjtense) (2) there are easy, medium, and hard levels in the game and an evaluation in the game. the games are intended to teach eighth-grade junior high school students english grammar. “seey” android-based game has the following model: (1) containing an explanation of how something works, as the arrangement of the three tenses (simple present tense, present continuous tense, simple past tense and past continuous tense) (2) the three levels of challenge in the game are easy, medium, and advanced. the creation of the “seey” android-based game as a teaching tool was valid and suitable for use. it was demonstrated by the validation of media experts' findings, which had an average of 82 percent and fell into the "very valid" category. the use of theoretical grammar and tenses, theoretical learning, theoretical games, and game-based android technology was shown to be effective in teaching english grammar, particularly tenses. additionally, using the relevant theory, theoretical research was produced and refined. the conclusion of the study so supported these beliefs. these results showed an original new model and product. references agustina, fenda. “developing monopoly game for teaching tenses through speaking activity to the eighth graders.” universitas negeri malang, 2019. akili, u c i heldiya fatmala d j. “improving students’ ability in using simple present tense through matching cards game in smp n 3 pulubala.” skripsi 1, no. 321412050 (2018). arsyad, a. “media pembelajaran” (2015). derakhshan, ali, and elham davoodi khatir. “the effects of using games on english vocabulary learning.” journal of applied linguistics and language research 2, no. 3 (2015): 39–47. dhenabayu, riska, ] hesty, puspita sari, silviana valyanda, and yunita sari. “antivirus: jurnal ilmiah dan teknik informatika.” jurnal antivirus (2018). ghufron, muhammad ali, and fathia rosyida. “the role of grammarly in assessing english as a foreign language (efl) writing.” lingua cultura 12, no. 4 (2018): 395. ima, nur. “developing instructional media of basic english grammar webblog for the first year students of senior high school 11 makassar.” universitas islam negeri alauddin makassar, 2017. klimova, blanka frydrychova. “approaches to the teaching of writing skills.” procedia social and behavioral sciences (2014). miarso, yusufhadi. menyemai benih teknologi pendidikan. kencana, 2004. paltridge, brian, and sue starfield. the handbook of english for specific purposes. vol. 592. wiley online educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 151 library, 2013. sahila, mannun. “the effectiveness of english tenses android application to improve students’ grammar on simple past tense.” a graduating paper (2019): 1–56. sahila, mannun. “the effectiveness of english tenses android application to improve students’grammar on simple past tense.” iain salatiga, 2019. sari, hesty puspita, and wahyu dwi lestari. “designing superlary game to learn vocabulary of tenth grade students.” educatio: journal of education 5, no. 2 (2020): 159–168. singh, gurmit, and jack c. richards. “teaching and learning in the language teacher education course room:” relc journal 37, no. 2 (august 2006): 149–175. sugiyono, dr. “metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d” (2013). uktolseja, lulu jola, abraham manuhutu, and jalmijn tindage. “the effectiveness of folklore based animation video in enhancing students’ speaking skill.” interaction: jurnal pendidikan bahasa 8, no. 2 (2021): 386–395. educatio : journal of education volume 2, number 2, november 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z the development of religious humanistic education in tegalrejo datinawong, babat lamongan khotimatus sholikhah1, sulhatul habibah2, khoirotun ni'mah3 unisda 1khotimatussholiha@unisda.ac.id, 2sulhatulhabibah@gmail.com, 3nikmatunkhoiro@yahoo.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: indonesia society is currently faced with a moral crisis, whether it occurs in young children, adults up to the parents. morale is greatly needed by the community, in the form of religious humanist communities that are far from the attitude of rebellion, criminality, and selfishness. however, the reality as it is still far from the expectations of society. this is due to many things one of which is a lack of awareness in education, parenting parents are not good, and the bad environment. this is contrary to the notion of humanistic education. humanistic education upholds human values capable mencipkan dynamic society there is no issue that destroys human dignity. in this case, the author want to learn about the development of the religious humanist education in the community. the point of this study was tegalrejo datinawong district, tripe regency, lamongan. community development humanist religious: first, the people who develop humanity values (honesty, compassion, fairness and mutual respect) and remain in a religious framework in accordance with religious values (habluhablum, hablu minal nature and habluminallah), second, deciding religious humanist communities were starting from community leaders or leaders who were in the village tegalrejo, among other village leaders, clerics, religious teacher/cleric as a motivator. third, measures to develop human society among other religious communities develop positive values, teach moral message to the community, until finally awakened humanist and religious communities. keywords: humanistic education, community and religious introduction morality is an aspect of personality that a person in relation to the social life in harmony, fair, and balanced. moral behavior is required in order to realize a peaceful life full of regularity, order, andharmony.1 the statement has been disclosed by related experts about morals is greatly needed by the community, in the form of religious humanist communities that are far from the attitude of rebellion, criminality, and selfishness. however, the reality as it is still far from the expectations of society. this was due to many things one of which is a lack of awareness in education, parenting parents were not good, and the bad environment. 1 mohammad ali and mohammad asrori, psikologi remaja; perkembangan peserta didik (jakarta: pt bumi aksara, 2012), 136. mailto:khotimatussholiha@unisda.ac.id mailto:sulhatulhabibah@gmail.com mailto:nikmatunkhoiro@yahoo.com khotimatus sholikhah, sulhatul habibah, khoirotun ni'mah the development of religious humanistic education in tegalrejo datinawong, babat lamongan volume 2, number 2, november 2017 | 260 zzzzzz every society has a pattern of rules governing the rules of human behavior and human society in which it is located. because morality is a regulator of individual behavior in socializing with community groups. with the growing moral good in society, social life in it will feel peaceful. it must be obeyed, because morals have a function in managing, maintaining order, and maintain harmony among communities that exist in a social institution.2 moral issues are often approached teenagers or children who are still undergoing a process of education. every day people are always presented with the pattern of behavior diverse community. moral problem is a shared responsibility, not the responsibility of each individual. noting the fact frequently online media, or media write discussing deviant behaviors are concerned with morals, whether it is done by children, adolescents and adults. juvenile delinquency more years of increasingly rising percentage and increasingly complex problems experienced. things that affect the moral development of the individual self with the interaction activities inside and outside the individual. moral teaching to teenagers, can not be taught in theory only, but takes practice. if adolescents are taught good morals then invite teenagers heading to a good socialization environment. environment character formation of children, not only in the environment in which to play. however, the family and the school also has a very big role in the formation of the child katakter. instead the family has a very big role in shaping the character of children. because the moral values and attitudes of individuals grow and thrive in it. according to aristotle man is zoon politicon a term used by aristotle to refer to a social creature. explain that humans predetermined to live in a society and interact with one another, a thing which distinguishes man from animals. human nature can not live with myself. therefore, socializing can influence moral behavior patterns of individuals. how to invite people of good socialization to form a religious humanist communities, and able to uphold peace, decency, discipline, cleanliness, harmony. this is what finally packed in a humanistic theory and developed in a learning theory.3 flow humanistic view that learning is not just the development of the cognitive qualities, but also a process that occurs within the individual that involves all existing domain. in other words, the humanistic approach to learning emphasizes the importance of emotions or feelings (emotional approach)open communication and values of the students.4 the human person can be changed because it is influenced by something. because there have been attempts to educate private and personalform.5 according cholil mansyur stated that the public life influence each other, which are interconnected behavior and actions are based on a rule and who violate them will be sanctioned in accordance with itsprovisions.6 every day people are always met with community or social groups that are small or large. 2 muh barid nizarud in wajdi, “landasan historis perkembangan teknologi” (2017). 3 muh barid nizarudin wajd i, “metamorfosa perguruan tinggi agama islam,” at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. 4 baharudin and esa nur wahyuni, teori belajar dan pembelajaran (yogyakarta: ar-ruz media, 2007), 142. 5 agus sujanto, psikologi kepribadian (jakarta: pt bumi aksara, 2006), 3. 6 m. cholil mansyur, sosiologi masyarakat kota dan desa (surabaya: usaha nasional, t.th.), 137. khotimatus sholikhah, sulhatul habibah, khoirotun ni'mah the development of religious humanistic education in tegalrejo datinawong, babat lamongan volume 2, number 2, november 2017 | 261 zzzzzz and each of these social groups have rules or laws governing the social group, and the interplay of the personality of the individual self. in this case i want to learn about the development of the religious humanist education in the community. the author makes the point of the study was tegalrejo district. kab tripe. lamongan. with the hope that the humanistic education, the man knows his position as khalifah fi ardhli. humanist education in indonesian dictionary7 can be found humanist term derived from the root word human with all forms of derivatives, all of which have different meanings with each other. human words have meanings: (1) human nature, (2) humane (virtuous, noble minds, and so on). the word humanist meaning: (1) those who crave and to struggle for a better social life, based on the principles of humanity, servant of the interests of human beings, and (2) the adherents of the ideology that considers human beings as objects paramount. the word humanism (humanism: english) means: (1) flow aimed at reviving a sense of humanity and aspiring social life better, (2) understand that considers man as an object of study of the most important, because this understanding assumes rational persons as the most value high, as the source of the last value, and serves on fertilization of creative development and moral development of individuals in a rational and meaningful without reference to the concepts of supernatural,8and (3) the flow of the renaissance era which makes the classic literature as the basis for the entire human civilization. said humanistic meaning: the growth of humanity. the humanization is invented word, that has a sense of growing sense of humanity9. in this case the authors concluded humanists were some set pattern of life which was based on the love that upholds human dignity so that they could create the dynamic community that there was no issue that destroys human dignity10. in the humanist paradigm, humans are viewed as creatures of god who have a naturespecific nature that should be developed. and human nature can only be developed through education that really humanize (humanist education). humanist education oriented towards human development (humanpeople),emphasizing human values, and cultural values in education. the main purpose is humanitarian, normative and personality. personality, developed is a complete personality, integrated and unified with the socio-cultural values. and her own personality can be observed from the behavior and experience. the fundamental objective of humanist education is to form a family, community, and citizens both have a spirit of democratic, responsible, have self-esteem, creative, rational, objective, unprejudiced, introspective against change and renewal and is able to utilize the free time effectively.11 7 tim penyusun kamus pusat pembinaan pengembangan bahasa, kamus besar bahasa indonesia (jakarta: balai pustaka, 1995), 361. 8 lorens bagus, kamus filsafat (jakarta: gramedia pustaka utama, 1996), 295. 9 muh barid nizarudin wajdi, “paradigma pergeseran educational technology menuju instructional technology” (2017). 10 muh barid nizarudin wajdi, “spiritual counseling as an alternative problem solving,” educatio : journal of education 1, no. 2 (october 30, 2016): 11–28, accessed october 18, 2017, http://ejournal.staimnglawak.ac.id/index.php/educatio/article/view/27. 11 oemar hamalik, administrasi dan supervisi pengembangan kurikulum (bandung: mandar maju:, 1992), 44-45. khotimatus sholikhah, sulhatul habibah, khoirotun ni'mah the development of religious humanistic education in tegalrejo datinawong, babat lamongan volume 2, number 2, november 2017 | 262 zzzzzz associated with the religious, the authors relate to the concept of humanistic education in the review of the qur'an which is equipped with a tafseer that exist, as well as an analysis of some of the figures that will be customized with themes paragraph relating to the cases of humanism. as for the notion of education writers to interpret the process of science to pupils, students, or individual students continuously as the target of character development, moral, mental, man. right education is to free a person from various confinement, intimidation and exploitation of these relate to the humane education that teaches pemanusiaan whole human being, unique, independent, and creative. islamic educational purposes creates a perfect man. terbinanya muslim personality or perfect man. to form an individual who has a complete personality, the existence of religious education is a necessity that must be taught, even in public schools. however, in the plains of operational process is not only done limited transfer of knowledge, but far more important is how they earn science is able to produce a good attitude in accordance with the value of the knowledge they have messages. islamic education has a strategic role as a means of human resources and human investment. this means that besides education aims to cultivate a better life, had also coloring and become ethical and moral foundation as the glue of human values in the empowerment of nationalidentity.12 departing from the significance of this study, it is natural for nature education is a process of humanization. education humanistic views human beings as human beings, that all god's creatures by nature-nature certain to be developed to the maximum and optimal education (islam) humanistic education is to introduce appreciation for the high to the man as a creature of god's glorious and free, and within the limits of its existence essential and also as representative of allah as described in qs. al-baqarah verse 30.13 therefore, humans have a moral responsibility to the environment, such as keterpanggilannya to devote themselves to the benefit of society. humanist principles emphasize the importance of individual human needs. individuals have the impulse towards self-actualization and responsibility to themselves and others. the concept of humanistic study suggests there are at least two main things that need to be fostered in the educational process. secondly it is the process of forming the figure of the human profile with human mentality (human) who has the physical appearance of a healthy, normal, and berkelakukan well, be natural and commendable morals. the process of formation of humane human being analogous to the humanization of education. religion concept religion concept of humanitarian summarized description of "humanism" arises when human existence has been questioned. when a person is given a question; "which is more important in human life: whether to seek the truth as high as possible or organize a good living as a human being?" at the same time confronted with the problem of perennial human about 12 http://www.sfeduresearch.org/content/view/175/66/1/6/lang,id/. accessed december 17, 2007. 13 baharuddin and makin, pendidikan humanistik; konsep, teori dan aplikasi praktis dalam dunia pendidikan (yogyakarta: ar-ruzz media, 2007), 23. khotimatus sholikhah, sulhatul habibah, khoirotun ni'mah the development of religious humanistic education in tegalrejo datinawong, babat lamongan volume 2, number 2, november 2017 | 263 zzzzzz human nature itself. this humanism outlook actually want to restore the term "humanize" the true meaning, which is an attempt to apply universal values in everyday life .14 knowingly or not, based on the above understanding, the actual concept of humanism has no logical connection with atheism. humanism does not cause a person to become an atheist or theist. humanism is a neutral idea of humanity that would affirm human dignity as human beings. humans deserve respect because he is human. he was not an animal that can be kicked, nor goods are easily dibalang, nor is god who must be worshiped. he is a human being whose body could disintegrate into humus for death. then, god should get a positive place in humanism. in every religion, basically always proclaim that god menicintai humans. therefore, i t is inappropriate presumably humanism concept is much the existence of god. humanism is not about religion or god. if so, do not replace religion of humanism is appropriate because it is notequal.15 at about the 20th century there has been a change of attitude towards humanity unusually large compared to previous centuries. humanism reached the peak of its maturity as a movement that places human dignity grandeur and glory. humanism even become a kind of new religion for the modern society which is very highly praised and admiredman16. in this case, both movements humanism and as a school of thought to save the ideals and fundamental effort to locate and treat people more humanely. there is a process of humanization that is going to be pursued. thus, the existence of religion is needed in the community. since the purpose of religion as the order of god that can guide intelligent person to seek happiness in the life hereafter and the next life. religious man here as a guide to understanding the concept of humanism as a whole for humans not to fall on the absolute freedom but the freedom of the human. research methods the method used in this research was qualitative descriptive. the qualitative research by looking at the object as something dynamic, the result of construction of thought and interpretation of the observed phenomenon as a whole because every aspect of the object has a unity that can not beseparated.17 the research was conducted in the village of the district datinawong tegalrejo babat lamongan. data presented data sourced from the library and archives of the vi llage. the observation process was done by interviewing villagers tegalrejo. the procedures used were editing and organizing. data analysis techniques supported by the use of descriptive-historical method. with the thawing process the fact that using the accuracy of interpretation. this description explained a fact of religious humanist education development in the village tegalrejo. while the historical purpose was more focused on patterns of life, backgrounds, education levels and social 14 yanti manoppo, nilai-nilai humanistik dalam interaksi dosen dan mahasiswa (desember, 2005), 6. 15 antonius subianto b, humanisme agama alternatif, dalam humanisme dan humaniora relevansinya bagi pendidikan, hal. 240 16 sylvester kanisius laku “ anti humanisme dalam humanisme dan humaniora relevansinya bagi pendidikan, ed bambang sugiharto (yogyakarta: jalasutra, 2008) hal, 261. 17 sugiyono, metode penelitian kuantitatif kualitatif dan r & d (bandung: alfabeta, 2009), 11. khotimatus sholikhah, sulhatul habibah, khoirotun ni'mah the development of religious humanistic education in tegalrejo datinawong, babat lamongan volume 2, number 2, november 2017 | 264 zzzzzz conditions in tegalrejo village. result and discussion the results showed that education was a process of acculturation. many aspects affecting the development of the religious humanist education in rural communities tegalrejo eg: human resources, the role of youth mosque, youth, community leaders, to the boarding school located in the village tegalrejo. based on the results of the review and study of several theories exist, according to the conditions that exist in the community, then the concept of humanist education based on five principles: (1) develop and foster positive values of rural communities tegalrejo that was helpful, doing good, faithful, and devoted , (2) teach a moral message to humans, especially on public figures in order to act in accordance with the expectations of society tegalrejo babat lamongan that is loved justice, truth and honesty., (3) encourage to work hard for the common interest, (4) strengthen and develop the character positive personal. the first, development of religious humanist education that occurs in the community, community leaders have a very important role in developing human behavior. with it, it will become a social role model for surrounding communities to communicate and interact with others. there are several things that must be understood in the social order that upholds the java especially harmonious and respectful attitude will produce the harmony of life. the attitude of harmony and mutual respect if applied in society there is little possibility for conflict. this is consistent with the expectation of human understanding. based on the results of the review of observational data and interviews that had been done, then the religious humanist education development in rural communities tegalrejo babat lamongan could be formulated as follows: 1) building a community aqidah; 2) establish sharia; 3) building a moral society. second, the development of religious humanist attitude in people's lives by creating an atmosphere of religious humanist who started from community leaders or leaders who had been in the village tegalrejo and then would be followed by the public. when it woke up it was not a difficult thing to invite and conditioning people to get peace and harmony. in relation to the development of community religious humanist attitude in everyday life could be formulated as follows: (1) helping each other; (2) the mutual assistance; (3) mutual respect; (4) mutual respect. the third, development of religious humanist education could be formulated by upholding the culture that built up in the community as follows: (1) traditional wedding event manten application and inventiveness; (2) a ceremony for the first child as tingkepan, pitonan; (3) the ceremony to commemorate the death as send prayer days 1, 3, 7, 40, 100, 1 year and 3 years after the death. the fourth, development of religious humanist education could be formulated in the form nahdiyin activities such as (1) fatayat, (2) muslimat, (3) tahlilan, and (4) dhibaan. such as some of the things related to the discussion and interpretation of data that had been described by writer. khotimatus sholikhah, sulhatul habibah, khoirotun ni'mah the development of religious humanistic education in tegalrejo datinawong, babat lamongan volume 2, number 2, november 2017 | 265 zzzzzz conclusion based on the results of research on religious humanist education development in rural communities tegalrejo babat lamongan, it could be deduced as follows that religious humanist education development in the community were all activities carried out in the village tegalrejo aim to restore a rope of love of humanity had been lost to the ages. thus some of the points that resulted from this research was a form of conceptualization of community development humanist religious: first, conceptualizing public image humanist religious were the people who develop humanity values (honesty, compassion, fairness and mutual respect) and remain in religious framework in accordance with religious values (habluhablum, hablu minal nature and habluminallah). second, deciding religious humanist communities were starting from community leaders or leaders who have bee in the village tegalrejo, among other village leaders, clerics, religious teacher/cleric as a motivator. third, measures to develop human society among other religious communities developing positive values, teaching moral message to the community, until finally awakened humanist and religious communities. bibliography ali, mohammad and asrori, mohammad. psikologi remaja; perkembangan peserta didik. jakarta: pt bumi aksara, 2012. bagus, lorens. kamus filsafat. jakarta: gramedia pustaka utama, 1996. baharuddin and makin, pendidikan humanistik; konsep, teori dan aplikasi praktis dalam dunia pendidikan. yogyakarta: ar-ruzz media, 2007. baharudin and wahyuni, esa nur. teori belajar dan pembelajaran. yogyakarta: ar-ruz media, 2007. b., antonius subianto. humanisme agama alternatif, dalam humanisme dan humaniora relevansinya bagi pendidikan. hamalik, oemar. administrasi dan supervisi pengembangan kurikulum. bandung: mandar maju:, 1992. http://www.sfeduresearch.org/content/view/175/66/1/6/lang,id/. accessed december 17, 2007. laku, sylvester kanisius. ― anti humanisme dalam humanisme dan humaniora relevansinya bagi pendidikan, ed. bambang sugiharto. yogyakarta: jalasutra, 2008. manoppo, yanti. nilai-nilai humanistik dalam interaksi dosen dan mahasiswa. accessed desember, 2005. mansyur, m. cholil. sosiologi masyarakat kota dan desa. surabaya: usaha nasional, t.th. sugiyono. metode penelitian kuantitatif kualitatif dan r & d. bandung: alfabeta, 2009. sujanto, agus. psikologi kepribadian. jakarta: pt bumi aksara, 2006. khotimatus sholikhah, sulhatul habibah, khoirotun ni'mah the development of religious humanistic education in tegalrejo datinawong, babat lamongan volume 2, number 2, november 2017 | 266 zzzzzz tim penyusun kamus pusat pembinaan pengembangan bahasa. kamus besar bahasa indonesia. jakarta: balai pustaka, 1995. wajdi, muh barid nizarudin. ―landasan historis perkembangan teknologi‖ (2017). ———. ―metamorfosa perguruan tinggi agama islam.‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. ———. ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). ———. ―spiritual counseling as an alternative problem solving.‖ educatio  : journal of education 1, no. 2 (october 30, 2016): 11–28. accessed october 18, 2017. http://ejournal.staimnglawak.ac.id/index.php/educatio/article/view/27. educatio : journal of education volume 4 , number 2, november 2019 issn : 2579-8383 (print) issn : 2579-8405 (online) volume 4 , number 2, november 2019 | 184 zzzzzz z improving vocational ability to grow hydroponics through direct learning models for children with light mental retardation esi efriza 1, zulmiyetri 2 special education, faculty of education, padang state university, indonesia esiefriza27@gmail.com, zulmiyetri@fip.unp.ac.id accepted: 10 august 2019 reviewed: september 5, 2019 published: 20 november 2019 abstract : the background of the problem in this study is to look at the vocational ability to grow hydroponics for light mental retardation children in perwari padang slb. the problem is found that children have not been able to do hydroponic farming because hydroponic farming has never been taught to children. the purpose of this study was to prove whether the direct learning model can improve the ability to grow hydroponics for light mental retardation children in class viii c in perwari padang slb. this type of research is an experimental research that is by using quasi-experimental or also called quasi-experiment with a single group design of pretest and posttest. based on the results of the study this study concludes that the direct learning model can improve the vocational skills of hydroponic cultivation for light mental retardation children in class viii c in perwari padang slb. the results of this study can be taken into consideration for teachers to be able to use direct learning models to improve children's vocational abilities, especially in teaching how to grow crops in a hydroponic manner. keywords: hydroponics, direct learning, light retardation introduction skills education is one of the skills that must be provided as a process of acquiring life skills given in class or at school by teachers, especially for the level of the special senior high school and senior high school. in line with government regulation (pp) no 19 of 2005 concerning national education standards article 13 paragraph 1 and 2 regulates life skills which curriculum for smp / mts / smplb or other forms of equivalent sma / ma / smalb or other forms of equivalent, smk / mak or other equivalent forms can include life skills education. the education of life taste referred to in paragraph 1 covers personal skills, social skills, academic skills and vocational skills. vocational skills are skills that are given as part of the process of acquiring life skills given by teachers in class or at school to introduce students to the world of work and provide learning to have an attitude of respect for the results of work that has been done. it is also useful for practicing independence, socializing, and emotional self-learners. learning skills in schools are designed by adjusting the abilities, needs, and potential of students so that later, students are mailto:esiefriza27@gmail.com mailto:zulmiyetri@fip.unp.ac.id volume 4 , number 2, november 2019 | 185 able to follow the learning skills provided. learning skills provided at school are taught by teachers using a variety of models, strategies and learning methods that are tailored to the learning objectives of the skills provided. one learning model that is often used by teachers in teaching skill learning is the direct learning model. the direct learning model is teacher-centered. in the learning process, the teacher explains the knowledge and skills that will be given and trained to the child step by step and requires the child to learn a basic skill by following the steps given and getting information that can be taught step by step. according to purwantoro1, direct learning models have many advantages including making lessons more effective because the teacher will use more time to demonstrate and explain the steps and skills of the material and the teacher manages the contents of the material and the flow of information received by students so as to maintain focus on what must be achieved by students. zahriani2 mention key components of the direct learning model including "modeling, reinforcement, feedback, and estimation or assessment". they determine instructional design principles, which include framing learning performance into goals and tasks, solving these tasks into smaller component tasks, designing training activities for mastery, and organizing learning events in sequence, which makes prior learning achievements as prerequisites for moving to advanced lessons. the direct learning model has steps that must be prepared. the steps of direct learning according to wana, pangestu, & agustina3 are as follows: (1) preparing children and conveying learning objectives; (2) demonstrating children's skills and knowledge ; (3) guiding training when learning takes place ; (4) provide feedback that aims to find out children's understanding of the lessons taught ; (5) provide training opportunities for children. a direct learning model is a teaching approach that is specially developed to help children's learning and teaching processes that relate to declarative knowledge and procedural knowledge that is well structured and can be taught with a pattern of gradual activities that is step by step. through the direct learning model, the teacher can measure the ability of children's understanding of learning and provide opportunities for all children to do further exercises, through special attention to applying more complex situations or doing it in everyday life. direct learning models are usually used to teach skills, including farming skills4 . as we know, science and technology are increasingly developing, therefore we must prepare ourselves to deal with these changes with education. indonesia is an agrarian country and has the potential to be developed no exception in the world of agriculture. with the development of science and technology, we can find out that plant cultivation techniques are also developing, from the traditional to the modern. the various cultivation techniques developed have the aim of achieving the desired productivity, among which is by means of 1 k j purwantoro, “penerapan model pembelajaran direct instruction untuk meningkatkan hasil belajar mata pelajaran sistem pendingin ( application of direct instruction learning model to improve,” learning outcome of 16, no. 1 (n.d.): 21–24. 2 zahriani, “kontektualisasi direct instruction dalam pembelajaran sains,” n.d. 3 p r wana, w t pangestu, and d a agustina, “menggunakan metode pembelajaran mind mapping dan direct instruction pada siswa kelas v,” n.d. 4 r venisari, gunawan, and sutrio, “penerapan metode mind mapping pada model direct instruction untuk meningkatkan kemampuan pemecahan masalah fisika siswa smpn 16” (mataram, n.d.). volume 4 , number 2, november 2019 | 186 hydroponic farming. hydroponic farming is one of the modern methods of farming without using soil planting media but by using water, nutrients, and oxygen. although hydroponic farming uses water planting media, the seeds of the plants used are still the seeds of land plants. this farming is very suitable for those who like to grow crops and usually cultivate hydroponic farming in many urban areas because the urban land is getting narrower. according to halim5 "hydroponics is a cultivation system that relies on the growing water media or farming without soil". hydroponic farming basically has many advantages compared to farming with other media, besides it can be done in a limited and environmentally friendly land, but there are also many other advantages. hydroponics has many advantages when compared to conventional farming. the advantages of farming with a hydroponic system according to kusmawati6 are as follows: (1) hydroponics is environmentally friendly; (2) hydroponics does not damage the soil; (3) the roots of hydroponic plants can be checked periodically; (4) watering does not have to be done every day; (5) crops can be consumed entirely; (6) faster plant growth; (7) can save the use of plant fertilizer; (8) does not require a lot of labor; (9) cleaner working environment; (10) free from pests and plant diseases; (11) can be planted anywhere; (12) can be planted at any time because it does not know the season. before carrying out the planting process, we must first know the appropriate planting media criteria. according to alviani7 an excellent growing media must-have criteria as a medium that does not affect the nutritional content does not clog the irrigation system and has good pores. besides hydroponic cultivation also needs to consider four important elements as a critical success factor, namely the concentration of dissolved nutrients, the amount of dissolved oxygen, sunlight and the acidity level of the solution (ph). in the use of planting, the media must pay attention to several aspects so that plants can grow and develop well including the availability of water, oxygen, and nutrients other than that the planting media used must not contain toxic substances that can harm plants8 . based on the results of the assessment that has been carried out for children with light mental retardation class viii consisting of five children in one class, the results obtained that the child can take care of simple plants such as watering plants and pulling weeds that are on the plants. the assessment carried out is the motor assessment, which in motor children have no problems or disturbances so that it can be used to work well. responding to this matter, researchers are interested in teaching skills in agriculture that are more modern because, as we know it is increasingly sophisticated now, researchers feel they need to be taught how to plant crops that are also modern by using a hydroponic system to plant pakchoy. growing pakchoy hydroponically can be guaranteed cleanliness. pakchoy belongs to the mustard group, but has a shorter shape and broadened leaf stems. pakchoy has stemmed leaves, oval shape, dark green 5 norsaleha mohd. salleh et al., “kecerdasan emosi bertauhid dalam kalangan remaja muslim malaysia,” geografia online tm malaysian journal of society and space 12, no. 5 (2016): 179–190. 6 a kusmawati, budi daya tanaman teknik hidroponik, ed. h s yulianto and ed) (depok: cv arya duta, n.d.). 7 p alviani, bertanam hidroponik untuk pemula, ed. w rini and ed) (yogyakarta: bibit publisher, n.d.). 8 am moesa, nasionalisme kiai; konstruksi sosial berbasis agama, 2007, accessed october 16, 2019, https://books.google.com/books?hl=en&lr=&id=svbndwaaqbaj&oi=fnd&pg=pr1&dq=tafsir+nasionalisme +dan+agama&ots=j42nwypvbz&sig=vnw8rlbvu-zq5ujksziinnhuess. volume 4 , number 2, november 2019 | 187 and shiny, does not form a head, the body is slightly upright or half horizontal, arranged in a tight spiral and attached to a depressing stem. the pakchoy leaf stalks are white or light green, fat and fleshy and the pakchoy plant reaches a height of 15-30 cm. morphological diversity and maturity are quite large in various types in this group arranged in a tight spiral and attached to a depressing stem. the pakchoy leaf stalks are white or light green, fat and fleshy and the pakchoy plant reaches a height of 15-30 cm. morphological diversity and maturity are quite large in various types in this group arranged in a tight spiral and attached to a depressing stem. the pakchoy leaf stalks are white or light green, fat and fleshy and the pakchoy plant reaches a height of 15-30 cm. morphological diversity and maturity are quite large in various types in this group9. pakchoy is a plant that has many benefits and contains a variety of important nutrients that are good for the body. judging from the nutritional content, pakchoy is high in vitamin a and vitamin c in which both types of vitamins play an important role as antioxidants in the body. the function of the oxidant itself is to protect body cells to stay healthy and prevent the formation of free radicals in the body. not only contains vitamin a and c, but pakchoy also contains vitamin k to prevent heart disease and stroke and vitamin e for skin health and pakhcoy also contains calories, protein, fat, carbohydrates, and fiber. the direct learning model is proven to be able to improve the vocational ability to grow hydroponics for light mental retardation children, evidenced by the results of the percentage of pretest and posttest children. method this type of research is an experiment in the form of quasi-experimental or quasiexperiments. quasi-experiments are included in quantitative research methods. quantitative research is a research method for examining certain research subjects, using research instruments, quantitative data analysis aimed at testing established hypotheses. this research approach is quantitative because the research data are numbers and analyzed statistically using a single group design pretest and posttest consisting of one single group (without any comparison group) to see the child's initial ability before being given treatment and the child's final ability after being given treatment. design is a design, framework or form of how the research will be carried out or carried out. according to sanjaya10 design is a design prepared in advance so that researchers can use it as a reference in conducting the experiments themselves so that the data obtained is compelling to be used as a material in formulating all generalizations. the form of a single group design with pretest and posttest is almost the same as a single group design without pretest only the difference is there before being given treatment, first the subject is given a test called a pretest11 . in the execution of the first to do the pretest (t1) to see the initial ability of children to different ways of farming pakchoy hydroponically, after the obtained results are then treated (x) using direct instructional model as a model of learning, then only then do posttest (t2) to see the results of children in hydroponically growing pakchoy have been given treatment through direct learning models. after the results of the pretest and posttest will then be tested using 9 ida hamidah et al., ideas for 21st century education: proceedings of the asian education symposium (aes 2016), november 22-23, 2016, bandung, indonesia (routledge, 2017). 10 d r h wina sanjaya, penelitian tindakan kelas (prenada media, 2016). 11 wina sanjaya, perencanaan dan desain sistem pembelajaran (kencana, 2015). volume 4 , number 2, november 2019 | 188 the mann whitney test. the research subject can be in the form of living objects or inanimate objects, humans, and others that will be used as materials or targets in research. subjects in this study were light mental retardation children who were in class viii slb perwari padang with a total of five people consisting of four boys and one girl. in this study, there are two variables, namely the independent variable and the dependent variable. the independent variable in this study is the direct learning model, while the dependent variable in this study is hydroponic cultivation. variables are the basic terms in research, which in research usually uses two variables. the research variable is an attribute, nature or value of a person, objects or activities that have certain variations determined by researchers to be studied and then conclusions drawn. in this researcher, the data collection technique used is by using an act by recording the results of an activity carried out and calculating the child's success correctly by predetermined criteria. provision of tests given to children by asking children to do hydroponic pakchoy farming according to instructions. data collection tools or instruments used in the form of test instruments that contain steps to grow pakchoy hydroponically to assess the results of children doing how to grow pakchoy hydroponically. to process the results of writing data used nonparametric statistics, this is because the subject of writing is small and the distribution and population do not require normative testing. non-parametric statistics do not test population parameters but test distribution. non-parametric statistics do not imply many assumptions that the analyzed data do not have to be normally distributed and are used to analyze normal, ordinal data. result and discussion the study was conducted during development activities on saturdays and at recess on tuesday, wednesday and thursday. data collection is carried out under research instruments and data collection techniques that have been determined. the data obtained by researchers based on the ability of students to carry out hydroponic pakchoy farming activities that are processed under data analysis techniques using the mann whitney test formula. material is given when pretest and posttest that is to test how the initial ability of the subject before being given treatment as well as the ability of the final subject after being treated with a direct learning model in carrying out hydroponic pakchoy planting activities. the results of data collection in conducting hydroponic pakchoy farming can be seen in the following table: table 1. pre-test and post-test values no. subject pretest value (x1) posttest value (x2) 1 ad 68 95 2 ft 45 86 3 al 41 45 4 bm 64 91 5 sr 41 64 the next step after obtaining the results of the pretest and posttest values is by determining the rank of each research subject before being given a treatment (t1) and after being given a volume 4 , number 2, november 2019 | 189 treatment (t2) to be analyzed using the mann whitney test formula. the results are in the following table: table 2. rank analysis data no subject value rank 1 ad 95 1 2 bm 91 2 3 ft 86 3 4 ad 68 4 5 bm 64 5.5 6 sr 64 5.5 7 ft 45 7.5 8 al 45 7.5 9 sr 41 9.5 10 al 41 9.5 determine the rank of prestige and posttest based on the rank analysis table above, so we get the number of rank and prestige posttest. table 3. perth r1 and r2 calculations no subject x1 x2 q1 r2 1 ad 68 95 4 1 2 ft 45 86 7.5 3 3 al 41 45 9.5 7.5 4 bm 64 91 5.5 2 5 sr 41 64 9.5 5.5 amount 36 19 after determining the rank, the next step is to analyze the data that has been obtained using the mann whitney test. and it is known that the number of pretest students (n 1 ) = 5 people with rank = 36 and the number of posttest students (n 2 ) = 5 students with rank = 19 the data obtained were entered into the whitney mann test. from the results of the calculation of the data obtained, the results obtained from uhitung = 0.5 taken from the smallest count value, then consulted with utabel at a significant level of 95% and α = 0.05 ie 2. so based on calculations and adjusted to the table obtained by uhit = 4 and u tab = 2. hypothesis testing obtained by u test obtained u hit = 4 adjusted to the table at 95% significance level and ά = 0.05 for n = 5 obtained u tab = 2. from these results obtained, u hit > u tab. this means that h a received and h o rejected. this means that the direct learning model can improve the ability to grow hydroponics for light mental retardation children in class viii c in slb perwari padang. this study discusses the influence of the direct learning model in teaching hydroponic pakchoy farming for children with light mental retardation class viii, starting from preparing equipment and materials, making media for planting, planting, caring, and harvesting in perwari volume 4 , number 2, november 2019 | 190 padang slb. according to ekasari, gunawan, & sahidu12 the direct learning model is a learning model explicitly created to help the learning process of students who deal with declarative knowledge and procedural knowledge that is well structured and can be taught with a stepwise learning pattern step by step one step. according to yulia13agriculture is one of the most important activities known in human civilization. in farming activities, it can plant various human needs, one of which is vegetables, including pakchoy vegetables. pakchoy cultivation is currently developing rapidly in the tropics because pakchoy is temperature tolerant both in the highlands and in the lowlands and can produce well in areas with temperatures 27˚-32˚c. at the age of 30-35 days after planting pakchoy can be harvested. hydroponic pakchoy farming can be done by anyone who has understood or for beginners and can also be taught or applied to children with special needs, one of which is mentally disabled children. according to (efendi, 2005: 90) light mental retardation or educated children are children who are unable to attend regular school programs, but they still have skills that can be developed through education even though the results are not optimal. in this study an increase in the ability of children to grow hydroponic pakchoy after being treated using direct learning models. this can be seen from the comparison of the pretest and posttest results that researchers have done. where there were 16 meetings with pretest, four meetings were held in completing the stages of farming to see the initial abilities of each student in conducting hydroponic pakchoy farming. from the results of the pretest furthermore, given treatment or treatment using a direct learning model as much as 8 times the meeting, to the stage of treatment or treatment, no rating given. in the third stage, the posttest, which is the child's final ability to grow hydroponic lettuce, which is held 4 times too. from the results of the comparison of the percentage of pretest and posttest, it is seen that an increased comparison of the ability to grow pakchoy hydroponics for light mental retardation children in class viii c in perwari padang slb after being treated using the direct learning model. with that, it is proven that there is an increase in ability that has been demonstrated by field activities. conclusion based on the research results the data collected were analyzed using the mann whitney test which produced u hit > u tab , ha was accepted ho was rejected, thus the calculation of u hit = 4 and at a significant level of 95% or ά = 0.05 obtained u tab = 2, for n = 5 it means that it can be concluded that at the level ά = 0.05 it is proven that the lagsung learning model can increase the ability to grow pakchoy hydroponic for light mental retardation children in class viii c in slb perwari padang. 12 r r ekasari, gunawan, and h sahidu, “pengaruh model pembelajaran langsung berbantuan media laboratorium terhadap kreatifitas fisika siswa sma,” n.d. 13 kusmawati, budi daya tanaman teknik hidroponik. volume 4 , number 2, november 2019 | 191 references alviani, p. bertanam hidroponik untuk pemula. edited by w rini and ed). yogyakarta: bibit publisher, n.d. ekasari, r r, gunawan, and h sahidu. “pengaruh model pembelajaran langsung berbantuan media laboratorium terhadap kreatifitas fisika siswa sma,” n.d. hamidah, ida, siti aisyah, ari arifin danuwijaya, ade gafar abdullah, galuh yuliani, and heli s h munawaroh. ideas for 21st century education: proceedings of the asian education symposium (aes 2016), november 22-23, 2016, bandung, indonesia. routledge, 2017. kusmawati, a. budi daya tanaman teknik hidroponik. edited by h s yulianto and ed). depok: cv arya duta, n.d. moesa, am. nasionalisme kiai; konstruksi sosial berbasis agama, 2007. accessed october 16, 2019. https://books.google.com/books?hl=en&lr=&id=svbndwaaqbaj&oi=fnd&pg=pr1& dq=tafsir+nasionalisme+dan+agama&ots=j42nwypvbz&sig=vnw8rlbvuzq5ujksziinnhuess. norsaleha mohd. salleh, ab halim tamuri, noor hafizah mohd. haridi, salleh amat, and amriah buang. “kecerdasan emosi bertauhid dalam kalangan remaja muslim malaysia.” geografia online tm malaysian journal of society and space 12, no. 5 (2016): 179–190. purwantoro, k j. “penerapan model pembelajaran direct instruction untuk meningkatkan hasil belajar mata pelajaran sistem pendingin ( application of direct instruction learning model to improve.” learning outcome of 16, no. 1 (n.d.): 21–24. sanjaya, d r h wina. penelitian tindakan kelas. prenada media, 2016. sanjaya, wina. perencanaan dan desain sistem pembelajaran. kencana, 2015. venisari, r, gunawan, and sutrio. “penerapan metode mind mapping pada model direct instruction untuk meningkatkan kemampuan pemecahan masalah fisika siswa smpn 16.” mataram, n.d. wana, p r, w t pangestu, and d a agustina. “menggunakan metode pembelajaran mind mapping dan direct instruction pada siswa kelas v,” n.d. zahriani. “kontektualisasi direct instruction dalam pembelajaran sains,” n.d. irungu, cecilia, josphat kagema, michael gachahi influence of principals’ collaborative practices on ... volume 4, number 2, november 2019 | 111 zzzzzz z influence of principals’ collaborative practices on students’ performance in secondary schools in murang’a and kirinyaga counties, kenya irungu, cecilia1; josphat kagema, 1; michael gachahi, 1. 1 school of education and social sciences, karatina university, kenya. corresponding author: irungu cecilia: ceirungu19@gmail.com accepted: may, 10 2019 reviewed: august 5, 2019 published: november, 20 2019 abstract : despite the fact that kenyan children have more opportunities to attend school, there still remains large gaps in learning outcomes. this stagnation in learning is confirmed by results of national examinations including kenya certificate of secondary education (kcse). according to kcse examinations results analysis, performance in secondary schools in different parts of kenya is still below expectations and this trend is worrying. the number of students in murang’a and kirinyaga counties who have continuously scored grade d+ and below every year have consistently remained high compared to those attaining university minimum admission grade of c+ and above. this low performance has persisted despite most schools having adequate and well trained teachers as well as adequate facilities. this study examined the influence of principals’ collaborative practices on students’ performance in murang’a and kirinyaga counties, kenya. the study involved a sample of 205 principals and 367 teachers selected from 436 secondary schools in the two counties. the researchers used validated questionnaires and interview schedules to collect data from teachers and principals respectively. data was analysed using both descriptive and inferential statistics. the study established that principals’ promotion of collaborative practices was higher in kirinyaga than in murang’a county. it was noted that secondary schools in kirinyaga county post better results in kcse than those in murang’a county and the study concluded that collaborative practices enhanced academic performance. this study recommended that principals should promote collaborative practices in their schools. this can be done through engaging stakeholders in networking and linkages that promote collaboration and can lead to better academic performance. keywords: principals, leadership, collaborative practices, learners’ performance. introduction education is an essential ingredient for the development of any society and is seen as a pathway to raising political and social awareness as well as upholding the level of manpower 1. according to yara and otieno2, education is a fundamental human right. the pivot to sustainable development, peace, and stability within and among countries is the provision of quality education to their citizens 1 b n onyara, “school based factors influencing students’ academic performance at kenya certificate of secondary education in teso south district,” n.d. 2 p o yara and k o otieno, “teaching and learning resources and academic performance in mathematics in secondary schools in bondo district of kenya,” asian social science 6, no. 12 (n.d.). mailto:ceirungu19@gmail.com irungu, cecilia, josphat kagema, michael gachahi influence of principals’ collaborative practices on ... volume 4, number 2, november 2019 | 112 zzzzzz z (oguntuase, awe, & ajayi, 2013). quality education is meant for development of the country as well as individual’s wellbeing. education has a transformative value and among other functions, it increases productivity and enhances lives of the people3. the kenyan education sector has continued to experience paradigms of change. this change has also happened in the whole world at large as the determining global landscape on education is the essence for quality learning. in kenya, the kenya vision 2030 envisages to offer globally competitive quality education, training and research to the citizens4. it is the role of schools to transmit and perpetuate sustenance of society. in the kenyan secondary schools’ context, the principal as the leader has the responsibility of providing the instructional foundation to the learners. in order for the principal to provide instructional foundation, the principal requires support from all stakeholders in the education sector. they all need to collaborate so that learners’ performance is enhanced and education goals are achieved. dewitt 5 argues that collaboration develops when entities recognize that none can succeed without the others. each has special expertise or unique capabilities that the others need and their relationship is characterized by trust, norms of give-and-take, shared responsibilities, consensusbuilding and conflict resolution mechanisms. collaboration is shared power, authority, shared information and decision-making systems. according to dewitt6, collaborative leadership in schools includes the purposeful actions taken by leaders to enhance the instruction of teachers. this leadership builds deep relationships with all stakeholders through understanding selfeffectiveness and also builds collective efficiency to deepen the act of togetherness in learning. alternatively, hurley (2011) defines collaborative leadership as the process of engaging collective intelligence to deliver results across organizational boundaries when ordinary mechanisms of control are absent. hurley further ascertains that to lead collaboratively is to lead through conversation. collaborative leaders take personal responsibility for communicating effectively and consciously use focused, intentional conversation to achieve key ends. according to bono and ilies7, research has shown that enthusiastic, stimulating and passionately fascinating manifestations of charisma create positive moods in the workers. the positive mood reduces emotion-related occurrences of burnout and stress at the workplace. promotion of a collaborative school culture discussed in this classification are concerned with creating good working conditions. the conditions in most cases will ensure that teachers make the most of their motivations and commitments. according to lezotte8 strong instructional leaders are proactive and seek help in building team leadership and a culture that is conducive to learning and professional growth. recent research advances more reciprocal and inclusive models of instructional leadership. inclusive leadership is that within which principals share authority with designees and act as 3 unesco, “guidelines for inclusion: ensuring access to education for all,” united nations educational, scientific and cultural organization (2005). 4 yara and otieno, “teaching and learning resources and academic performance in mathematics in secondary schools in bondo district of kenya.” 5 p m dewitt, school climate: leading with collective efficacy (thousand oaks, ca: corwin, n.d.). 6 ibid. 7 j e bono and r ilies, “charisma, positive emotions and mood contagion,” the leadership quarterly 17, no. 4 (n.d.): 317–334. 8 lawrence w lezotte and beverly a bancroft, “growing use of the effective schools model for school improvement.,” educational leadership 42, no. 6 (1985): 23–27. irungu, cecilia, josphat kagema, michael gachahi influence of principals’ collaborative practices on ... volume 4, number 2, november 2019 | 113 zzzzzz z instructional coaches9 to the classroom teachers themselves10. empowering principals encourage collaborative inquiry rather than rely upon more conventional, principal-centered supervisory practices11. when shared instructional leadership is practiced, teachers will in most cases become more committed and involved which will motivate them to innovate. co-operation with teachers will work towards better performance as teachers will feel that they own the process and the outcomes of better performance. statement of the problem students’ academic performance in the national examinations continues to be a major concern of education stakeholders in kenya. this is because academic performance determines a student’s life after the secondary education. results obtained from the ministry of education offices in the counties of kirinyaga and murang’a indicate that the number of students who have continuously scored mean grade d+ and below every year have consistently remained high. in comparison, the number of students attaining university entry grades of c+ and above has however remained consistently low. in the kenyan context, grade c+ is the minimum university entry qualification. table 1 shows kcse results analysis in both counties for the years 2014 to 2017. table 1 murang’a and kirinyaga counties’ kcse results analysis (2014-2017). county grade a to c+ 2014 2015 2016 2017 murang’a 25.61 % 28.09 % 29.52 % 15.64 % kirinyaga 33.35 % 33.79 % 32.70 % 18.62 % grade d+ to e 2014 2015 2016 2017 murang’a 52.43 % 47.53 % 45.74 % 66.43 % kirinyaga 43.63 % 40.31 % 38.41 % 58.64 % (source: murang’a and kirinyaga counties education offices, 2018) the results in table 1 show that though performance in the two counties have continuously remained low, the percentage of students attaining minimum university qualification of c+ and above is higher in kirinyaga county than in murang’a county. the results also show that the performance in kirinyaga county was better than in murang’a county. in kenya, students attaining grades d+ and below fail to secure opportunities to pursue competitive courses in institutions of higher learning and this jeopardizes chances of jobs placement in future. principals and other 9 r halverson and c thomas, “the roles and practices of student services staff as data-driven instructional leaders,” in instructional teachers’ leadership roles: using research to inform and reform. melinda mangin and sara stoelinga, ed. eds. (new york: teachers college press, n.d.), 163–182. 10 h m marks and s m printy, “principal leadership and school performance: an integration of transformational and instructional leadership,” educational administration quarterly 39, no. 3 (n.d.): 370 – 397. 11 richard halverson et al., “the new instructional leadership: creating data-driven instructional systems in school,” journal of school leadership 17, no. 2 (2007): 159–194. irungu, cecilia, josphat kagema, michael gachahi influence of principals’ collaborative practices on ... volume 4, number 2, november 2019 | 114 zzzzzz z instructional leaders are under pressure to improve the grades that the students attain at kcse. in order to enhance academic performance, school principals have to employ practices that will lead to better academic performance. it is against this background that the researchers sought to establish the influence of principals’ promotion of collaborative practices on learners’ performance in murang’a and kirinyaga counties, kenya. purpose of the study the purpose of the study was to establish the influence of principals’ promotion of collaborative practices on learners’ performance in murang’a and kirinyaga counties, kenya. objective of the study the study was guided by the following specific objective:to establish the influence of principals’ promotion of collaborative practices on learners’ performance in murang’a and kirinyaga counties, kenya. null hypothesis the study tested the following null hypothesis; h0: there is no statistically significant relationship between principals’ promotion of collaborative practices and learners’ performance in kcse in murang’a and kirinyaga counties, kenya. literature review this study aimed at establishing the influence of principals’ promotion of collaborative practices on learners’ performance in murang’a and kirinyaga counties. in this section, literature on principals’ promotion of collaborative practices and learners’ performance as captured in the study’s variables was discussed. the relationship between collaborative practices and learners’ academic achievement is also outlined. printy 12( in a recent review of research published since 2000 sought to explain the various ways leaders influence the quality of instruction in schools in the united states of america. qualitative and quantitative findings across these studies suggest that principals influence student learning as they work with and through teachers. thus, printy suggested future research will extend our understanding of this important instructional leadership dynamic to the degree it probes the relationship of leadership to teaching as well as moving beyond general leadership characteristics to focus on the specific tasks of the role. ultimately, as robinson, lloyd and rowe13 concluded, “if we are to learn more about how leadership supports teachers in improving student outcomes, we need to measure how leaders attempt to influence the teaching practices that matter…[that is] how teachers make a difference to students”. robinson et al14 supported the views of duke and canady 12 s m printy, “principals’ influence on instructional quality: insights from us,” schools article in school leadership and management 30, no. 2 (n.d.): 111–126. 13 v m j robinson, c lloyd, and k j rowe, “the impact of leadership on student outcomes: an analysis of the differential effects of leadership types,” education administration quarterly 44 (n.d.): 635–674. 14 37–41. http://doi.org/10.1037/a0022390 tuma, j. m., & pratt, j. m. (1982). clinical child psychology practice and training: a survey. \ldots of clinical child & adolescent psychology, 137(august 2012) et al., “youth mentoring across professional settings: a pedagogic approach to social exclusion,” doctor of education school of education university of derby (2012): 1–210, http://derby.openrepository.com/derby/handle/10545/272012. irungu, cecilia, josphat kagema, michael gachahi influence of principals’ collaborative practices on ... volume 4, number 2, november 2019 | 115 zzzzzz z 15 who argued that it is possible to create a school learning climate in which academic performance is highly valued by students. a good school climate leads to promotion of a collaborative school culture. when multiple and visible opportunities for rewarding students and recognizing their academic achievement and improvement is carried out, then a climate of success is shaped. these rewards may not necessarily be costly but students should have opportunities to be recognized for their achievement both within the classroom and also as part of the school as a whole. based on their investigation, watson, partington, gray and mack 16 argued that students’ academic achievement in aboriginal and minority communities, in western australia depended on focused principalship. a focused principal is the one who harnesses school community values and also involves instructors and learners successfully. in the same vein, leithwood, louis, anderson and wahlstrom17 argued that the greatest contribution of principals to the performance of their teachers and students is their ability to create meaningful and collaborative cultures in their schools. they emphasized that principals should be able to redesign their school organization through collaborative cultures and structures. collaboration should be done within and outside the school so as to build productive relations with parents and the community. when collaborative structures are established, effectiveness of the school is strengthened and this leads to improvement in the learners’ achievement. in norway, the successful school leader was described by møller, eggen, fuglestad, langfeldt, presthus and skrøvset 18 as the one who exemplified collaboration and team efforts in promoting a learning-centered approach in teaching. further, hoog, johansson and olofsson 19 described how principals’ efforts in building teacher teams and in developing in students’ a sense of social values helped in promoting learning and achievement in sweden. decisions are arrived at jointly by clarifying, listening, reflecting, presenting, problem solving, negotiating and standardizing. this is possible when teachers and principals have similar levels of expertise, involvement and concern with problems in the school20. the principal as the instructional leader is expected to identify problems, share with the teachers and allow them to come up with solutions to the problems as a team. when this happens, the teachers can own the solutions and be ready to implement them and to support the principal in eradicating the identified problems. hoog et al 21further stated that collaboration between the teachers and the principal is very crucial and both parties are expected to share and own the plan as well as proposed solutions. these situations come in handy in most instances when the principal is not an expert in a certain area or has little or no knowledge about the issue at hand. those knowledgeable in the team or have the expertise that is required expresses their opinions but everyone is involved in the decision making process. this can be very instrumental in the learners’ overall achievement. a head-teacher who is an effective leader should bring about team spirit and cooperation among teachers for achievement 15 d l duke and l canady, school policy (new york: mcgraw hill, n.d.). 16 p watson et al., aboriginal students and numeracy (perth, wa: aboriginal education and training council, n.d.). 17 r p corcoran, “preparing principals to improve student achievement,” child and youth care forum 46, no. 5 (2017): 769–781, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017663795&doi=10.1007%2fs10566017-9399-9&partnerid=40&md5=7a30bb261012e888b268c48a52a1e03f. 18 j møller et al., “successful school leadership: the norwegian case,” journal of educational administration 43, no. 6 (n.d.): 584–594. 19 j hoog, o johansson, and a olofsson, “successful principalship: the swedish case,” journal of educational administration 43, no. 6 (n.d.): 595–606. 20 ibid. 21 ibid. irungu, cecilia, josphat kagema, michael gachahi influence of principals’ collaborative practices on ... volume 4, number 2, november 2019 | 116 zzzzzz z of agreed objectives. while supporting this bakhda 22 states that a discrete head-teacher will employ team-work as a working strategy. the head-teacher will set up committees and smaller groups of members of staff to investigate new ideas or strategies. after studying their proposals and suggestions, the head-teacher will use the larger teams to make the final decisions. the extent to which teachers participate in decisions about school policies and issues and the autonomy that teachers have in the classroom have an important effect on learners’ achievement. the fundamental goal of professional communities is for teachers to collaborate. couto 23 reminds us that it does not seem probable that high levels of success in student achievement can happen by teachers working alone. couto states that it is a widely accepted sociological tenet that complex tasks require strong lateral relationships. although there are schools that have not invested in this idea as evidenced by the lack of structures in place to support collaboration, it does not mean that changes cannot occur. this will however take persistence and hard work 24. for academically successful schools to be realized, it is the responsibility of the school principal to work together and cooperate with their teaching staff so as to effectively manage and run the instructional programme. instructional leaders are hands-on and are able to learn on time everything that goes on in the classrooms. they are therefore able to develop the capacities of their teachers through encouraging them to continue making use of their strengths and also reduce their weak points25. effective instructional leaders spend more time and energy focusing on curriculum implementation and knowledge development as well as instruction and assessment. by doing this, they perform their duties better as they are able to go beyond the traditional roles played by school administrators 26. unesco’s 27 review of botswana’s basic education system revealed that students’ academic performance was dismal when compared with other international students of comparable standards. the students used in the comparison were of high and middle income countries and of the same age group and below. the dismal performance was also evident in the way the students performed in the public examinations at the different levels of primary, junior and senior secondary schools in botswana. learners in all levels had posted a continued decline in performance at the national examinations28. this consistent decline could be partly attributed to outdated teaching methods that the teachers were using in the classrooms and practices such as lack of co-operation. the report also indicated that the problem is compounded by lack of training. teachers were even expected to implement the new curriculum without any training concerning the curriculum. they therefore found themselves handicapped and not in a position to implement the curriculum properly. moswela and mphale further ascertain that the observations have repercussions on the worth of the teachers. 22 s bakhda, management and evaluation of schools (london: oxford university press, n.d.). 23 r a couto, reflections on leadership. lanham, md (plymouth: university press of america, n.d.). 24 tuma, j. m., & pratt, j. m. (1982). clinical child psychology practice and training: a survey. \ldots of clinical child & adolescent psychology, 137(august 2012) et al., “youth mentoring across professional settings: a pedagogic approach to social exclusion.” 25 j p spillane and a zuberi, “designing and piloting a leadership daily practice: using logs to study the practice of leadership,” educational administration quarterly 45, no. 3 (n.d.): 375–423. 26 l c jita, “instructional leadership for the improvement of science and mathematics in south africa,” procodia–social and behavioral sciences 9, no. 2 (n.d.): 851–854. 27 i d s issc, “unesco (2016) world social science report 2016, challenging inequalities: pathways to a just world” (unesco publishing, paris, 2016). 28 b moswela and l k mphale, “barriers to clinical supervision practices in botswana schools in the,” journal of education and training studies 3, no. 6 (n.d.). irungu, cecilia, josphat kagema, michael gachahi influence of principals’ collaborative practices on ... volume 4, number 2, november 2019 | 117 zzzzzz z there is thus the need to train the instructors for excellence or quality teaching and learning in the classrooms. these specific training needs of the teachers can be identified through effective clinical classroom supervision. when clinical instructional supervision is carried out, guidance will be offered to the concerned teachers. guidance will assist the teachers in improvement of their instructional delivery to the learners at the classroom level 29. improvement in instructional delivery by teachers can however be realized if the principals are assisted or provided with the knowledge on good instructional management practices. such management practices include collaborative practices. when principals are properly equipped, they are able to perform the role of instructional leaders of fellow teachers at the school level. with the importance of practice of collaborative practices on learners’ performance in kenya and in response to the concern expressed by previous researchers on this matter, the present research will address the gap by investigating the practice of collaborative practices and how they influence learners’ performance. literature review the study was guided by the model for instructional leadership developed by weber30. the model was found suitable for the study because it expounded on instructional leadership practices which include collaborative practices that are responsible for improved learners’ achievement in schools. weber’s model identified five crucial domains of instructional leadership: defining the school’s mission, managing curriculum and instruction, fostering a positive learning climate, observing and improving instruction and assessing the instructional programme. according to weber 31, the school’s mission is a dynamic process of cooperation and reflective thinking to create a mission that is clear and honest. the school staff, students and parents should be bound by the school mission to a common vision. the principal as the instructional leader offers the stakeholders with opportunities to discuss values and expectations for their school. together they work to create a shared mission for the school. the establishment of trusting and respectful relationships between the principal and the teachers is an initial step towards observing and improving instruction. weber32 proposed that observations are opportunities for professional interactions. these interactions provide professional development opportunities for both the observer and one being observed. in other words, a reciprocal relationship develops where both people involved gain valuable information for professional growth. hallinger 33 in support of weber ascertains that promoting a positive schoollearning climate includes protecting instructional time, maintaining high visibility and providing ways of motivating both the teachers and the learners. according to hallinger and murphy 34, principals can influence students and teachers attitudes through enhancing collaboration. the attitude of teachers and students can be influenced through 29 ibid. 30 tuma, j. m., & pratt, j. m. (1982). clinical child psychology practice and training: a survey. \ldots of clinical child & adolescent psychology, 137(august 2012) et al., “youth mentoring across professional settings: a pedagogic approach to social exclusion.” 31 j weber, “leading the instructional program,” in school leadership. handbook for excellence in student learning, ed. smiths and piele p, 4th ed. (california: corwin press, n.d.). 32 ibid. 33 corcoran, “preparing principals to improve student achievement.” 34 tuma, j. m., & pratt, j. m. (1982). clinical child psychology practice and training: a survey. \ldots of clinical child & adolescent psychology, 137(august 2012) et al., “youth mentoring across professional settings: a pedagogic approach to social exclusion.” irungu, cecilia, josphat kagema, michael gachahi influence of principals’ collaborative practices on ... volume 4, number 2, november 2019 | 118 zzzzzz z the establishment of a reward structure that reinforces better academic performance and productive effort. the rewarding process can be done through the use of clear-cut standards which are stated in detail that embody the school’s expectations. principals will therefore play an active role in the development of teamwork among teachers and other stakeholders. in return, equipped and motivated teachers are able to work towards better academic performance in the school. method this study employed the descriptive survey research design35. the study was undertaken in murang’a and kirinyaga counties which are in the central region of kenya. these two counties were selected for the purpose of this study because they had varied types of schools which included national, extra-county, county and sub-county schools. the researchers employed multistage sampling technique comprising of: stratified sampling, purposive sampling and simple random sampling techniques. from a target population of 436 principals and 8,049 teachers, a sample of 205 principals and 367 teachers were selected. the samples were selected proportionally depending on the target population of each county. murang’a county was apportioned 123 schools which translated to 60% of the sample as it had a higher population as compared to kirinyaga county which was apportioned the other 82 schools. the study used validated questionnaires and interview schedules to collect both quantitative and qualitative data. the questionnaires consisted of open ended and closed questions as well as a five item likert scale36. the interview schedules consisted of open ended and closed questions. the researchers conducted face-to-face interviews with the 205 principals and administered questionnaires to the 367 teachers. data was analysed using both descriptive and inferential statistics. results and discussions the purpose of the study was to establish the influence of principals’ collaborative practices on learners’ achievement in murang’a and kirinyaga counties, kenya. the researcher was able to interview all the principals thus obtaining a return rate of a 100% for the interview schedule. majority of the targeted teachers responded resulting in a return rate of 98.09% for the teachers’ questionnaires. results and discussions were based on the stated objective and hypotheses of the study. the researchers conducted data analysis with regard to the roles performed by the principals that are necessary in ensuring that the learners’ performance is enhanced. a likert scale to measure how principals performed their roles was developed. the likert scale had five (5) items and respondents were to tick one response for each item. the response was selected from either strongly disagree (1), disagree (2), undecided (3), agree (4) and strongly agree (5). the mean score for each statement was computed and used to measure the rating of the role of the principal in promoting collaborative practices on a scale ranging from one (1) to a maximum of five (5). mean scores between 1.0 and 2.4 were rated as low, mean scores between 2.5 and 3.4 were rated as moderate while mean scores between 3.5 and 5.0 were rated as high. the findings of the data analysis are as analysed in table 2. 35 w creswell john, “penelitian kualitatif dan desain riset, memilih diantara lima pendekatan,” yogyakarta: pustaka pelajar (2014). 36 a g mugenda, social science research, theory and principles (nairobi: applied research & training services (arts press, n.d.). irungu, cecilia, josphat kagema, michael gachahi influence of principals’ collaborative practices on ... volume 4, number 2, november 2019 | 119 zzzzzz z table 2 principals’ roles on promotion of collaborative practices according to teachers. roles performed by the principal county frequency sd d u a sa �̅� sd 1 creates a common vision, effective teams and engender commitment murang’a kirinyaga 197 137 11 0 40 11 24 15 90 82 32 29 3.47 3.94 1.15 .80 2 engages teachers in networking and linkages that promote collaboration murang’a kirinyaga 197 135 12 2 40 14 28 30 89 70 28 19 3.41 3.67 1.14 .90 3 involves teachers in the decision making process murang’a kirinyaga 196 135 22 2 35 10 32 16 78 73 29 34 3.29 3.94 1.24 .90 4 puts various mechanisms in place to ensure a harmonious working relationship murang’a kirinyaga 196 135 15 4 36 5 19 5 92 88 34 33 3.48 4.04 1.20 .84 5 enhances collaborative approaches in the departments murang’a kirinyaga 197 135 20 7 25 7 29 8 88 93 35 20 3.47 3.83 1.21 .93 aggregate score murang’a kirinyaga 197 136 3.47 3.93 .996 .620 source: researchers (2018). results in table 2 show that most teachers agreed or strongly agreed that the principals in both counties played the role of influencing collaborative practices in their respective schools. on creation of a common vision, effective teams and engendering commitment, kirinyaga county was rated high at x̅ = 3.94 while murang’a county was rated moderate at x̅ = 3.47. on whether principals engaged teachers in networking and linkages that promote collaborative practices, kirinyaga county was rated high at x̅ = 3.67 while murang’a county was rated moderate at x̅ = 3.41. regarding involvement of teachers in decision making processes, the study revealed that in kirinyaga, the rating was high at x̅ = 3.94 while in murang’a county, the rating was moderate at x̅ = 3.29. on putting up irungu, cecilia, josphat kagema, michael gachahi influence of principals’ collaborative practices on ... volume 4, number 2, november 2019 | 120 zzzzzz z various mechanisms in place to ensure a harmonious working relationship amongst all the stakeholders in their schools, the study revealed that the rating was high in kirinyaga county (x̅ = 4.04) and moderate in murang’a county (x̅ = 3.48). finally, regarding whether principals enhanced collaborative approaches in the various departments in the school, the study showed that in kirinyaga, the rating was high (x̅ = 3.83) and moderate in murang’a (x̅ = 3.47). these results show that principals in both counties performed the role of influencing collaborative practices in their schools with the view of improving learners’ achievement. further scrutiny of the results however show kirinyaga county had higher ratings on collaborative practices than murang’a county. these results show that principals in kirinyaga county embraced collaboration practices more than principals in murang’a county. it was also observed that secondary schools in kirinyaga county attained better results in kcse than schools in murang’a county as shown in table 1. this points to a possible relationship between collaborative practices and students’ academic performance. the findings of this study agreed with the results of an investigation carried out by watson, partington, gray and mack37. in the study, watson et al argued that students’ academic achievement in aboriginal and minority communities in western australia depended on focused principalship. a focused principal is the one who harnesses school community values and also involves teachers and students effectively. in agreement with leithwood, louis, anderson and wahlstrom38, watson et al 39argued that the greatest contribution of principals to the performance of their teachers and students is their ability to create meaningful and collaborative cultures in their schools. they however emphasized that principals should be able to redesign their school organization through collaborative cultures and structures. creation of collaborative structures should be done both internally and externally in the institutions. such structures enhance effective connections with guardians and the surrounding community. collaborative cultures and structures also ensure that effectiveness of the school is strengthened and this leads to improvement in the learners’ achievement. with regard to the benefits of involving teachers in decision making processes, one principal remarked as follows during the interview process; “once involved, the teachers own the decisions and therefore work positively towards their achievement. the teachers also readily implement the school policies and therefore curriculum implementation is unhampered leading to better performance.” collaboration allows the teacher and the principal to share ownership of the plan and proposed solutions. shared ownership is helpful in areas where the principal is not an expert or have little or no experience. through collaboration, the most informed individual expresses their knowledge but everyone participates in the decision making process which can be very instrumental in the learners’ overall achievement. while supporting the importance of collaboration in schools, the findings of the study agree with bakhda40 who states that a discrete head-teacher will employ team-work as a working strategy. the school leader sets up committees and smaller groups of members of staff to investigate new techniques or ideas. after studying their proposals and suggestions, the leader uses the larger teams to make a final decision. the extent to which teachers participate in decisions about school policies and issues and the autonomy that teachers have in the classroom have an important effect on learners achievement. 37 watson et al., aboriginal students and numeracy. 38 k leithwood et al., how leadership influences student learning (new york: the wallace foundation, n.d.). 39 tuma, j. m., & pratt, j. m. (1982). clinical child psychology practice and training: a survey. \ldots of clinical child & adolescent psychology, 137(august 2012) et al., “youth mentoring across professional settings: a pedagogic approach to social exclusion.” 40 bakhda, management and evaluation of schools. irungu, cecilia, josphat kagema, michael gachahi influence of principals’ collaborative practices on ... volume 4, number 2, november 2019 | 121 zzzzzz z with regard to whether principals had put up various mechanisms in place to ensure a harmonious working relationship amongst all the stakeholders in their institutions, most of the teachers involved in the study 247 (73.95%) either agreed or strongly agreed. this was confirmed by one principal involved in the study who remarked as follows; “i offer servant leadership and also encourage regular departmental, student council and class meetings. i’m also in the frontline in solving personal problems that arise between the teaching and the non-teaching staff without any bias or favourism.” when a principal handles all stakeholders equally and without any bias, all members are able to respect each other and can easily collaborate and work as a team. relationship between principals’ promotion of collaborative practices and learners’ performance. the study tested one null hypothesis in line with the study objective which was to establish the influence of principals’ promotion of collaborative practices on learners’ performance in kcse in murang’a and kirinyaga counties, kenya. the hypothesis stated that there is no statistically significant relationship between principals’ promotion of collaborative practices and learners’ performance in kcse in murang’a and kirinyaga counties, kenya. pearson correlation analysis was done to show the relationship between principals’ promotion of collaborative practices and learners’ performance in kcse in the two counties. results of this analysis are presented in table 3. table 3: pearson correlation results for principals' promotion of collaborative practices and learners’ performance in kcse in murang’a and kirinyaga counties. county learners’ performance promotion of collaboration practices murang'a learners’ performance pearson correlation 1 .016 sig. (2-tailed) .253 n 191 187 promotion of collaboration practices pearson correlation .016 1 sig. (2-tailed) .253 n 186 197 kirinyaga learners’ performance pearson correlation 1 .064 sig. (2-tailed) .028 n 131 128 promotion of collaboration practices pearson correlation .064 1 sig. (2-tailed) .028 n 129 137 analysis in table 3 shows the results of pearson correlation analysis of the relationship between principals’ promotion of collaborative practices and learners’ performance for murang’a and kirinyaga counties. this analysis showed that there was a weak, positive correlation between the two variables (r =.016, n = 186, p =.253) in murang’a county and similarly, there was a weak, positive correlation between the two variables (r =.064, n = 129, p =.028) in kirinyaga county. data analysis established that the level of significance was .253 for murang’a county and .028 for kirinyaga county as shown in table 3. results obtained from the pearson correlation analysis indicated that the relationship observed was statistically significant in kirinyaga county and not irungu, cecilia, josphat kagema, michael gachahi influence of principals’ collaborative practices on ... volume 4, number 2, november 2019 | 122 zzzzzz z statistically significant in murang’a county. the null hypothesis was rejected for kirinyaga county showing that there was a statistically significant relationship between principals’ promotion of collaborative practices and learners’ performance in the county. these results indicated that principals in kirinyaga county enhanced collaborative practices in their schools and in return acquired better academic performance. the null hypothesis was however not rejected for murang’a county showing that there was no statistically significant relationship between principals’ promotion of collaborative practices and learners’ performance. the results were in agreement with the descriptive analysis which pointed out that there existed differences in promotion of collaborative practices in kirinyaga and murang’a counties as indicated by the aggregate mean scores of x̅ = 3.93 in kirinyaga county which was rated high and x̅ = 3.47 in murang’a county which was rated moderate. the results indicating that principals’ promotion of collaborative practices was not the same in the two counties are also reflected in the differences in academic performance at kcse in kirinyaga and murang’a counties. although performance has continuously remained dismal in both counties over the years, kirinyaga county has performed relatively better compared to murang’a county (table 1). the higher ratings in kirinyaga county in principals’ promotion of collaborative practices may be associated with the positive academic performance in the county. it was thus concluded that a positive relationship existed between principals' promotion of collaborative practices and learners’ performance. the results were in agreement with the findings by hattie (2009). hattie emphasized more on the roles played by responsible teachers and students than that of the principal, in improving teaching and learning and obtaining good learning outcomes. in hattie’s meta-analysis on academic achievement, the study findings mentioned the significance of the instructional role of the principal through management of teachers and students. hattie’s emphasis was on teachers and students, who know their tasks and collaborate with the principal in the improvement of teaching and learning. hattie identified the respective roles of effective principals, teachers and students but maintained emphasis on teacher effects, teacher-student relationships and responsibilities as catalysts of change that boost the efforts of the principal in improving teaching and learning and sustaining achievement. principals have a responsibility of redesigning their school organization through collaborative cultures and structures. this should be done internally and externally in the institutions and encourage beneficial connections with parents and the community. when this is done, it ensures that effectiveness of the school is strengthened and this leads to improvement in the learners’ achievement. conclusion the results of the study have indicated that principals’ promotion of collaborative practices in their respective schools in both counties was not the same. the study revealed that promotion of collaborative practices was higher in kirinyaga county than in murang’a county. incidentally, secondary schools in kirinyaga county posted higher results than those in murang’a county. it was therefore concluded that collaborative practices enhance students’ performance. schools which embrace collaborative practices are likely to post better results than those which do not. recommendations the study recommended that principals should involve teachers and other stakeholders in decision making processes in the schools. when teachers are involved, they own the decisions and support their implementation and this may translate to better results. principals should also put in irungu, cecilia, josphat kagema, michael gachahi influence of principals’ collaborative practices on ... volume 4, number 2, november 2019 | 123 zzzzzz z place mechanisms that enhance harmonious working relationships in the schools. this can be done through engaging teachers in networking and linkages that promote collaborative practices. references bakhda, s. management and evaluation of schools. london: oxford university press, n.d. bono, j e, and r ilies. “charisma, positive emotions and mood contagion.” the leadership quarterly 17, no. 4 (n.d.): 317–334. corcoran, r p. “preparing principals to improve student achievement.” child and youth care forum 46, no. 5 (2017): 769–781. https://www.scopus.com/inward/record.uri?eid=2-s2.085017663795&doi=10.1007%2fs10566-017-93999&partnerid=40&md5=7a30bb261012e888b268c48a52a1e03f. couto, r a. reflections on leadership. lanham, md. plymouth: university press of america, n.d. dewitt, p m. school climate: leading with collective efficacy. thousand oaks, ca: corwin, n.d. duke, d l, and l canady. school policy. new york: mcgraw hill, n.d. halverson, r, and c thomas. “the roles and practices of student services staff as data-driven 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(n.d.). volume 7, number 1, may 2022 | 33 developing vocabulary game through “eclipse crossword” hesty puspita sari1, nanik sri rahayu2, julia ike darmayanti3 13unversitas islam balitar 2uin tulungagung correspondent author: hestysari1403 @gmail.com accepted: feb 12th 2022 reviewed: march 17th 2022 published: may 30th 2022 abstract: this research is aimed to develop a vocabulary game by utilizing an eclipse crossword web application. it is done to motivate the third-semester students of baltar islamic university in learning vocabulary. this research is research and development (r&d), which used the addie’s model. it consists of analyzing, designing, developing, implementing, and evaluating. this means, at the end of the research, a specific product is produced. it is a puzzle game through eclipse crossword which can be used in the learning process and overcome the students’ problems with vocabulary lack. the data was collected through interviews, questionnaires, documentation, and test. the result of the research showed that the result for all validation was 88%. the score was categorized as “very good” with intervals 80% < x ≤ 100%. so, the development of a vocabulary game through eclipse crossword for learning vocabulary was valid to be implemented for the thirdsemester students of islamic balitar university. so, in another word the students absolutely agree with using an eclipse crossword in learning vocabulary. keyword: teaching, vocabulary, crossword introduction education today is in the area of rapid technology development. the rapid technology requires rapid innovation in education through designing and developing learning strategies, methods, management, activity, and even learning media. for easy learning, students can start by learning vocabulary due to is the basic component of english. having vocabulary media in the english classroom makes the teacher easy to teach and motivates the students happy to learn. media in the teaching and learning process will not only lead the students to easy learning and create joyful learning but also prosecute the students to think creatively. 1 concludes that learning media can be understood as a tool to deliver the message and to create a conducive learning environment in which acceptance can carry out the learning process efficiently and effectively. 2 learning media can be developed through various media products, such as books, modules, based on android applications, web-based applications, etc. as a medium of learning in this modern era, researchers create innovation by making a puzzle through an eclipse crossword. the application of using media in the learning process is very important as a support for students’ activity to create creative thinking and do joyful learning. in the era of digital industry 4.0, applying technology is the most appropriate technique to be applied in learning vocabulary 3. teachers and students can 1 triyadi (2015) 2 sari et al., (2018) 3 ruth maharani and hesty sari, “developing mobile application based on android for learning vocabulary for grade ten,” advances in educational technology 1, no. 1 (2022): 23–30; hesty puspita sari and wahyu dwi lestari, “designing superlary game to learn vocabulary of tenth grade students,” educatio: journal of education 5, no. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 34 create several activities with technology. arsyad 4 state that the media if understood board is human, material, or events that build conditions, caused students to get knowledge, skill, and behaviors. means, teachers, textbooks, and the school environment are media. those are surrounding us and can be taken to get, process, and build verbal and visual information called by media. bober & dennen 5 emphasizes that learning media is an effective media to be applied in the teaching process with an arranged plan. for several reasons above can be concluded that media is a tool, a means, and a medium to deliver messages or information easily. teachers or lecturers can conduct a learning process using media to help them easily deliver material to the students. of course, the students will pay more attention and motivation to learn. students who have less motivation will be motivated by having media in the learning process. in teaching vocabulary, media give benefits for students to memorize the words. wahyuni 6 states that vocabulary is the total number of words that make up a language. how could we speak without several numbers of word? while schmitt7 adds that vocabulary is one of the most recognized components of language. r o h m a t i l l a h 8views vocabulary items as a boring list of words that must be defined and memorized by the student, lexical forms are seen in their central role in contextualized, meaningful language. according to sari9, vocabulary can be defined roughly as the words we teach in a foreign language. however, a new item of vocabulary may be more than a single word: “post office” which is made up of two words “post” which means place or station, and “office” which means agency or organization but expresses a single idea that is “kantor pos”. it means that every new word in t h e foreign language taught by the teacher is used for the students’ daily conversation based on the level. nation 10 says that there are some techniques in presenting vocabulary. recognizing, hearing, pronouncing, grasping the meaning, practicing from meaning, reading the word, and writing the word. grasping meaning can be applied in the teaching-learning process where the teacher doesn’t give the meaning of the word directly but he/she puts across the meaning definition, opposites, synonyms, dramatization, realia, and picture. from the definition above vocabulary means a word or more which expresses the meaning or idea to construct sentences for communication. one of the strategies that aim at improving the mastery of vocabulary in this digital era is by applying technology in the classroom. having a crossword puzzle is one strategy that can be applied in the classroom where students are familiar with the gadget. the greatest influence on actual classroom practice has come from the lexical approach advocated where crossword puzzle usage can foster vocabulary acquisition and thereby make a significant contribution to language learning 11. several ways to create a crossword puzzle. the crossword puzzle can be designed paper 2 (2020): 159–168. 4 arsyad, (2011) 5 bober & dennen (2001) 6 wahyuni, (2012) 7 schmitt & schmitt (2020) 8 rohmatillah, (2014) 9 sari, (2008) 10 nation (1982) 11 jack burston, “theoretical foundations of crossword puzzle usage in foreign language vocabulary acquisition” (researchgate, 2005). educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 35 based or computer-based. some computer-based are crossword makers, crossword puzzle games, or eclipse crossword. eclipse crossword is an application for making a crossword. the teacher can design a class game of crossword puzzles by eclipse crossword. based on the results of observations on vocabulary learning conducted at balitar islamic university in the 3rd-semester students in april 2019, the third-semester students still did not master the vocabulary well. having a lack of vocabulary makes it the students difficult to practice their english. furthermore, the teacher has tried several techniques to overcome the silent class where the students do not active in learning english. with the emergence of these problems, researchers developed a puzzle material through an eclipse crossword" as a learning medium in the vocabulary class for third-semester students at balitar islamic university. for this reason, researchers developed media to help students memorize their vocabulary quickly and easily. method in this research, the researcher made a vocabulary game in a form of a puzzle by eclipse crossword to improve students’ vocabulary mastery. therefore, the researcher used research and development (r&d) as a research design. while the approach used by the researcher is the qualitative descriptive approach 12. the result of learning information technology by the addie model can enrich the teacher pedagogy in the learning process and o41vercome the problems of interaction in the teaching-learning process. the researcher adopted this framework and research procedure from addie’s model. this model is very simple to conduct. it consists of analyzing, designing, developing, implementing, and evaluating 13. this means, at the end of the research, a specific product is produced. it is a puzzle game through eclipse crossword which can be used in the learning process and overcome the students’ problems with vocabulary lack. this model is used by the researcher because this stage was appropriate for developing the media. the stages can be shown below : diagram 1: addie’s model this model has 5 steps to produce a product. each step has a different goal to be targeted. they 12 sophie laws et al., research for development: a practical guide (sage, 2013). 13 rifqa gusmida and nur islami, “the development of learning media for the kinetic theory of gases using the addie model with augmented reality,” journal of educational sciences 1, no. 1 (2017): 1–10. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 36 are: 1. analyzing analyzing the need of developing a learning model. developing the new learning model is begun with the problems of the old model. after analysis, the problems need to develop a new learning model. the process of analysis may answer the questions of whether the new model can overcome the learning problem or not, whether the new model can be applicated in the learning activity, and whether the lecturer can applicate the new model or not. 2. designing the steps in designing a learning model are almost similar to designing a learning activity. it is a systematic process that begins with stating the goal, planning the activity, and designing the material. the design in this step is k conceptual design is a basis for developing the product. 3. developing development in addie’s model is product design realization based on a product plan suited to the model structure. this step is also creating the instrument to measure the use of the product. 4. implementing the product is applied in this step in the learning process. after applying it, the interaction among the students and the evaluation process is done to do product reflection. 5. evaluating in the evaluation, the researcher looks at the impact of learning, measures product development, measures the learner’s achievement, and finds the information to make the students get a good achievement. in this research, the researcher used validators. they were validators of material and validators of media. the validation aims to make the product become better in quality. the analysis used in this research is descriptive analysis with the steps below: 1. collecting the data from the expert, media, lecturers, and students 2. the tabulation used is the likert scale. table 1: likert scale skor predicate 1 sangat kurang 2 kurang 3 cukup 4 baik 5 sangat baik the structure is x = average score of each component ∑x= the sum of the gotten score n= the sum of aspect eko p.widoyoko (2013: 238) states that: educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 37 table 2: the formula of quantitative data to qualitative data result and discussion the first step was taken by the researcher to know the student’spotentialn is by giving unstructured observation and interview. the researcher developed the design and the product in 5 steps. they are analyzing, designing, developing, implementing, and evaluating. the research final is producing a specific product that is a crossword puzzle to help the teacher run the class and to overcome students’ difficulties in mastering vocabulary. here is the flowchart for developing a vocabulary game through eclipse crossword. flowchart of product design development educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 38 the researchers develop the design and the product in 5 steps. it is based on addie’s model. they are analyzing, designing, developing, implementing, and evaluating. analyzing the researcher analyzes the need for learning. the analysis is done by doing class observation, whether the students are motivated or not in learning english, especially in vocabulary class. after doing observation, the researcher listed the problems and try to develop a new learning model. in this step, the students were given a questionnaire to get the point of the problem. designing the researcher designed the learning model. she started by planning, revising, and evaluating. she listed the noun, verb, adverb, and adjective. students will be asked to fill the crossword based on the question. finally, she got a new conceptual learning model. developing the researcher developed a product. the product is a crossword game. she developed it using addie’s model. the development is based on product planning. the researcher developed the crossword puzzle in the following steps: 1. opening the eclipse crossword creation wizard 2. create a word list educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 39 3. modify a word list 4. name your crossword 5. define your crossword size 6. your crossword puzzle is ready educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 40 7. you can either print or save your crossword puzzle on the web implementing the researcher implemented the product in a learning process. she tried applying crossword puzzles in vocabulary class. the implementation is ended by giving a reflection on the class situation and the use of the crossword puzzle. evaluating the researcher evaluated to get the impact of learning. the evaluation is done by doing the test. it is done not only to know the student’s achievement but also the effectiveness of using crosswords. the percentage score of the crossword puzzle for teaching vocabulary by validators consists of the validation media and material. listed in the table below: no validator component percentage criteria 1 validation of media “crossword puzzle” the media presentation of a crossword puzzle 89,00% very good 2 validations of material content of material 87,00% very good average 88,00% very good conclusion the students’ questionnaire shows that the use of the puzzle game eclipse crossword as a learning media in vocabulary class was very interesting. they can enjoy learning by game. the researcher also found a significant difference between before and after implementing crossword puzzles in vocabulary class. based on the result of development, it can be concluded that developing a crossword puzzle trought the eclipse crossword is effective in improving students’ competence in vocabulary. moreover, the researcher suggests implementing a game, especially crossword puzzles as a learning medium in vocabulary class. the result of the recapitulation validation educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 41 references arsyad, azhar. “media pembelajaran.” jakarta: pt raja grafindo persada, 2011. bober, marcie j, and vanessa paz dennen. “intersubjectivity: facilitating knowledge construction in online environments.” educational media international 38, no. 4 (2001): 241– 250. burston, jack. “theoretical foundations of crossword puzzle usage in foreign language vocabulary acquisition.” researchgate, 2005. gusmida, rifqa, and nur islami. “the development of learning media for the kinetic theory of gases using the addie model with augmented reality.” journal of educational sciences 1, no. 1 (2017): 1–10. laws, sophie, caroline harper, nicola jones, and rachel marcus. research for development: a practical guide. sage, 2013. maharani, ruth, and hesty sari. “developing mobile application based on android for learning vocabulary for grade ten.” advances in educational technology 1, no. 1 (2022): 23–30. nation, i s paul. “beginning to learn foreign vocabulary: a review of the research.” relc journal 13, no. 1 (1982): 14–36. rohmatillah, rohmatillah. “a study on students’difficulties in learning vocabulary.” english education: jurnal tadris bahasa inggris 6, no. 1 (2014): 75–93. sari, hesty puspita. “the effectiveness of using pictures in teaching vocabulary to the sixth grade students of sdn singkalanyar i prambon nganjuk viewed from their motivation (an experimental study).” uns (sebelas maret university), 2008. sari, hesty puspita, and wahyu dwi lestari. “designing superlary game to learn vocabulary of tenth grade students.” educatio: journal of education 5, no. 2 (2020): 159–168. sari, hesty puspita, nita sutanti, and linda tri wahyuningsih. “developing flashcard media for teaching vocabulary to the seventh grade students of junior high school (study case in the seventh grade students at smpn 1 sanankulon).” konstruktivisme: jurnal pendidikan & pembelajaran (2018). schmitt, norbert, and diane schmitt. vocabulary in language teaching. cambridge university press, 2020. triyadi, slamet. “efektivitas penggunaan media audio-visual untuk meningkatkan keterampilan menyimak siswa pada mata pelajaran pendidikan bahasa indonesia.” judika (jurnal pendidikan unsika) 3, no. 2 (2015). wahyuni, eni. “the comparative study between the students’mastery in vocabulary by listening english song and total physical response application at the seventh grade students of mts as-syifa wal’ain bondan indramayu.” iain syekh nurjati cirebon, 2012. educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the role of pai teachers in forming pancasila student profiles at elementary school wahyuni ahadiyah, nur iftitahul husniyah, evi zulianah, ayu afita lamongan islamic university wahyuniahadiyah@unisla.ac.id , evizulianah@unisla.ac.id, iftita_tunggadewi@unisla.ac.id, ayuafita46@gmai.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract apart from being caused by a low understanding of religious values, the problems of irregularities in the education system that we often encounter such as brawls, bullying, violation of school rules, and sexuality, are also caused by a lack of understanding of the values contained in pancasila. pai teachers are not only tasked with transforming religious insights, but also play a role in shaping character according to the values contained in pancasila mi narrative quran lamongan is a relatively new madrasa among other madrasas that have developed in the middle of lamongan city and is known the orientation of tahfidz and its al-quran narration as a madrasa icon. the focus of the research was to find out the pai learning process in forming pancasila student profiles and what is the role of pai teachers in forming pancasila student profiles at mi narrative quran lamongan. this type of research is descriptive qualitative with data collection carried out through observation methods, interview methods and documentation methods. the research results explain that learning carried out in forming pancasila student profiles at mi narrative quran lamongan is carried out through a curriculum developed by madrasas, namely wiridqu, qurma, and litbas with a gradual, sustainable, and integrated system. the role of pai teachers in forming pancasila student profiles is as activators, trainers, role models, motivators and evaluators. keyword:role, pai teacher, profile of pancasila students. introduction education is a conscious human effort that aims to develop one's potential through learning. education has such an important role in the progress of the nation and the progress of the country. education is an individual right as a child of the nation to be able to enjoy it. the existence of education has been recognized and has strong legality as stated in the 1945 constitution article 31 paragraph 1 which states "every citizen of indonesia has the right to education". and then paragraph 3 explains that "the government seeks and establishes a national education system, which increases faith and piety as well as has noble character in the context of educating the nation's life by statutory regulations1. education and knowledge always experience changes and improvements with the 1 ahmad munjin nasih, lilik nur kholidah, and muhammad rohmanan, “pemanfaatan al-maktabah alsyamilah untuk penelusuran referensi digital dalam bahtsul masail bagi guru guru pesantren di kota malang,” jurnal karinov (2018). mailto:riyu.choirul57@gmail.com mailto:evizulianah@unisla.ac.id mailto:iftita_tunggadewi@unisla.ac.id volume 8, number 3, november 2023| 278 zzzzzz development of all life. changes and improvements in the world of education include various components involved in it. both the implementation of education in the field which includes the competence of teachers and the quality of teaching staff, the quality of education, curriculum tools, facilities and infrastructure, and the quality of education management which includes changes in methods and more innovative learning sequences2. we often encounter problems in the world of education lately in the school environment because the implementation of character education, moral and ethical education, and character education is not yet solid. this happens because of their lack of understanding of the values contained in pancasila. so that many of them commit deviant acts such as brawls, violating the rules that have been set at school, sexuality, daring towards teachers, and weak understanding and practice of religious values3. the next example is the case of the cruel persecution of a student in jakarta named david and mario dandi. cases of bullying, and sexual and psychological violence, which caused depression in children and led to the unfortunate death of elementary school level children also occurred in 11 year old children in singaparna, tasikmalaya, west java.4there are six global fields in the pancasila student profile according to the values contained in pancasila. these global competencies include a strong sense of faith and devotion to god almighty as well as having noble character, independence, creativity, and critical thinking. in this case the research setting is characterized by the teacher who only presents the material required by the curriculum and students who follow the books and material presented by the teacher. the teacher's contribution to student success in developing tolerance, morals, ethics, and character according to the al-qur'an and hadith is very important. apart from establishing pancasila as the nation's guideline and way of life, its philosophy, character, goals and ideals also unite the country. in addition to transforming knowledge for their students, islamic religious education teachers also have the responsibility of transforming the sciences of faith, fiqh, and aswaja as a whole. these teachers also have the responsibility to instill and shape the character of their students, such as thinking characters of tawasuth (moderate), tasamuh, tawazzun, and i'tidal. the pancasila student profile is included as one of the plans and objectives in the minister of education and culture regulation number 22 of 2020 concerning the ministry of education's strategic plans for 2020 to 2024 based on the overall influence of pancasila for the indonesian nation5. there are six global fields in the pancasila student profile according to the values contained in pancasila. these global competencies include a strong sense of faith and devotion to god almighty as well as having noble character, independence, creativity, and critical thinking. mi narrative quran lamongan is an institution under the auspices of the ethical munawwaroh foundation. one of the private education units that was established in 2019 is located on jl, kalianyar, sukomulyo village, kec. lamongan, kab. lamongan, east java. in carrying out learning activities, mi narrative quran lamongan is under the auspices of the ministry of religion which is better known by the surrounding community as a tahfidz-oriented madrasa and al-qur'an narration as a madrasa icon. producing a smart, skilled, and noble 2 novan ardy wiyani, “psikologi perkembangan anak usia dini,” yogyakarta: gava media (2014). 3 ahmad baliyo eko prasetyo, “bullying di sekolah dan dampaknya bagi masa depan anak,” el-tarbawi 4, no. 1 (2014): 19–26, http://dx.doi.org/10.20885/tarbawi.vol4.iss1.art2. 4 https://regional.kompas.com/read/2022/07/24/060600878/case 5 shalahudin ismail et al., “analisis kebijakan penguatan pendidikan karakter dalam mewujudkan pelajar pancasila di sekolah” 2, no. 1 (2021): 76–84. https://regional.kompas.com/read/2022/07/24/060600878/kasus volume 8, number 3, november 2023| 279 zzzzzz generation based on the qur'an and sunnah is the motto of the madrasa. therefore, learning and school culture is formed by the school's vision and mission which leads to strengthening students in tahfidz and al-quran narratives. however, according to the regulations of the minister of education, mi narrative quran implements an independent curriculum, also developing the madrasah curriculum and local content as a support for learning activities so that it continues to exist and is different from madrasas in general. profiles of teachers and administrators of the mi narrative quran lamongan (minan) foundation come from various backgrounds, some of them are from islamic boarding schools, and academics, and some are from academics who have also been in islamic boarding schools.6 method the research method used by researchers this time is a qualitative research method based on field studies7. the research subject is the subject of the description that the researcher will aim at. while the object is the place that will be used as research and becomes the focus of attention in a study. the research subject is all human resources in mi narrative quran lamongan. sources and types of research data were obtained directly from informants who knew field conditions directly from teachers, school principals and several students. next is to arrange a research schedule to facilitate the process and achieve targets. this research was carried out in a natural setting using various concepts and theories that were developed based on the conditions and facts that occurred in the field. to measure the validity of the data, the authors use data-checking techniques commonly used in qualitative research. data analysis is carried out by grouping data into categories, describing it into units, synthesizing, compiling into patterns, choosing which ones are important and which will be studied, and making conclusions that can be easily understood by themselves and others. result and discussion definition and role of islamic religious education teachers teacher is a professional position or job that requires special expertise as a teacher. this type of work cannot be done by just anyone outside the education sector, even though in reality it is still done by people outside of education. according to pidarta quoted by jamil suprihatiningrum in a book entitled professional teachers: guidelines for teacher performance, qualifications, & competence, the role of the teacher/educator, among others, is as an education manager or curriculum organizer, as an education facilitator, education implementer, mentor and supervisor, discipline enforcer , become a model of behavior that students will emulate, as a counselor, as an assessor, administrative officer regarding class administration that he guarantees, as a communicator with parents of students with the community teachers are educators whose main task is to teach, namely to develop the realm of creativity, taste, and students' work as the implementation of the ideal concept of educating. in islamic educational literature, the notion of teacher refers to the words murabbi, mu'allim, muaddib which have different functions8.murabbi comes from the word rabba-yurabbi which means to guide, manage, nurture and educate. while mu'allim is a form of isim fa'il from 'allama 6kamad interview, ustdazah lilil durrotul munawwaroh, 13 june 2023. 7 john w creswell and j david creswell, research design: qualitative, quantitative, and mixed methods approaches (sage publications, 2017). 8 nasih, kholidah, and rohmanan, “pemanfaatan al-maktabah al-syamilah untuk penelusuran referensi digital dalam bahtsul masail bagi guru guru pesantren di kota malang.” volume 8, number 3, november 2023| 280 zzzzzz yu'allimu which means to teach9. before carrying out learning activities the teacher must have a strategy starting from planning, implementing, and evaluating the teacher in his duties with the school principal in realizing school and educational goals, as well as efforts to realize the vision and mission of the school principal, namely as colleagues or teams, who teach in class. by permendikbud no. 6. the year 2018 mentions the essence of the school principal, that is, as a teacher who is entrusted with the task of carrying out his role in fostering or leading a school, the school principal also must teach in class. it's just that, after becoming a school principal, a school principal has an additional focus on leading a school 10, so this is where the duties and role of the teacher are needed in terms of delivering material in the classroom. so many roles of the teacher as an educator in the framework of improving the quality of education are of course very much determined by the quality of the teacher himself. as stated by denda surono prawiroatmojo in sukrianto11, the implementation of quality education is largely determined by quality teachers, namely teachers who can carry out tasks adequately12.the following is the role of the teacher in the nuances of an ideal education, as follows: the teacher as an educator13, teacher as teacher14, teacher as a guide,15 also as a trainer who can pay attention to the basic competencies to be achieved, learning materials, individual differences, cultural backgrounds, and the environment in which students live. however, in providing training to students, they still have to be able to do and discover, and be able to independently master the skills they are training16. in addition, the teacher also acts as a corrector which is good and which is bad17. the lack of students' understanding of the different values of life causes students to easily dissolve in it18.every time the teacher becomes a motivator, because in educational interactions it is not impossible to find students who are too lazy to learn and have other learning problems. motivation can be effective when done by paying attention to the needs of students19. the teacher as a facilitator is not only limited to providing physical things, but more importantly how to facilitate students so that they can carry out learning activities and experiences as well 9 tatang hidayat and abas asyafah, “konsep dasar evaluasi dan implikasinya dalam evaluasi pembelajaran pendidikan agama islam di sekolah,” al-tadzkiyyah: jurnal pendidikan islam 10, no. 1 (2019): 159–181. 10 setiadjeng kadarsih, “tugas dan wewenang ombudsman republik indonesia dalam pelayanan publik menurut uu no. 37 tahun 2008,” jurnal dinamika hukum 10, no. 2 (2010): 175–182. 11 sukrianto sukrianto, elya elya, and naima naima, “peran guru akidah akhlak dalam meningkatkan kecerdasan emosional peserta didik di mi muhammadiyah nunu,” ibtidai’y datokarama: jurnal pendidikan dasar 1, no. 1 (2020): 1–16. 12 santi santi, undang undang, and kasja kasja, “peran guru pai dalam membentuk karakter peserta didik di sekolah,” jurnal pendidikan tambusai 7, no. 2 (2023): 16078–16084. 13 musytari randa and muhammad arsyam, “transformation of islamic religious education in the revolution 4.0 era,” international journal of science and society 4, no. 4 (2022): 676–686. 14 mitra, rahendra maya, and moch yasyakur, “peran guru pendidikan agama islam dan budi pekerti dalam menanamkan karakter religius pada siswa kelas v sd negeri kotabatu 04 desa kotabatu kecamatan ciomas kabupaten bogor tahun ajaran 2019/2020,” cendikia muda islam: jurnal ilmiah 1, no. 1 (2021): 95–104. 15 muhammad ilham, “peran guru pai dalam membentuk karakter melalui program sekolah ramah anak (sra) di smpn 7 yogyakarta,” nusantara: jurnal pendidikan indonesia 1, no. 2 (2021): 245–272, http://dx.doi.org/10.14421/njpi.2021.v1i2-3. 16 nur’asiah nur’asiah, slamet sholeh, and mimin maryati, “peran guru pai dalam pembentukan karakter siswa,” jurnal ilmiah profesi pendidikan 6, no. 2 (2021): 212–217, http://dx.doi.org/10.29303/jipp.v6i2.203. 17 sri rahayu et al., “the professional competency teachers mediate the influence of teacher innovation and emotional intelligence on school security,” journal of social studies education researchresearch 9, no. 2 (2018): 210–227. 18 chatarina febriyanti and seruni seruni, “peran minat dan interaksi siswa dengan guru dalam meningkatkan hasil belajar matematika,” formatif: jurnal ilmiah pendidikan mipa 4, no. 3 (2015), http://dx.doi.org/10.30998/formatif.v4i3.161. 19 mitra, maya, and yasyakur, “peran guru pendidikan agama islam dan budi pekerti dalam menanamkan karakter religius pada siswa kelas v sd negeri kotabatu 04 desa kotabatu kecamatan ciomas kabupaten bogor tahun ajaran 2019/2020.” volume 8, number 3, november 2023| 281 zzzzzz as acquire life skills. the task of this facilitator can be carried out, among others, by creating programs and implementing them with the principles of active, educative, creative, and fun learning20. as for the role that must be carried out by pai teachers in this research, namely the role of islamic religious education (pai) teachers who can contribute and strive for the formation of the islamic character of students in schools. one of the duties of a teacher is to form and guide students to behave in an islamic manner and prevent them from doing bad deeds, as explained in surah ali imron verse 104.21 according to mulyasa, among the roles of islamic religious education (pai) teachers are role models, teachers as educators, teachers as facilitators, teachers as motivators, teachers as evaluators, teachers as instructors, teachers as guides, and teachers as trainers22. learning process activities with students. likewise the activity process at mi narrative quran lamongan. the research was conducted regarding the implementation of the project to strengthen the profile of pancasila students through school culture with data collection techniques through observation, interviews, and documentation. understanding the pancasila student profile the words student and pancasila are just two of the many factors that contribute to the word's etymology. the pancasila student profile is defined as an effort formulated by the ministry of education and culture and research and technology whose aim is to improve the quality of education and the quality of post-pandemic education by prioritizing student character development23. the definition of pancasila education according to the regulation of the minister of national education no. 22 of 2006 concerning content standards for elementary and secondary education units is a subject that focuses on building the character of citizens who understand and can carry out their rights and obligations to become intelligent, skilled and characterized indonesian citizens mandated by pancasila and the 1945 constitution. conceptually pancasila and citizenship education is a lesson that examines and discusses government, politics, constitution, norms, law, human rights, and democracy. pancasila education or civic and law education is an education program that is comprehensive and multidimensional and based on theories of social sciences and political science. it is this multi-dimensional nature that makes pai address education with multi-tolerance, political education, national character education, social education, moral and ethical values education, law and human rights education, and democracy education24. the function of pancasila education is to value education. so, through pai it is hoped that values, morals, and norms can be instilled that are considered good by the indonesian people. if the function of pai as value education is successful, it also upholds pai as legal education which is considered as an embodiment of meaningful values whose presence is to advance values that are upheld by indonesian citizens25. the word student is a term for someone who is carrying out activities or activities seeking knowledge. in general, students can also be referred to as students or students. but in this case, 20 ilham, “peran guru pai dalam membentuk karakter melalui program sekolah ramah anak (sra) di smpn 7 yogyakarta.” 21 see qs. ali imron, verse 104. 22 luh devi herliandry et al., “pandemic learning during the covid-19.,” jurnal teknologi pendidikan (2020). 23 dwi nur indah sari et al., “aplikasi canva sebagai media pembelajaran yang menarik di era digital,” pijar: jurnal pendidikan dan pengajaran 2, no. 1 (2023), http://dx.doi.org/10.58540/pijar.v2i1.475. 24 ismail et al., “analisis kebijakan penguatan pendidikan karakter dalam mewujudkan pelajar pancasila di sekolah.” 25 s huda et al., “islamic education in supply chain system by prioritizing manners as a success factor of millennial generation on socializing,” international journal of supply chain management 9, no. 2 (2020): 853–863. volume 8, number 3, november 2023| 282 zzzzzz the student does not mean someone who seeks knowledge only in school but seeks knowledge throughout life. so by using the word student, it is hoped that it will not only be formed and realized at school but can be realized anywhere and anytime. then the next word is pancasila. pancasila is the foundation of the republic of indonesia which has five precepts or values. the five precepts are a reference value that must be possessed by every student. because in pancasila there is a balance between the values of religiosity, cooperation, nationalism, independence, and integrity. besides that, pancasila is also relevant to the capabilities that must be possessed by the global community. so that it is hoped that pancasila students will be students who have a strong sense of love for the motherland, but also uphold divine values, and be able to overcome problems that exist in society and face global challenges. so if the words student and pancasila are combined, they will become one unit that holds great hope for the indonesian people. because pancasila students are the next generation of the nation who not only have intellectual intelligence but also have characters that are by pancasila. this is also the answer to the question about what abilities or competencies will be produced from the education system in indonesia. in formulating the pancasila student profile, this refers to government policy, namely ppk (strengthening character education). this policy is contained in presidential regulation (perpres) of the republic of indonesia number 87 of 2017 and regulation of the minister of education and culture number 20 of 2018 concerning strengthening character education in formal education units. in the policy, there are 18 values, which are then summarized into five main values. these values are the value of religiosity, the value of nationalism, the value of cooperation, the value of independence, and the value of integrity. but besides that, what became the reference for the emergence of the pancasila student profile was ki hajar dewantara's educational ideals (irawati et al. 2022). profile of pancasila students as written in the regulation of the minister of education and culture year 2020-2024 concerning the ministry of education and culture's strategic plan for 2020-2024 which reads "pancasila students are the embodiment of indonesian students as lifelong students who have global competence and behave by the values of pancasila values, which have six main characteristics, namely faith, piety to god almighty, and noble character, single diversity, cooperation, independence, critical reasoning, and creativity”. the elaboration of the pancasila student profile which has these six characteristics will be discussed one by one. first, namely having faith, fearing god almighty, and having noble character. a student with a pancasila student profile must have faith and piety to god almighty. so that with this faith, morality will be formed. not only morals towards fellow human beings but also morals towards the environment, as well as morals towards the country second, global diversity. as a student with a pancasila student profile, you must have global diversity because indonesia is a pluralistic country, rich in traditional cultures, races, and religions. so as pancasila students, they must uphold global diversity, namely tolerance and respect for differences. so that will create prosperity. however, this does not only stop at the national level but is also applied internationally, namely respecting foreign cultures. third, work together. as a student with a pancasila student profile, you must have the ability to work together. because with cooperation, a matter will be lighter. likewise later when plunging into the world of work, of course, cooperation is needed. this is by human nature, namely social beings who cannot be separated from the help of others. especially in today's era, increasingly high challenges require humans to collaborate. fourth, independent. independent here means that as a student must be able to carry out their responsibilities independently, not depending on others. even though cooperation was mentioned above, there are certain times when cooperation is not needed and is replaced by the value of independence. the element of one's independence is being able to understand oneself and the conditions one is experiencing, as well as self-control. fifth, is critical reasoning. as a student, of course, you must have critical reasoning. where volume 8, number 3, november 2023| 283 zzzzzz someone receiving information is not swallowed raw. but it needs to be studied and analyzed, evaluated, and then conclusions drawn. someone critical in making a decision will not be in a hurry because it requires deep thought. the hope is that students who think critically will create the next generation who can advance the indonesian nation. sixth, creative. a student with a pancasila student profile must have creative value. namely being able to create original ideas and of course useful for life. someone creative from an early age, then in facing problems there will be solutions found to deal with these problems. so this creative value needs to be instilled from an early age. these six values are values that must be owned or applied by a student conceptualized in the pancasila student profile. with the hope of creating the next generation of national life who can provide change and progress to the indonesian nation. of course, this cannot be created instantly. but it requires a long process. therefore, the pancasila student profile is implemented as early as possible starting from the lowest level of education, namely kindergarten, elementary, junior high, to high school. then, efforts to instill the values contained in the pancasila student profile are carried out through habituation at school. whether it's through intra-curricular learning, extra-curricular, or projects that strengthen the pancasila student profile (rachmawati 2021). so, this is closely related to the school principal's policy and is also inseparable from the guidance of a teacher, and of course support and cooperation with parents of students. the learning process carried out at mi narrative quran lamongan is carried out through a learning process in the classroom and outside the classroom through three main pillars developed by the madrasa, namely:wiridqu (writing and reading al qur'an), local content qurma (quran and meaning), and litbas (literacy and language). each of the pillars above has a program and coordinator and members with a gradual, sustainable and integrated system. that is, everything is not only borne by the homeroom teacher but all teachers also have the same role and duties in embodying pancasila values in learning islamic religious education and other learning. the majority of pai educators or teachers are appointed as teachers for studying the qur'an or wiridqu (writing and reading al-qur'an), tahfidz, and several coordinators for several learning activities and commemoration of national and religious holidays. the role of pai teachers in realizing pancasila student profiles in the context of achieving the goals of character education, islamic religious education teachers are one of the spearheads of success and the formation of student character because islamic religious education teachers as figures who are admired and imitated, have an important role in the application of character building in schools. this is also the case in mi narrative quran lamongan. islamic religious education teachers have a major role in shaping the character of students. the role of the teacher is a series of interrelated behaviors that are carried out in a particular situation about the progress of behavior change and the development of the student who is the goal. the importance of the teacher's role in the formation of student character, requires teachers to have better character first so that it makes it easier for each teacher to shape the character of their students26. the results of the research that has been carried out to answer the role of the pai teacher in the formation of the pancasila student profile are as follows: 1. as a driving force that contributes to all components of the school to achieve goals. namely the creation of students who believe in piety to god almighty and have a noble character, critical reasoning, cooperation, independence, creativity, and global diversity. this can be 26 amelia sapitri and mimin maryati, “peran pendidikan agama islam dalam revitalisasi pendidikan karakter,” al-afkar, journal for islamic studies (2022): 252–266. volume 8, number 3, november 2023| 284 zzzzzz seen not only during the implementation of religious daily programs but also at the commemoration of national holidays, mentoring vocabularies, and flag ceremonies. pai teachers are also trusted as room teachers or homeroom teachers who have a very active and contributive role in student activities. so that the teacher is obliged to take part in the ikm education seminar (implementation of the merdeka curriculum) for several days which will be held at the mi narrative quran lamongan building in august 2022. one of the leading activities is the expression stage, 2. as a coach who repeats activities and routines continuously and continuously every day. thus, it becomes a culture and accustomed to doing good things anywhere, as exemplified by the teacher at school. as an example one student who performs the dluha prayer, memorizes muroja'ah during school holidays, recites dhikr after prayer, and greets or greets when meeting with his ustadz. 3. as an example for students in every learning process. this can be seen when pai teachers also participate in carrying out students' daily programs and act as coordinators of activities such as imams praying dluha, jam'iyyah dziba', wiridqu (writing and reading the koran: learning activities to read and write the koran), tadarrus istiqomah which is carried out 3 times offline and once a week online, reciting manaqib and rotibul haddad every wednesday, taking turns at the residence of mi narrative quran lamongan teachers. 4. as a student motivator. morning activities at minan include giving motivational quotes by the teacher to students after performing the congregational and istighotsah prayers. apart from that, it was also announced and given appreciation at the morning assembly to several students who succeeded in achieving achievements in porseni teaching at the kec. lamongan 2023. this makes them more prepared and gives self-confidence to students, rewards for the best al-quran memorizers, the most book readers etc. it can also be seen on the minan social media page as a form of motivation, and appreciation, as well as a madrasah information center. 5. as an evaluator of each program implemented. while at home, students are asked to fill out sajadah santri a media that bridges and monitors activities between students and teachers while at school and between parents and children at home which is filled out online or online both during active days or school holidays. apart from that, it also optimizes wa chats between teachers and parents at certain times.27in addition, a mini book was also given as a guide for students' memorization and a connecting book in al-quran learning activities. in several supporting activities related to learning in schools, it can be seen that almost all teachers work together to realize good student behavior such as being disciplined and coming to school on time. this can be seen from the condition of welcoming the students to the madrasah lobby every morning, escorting the return of students to making sure they go home with pick-ups. after each lesson, several teachers in different classes motivate students to maintain and carry out good habits at home, for example helping parents with work at home, praying dluha, muroja'ah, etc. according to the sop written for teachers there, it requires teachers to educate students with excellent service and communication intent with student guardians. because basically what is no less important is the planting of pancasila values in the daily lives of students and teachers. so that the values and competencies mentioned above can become a culture and habit that will always carry over to the end of one's life. next, the researcher will make a table as the results of research conducted on pai teachers at mi narrative quran lamongan in their role can be reflected through several actions as follows: table 1indicators for implementing the pancasila student profile competence action 27interview with pai teacher, ustadzah siti mualifah, 12 june 2023. volume 8, number 3, november 2023| 285 zzzzzz have faith in god almighty dhuha, dluhur and asr prayers in congregation, friday prayers, dziba', manaqib, istighotsah, halaqoh khotmul qur'an online and offline. noble morals smile, greet, and say hello when students enter and leave, students duck when walking in front of the teacher, learning with movement and songs carries good cultural friends of minn students such as eating and drinking while sitting etc. cooperation clean friday, expression stage, qurma tree (project from qurma subject), class picket schedule. independent milo (minan lunch order), summer camp, winter camp. extra scouts. creative expression stage, qurma tree (project from qurma subjects), my diary my story. global diversity morning vocabulary, language month, minan podcast, leading du'a after prayer in rotation from the lowest class to the highest class, pego learning, and language center (native institute) conclusion the learning process carried out in forming a pancasila student profile at mi narrative quran lamongan is carried out through a formal learning process in the classroom and outside the classroom through three main pillars developed by madrasas, namely wiridqu, qurma, and litbas with a gradual, continuous and integrated system. that is, everything is not only borne by the homeroom teacher, but all teachers also have the same role and duties in realizing pancasila values, especially the pai teacher who is appointed as a teacher and coordinator of activities. the role of the pai teacher in forming the profile of pancasila students at mi narrative quran lamongan is a mover who participates with all components in the school to achieve goals, as a trainer who repeats activities and routines continuously and continuously every day, as an example for students in each learning process, as a motivator for their students, and as an evaluator of every program carried out by students, not only at school but also at the activities of students at home. volume 8, number 3, november 2023| 286 zzzzzz references creswell, john w, and j david creswell. research design: qualitative, quantitative, and mixed methods approaches. sage publications, 2017. febriyanti, chatarina, and seruni seruni. “peran minat dan interaksi siswa dengan guru dalam meningkatkan hasil belajar matematika.” formatif: jurnal ilmiah pendidikan mipa 4, no. 3 (2015). http://dx.doi.org/10.30998/formatif.v4i3.161. herliandry, luh devi, nurhasanah, maria enjelina suban, and kuswanto heru. “pandemic learning during the covid-19.” jurnal teknologi pendidikan (2020). hidayat, tatang, and abas asyafah. “konsep dasar evaluasi dan implikasinya dalam evaluasi pembelajaran pendidikan agama islam di sekolah.” al-tadzkiyyah: jurnal pendidikan islam 10, no. 1 (2019): 159–181. huda, s, muawanah, munifah, m syazali, e k palupi, r umam, and h s tortop. “islamic education in supply chain system by prioritizing manners as a success factor of millennial generation on socializing.” international journal of supply chain management 9, no. 2 (2020): 853–863. ilham, muhammad. “peran guru pai dalam membentuk karakter melalui program sekolah ramah anak (sra) di smpn 7 yogyakarta.” nusantara: jurnal pendidikan indonesia 1, no. 2 (2021): 245–272. http://dx.doi.org/10.14421/njpi.2021.v1i2-3. ismail, shalahudin, suhana suhana, qiqi yuliati zakiah, pendidikan karakter, and pelajar pancasila. “analisis kebijakan penguatan pendidikan karakter dalam mewujudkan pelajar pancasila di sekolah” 2, no. 1 (2021): 76–84. kadarsih, setiadjeng. “tugas dan wewenang ombudsman republik indonesia dalam pelayanan publik menurut uu no. 37 tahun 2008.” jurnal dinamika hukum 10, no. 2 (2010): 175–182. mitra, rahendra maya, and moch yasyakur. “peran guru pendidikan agama islam dan budi pekerti dalam menanamkan karakter religius pada siswa kelas v sd negeri kotabatu 04 desa kotabatu kecamatan ciomas kabupaten bogor tahun ajaran 2019/2020.” cendikia muda islam: jurnal ilmiah 1, no. 1 (2021): 95–104. nasih, ahmad munjin, lilik nur kholidah, and muhammad rohmanan. “pemanfaatan almaktabah al-syamilah untuk penelusuran referensi digital dalam bahtsul masail bagi guru guru pesantren di kota malang.” jurnal karinov (2018). nur’asiah, nur’asiah, slamet sholeh, and mimin maryati. “peran guru pai dalam pembentukan karakter siswa.” jurnal ilmiah profesi pendidikan 6, no. 2 (2021): 212–217. http://dx.doi.org/10.29303/jipp.v6i2.203. prasetyo, ahmad baliyo eko. “bullying di sekolah dan dampaknya bagi masa depan anak.” el-tarbawi 4, no. 1 (2014): 19–26. http://dx.doi.org/10.20885/tarbawi.vol4.iss1.art2. rahayu, sri, nurul ulfatin, bambang budi wiyono, ali imron, and muh barid nizarudin wajdi. “the professional competency teachers mediate the influence of teacher innovation and emotional intelligence on school security.” journal of social studies education researchresearch 9, no. 2 (2018): 210–227. randa, musytari, and muhammad arsyam. “transformation of islamic religious education in the revolution 4.0 era.” international journal of science and society 4, no. 4 (2022): 676–686. santi, santi, undang undang, and kasja kasja. “peran guru pai dalam membentuk karakter peserta didik di sekolah.” jurnal pendidikan tambusai 7, no. 2 (2023): 16078–16084. sapitri, amelia, and mimin maryati. “peran pendidikan agama islam dalam revitalisasi pendidikan karakter.” al-afkar, journal for islamic studies (2022): 252–266. sari, dwi nur indah, wahyu sugiarto, rahma sabilla, alfi zidanurrohim, aswin nurjanah, and muh. alif kurniawan. “aplikasi canva sebagai media pembelajaran yang menarik di era digital.” pijar: jurnal pendidikan dan pengajaran 2, no. 1 (2023). volume 8, number 3, november 2023| 287 zzzzzz http://dx.doi.org/10.58540/pijar.v2i1.475. sukrianto, sukrianto, elya elya, and naima naima. “peran guru akidah akhlak dalam meningkatkan kecerdasan emosional peserta didik di mi muhammadiyah nunu.” ibtidai’y datokarama: jurnal pendidikan dasar 1, no. 1 (2020): 1–16. wiyani, novan ardy. “psikologi perkembangan anak usia dini.” yogyakarta: gava media (2014). educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) analysis of the implementation of ipas (natural and social sciences) learning in the merdeka curriculum rofiatus surul1, lilla septiliana2 program magister pendidikan guru madrasah ibtidaiyah universitas uin sunan kalijaga yogyakarta rofiatus239@gmail.com, lillaseptiliana21@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract: science and social studies (ipas) learning in the independent learning curriculum is an important part of education development in indonesia. in ipas learning, students will be equipped with the knowledge and skills needed to understand complex natural and social phenomena and to make appropriate decisions based on evidence and available data analysis, as social beings who interact with the natural and social environment every day this subject becomes very important in achieving the knowledge and skills needed. to achieve this, of course, the right application is needed, therefore in this case it will be discussed related to planning, implementation, and evaluation. the method used in this article is descriptive qualitative literature study, with the steps used to collect information and data with the help of various materials available in the library such as documents, books, magazines, historical stories, and others. thus producing the conclusion that in the process of planning ipas learning includes, analyzing the cp learning outcomes to compile learning objectives and learning objectives flow, planning and implementing diagnostic assessment, developing teaching modules, learning with stages of achievement and characteristics of learners, planning, implementation, and processing of formative and summative assessments, reporting learning progress, and evaluating learning and assessment. whereas in the implementation through several preliminary stages, orientation activities, aperception activities, motivation activities, core activities, and closing activities. but the learning implementation activities are certainly inseparable from the main learning experience process, as stated in permendikbud number 81 a of 2013 appendix iv which mentions five main learning experiences, namely: observing, asking, collecting information / experiments, associating / processing information, and communicating. while the evaluation stages consist of several stages that certainly adjust to the curriculum that is by using assessment consisting of rubrics, check lists, development graphs, projects, written tests, oral tests, assignments, portfolios and several other assessments that are considered relevant to the material taught by educators. keyword: learning ipas, kurikulum merdeka, planning, implementation, evaluation introduction as per the curriculum principle, one of which is flexibility, meaning the curriculum should adapt to the needs of students and educators as well as the changing times1. in meeting the needs 1 huesn ali and sarhad samin, “curriculum principles,” journal of garmian university (2022); r. oliver et al., “curriculum structure: principles and strategy,” european journal of dental education (2008); bradley setiyadi, irma suryani, and resty framadita, “landasan dan asas pengembangan kurikulum,” daiwi widya (2023); arif rahman prasetyo and tasman hamami, “prinsip-prinsip dalam pengembangan kurikulum,” palapa (2020). mailto:rofiatus239@gmail.com mailto:lillaseptiliana21@gmail.com volume 8, number 3, november 2023| 321 of students, the government introduced a new curriculum known as kurikulum merdeka (independent learning curriculum). kurikulum merdeka is a curriculum with diverse intracurricular learning where content is optimized to allow students sufficient time to delve into concepts and strengthen competencies2. teachers have the flexibility to choose various teaching tools, enabling learning to be tailored to the needs and interests of students. a notable development within kurikulum merdeka is the integration of natural sciences (ipa) and social sciences (ips) into the combined subject of ipas (imu pengetahuan alam dan sosial)3. ipas learning in the context of kurikulum merdeka belajar holds a pivotal role in the educational development of indonesia. the overarching goal of kurikulum merdeka belajar is to grant students the freedom to determine their educational path and align it with their individual interests. ipas learning within kurikulum merdeka belajar is also designed to cultivate basic skills in both science and social studies. in ipas learning, students are equipped with the knowledge and skills necessary to comprehend complex natural and social phenomena, requiring precise decision-making based on available evidence and data analysis. ipas learning engages students in active, creative, and innovative learning that strengthens their understanding and skills. furthermore, it aids in fostering curiosity, critical thinking attitudes, and critical thinking skills. within kurikulum merdeka belajar, ipas learning is also designed to promote collaborative and interdisciplinary learning. this approach helps students understand that complex problems often require solutions from various different disciplines. ipas learning in kurikulum merdeka belajar also assists students in developing social skills such as cooperation, communication, and leadership. overall, the aim of ipas learning in kurikulum merdeka belajar is to provide an engaging, beneficial learning experience with positive impacts for both students and society. through innovative and interdisciplinary ipas learning, students are expected to develop skills and knowledge relevant to the needs of society and the modern world, preparing themselves to face future challenges. therefore, this article comprehensively discusses the implementation of ipas learning, covering planning, implementation, and evaluation in the learning process. methods the method employed in this research is qualitative descriptive, specifically falling under the category of literature research. the utilization of qualitative descriptive method is chosen due to its alignment with the object and focus of the studied subject. this is because the research aims to generate findings that cannot be achieved through measurement or statistical procedures. literature study is an approach used to collect information and data with the assistance of various materials available in the library, such as documents, books, magazines, historical narratives, and others. 2 dewi rahmadayanti and agung hartoyo, “potret kurikulum merdeka, wujud merdeka belajar di sekolah dasar,” jurnal basicedu (2022); achmad fauzi, “implementasi kurikulum merdeka di sekolah penggerak,” pahlawan: jurnal pendidikan-sosial-budaya (2022); syahrul hamdi, cepi triatna, and nurdin nurdin, “kurikulum merdeka dalam perspektif pedagogik,” sap (susunan artikel pendidikan) (2022). 3 sri nuryani sugih, lutfi hamdani maula, and irna khaleda nurmeta, “implementasi kurikulum merdeka dalam pembelajaran ipas di sekolah dasar,” jurnal pendidikan dasar flobamorata (2023). volume 8, number 3, november 2023| 322 the data collection process in this research involves observation, meaning the tracking of various references relevant to the focus of the study, including books, articles, and other sources that support the collected data. additionally, to complement the sources used in this writing, the author incorporates both primary and secondary data. primary data collection begins by gathering literature and all works by the respective figures. the data analysis technique employed in this research is content analysis method. in this analysis, a process of selecting, comparing, combining, and sorting information obtained from related data sources will be undertaken to derive valid inferences. result and discussion the merdeka curriculum is a curriculum with diverse intracurricular learning, where content is optimized to allow students sufficient time to delve into concepts and strengthen competencies. teachers have the flexibility to choose various teaching tools, enabling learning to be tailored to the needs and interests of students. the changes in the merdeka curriculum are a result of an evaluation of the 2013 curriculum, deemed in need of renewal or development. as a result, there are several changes from the 2013 curriculum to the merdeka curriculum. one significant change is the transformation of core competencies (ki) into learning achievements (cp) in the merdeka curriculum. in the merdeka curriculum, ki is changed to learning achievements. the difference lies in cp being a time span allocated to achieve targeted objectives, designed based on phases. cp is further detailed into the flow of learning objectives (atp). the development of teaching modules aims to enrich the reference tools for teachers in the learning process.4 differences between lesson plans (rpp) and teaching modules lie in the implementation of the atp learning objective flow, developed from the learning achievements (cp) with the pancasila learner profile target.5 in the 2013 curriculum, core competencies (ki) were detailed into basic competencies, competency achievement indicators, learning objectives, and then the lesson plan (rpp). learning achievements (cp) in the merdeka curriculum represent an innovation from the core competencies in the 2013 curriculum, designed to focus on students during competency development.6 these changes also impact the freedom of managing study time in each field of study in the merdeka curriculum. in the 2013 curriculum, each lesson hour (jp) was regulated per week. the unit had already set the time allocation for routine weekly learning in one semester. the minimization of lesson plan (rpp) implementation, changed into teaching modules, aims to simplify administrative tasks for teachers, allowing them more time to focus on varied learning. teaching modules in the merdeka curriculum provide freedom for educators to create learning processes that suit students. this freedom of time is also related to the development of components in teaching modules that are adapted to the environmental context and the learning needs of students. 4 maulida, u. pengembangan modul ajar berbasis kurikulum merdeka.jurnal tarbawi, 2022, vol 5 (2), 130–138. 5 rahimah.peningkatan kemampuan guru smp negeri 10 kota tebingtinggi dalam menyusun modul ajar kurikulum merdeka melalui kegiatan pendampingan tahun ajaran 2021/2022. jurnal ansiru pai, 6(1), 92–106 6 rindayati, e., putri, c. a. d., & damariswara, r. kesulitan calon pendidik dalam mengembangkan perangkat pembelajaran pada kurikulum merdeka. ptk: jurnal tindakan kelas, 3(1), 2022. 18–27. volume 8, number 3, november 2023| 323 in the merdeka curriculum, the subjects of natural sciences (ipa) and social sciences (ips) are combined into one subject called integrated natural and social sciences (ipas), with the hope of encouraging students to manage the natural and social environment as a whole. ipas (integrated natural and social sciences) is considered a curriculum development that combines the learning material of natural sciences with social sciences into one theme. natural sciences, which study the environment, are highly compatible with societal or environmental conditions, making it feasible to be taught integratively. thus, it can be said that ipas (integrated natural and social sciences) learning in the merdeka curriculum is an effort by the education government to shape students capable of managing their environment effectively as a whole. learning ipas (natural and social sciences) in the merdeka curriculum udin syaefuddin and abin syamsuddin state that planning is a series of activities to prepare decisions about what is expected to happen (events, conditions, atmosphere, etc.) and what will be done (intensification, extension, revision, renovation, substitution, creation, etc.). 7 nother statement is mentioned by mulyono, who states that planning is a rational and systematic activity process aimed at making decisions, activities, or steps to be taken to achieve effective and efficient goals.8 thus, planning can be interpreted as a system that includes decision-making, steps to be taken to achieve specific goals so that a goal can be achieved effectively and efficiently. in the merdeka curriculum, lesson planning provides teachers with the flexibility to create, choose, and modify teaching modules according to the context, characteristics, and needs of students. syllabi and lesson plans (rpp) are still created and developed in accordance with the process standards or circular letter number 14 of 2019 concerning the simplification of lesson implementation plans. in the merdeka curriculum, subject planning certainly has its own stages to achieve the specified learning objectives. this is similar to the ipas (natural and social sciences) subject, which, fundamentally, does not differ much from the planning of other subjects. the following are some components that need to be prepared by educators before conducting lessons, including the ipas subject :9 a. analyzing achievement learning (cp) to formulate learning objectives and the flow of learning objectives. cp is the learning competence that students must achieve at each developmental stage for each subject at the early childhood education, elementary education, and secondary education levels. achievement learning includes a set of competencies and scope of material arranged comprehensively in narrative form. adjusting the developmental stages of students, mapping achievement learning is divided into age phases. 7 t.g. ratumanan dan imas rosmiati. perencanaan pembelajaran (depok: pt raja grafindo persada, 2020), 22. 8 mulyono, m. a, manajemen administrasi dan organisasi pendidikan (jogjakarta: ar-ruzz media, 2010), 27. 9kemdikbud,https://ditsmp.kemdikbud.go.id/tujuh-tahapan-perencanaan-pembelajaran-dalam-kurikulummerdeka/ (di akses 01 april 2023, pukul 01:18 wib). https://ditsmp.kemdikbud.go.id/tujuh-tahapan-perencanaan-pembelajaran-dalam-kurikulum-merdeka/ https://ditsmp.kemdikbud.go.id/tujuh-tahapan-perencanaan-pembelajaran-dalam-kurikulum-merdeka/ volume 8, number 3, november 2023| 324 b. planning and implementing diagnostic assessments. diagnostic assessments aim to identify the competencies, strengths, and weaknesses of students. the results are used by educators as references in planning learning according to students' learning needs. in certain conditions, information related to family background, readiness to learn, learning motivation, student interests, and other information can be used as considerations in planning learning. c. developing teaching modules. the development of teaching modules aims to create teaching tools that guide educators in implementing learning. adjustment of the developed teaching modules must be essential, attractive, meaningful, and relevant, as well as contextual and continuous. d. learning with achievement stages and student characteristics. new paradigm learning is student-centered. therefore, this learning is adjusted to the stages of achievement and characteristics of students. the scope of learning materials is what educators will teach in class or what students will learn in class. then educators adjust the learning process, adapt the products of learning outcomes, and condition the learning environment. e. planning, implementation, and processing of formative and summative assessments. in planning and conducting assessments, there are five principles of assessment that should be considered. the first principle is assessment as an integral part of the learning process, facilitating learning, and providing holistic information as feedback. the second is that assessment is designed and carried out according to the function of assessment, with the freedom to determine assessment techniques and timing. third, assessment is designed to be fair, proportional, valid, and reliable. the fourth is progress reports and achievements of students are simple and informative. finally, assessment results are used by students, educators, education personnel, and parents. f. reporting progress in learning. effective reporting of learning outcomes involves parents, students, and educators as partners. it reflects the values upheld by the school; it is comprehensive, honest, fair, and accountable; it is clear and easily understood by all parties. g. learning and assessment evaluation. learning and assessments that have been carried out are then evaluated. educators reflect on learning and assessments in each teaching module. after that, educators identify what has been successful and what needs improvement. by identifying these aspects, teaching modules can be refined. with the various stages of lesson planning outlined above, it undoubtedly serves a valuable function in assisting and directing the learning process. this will greatly aid teachers in implementing lessons and also facilitate students in organizing the information and knowledge gained from the learning process. volume 8, number 3, november 2023| 325 evaluation of ipas learning in the merdeka curriculum evaluation is an effort to assess the condition of an object using a specific tool (instrument) and comparing the results with certain standards to draw conclusions..10 according to suharsimi arikunto in his book titled "fundamentals of educational evaluation," evaluation is a series of intentionally conducted activities to assess the success level of a program.11 therefore, the evaluation stage is essential to measure the success or failure of a planned and implemented learning program. the evaluation stage involves measurement, assessment, and tests, although evaluation and measurement, assessment, and tests are fundamentally different; they cannot be separated. measurement is an activity conducted to quantify something, such as body temperature measured with a thermometer resulting in 36.0 degrees celsius, 38.0 degrees celsius, 39.0 degrees celsius, etc. from this example, it can be understood that measurement is quantitative. thus, based on the above definition, evaluation, in general, is a process to diagnose learning and teaching activities.12 assessment is a systematic process that includes collecting information (numeric or verbal descriptions), analysis, and interpretation to make decisions. educational assessment is the process of collecting and processing information to determine the achievement of students' learning outcomes. therefore, reliable data is needed as a basis for decision-making. in this context, decisions are related to whether or not students have successfully achieved a competence. 13 thus, assessment is one of the pillars in the implementation of the curriculum at the unit level of education (ktsp) based on competence. assessment is carried out through various forms, including performance assessment, attitude assessment, written assessment (paper and pencil test), project assessment, assessment through a collection of students' work/products (portfolio), and self-assessment. formal and informal assessments of learning outcomes are conducted in an enjoyable atmosphere, allowing students to demonstrate what they understand and can do. a test is a systematic tool or method for measuring a sample of behavior. as a measuring tool, a test contains various items or a series of tasks that must be completed or answered by students. a good test is one that meets the requirements of validity and reliability.14 in a teaching module, the assessment or evaluation plan is accompanied by instruments and methods for conducting assessments. in the pedagogical and assessment field, there are many theories and approaches to assessment. assessment is carried out to find evidence or considerations about the achievement of learning objectives. therefore, educators are encouraged to conduct the following assessments: 15 10 dharma kusuma, cepi triatna, dan johar permana. pendidikan karakter kajian teori dan praktek di sekolah (bandung: pt remaja rosda karya, 2011), 138. 11 suharsimi arikunto. dasar-dasar evaluasi pendidikan (jakarta:bumi aksara, 2008). 290. 12 aunurrahman. belajar dan pembelajaran. (cet. iv; cv alfabeta: bandung, 2010), h. 98. 13 zaenal arifin, evaluasi pembelajaran. (cet. ii, pt remaja rosdakarya : bandung, 2010), 50-51. 14 nana sudjana, penilaian hasil proses belajar mengajar. (cet. i, bandung: pt. remaja rosdakarya, 1989), 34. 15 ahmad teguh purwanto, perencanaan pembelajaran bermakna dan asesmen kurikulum merdeka, jurnal ilmiah pedagogy, vol 20, 1 juli, 2022. 87-88. volume 8, number 3, november 2023| 326 1. formative assessment it aims to provide information or feedback for educators and students to improve the learning process. assessment at the beginning of learning is conducted to determine students' readiness to learn the material and achieve the planned learning objectives. thus, this assessment is classified as formative assessment because it is intended for the teacher's needs in designing learning, not for the purpose of assessing students' learning outcomes reported in report cards. additionally, assessments conducted during the learning process, to monitor students' progress and provide quick feedback, are also considered formative assessments. 2. summative assessment it is conducted to ensure the overall achievement of learning objectives. this assessment is carried out at the end of the learning process or simultaneously for two or more learning objectives, depending on the educator's considerations and the education unit's policy. unlike formative assessment, summative assessment is part of the calculation of assessment at the end of the semester, academic year, or education level. both types of assessments do not have to be used in a lesson implementation plan or teaching module, depending on the scope of learning objectives. educators are the individuals who best understand students' learning progress, so educators need to have the competence and flexibility to conduct assessments according to the needs of each student. this flexibility includes designing assessments, timing, using assessment techniques and instruments, and determining criteria for achieving learning objectives. the following are some assessments that can inspire educators to support the implementation of the learning evaluation stage, including rubrics, checklists, progress charts, projects, written tests, oral tests, assignments, portfolios, and other relevant assessments related to the material taught by educators, including the ipas subject. in the implementation of the ipas subject, the evaluation stages consist of several steps that are adjusted to the prescribed curriculum, namely the merdeka curriculum using assessment. the assessment is designed and conducted according to the function of the assessment, with the flexibility to determine the technique and timing of the assessment to effectively achieve the learning objectives. the learning process supports the development of students' competencies and characters holistically. the assessment is designed to be fair, proportional, valid, and reliable to explain learning progress and make decisions about the next steps. this becomes a reflection to improve the quality of learning. conclusion learning ipas planning in the merdeka curriculum for elementary schools (mi/sd) includes several aspects: 1) analyzing learning achievement (cp) to formulate learning objectives and the sequence of learning objectives, 2) planning and implementing diagnostic assessments, 3) developing teaching modules, 4) learning with achievement levels and characteristics of students, 5) planning, implementing, and processing formative and summative assessments, 6) reporting progress of learning, 7) learning evaluation and assessments. volume 8, number 3, november 2023| 327 in the implementation of ipas learning in the merdeka curriculum for mi/sd, it goes through several stages, starting with preliminary activities, orientation activities, apperception activities, motivation activities, core activities, and closing activities. however, the implementation of these learning activities is certainly not separated from the core learning experiences, as stated in permendikbud number 81 a year 2013 attachment iv, which mentions five core learning experiences: 1) observing, 2) asking, 3) collecting information/experiments, 4) associating/processing information, 5) communicating. regarding the evaluation of ipas learning in the merdeka curriculum for mi/sd, the evaluation stages consist of several steps that certainly adapt to the curriculum by using assessment. assessment is designed to determine the technique and timing of the assessment to effectively achieve the learning objectives. the following are some assessments or evaluations that can inspire educators to support the implementation of the learning evaluation stage, including rubrics, checklists, progress charts, projects, written tests, oral tests, assignments, portfolios, and other assessments considered relevant to the material taught by educators. references ahmad teguh purwanto. "perencanaan pembelajaran bermakna dan asesmen kurikulum merdeka." jurnal ilmiah pedagogy 20, no. 1 (2022): 7. ali, huesn, and sarhad samin. “curriculum principles.” journal of garmian university (2022). aunurrahman. belajar dan pembelajaran. cet. iv. bandung: cv alfabeta, 2010. dharma kusuma, cepi triatna, and johar permana. pendidikan karakter kajian teori dan praktek di sekolah. bandung: pt remaja rosda karya, 2011. direktorat sekolah dasar. "hal-hal esensial kurikulum merdeka jenjang sd." accessed march 31, 2023. https://ditpsd.kemdikbud.go.id/artikel/detail/hal-hal-esensial-kurikulummerdeka-di-jenjangsd#:~:text=dalam%20kurikulum%20merdeka%2c%20mata%20pelajaran,dan%20sosial %20dalam%20satu%20kesatuan. fauzi, achmad. “implementasi kurikulum merdeka di sekolah penggerak.” pahlawan: jurnal pendidikan-sosial-budaya (2022). hamdi, syahrul, cepi triatna, and nurdin nurdin. “kurikulum merdeka dalam perspektif pedagogik.” sap (susunan artikel pendidikan) (2022). kemdikbud. "tujuh tahapan perencanaan pembelajaran dalam kurikulum merdeka." accessed april 1, 2023. https://ditsmp.kemdikbud.go.id/tujuh-tahapan-perencanaan-pembelajarandalam-kurikulum-merdeka/. maulida, u. "pengembangan modul ajar berbasis kurikulum merdeka." jurnal tarbawi 5, no. 2 (2022). moleong, j. lexy. metode penelitian kualitatif. bandung: pt remaja rosdakarya, 2006. mulyono, m. a. manajemen administrasi dan organisasi pendidikan. jogjakarta: ar-ruzz media, 2010. nana sudjana. penilaian hasil proses belajar mengajar. cet. i. bandung: pt. remaja rosdakarya, 1989. volume 8, number 3, november 2023| 328 oliver, r., h. kersten, h. vinkka-puhakka, g. alpasan, d. bearn, i. cema, e. delap, et al. “curriculum structure: principles and strategy.” european journal of dental education (2008). prasetyo, arif rahman, and tasman hamami. “prinsip-prinsip dalam pengembangan kurikulum.” palapa (2020). r. gilang k. "pelaksanaan pembelajaran daring di era covid-19." jawa tengah: lutfi gilang, 2020. rahimah. "peningkatan kemampuan guru smp negeri 10 kota tebingtinggi dalam menyusun modul ajar kurikulum merdeka melalui kegiatan pendampingan tahun ajaran 2021/2022." jurnal ansiru pai 6, no. 1 (2020). rahmadayanti, dewi, and agung hartoyo. “potret kurikulum merdeka, wujud merdeka belajar di sekolah dasar.” jurnal basicedu (2022). rindayati, e., putri, c. a. d., & damariswara, r. "kesulitan calon pendidik dalam mengembangkan perangkat pembelajaran pada kurikulum merdeka." ptk: jurnal tindakan kelas 3, no. 1 (2022). setiyadi, bradley, irma suryani, and resty framadita. “landasan dan asas pengembangan kurikulum.” daiwi widya (2023). soehadha, moh. metode penelitian sosial kualitatif untuk studi agama. yogyakarta: suka press, 2011. sugih, sri nuryani, lutfi hamdani maula, and irna khaleda nurmeta. “implementasi kurikulum merdeka dalam pembelajaran ipas di sekolah dasar.” jurnal pendidikan dasar flobamorata (2023). suharsimi arikunto. dasar-dasar evaluasi pendidikan. jakarta: bumi aksara, 2008. t.g. ratumanan and imas rosmiati. perencanaan pembelajaran. depok: pt raja grafindo persada, 2020. zaenal arifin. evaluasi pembelajaran. cet. ii. bandung: pt remaja rosdakarya, 2010. educatio : journal of education volume 1 , number 2, november 2016 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z relationships education level of parents with kids healthy lifestyle galuh kartikasari stai mifahul 'ula kertosono nganjuk galoeh.91@gmail.com published: october 20 2016 reviewed: september 5, 2016 accepted: august 9 2016 abstract: this article is about a research aimed at finding out the correlation between parents' educational level and elementary school children's pattern of healthy living in depok, sleman, yogyakarta. the research population consisted of 1,600 parents of 5th grade students from 56 state elementary schools in depok, sleman, yogyakarta (diy). as the research sample, 300 parents from nine public elementary schools were selected by using proportional random sampling. the result of a descriptive analysis reveals that 86.3% of elementary school children's pattern of healthy living in depok, sleman, yogyakarta is categorized good and 42.7% of reviews their fathers and 38.3% of reviews their mothers are senior high school graduates. the result of a correlation analysis reveals a significant correlation between parents' educational level and state elementary school children's pattern of healthy living in depok, sleman, yogyakarta. keyword: parents educational level, children's pattern of healthy living. introduction annual report the progress of nations 1995 which launched unicef in indonesia, wednesday, june 14, 1995, states that the number of deaths toddlers in indonesia was ranked the fourth-highest in the world after india, china, and nigeria. cases of maternal mortality in indonesia is ranked fourth highest in asia pacific, after papua new guinea, cambodia and myanmar. roger shrimpton (unicef representative in indonesia) in the book launch at unicef's office in jakarta, said that despite indonesia's economy has increased as indicated by the gnp continues to increase, the rate of infant mailto:galoeh.91@gmail.com galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 119 zzzzzz mortality and maternal experienced no significant decline. conditions have not improved even tend to worsen already being felt since ten years ago, looking at the situation of sanitation in indonesia. even to this day still continues sanitary conditions, and has not been a significant drop. many children have diarrhea and vomiting even until someone dies. 1 based on data from the provincial health office, with diarrhea 2005 was 40 504 people, up to 28% than in prior years.2 unicef fully supports respect for the rights of children through cooperation and assistance to government institutions and organizations, nongovernmental organizations working in the field development of childhood (through health, nutrition, water and sanitation), basic education, and protection of the children who are most vulnerable. for the years to come shortly, unicef has prioritized education for girls, the development of early childhood unified, immunization "plus", fighting hiv / aids, and to improve the protection of children from violence, abuse, exploitation and discrimination. unicef gives special attention to children affected by the conflict. although the quality of education in indonesia continues to improve, said stephen, indonesia must continue to work hard. "currently the indonesian education, still below singapore, malaysia, and brunei," he said.3 for unicef, water and environmental hygiene clean water for drinking, cooking and bathing, as well as the provision of proper toilet facilities are part of the core functions of the program.4 in emergencies, infectious diseases can be started only with one drop of dirty water. child mortality remains a serious problem in indonesia. reduce mortality obviously need access to good health, quality of birth care and 1 unicef, the progress of nation (indonesia: laporn tahunan, 1995). 2 dinas kesehatan provinsi diy, perkembangan penderita diare di diy (kompas, 13 april 2006). 3 unicef, the progress of nation. 4 unesco, educationl studies and document (new trens in youth organization, number 35) galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 120 zzzzzz management of childhood illnesses good. besides, it needs to be supported better environmental health. for example, with the provision of clean water and sanitation, communicable disease control, and good maternal nutrition. no less important is the environment that provides protection against the risk of children from violence, abuse and exploitation. from the above data, it appears that all of it, due to lack of awareness of parents about the importance of healthy lifestyles for children and their families. the foregoing if left continuously, it will result in less good for the health of themselves and the environment. education is a process to improve the culture of human dignity. through education for all sections of society, including women's participation is expected to increase. the knowledge and skills acquired through formal education, non-formal and informal supplying them to play a role in the development activities primarily within the family. according to soemantri wardoyo that the education of rural housewives in bantul still relatively low, more than 49% had not completed primary school never even schools.5 from the description above, the writer tries to discuss how the relationship between education level of parents with healthy lifestyle primary school children in depok sleman yogyakarta. a. healthy lifestyle talk about a healthy lifestyle can not be separated from healthy grasp the meaning itself. many opinions about healthy, as according to law no. 23 of 1992 is "health" is: "health is a state of being of body, soul and social enable everyone to live socially and economically productive."6 while understanding 5 soemantri wardoyo dkk, peran ibu rumah tangga terhadap kebiasaan hidup sehat dalam keluarga , laporan penelitian, (yogyakarta: fpips ikipn,1993), 36. 6 undang-undang kesehatan ri no. 23 tahun 1991. galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 121 zzzzzz the sound according to the world health organization (who) in 1945 is as follows: health is a state of complete physical, mental and social well-being and not merely the absence of desease andinfirmity.that is, health is the state of perfect physical, social and spiritual one, not only free from illness / disease or infirmity. health question is the physical health of individuals or entities. healthy lifestyle can be identified with a clean lifestyle, because with it one can maintain the cleanliness or avoid the disease. hygiene (sanitation) include: 1) for sustainability sihan home; 1) the cleanliness of the page; and 1) good personal hygiene body hygiene, food, and clothing. the degree of a person's health is influenced by four factors: 1) heredity; 2) factors of health services; 3) behavioral factors; and 4) environmental factors, both physical environment, biological, and social. the last two factors, a factor which is a great effect on people's health. behavioral and environmental factors, including personal health efforts and neighborhoods. according entjang, personal health efforts is the effort of man by man to maintain and enhance the degree of his own health.7 based on some opinions about a healthy sense of the above, there are three components of healthy related, that their healthy physical, spiritual one, and socially. meaning can be defined not healthy dalarrt not a negative sense, free from pain, but in a positive sense as a state in which the body is ready to perform an activity. all organs of the body to function optimally in response to the reasonable demands and to do, and can to repair itself properly to the situation and restore itself to carry out further activities. in line with the above opinion, hanlon stated that it includes a healthy state in a person to still have the ability to take charge full physiological and 7 i. entjang, ilmu kesehatan masyarakat cet. x (bandung: pt. citra abadi, 1991), 16. galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 122 zzzzzz psychological.8 another opinion on the definition of a healthy life according to islam put forward ahmad and salam are living diridoinya, which is a fairybehavior that always diwamai by obedience to all his commands and avoid his prohibitions.9 based on some healthy definitions mentioned above, it is clear that the size of the sound is very high value, which is mentioned in a perfect state. not only for the healthy state of physical or rokhaninya healthy, but should be perfect overall good physical, social and spiritual one. good health status would be achieved if there is an effort to behave in a healthy life. attempts to behave in a healthy life as follows. 1. maintaining hygiene (body, clothing, housing and lingkung's). maintaining health is a preventive measure of a person. various preventive measures are: a) to bathe regularly; b) wash your hair regularly; c) nails clipped regularly; d) regular brushing and correct movement; e) washing hands before eating; f) washing the feet before going to bed; g) clothes are always clean. 2. healthy food (clean, sufficient quality and quantity). these dietary factors are also very important to get attention, especially in terms of sanitation, for example in the selection of foods we choose are still fresh and intact. clean in processing or process food by washing shortly before processing, processing equipment or tools hidang used in a clean state. in addition to clean and nutritious food should be adequate for the needs and activities of individuals. 3. regimentation. there is a balance between sleep, work and rest. good sleep was between 8 hours in a day and a night, when the lack of sleep and the body will feel tired and sleepy. long working time is not the same 8 mariyati sukami, kesehatan keluarga dan lingkungan (bogor: pau pangan dan gizi, 1989), 1. 9 wp ahmad dan ma salam, islam, etika, dan kesehatan cet. i (jakarta: cv rajawali, 1986), 162. galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 123 zzzzzz person tergan-tung occupations. break needs to be done when it is tired, because the body will give us the code when it's time for a break. 4. increase endurance. efforts to increase endurance can be done in various ways such as exercise regularly adjusted age and needs. eat regularly, take vitamin and mineral supplement in accordance with the needs of the body, vitamin b and other the other. 5. avoid the occurrence of the disease. how to avoid the disease can be carried by not talking too close to people who are sick, especially communicable diseases, wash hands and feet after traveling and exposed to dust, being careful to act like a knife, walked the ian foot, riding and so iainnya , 6. improve intelligence. this effort is essential to improve health, especially these spiritual health by fostering knowledge and abilities such as reading, broaden your horizons, as well as the need for a strong religious foundation. 7. completing the house with healthy living facilities. permanent houses, tiled, fentilasi enough, mata hari rays can enter the house, available sources of clean water, no toilet / latrine healthy, there are landfills and sewage was good, the availability of first aid supplies at home. 8. medical examination. the medical examination is very important to do well when healthy or diseased. prevention would be better than to cure, in addition to savings, we can know the disease early. the examination includes: dental examinations, and regular eye on the child every six months. the medical examination was conducted to determine what disease that affects, for immediate treatment or to the doctor when the body feels no pain. keep in mind that the body weight does not terlapas of the disease, but if we do not seek to maintain health, it will feel the loss galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 124 zzzzzz itself, given the cost to doctors and drug prices are still deemed too high or expensive. as expressed by adam smith et al. in microeconomic theory, the doctrine of economic growth based on the principle that human beings in all actions driven o1eh own interests. jeremy bentham saw man as a creature that takes into account and consider the cost-benefit to be gained from any behavior that would be done. this applies da1am maintain body health and the environment. prevention efforts will be better, when compared with the healing action.10 other theories related to health issues, developed by herzberg, namely the theory of two factors(motivator-hygienentheory),which suggests that satisfaction with the work about a man that is affected by a factor that is often called satiation factor. on the other hand, on the implementers themselves are dissatisfaction with the so-called health factors. the availability of health factors means disallows a healthy work environment, healthy both physically and mentally healthy.11 health efforts on elementary school children are already many dilakuright through the school health unit (uks). the purpose of uks according entjang, is to achieve health is a state of all school children and the environment so as to mem-given opportunity to grow and develop hannonis and learn efficiently and optimally.12 according zamroni, a healthy lifestyle is closely related to life expectancy in the future, values and attitudes towards life mastery of knowledge, awareness, healthy living. in this context the need for attitudes that lead to the formation of habits that are embedded in the child such as: l) 10 bdh. swastha dan hani handoko, manajemen pemasaran analisa perilaku konsumen (yogyakarta: liberty, 1987), 27. 11 i. gitosudarmo, prinsip dasar manajemen edisi ke-3, cet. i (yogyakarta: bpef, 1996), 82. 12 i. entjang, ilmu kesehatan masyarakat, 120. galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 125 zzzzzz bathing regularly at least twice a day; 2) brushing teeth after meals and before going to bed; 3) wash hands before eating; 4) wash your feet before going to bed; and 5) wash your hair regularly, and others. these habits will eventually become the pattern in this case a healthy lifestyle.13 there are three important factors cause someone unhealthy (ill), namely; 1) disease (from within and from outside the body); 2) human; and 3) the environment. if any of the three factors are imbalance then, the disease arises. but if between all three factors can be balanced, then someone will be healthy. b. level of education parent education is an important part of any business and the development of a nation state, because education is expected to change. the change then all the different needs, attention and activity will be increasingly complex in every human person. whiterington argued that education is a process that is deliberately done to develop one's personality and abilities.14 as is the personality is se1uruh a person's behavior, ranging from how to think, act, and act including the underlying worldview. education in the primary and the family is the first by-kan by parents to their children. the education be-fine example and guidance. exemplary parent in the form of values attitudes and behaviors that would be a fad pattern for their children, while the parental form of advice about the values, attitudes, behavior is worth doing well in life and society ke1uarga. education can be broadly interpreted start since human beings are born and lasts throughout life. pendi-formal tance taken with the aim of obtaining a certain level of education an individual basis. the concept of barn about 13 zamroni, faktor-faktor yang mempengaruhi perilaku orientasi hidup sehat di kalangan remaja (yogyakarta: fpips ikip, 1993), 5. 14 whiterington, educational psichology terj. m. buchori (bandung: jemmars, 1984), 17. galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 126 zzzzzz education were developed unesco, erusaha unite all educational activities both in school, out of school in the wider society and in the family of integrated lifelong, often called the"lifelonglearning and distance highereducation"or lifelong education integrated. this concept is understanding that there are two esen-pesky namely: 1) education must walk a man's lifetime from birth to death; and 2) education should be an integrated activity between educational activities at school and outside of school. if we look at the concept of education developed by unesco, the first section explains that education should not only prepare young men to become members of adult society, but it becomes imperative for adult groups if they want to live in harmony or not behind the development of society. then the second part explains that education can integrate a variety of activities in the community, both in formal education, education organization, education in the workplace or socially broadly.15 arguments presented supporting this theory is people who have a higher education level, which is measured also by the length of the school day, will have jobs and better wages than lower educated. what-if wages reflect productivity, then more and more people who have a higher education, the higher the productivity and the results of the national economy will grow taller. based on the description of the theory as mentioned above, it can be concluded that the level of education is closely related to the willingness of individuals to follow or can be said to depend on the awareness of the importance of education and obtain pengeta-huan. extra time for education will increase awareness on the one hand and add to the development of knowledge on the other. as it is said purwanto, that the quality of education and teaching provided by the teacher is influenced by education level where the higher the person's education level, the higher the quality of education and teaching it 15 unicef, masa usia dini (directory peace building indonesia, 20 juni) galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 127 zzzzzz receives and the higher the degree of society.16 meanwhile, in front of the journalists forum care education (forta), abdul malik fadjar, said the success of the education system can be seen from the ability of graduates to use the results of education for life. therefore, a good education system should be able to provide supplies for the graduates to face life or provide life skills in learners. "logically, the higher a person's level of education the higher the role they may play in the life of society," said malik fadjar. 17 departing from such logic, malik reminded that education is not dead things that can not be changed. talking about education means speech problem that involves many aspects of life. the more sharply highlighted education, it further proves that education has live motion. according to ware halen levels of education, both for women and men commonly measured by one of four ways: 1) as the dichotomy between illiterate and literate; 2) the length of the school year were settled; 3) the highest education level achieved; and 4) the qualifications or a degree achieved. through education, people can do the classification, gives meaning to something, and gave the interpretation of something. the level of education a person has in this case the parents have a relationship with the ability to perform the role as educators. how to measure the level of education of parents in this study, using the second way is by the length of the school year were settled.18 c. education level of parents and children healthy lifestyle in principle that education is a mut-lak needs must be met by everyone. education usually determine the type of work that is selected as the source of 16 nm. purwanto, pendidikan teoritis dan praktis (bandung: remaja karya, 1984), 170. 17 abdul malik fajar, pendidikan berorientasi life skill (kompas, edisi 2 januari 2002). 18 m. singarimbun, kelangsungan hidup anak (yogyakarta: gajah mada university press, 1988), 261. galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 128 zzzzzz life and hose-jutnya determine family income. according mumiati sulastri, mother's education level also have an influence on children's development. this is due to an educated mother will be able to motivate, guide and parenting19 according astuti, the higher the level of education in general, the greater the opportunity to earn more income. with an adequate income expected family members get nutritious food, better health care and the environment are relatively in line with expectations.20 someone will go forward and succeed when supported by adequate or good education. likewise, parental education has a close connection with his duties as an educator first and foremost for children. education can be broadly interpreted start since human beings are born and lasts throughout life. through education will be obtained development of society, so it can be presumed that the addition time for education will increase awareness on the one hand and the development of knowledge on the other. the duty of parents to give education, nurturing and guiding the child should be with patience, can be friends and be an example for his son. since the content of the education of children has been received from parents through, attitudes, habits, and instances of behavior. if the parents do not have the knowledge or education level was quite good and knowledgeable about health, food / nutrition, how to educate children, how to get along with the surrounding communities, as well as the knowledge or skills related to the job, so as to provide education to children of course also in accordance with what is owned. on the contrary, if parents have enough knowledge or higher education or a good, broad horizons, then in providing education to the 19 suryatinah dan t. wakiman, pengaruh pendidikan orang tua, pekerjaan orang tua, dan motivasi berprestasi terhadap prestasi belajar mahasiswa pgsd d-ii fip ikip (yogyakarta: fip ikip, 1993), 10. 20 si. astuti, hubungan antara tingkat pendidikan dan pekerjaan orang tua dengan tingkat kesehatan galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 129 zzzzzz children will be good also in accordance with what they have. the education level of parents who menentuklan attitude, kebiasa's, and his behavior will result directly or indirectly to his son, milsalnya in feeding, caring for children, and others. moreover, what is done by the parents will be emulated by their children. d. research methods survey research was conducted in depok sleman yogyakarta region istitnewa. depok selected as the research under consideration from 17 districts with the number of 466 primary schools, the highest number at 56 primary schools, located in depok sleman yogyakarta. the experiment was conducted in 2015. the respondents were parents of public elementary school students in grade 5 in depok sleman yogyakarta. the sample is determined by proportional random sampling. the number of samples is determined based on the table krejcie and obtained 300 respondents from a population of 1600 respondents with an error rate of 5%. data parental education be obtained through a questionnaire with 11 alternative answers, while the data of healthy lifestyles of children using a questionnaire with four alternative answers (likert scale). indicators of a healthy lifestyle-liputi me: 1) physical; 2) diet; 3) patterns of rest; 4) patterns of play; 5) clothing; and 6) the environment. data analysis was carried out de-ngan descriptive statistics and correlation e. results and deliverance 1. results galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 130 zzzzzz after analyzing the data, the obtained results are deskriptifyang research will be presented in the following table. table 1 distribution of healthy lifestyle children category frequency percent (%) good 23 7.7 self 259 86.3 less 18 6.0 not good 0 0.0 total 300 100.0 tabe1 1 informs that 6% (18 students) have a healthy lifestyle is not good, 86.3% ( 259 students) including enough category, and 7.7% (23 students), including both categories. it can be concluded that a healthy lifestyle of children in public primary schools, grade 5, in depok sleman yogyakarta special region included in the category enough. table 2 distribution education level level fathe r moth er education frequency percent (%) frequency percent (%) sd 46 15.3 84 28.0 jss 46 15.3 36 12.0 high school 128 42.7 lis, 38.3 diploma 38 12 7 19 6.3 si 28 9.3 32 10.7 s2 & s3 8 2.7 14 4.7 missing 6 2.0 total 300 100.0 300 100.0 table 2 informs, that the majority of the father of primary school galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 131 zzzzzz children depok 42.7% (128 persons) 8lta, 15.3% (46 persons) 8d, 15.3% (46 persons) 8ltp, 12.7% (38 persons) diploma, 9.3% (28 persons) 81, and 2.7% (8) berpendidik late 82 and 83, 2% (6) missing / not answered. education capital 38.3% (115 people) 8lta, 12% (36 people) 8ltp, 28% (84 people) 8d, 6.3% (19 people) dilploma, 10.7% (32) 81, and 4.7% (14) 82 . thus, it can be concluded that the level of parental education in public primary school students in grade 5, in depok sleman yogyakarta special region long time the majority of studies included enough (slta = 12 years). the results of inferential was obtained correlation r = 0138; p = 0.008. based on these results mean ting-kat relationship of parent education • healthy lifestyle public elementary school children in depok, sleman, yogyakarta province, positive and significant. 2. discussion in accordance with the needs and development of the times, a healthy lifestyle of children still need to be developed and improved. this can be done by increasing the education level of the parents, because the parents' education level positively and significantly associated with a healthy lifestyle of children. the education level of parents associated with: the pattern of view, this type of work as well as the impact on earnings (salary / wages). with an adequate income, the family's needs as the needs of food, clothing, housing and health will be satisfied. on the other hand, there are parents who are materially capable, but do not know how to keep children healthy, such as lack of attention to the nutritional diet of children, many prepared foods (instant), lack of attention to the health of the teeth so that the teeth of children a lot of holes, lack of attention to health eyes so that small children had to wear glasses minus. most parents' education level is high school, mom and dad 42.7% galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 132 zzzzzz 38.3%; and healthy lifestyle of children categorized quite as much as 86.3%. see the above data, the parents of elementary school students in depok sleman already at an intermediate level, so that the health condition of children is expected to be even better. healthy lifestyle can be enhanced with better if the parents' education level has increased as well. the education level of the parents, it can be improved in various ways such as reading, always keep up with technology, whether formal, non-formal, or informal, as the new concept of education developed by unesco that seeks to unite all educational activities both in the family, school and in the wider community, in an integrated manner that lasts a lifetime. the results of this study supported by the opinion purwanto (1984: 170), that the quality of education and teaching provided by the teacher is influenced by the level of education, the higher the level of one's education, the higher the quality of education and teaching it receives, the higher the degree of society. astuti (1991: 170) says there is a correlation between education level of parents with children under five health level. education is a process to improve the culture of human dignity. with education, hopefully will be a positive change from the old individulorang, so that will greatly affect the healthy lifestyle of children. the degree of a person's health, including children, can be influenced by four factors: a) native; b) health services; c) behavior; and d) environment. behavioral factors and environmental factors are factors that have a great effect on people's health. child's health history will affect the child's health condition further. small children who since maintained their health tend to have a strong immune system, so it is not susceptible to disease on a per-plant stage further. high rates of child illness and numbers to nail a baby and toddler in indonesia can be resolved by memper-hatikan sanitation and environmental health, such as clean water consume, defecation / small at a decent latrine, and galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 133 zzzzzz not littering. thus, diseases that afflict many children such as diarrhea, dengue fever, will be overcome, if the children live in a healthy environment and eating nutritious foods. closing a. conclusion based on the results of research and discussion, we can conclude the following things. 1. the majority of parents' education level of high school and a healthy lifestyle in the public elementary school children depok sleman yogyakarta including the category enough. 2. there is a significant relationship education level of parents of children with a healthy lifestyle. b. suggestions based on the results it can be suggested that the majority of parents 'education level high school and a healthy lifestyle in children enough children, parents' education level associated with a healthy lifestyle of children, the healthy lifestyle of children needs to be improved. as for improving healthy lifestyles of children can be done by increasing parental education, whether formal, non-formal, or informal, as the new concept of education developed by unesco that seeks to unite all educational activities that take place in school, outside of school, in the community comprehensive and integrated manner in the family that lasts a lifetime. galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 134 zzzzzz references ahmad, wp & salam, ma islam, ethics, and health. the firstmold.jakarta: pt. rajawali. 1986. astuti, sl relationship between level of education and the work of parents with health levelchildhood.yogyakarta research report: fpips-ikipn. 1991. the provincial health office."developmentof diarrhea in patients withdiy".kompas, april 13, 2006. 2006. entjang, 1. health publicsciences. mold. kex bandung: pt citra aditya bakti. 1991 dawn, m. (minister). life skills-orientededucation.compass. 2002 january 2,2002. gitosudarmo 1. basic principles of management. 3rd edition, molds to-l.yogyakarta: bpef. 1996. purwanto, nm theoretical and practicaleducation.bandung: youth work. 1984. shrimpton, r. annual report of the progress of nations. jakarta: unicef representative. june 15, 1995. compass. 1995. singarimbun, m. childsurvival.yogyakarta: gadjah mada university press. 1988. sugiyono. administration research methods. 3rded.bandung: publisher cv. alfabeta. 1994. sukarni m.health familyand environment. bogor: pau food and nutrition. 1989. suyatinah, & wakiman, t. effect of parental education, employment parents and achievement motivation on learning achievement mahassiswa pgsd d-ii fip teachers' trainingcollege.yogyakarta: fip teachers' training college. 1993. swastha, bdh & handoko, h. analysis of consumer behavior galuh kartikasari relationships education level of parents with kids healthy lifestyle volume 1, number 2, november 2016 | 135 zzzzzz marketingmanagement.yogyakarta: liberty.1987. ri.l991health law, no. 23. unesco. educational studies and documents. new trens in youthorganization.number 35. 2005. unicef. the progress of thenation.indonesia: annual report. 1995. unicef. early period. indonesian peacebuilding directory: june 20. 2006. ward, s. et al. the role of the habitual housewife healthy living in thefamily.yogyakarta: fpips ikipn. 1993. whiterington, chetl. educationalpsychology.tr. m. buchori. molds to iv. bandung: jemmars. 1984. wiguna, o. indonesia must increase educationbudget.tempo interaktif, 15 november 2005. zamroni. faktor-faktor yang mempengaruhi perilaku orientasi hidup sehat di kalangan remaja. yogyakarta: fpips ikip. 1993. educatio : journal of education volume 6 , number 2, august 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) comparison of frontline educational workers experience before and during pandemic lara mae f. delos santos, rezza-mira i. de rueda, ara jane j. sanchez, engr. john vincent l. santos holy cross college, sta. rosa, n.e., inc. bangladesh email: j.vince103@gmail.com accepted: august 10th 2021 reviewed: september 5th , 2021 published: november 30th 2021 abstract: the purpose of this research is to get insight into the first-hand experiences of educational frontline workers in the philippines before to and during the pandemic. the respondents were from brgy. rajal centro sta.rosa nueva ecija and gapan city nueva ecija. the participants in this study were selected frontline teachers who worked before and throughout the epidemic. this study focuses solely on the experiences of frontline employees prior to and during covid-19. to determine if there is a substantial difference in frontline worker experience between covid-19 and before covid-19, or whether there is no significant difference. taking into account each frontline worker's physical health, mental health, communication, and public perception, the findings of this study will be able to determine how significantly different the life experience has been and what recommendations can the frontline workers make in order to cope with the situation. keyword: frontline workers, education in pandemic, physical health, mental health, communication, public perception introduction as the covid-19 pandemic spreads, healthcare workers throughout the world are presented with an unusual circumstance in which they must make tough decisions while working under severe pressure the general public has also been severely impacted. the covid-19 pandemic caught many health-care systems off guard, causing fear and uncertainty in the fight against the infection. this misunderstanding resulted in contentious judgments on who should be treated or tasted with the limited resources available. the pandemic has undoubtedly brought fear to anyone, including us. health and social care personnel are particularly vulnerable to the epidemic because they come into contact with a wide range of people while carrying out their duties. other industries must face the risk of being exposed sooner or later if the economy and nation are to progress. with the commencement of the new academic year, the educational sector must also accept the possibility of the pandemic persisting. mailto:riyu.choirul57@gmail.com volume 6, number 3, december 2021 | 250 according to sim , a physically and psychologically fit workforce that is wellequipped is essential to a country's ability to treat covid-19 cases successfully1. nowadays, working in education has a new and important challenge in the current scenario, with the ongoing epidemic2. contingency preparations are being undertaken in the education sector, such as looking for and developing new ways to adopt with the situation while considering the physical and mental health of the teachers. all onand off-campus events and activities that would gather students in crowded or confined places and/or involve travel have been prohibited for the safety of the students and the community3. prior to the covid-19 outbreak, anybody could go wherever they wanted and talk to anyone, including acquaintances, classmates, coworkers, cousins, and so on4. anyone can go to a salon for a haircut, and we all go to the mall to purchase new things or to reward ourselves. everyone is laughing at the same moment, and we are all spending time with our loved ones. we may reach out and touch anything without fear, and we can hug the person we genuinely miss. however, an unwanted incident occurred as a result of the covid-19 pandemic, which drastically affected our lives and experiences. we had no clue our routine would be altered. as our daily lives changed, so is the scenarios and paradigm in the educational sector. government and non-government groups both support distance learning programs. it is recommended in reaction to the present educational system, which is in the midst of a pandemic. it is recommended that both professors and students use digital technologies. to prevent interruption, new ways of learning are being developed, such as online classrooms, which allow students to communicate with one another from a distance and continue with their academic studies. this has created a new and major problem for educational frontline personnel in terms of how they will cope with the present scenario while performing their assigned responsibilities as instructors. the present pandemic crisis has had a tremendous influence on our lives in many areas, including our personal life, studies, and jobs. this study is being done to better understand the experiences of educational frontline staff prior to and during the covid-19 epidemic. the following research problems will be investigated in this study: 1. how may the experiences of educational frontline personnel before and during the covid-19 outbreak be characterized in terms of: physical health, mental health, communication and public perception 1 malcolm r sim, “the covid-19 pandemic: major risks to healthcare and other workers on the front line” (bmj publishing group ltd, 2020). 2 muh barid nizarudin wajdi et al., “education policy overcome coronavirus, a study of indonesians,” edutec: journal of education and technology 3, no. 2 (2020): 96–106. 3 muh barid nizarudin wajdi et al., “pendampingan redesign pembelajaran masa pandemi covid19 bagi tenaga pendidik di lembaga pendidikan berbasis pesantren di jawa timur,” engagement: jurnal pengabdian kepada masyarakat 4, no. 1 (2020): 266–277. 4 cynthia abbott-gaffney and karen jacobs, “telehealth in school-based practice: perceived viability to bridge global ot practitioner shortages prior to covid-19 global health emergency,” work (2020); grant benham, “stress and sleep in college students prior to and during the covid-19 pandemic,” stress and health (2021). volume 6, number 3, december 2021 | 251 2. what action plan may be provided for the educational frontline employees to mitigate the impact of the covid-19? literature review frontline workers are uniquely placed to address some of the most pressing covid19 pandemic problems. their ability to provide professional counseling does not shield them from the psychological toll that it entails. we are unlikely to fully grasp the long-term mental impact of covid-19 based on previous findings of how earlier pandemics eventually harmed the psychological health of frontline workers. while frontline workers are generally strong, they are nevertheless human and deserve the same psychological support as everyone else during a crisis. it is important to move beyond our current knowledge base and collect and analyze data on how this pandemic impacts our frontline personnel. this information will be critical in directing our actions to improve long-term mental health outcomes linked with covid-19, as well as affecting our behavior in the case of future pandemics. every day since the beginning of the year, humanitarian workers in the philippines have been on the front lines dealing with the challenges posed by covid-19 and other disaster events, such as the displacement caused by the taal volcano eruption, the damage caused by typhoon ambo, as well as continuing relief efforts in marawi city and responding to those affected by the cotabato and davao del sur earthquakes. despite the numerous hazards, humanitarians continue to do their work, patiently and selflessly assisting those in most need. the covid-19 pandemic has shown a significant number of vulnerabilities as well as our shortcomings in shock prevention5. it has also demonstrated that the enormity of the issue beyond the capacity of any one partner or government to respond. covid-19 may be today's super-villain, but it doesn't stop our real-life heroes from performing their jobs and working diligently to develop ways to battle the treat and finally defeat the unseen adversary. the new coronavirus outbreak threatens to aggravate work-related stress and amplify severe psychological distress among some healthcare professionals. other pandemics' emotional impacts on medical professionals have shown that anguish is not confined to the length of the epidemic, but instead lingers long after exposure to victims has ended. longer shifts are connected with detrimental consequences on both employees and patients, and the mental and physical weariness that healthcare professionals throughout the world are expected to experience as a result of prolonged schedules and increased workloads is not uncommon among frontline workers. the covid-19 epidemic is hurting many healthcare 5 juan antonio duro et al., “covid-19 and tourism vulnerability,” tourism management perspectives (2021); güler boyraz, dominique n. legros, and ashley tigershtrom, “covid-19 and traumatic stress: the role of perceived vulnerability, covid-19-related worries, and social isolation,” journal of anxiety disorders (2020); ibraheem m. karaye and jennifer a. horney, “the impact of social vulnerability on covid-19 in the u.s.: an analysis of spatially varying relationships,” american journal of preventive medicine (2020). volume 6, number 3, december 2021 | 252 professionals in novel ways, including increased infection risk, feelings of powerlessness, moral damage, and a lack of social support6. methods this methodology reflects the criteria that were used to assess the lives of covid19 frontline workers before and throughout the pandemic. frontline workers' physical and mental health, communication, public perception, and security and protection are all affected by their experiences before and during covid-19. communication refers to how humans perceive messages sent between two or more individuals. communication has an important role in both promoting and disturbing physical well-being. frontline workers' physical health has an impact on their mental health, and poor physical health can lead to an increase in bad mental health. mental health has an impact on how people are perceived by the public; it influences how they believe, how things appear, and so on. security and protection are enhanced via communication and public perception. communication and public perception engage with people on a regular basis in order to provide information, guidance, or to ease incident reporting, which can improve security and protection. this study focused on the experience of covid-19 frontline education workers; before and during pandemic at rajal centro santa rosa and gapan city nueva ecija. moreover, the results of this study will be beneficial to the following: teachers: as a consequence, they are more conscious of their physical, mental, and social wellbeing during covid-19, which helps them avoid worry and despair. frontline workers: based on prior experience, they can address the psychological effect of covid-19. researcher: the findings of this study may serve as the foundation for future intervention programs aimed at enhancing frontline employees' experiences during a pandemic, which would eventually enhance their way of life. the data was analyzed using a four-point likert scale by the researcher. a four-point likert scale represents a collection of numeric or verbal answers and alternatives that span a variety of perspectives on a topic. it's always included in open-ended inquiries. it is a fourpoint scale ranging from severe to extreme. it consists of a mild or neutral middle. the crucial value for the wilcoxon test will be utilized by the researcher. the crucial value must be less than or equal to the result in order to reject the null hypotheses. in conducting this study, 6 faruk bozdağ and naif ergün, “psychological resilience of healthcare professionals during covid-19 pandemic,” psychological reports (2020); baiwen qi et al., “protecting healthcare professionals during the covid-19 pandemic,” biomed research international (2020); usman rashid malik et al., “knowledge, attitude, and practices of healthcare professionals on covid-19 and risk assessment to prevent the epidemic spread: a multicenter cross-sectional study from punjab, pakistan,” international journal of environmental research and public health (2020); murat yıldırım, gökmen arslan, and ahmet özaslan, “perceived risk and mental health problems among healthcare professionals during covid19 pandemic: exploring the mediating effects of resilience and coronavirus fear,” international journal of mental health and addiction (2020). volume 6, number 3, december 2021 | 253 the assumption below was employed by the researchers. covid-19 pandemic experience has serious bad effects on the frontline worker’s personality. • null hypothesis: there is no significant difference between the experience of frontline workers before and during covid-19 pandemic. • alternative hypothesis: is there significant difference between the experience of frontline workers (teacher) before and during covid-19 pandemic. result and discussion covid-19 frontline workers' experiences before and during the pandemic this chapter contains a summary of the study's results, conclusions, and recommendations titled "experience of covid-19 frontline workers: before and during pandemic." table 1 physical health 1. physical health 4 3 2 1 wm vi before pandemic f % f % f % f % 1.1 i have enough sleep every day. 6 30% 13 65% 1 5% 0 0% 3.25 sa 1.2 i exercise once a week when i wanted. 7 35% 6 30% 5 25% 2 10% 2.9 a gwm 3.08 a during pandemic f % f % f % f % 1.3 i have enough sleep every day. 4 20% 4 20% 8 40% 4 20% 2.6 a 1.4 i exercise once a week when i wanted. 10 50% 6 30% 2 10% 2 10% 3.2 sa gwm 2.9 a the over all weighted mean for the component physical health is 3.08 before pandemic and 2.9 during epidemic, with the verbal interpretation of agree, indicating that respondents are only slightly agreeing that covid-19 experience has an influence on their physical aspect before and during pandemic. volume 6, number 3, december 2021 | 254 table 2 mental health 2. mental health 4 3 2 1 wm vi before pandemic f % f % f % 2.1 when i’m sick it feels like normal thing. 13 65% 6 30% 1 5% 0 0% 3.55 sa 2.2 i don’t tolerate negative thoughts. 13 65% 6 30% 1 5% 0 0% 3.55 sa gwm 3.55 sa during pandemic f % f % f % f % 2.3 when i’m sick it feels like normal thing. 1 5% 2 10% 3 15% 14 70% 1.5 sd 2.4 i don’t tolerate negative thoughts. 1 5% 3 15% 5 25% 11 55% 1.7 sd gwm 1.6 sd the over all weighted mean for the factor mental health is 3.55 before and 1.6 during the pandemic, with the verbal interpretation of strongly agree and strongly disagree, indicating that respondents are only somewhat agreeing and do not agree that the covid-19 experience has an impact on their mental health before and during the pandemic. table 3 communication 3. communicati on 4 3 2 1 wm vi before pandemic f % f % f % f % 3.1 i don’t need some distance when talking to my family/neighbo r/friend. we can talk freely. 15 75% 4 20% 1 5% 0 0% 3.7 sa volume 6, number 3, december 2021 | 255 3.2 i visit my families and friends to hang out, whenever i miss them. 17 85% 3 15% 0 0% 0 0% 3.85 sa gwm 3.88 sa during pandemic f % f % f % f % 3.3 i don’t need some distance when talking to my family/neighbo r/friend. we can talk freely. 0 0% 1 5% 6 30% 13 65% 1.4 sd 3.4 i visit my families and friends to hang out, whenever i miss them. 0 0% 0 0% 8 40% 12 60% 1.4 sd gwm 1.4 sd the over all weighted mean for the factor communication is 3.88 before and 1.4 during the pandemic, with the verbal interpretation of strongly agree and strongly disagree, indicating that respondents are only somewhat agreeing and not agreeing that covid-19 experience has an impact on their communication aspect before and during the pandemic. table 4 public perception 4. public perception 4 3 2 1 wm vi before pandemic f % f % f % f % 4.1 i make sure i am well aware where my family is going before they go out. 15 75% 5 25% 0 0% 0 0% 3.75 sa 4.2 i make sure that my family came home safe. 17 85% 3 15% 0 0% 0 0% 3.85 sa gwm 3.8 sa during pandemic f % f % f % f % volume 6, number 3, december 2021 | 256 4.3 i make sure i am well aware where my family is going before they go out. 16 80% 3 15% 0 0% 1 5% 3.7 sa 4.4 i make sure that my family came home safe. 17 85% 2 10% 0 0% 1 5% 3.75 sa gwm 3.73 sa the overall weighted mean for the component public perception is 3.8 before and 3.37 during the pandemic, with the verbal interpretation of strongly agree, indicating that respondents agreed that the covid-19 experience had an influence on their public perception before and during the pandemic. table 5 summary table on the types of experience of respondents types of experience general weighted mean verbal interpretation 1. physical health before pandemic 3.08 agree during pandemic 2.9 agree 2. mental health before pandemic 3.55 strongly agree during pandemic 1.6 strongly disagree 3. communication before pandemic 3.88 strongly agree during pandemic 1.4 strongly disagree 4. public perception before pandemic 3.8 strongly agree during pandemic 3.73 strongly agree volume 6, number 3, december 2021 | 257 the findings of a summary of the responses for each component of the educational frontline employee's experience reveal that there is no significant difference between the physical health component and public perception prior to and after the pandemic. while instructors were well aware of the mental health and communication issues when the pandemic began. table 6 – hypothesis test summary for related-samples sign test and wilcoxon signed rank test hypothesis test summary null hypothesis test sig. decision 1 the median of differences between before covid and after covid equals 0. related-samples sign test .000a reject the null hypothesis. 2 the median of differences between before covid and after covid equals 0. related-samples wilcoxon signed rank test .000 reject the null hypothesis. the findings demonstrated, using two separate statistical tests, that there is a substantial difference between the life of a teacher before and after the pandemic in terms of general physical health, mental health, communication, and public perception. conclusion the findings of this investigation led to the following conclusion: 1. educational frontline employees are likely to require a flexible system of support that includes peer, organizational, and professional assistance. this includes provisions for safety, wellness, and health. 2. social distance is particularly essential in avoiding illnesses in confined areas such as buildings and workplaces. every school building should be designed to be a working environment during the pandemic. at the same time, safety protocols should be issued by the immediate supervisors or the management of school facilities. 3. frontline employees might occasionally experience suffering, not just physically, but also emotionally, mentally, and socially. it is important to always check-up on the teachers by doing meetings, trainings, webinars that would help improve the overall health and wellbeing of the teachers. 4. changes in behavioral patterns are most likely to occur during this pandemic, particularly among frontline workers who, for their own safety, must be safeguarded. there should volume 6, number 3, december 2021 | 258 be contingencies and flexible work arrangement for teachers that would help them maintain balance on their behavioral patterns. based on the findings of this investigation, the following recommendations have been made: 1. that parents, or anybody else, become aware of the frontline worker throughout this pandemic. giving appreciation and raises could help further encourage the frontline workers in doing their work and being mentally supported. 2. that local government unit should become more actively involved by establishing action response centers for frontline worker protection situations. they may be able to help in organizing programs and webinars that are allocated for the teacher’s preparation and conduct of work during the pandemic. 3. that police stations follow suit and ensure that offenders are arrested immediately and subjected to due procedure. there should be implementing rules and regulations that would help the people be informed so that they may be able to follow basic and minimum help standards. 4. individual care organizations should have social distancing techniques in place in the event of an infectious pandemic. references abbott-gaffney, cynthia, and karen jacobs. “telehealth in school-based practice: perceived viability to bridge global ot practitioner shortages prior to covid-19 global health emergency.” work (2020). benham, grant. “stress and sleep in college students prior to and during the covid-19 pandemic.” stress and health (2021). boyraz, güler, dominique n. legros, and ashley tigershtrom. “covid-19 and traumatic stress: the role of perceived vulnerability, covid-19-related worries, and social isolation.” journal of anxiety disorders (2020). bozdağ, faruk, and naif ergün. “psychological resilience of healthcare professionals during covid-19 pandemic.” psychological reports (2020). duro, juan antonio, alejandro perez-laborda, judith turrion-prats, and melchor fernández-fernández. “covid-19 and tourism vulnerability.” tourism management perspectives (2021). karaye, ibraheem m., and jennifer a. horney. “the impact of social vulnerability on covid-19 in the u.s.: an analysis of spatially varying relationships.” american journal of preventive medicine (2020). malik, usman rashid, naveel atif, furqan khurshid hashmi, fahad saleem, hamid saeed, muhammad islam, minghuan jiang, mingyue zhao, caijun yang, and yu fang. “knowledge, attitude, and practices of healthcare professionals on covid-19 and risk assessment to prevent the epidemic spread: a multicenter cross-sectional study from punjab, pakistan.” international journal of environmental research and public health (2020). qi, baiwen, haiheng peng, kangquan shou, zhengyu pan, min zhou, rui li, liping deng, volume 6, number 3, december 2021 | 259 jun shen, xin rao, and aixi yu. “protecting healthcare professionals during the covid-19 pandemic.” biomed research international (2020). sim, malcolm r. “the covid-19 pandemic: major risks to healthcare and other workers on the front line.” bmj publishing group ltd, 2020. wajdi, muh barid nizarudin, iwan kuswandi, umar al faruq, zulhijra zulhijra, khairudin khairudin, and khoiriyah khoiriyah. “education policy overcome coronavirus, a study of indonesians.” edutec: journal of education and technology 3, no. 2 (2020): 96– 106. wajdi, muh barid nizarudin, m burhanuddin ubaidillah, sri mulyani, khoirul anwar, lailatul istiqomah, fauziyah rahmawati, sholihatul atik hikmawati, diah retno ningsih, and hasan syaiful rizal. “pendampingan redesign pembelajaran masa pandemi covid-19 bagi tenaga pendidik di lembaga pendidikan berbasis pesantren di jawa timur.” engagement: jurnal pengabdian kepada masyarakat 4, no. 1 (2020): 266– 277. yıldırım, murat, gökmen arslan, and ahmet özaslan. “perceived risk and mental health problems among healthcare professionals during covid-19 pandemic: exploring the mediating effects of resilience and coronavirus fear.” international journal of mental health and addiction (2020). مشكلة الدراسة وأهميتها educatio : journal of education volume 6 , number 1, mei 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 1 zzzzzz z obstacles to using e-learning in teaching english for students with learning disabilities during the covid-19 pandemic from teachers' point of view mohamad ahmad saleem khasawneh saudi arabia, king khalid university, ,assistant professor, special education department1 mkhasawneh@kku.edu.sa accepted: jan 3th 2021 reviewed: march 5th 2021 published: may 30th 2021 abstract: this study aimed at identifying the obstacles to using e-learning in teaching english language to students with learning disabilities from the viewpoint of teachers in jordan during the emerging covid-19 pandemic. the study used the descriptive approach and developed a questionnaire consisting of (40) items and included four dimensions; obstacles related to school administration, obstacles related to school equipment, obstacles related to teachers, and obstacles related to students. the validity and reliability of the instrument were ensured and the instrument was applied to a sample of (200) teachers who were selected randomly. the results of the study showed that there are obstacles to the use of e-learning in teaching english to students with learning disabilities from the viewpoint of teachers in jordan during the new covid-19 pandemic. the results also revealed the presence of statistically significant differences in teachers’ responses related to e-learning obstacles attributable to the variables (gender and academic qualification). based on the results, the researcher recommended providing communication while using the elearning system and limiting its interruption. keywords: e-learning obstacles, learning disabilities, english language, covid-19. introduction e-learning is not an education presented randomly with in-school education, but rather a well-planned and designed system, based on the systemic approach, with its inputs, processes, and outputs, as well as its feedback. e-learning also has the advantage of creating a flexible interactive learning environment, using new electronic techniques 1. e-learning contributes to the development of creative thinking among students and enriches the learning process. it allows students to continue to access educational curricula and materials, which makes the learners in a 1 khasawneh, m. a. s.. an electronic training program to treat errors of reading aloud in the english language among students with learning difficulties during the emerging covid-19. educatio, 2021, 5 (3.) mailto:mkhasawneh@kku.edu.sa educatio : journal of education volume 6 , number 1, mei 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 2 zzzzzz z state of stability with access to electronic information at their convenience. e-learning supports the principle of self-education and continuing education at the same time 2. several obstacles face the application of e-learning on the part of teachers, such as the difficulty of dealing with learners who are not trained in self-learning and the difficulty of verifying the ability of learners using the computer. obstacles related to the learners include the difficulty of switching from a traditional learning method to modern learning, and the inability of some teachers to obtain devices computer3. there are material obstacles such as providing and updating computers, internet service and speed, and human obstacles related to the lack of teachers who are proficient in the technological and technical skills necessary for e-learning. other obstacles include the lack of specialists to design educational materials, the use of multimedia, the high cost of preparing good software in the e-learning style, and the lack of preparation of laboratories for electronic education with all its fields and technical needs4. among the obstacles to implementing e-learning are the language barrier, insufficient human resources, teachers’ lack of skills to use modern technologies, poor infrastructure, as well as resistance from conservative educators5. the purpose of this study is to identify the obstacles to using e-learning in teaching english language to students with learning disabilities from the viewpoint of teachers in jordan. e-learning is important as a contemporary technological teaching method. it is necessary to keep pace with the scientific and technological revolution that the world is witnessing. because of the importance of the english language, it is necessary to follow appropriate teaching methods, especially in light of the coronavirus pandemic, and to overcome the difficulties facing the teaching and learning process, and the change of the teacher's role from a traditional teacher to a contemporary teacher. in e-learning, the teacher's role has become a guide and mentor instead of mere instruction. therefore, this study came to identify the obstacles facing english language teachers in using elearning to teach english language learners in jordan6 . this study aims at achieving the following objectives: identifying obstacles to using elearning to teach english to students with lds from the viewpoint of teachers in jordan, and identifying the differences in the teachers’ responses to the obstacles to e-learning facing english language teaching for students with lds from the viewpoint of teachers in jordan due to a variable of gender and academic qualification. 2 abdul hamid, a. e-learning and educational technology developments. 5th edition, egypt: the modern library. 2016. 3 al-oweimer, w. a., al-ayed, h. a., joyfel, m. o. and khaled, h. s.. the degree to which faculty members of political science in jordanian universities possess e-learning competencies. humanities and social sciences series, 2020, 33 (2 .) 4 khasawneh, m; alkhawaldeh, m; and bani hamad, h. the impact of a suggested training program on developing the written expression skills among a sample of learning disability students in aseer .journal of education college of afrelsheikh university ,2017, 4, (4),pp.107-140. 5 khasawneh, m; abed alahmad, f; and alkhawaldeh, m . the impact of cognitive training program about phonological awareness skills development on auditory-sequencing memorization skills among learning disability students in aseer area. journal of education and psychological studies, 2018, 12 (3),pp.591-604. 6 khasawneh, m.. the effect of the spread of the new covid-19 on the psychological and social adaptation of families of persons with disabilities in the kingdom of saudi arabia. health psychology report, 2020, 8 (1.) educatio : journal of education volume 6 , number 1, mei 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 3 zzzzzz z the significance of this study is based on its purposes in focusing on e-learning as modern contemporary technology in the field of teaching and learning, and identifying the obstacles that teachers face in using e-learning during the emerging coronavirus pandemic. the study also highlights e-learning and providing decision-makers in the ministry of education with the most important obstacles facing english language teachers in their teaching. the study provides important recommendations and proposals to make appropriate decisions and work to overcome obstacles, and activate e-learning in the educational learning process. this study was limited by thematic limitations. the study was limited to the topic of obstacles to using e-learning to teach english to students with lds. the study was limited to english language teachers of learning difficulties in irbid governorate for the academic year 2020/2021. literature review definition of operational terms the present study included many terms, which can be defined as follows: obstacles: in this study, obstacles are the factors that negatively affect the use of e-learning by teachers of learning difficulties in english language related to the questionnaire prepared by the researcher for the study and related to aspects (school equipment, school administration, teachers, and students) e-learning: it is defined as “a technology-based system in organization and management، which gives students the ability to learn online and facilitates their learning. e-learning takes advantage of telecommunications technology to obtain information to achieve the goals of teaching and learning”7. programmed education: it is an individual learning process that depends on controlling the arrangement of educational skills، knowledge، and experiences in an educational program provided to students. in programmed education ، the load is on the faculty member in preparing the presenting the content to the learner8. the emerging coronavirus crisis in jordan is greater and deeper than any crisis or disaster that the world has witnessed during at least the past century and a half. because of the limited economic resources and its harsh social impacts, jordan has placed the highest priority in dealing with the pandemic through the application of safety measures, the most important of which is 7 sarikhani, rahele, mostafa salari, and vahid mansouri. "the impact of e-learning on university students’academic achievement and creativity." journal of technical education and training 8, no. 1 (2016 .) 8 hassoun, f. h.. the effect of programmed learning in teaching some of the ground motions among gymnastics students. journal of physical education sciences: university of babylon college of physical education, 2021, 1 (11), 234-247. educatio : journal of education volume 6 , number 1, mei 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 4 zzzzzz z strict social distancing, curfews, and lockdowns. the highest priority was given to controlling social behaviors 9 the jordanian government has taken several measures to control the virus to protect jordanian society. students' health, and ensuring the continuity of the educational process without harming the health system. therefore, online learning was the best option available to the ministry of education by introducing the "darsak" platform, which is considered a free jordanian platform for distance learning that provides school students from grade one to grade twelve with educational lessons through video clips organized and scheduled according to the jordanian education curriculum. these lessons are provided by a distinguished group of teachers to make it easier for students to continue their learning and follow up on their school subjects10. the corona pandemic prompted the jordanian government to expand the practice of distance learning until it became an essential part of the educational process system, and an opportunity to develop it, and exploit it in the right way during and after the corona crisis11 . the report issued by unesco for the year 2020, regarding the negative consequences of school closures, confirmed that many challenges faced those in charge of the distance education process, including the lack of actual preparation of teachers for this sudden transitional stage. the report also confirmed that a good percentage of teachers and students did not have the necessary means to support distance education, and some teachers do not have sufficient experience in the technical side that allows the management of the distance learning process and its implementation to the fullest. the unwillingness of learners and parents to the principle of distance learning and the rejection from some students were also among the challenges. moreover, there is a scarcity of digital resources and their educational applications, technical challenges in the infrastructure, the weakness of communication networks, and the simultaneous pressure on the internet12. english language and e-learning: education puts english language at the top of the cognitive hierarchy, as it is the main pillar of the educational process. learning english language is a cultural system that is concerned with establishing the cultural self of society to ensure its continued existence, the continuity of its generations, the protection of its rights, the defense of its values, carrying of its message to people, and contributing to the creation of the future of humanity13. the concept of educational technology contributes to achieving the goals of education, raising the level of teaching, improving teaching and learning processes, and increasing student achievement. the means of 9 economic and social council. response plan to the repercussions of the new corona virus on the country. amman, jordan, 2020 10 ministry of education (. darsak platform, enrichment activities, auxiliary program to enhance students' skills, 2020 . 11 haddadin, h.. gender intelligence in distance learning during corona pandemic. an article published in al-rai newspaper,2020, accessed 10/2/2021 . 12 al-ghadyan, ahmed a. "insurance: the islamic perspective and its development in saudi arabia." arab law quarterly (1999): 332-338. 13 khasawneh, m. a. s.. an electronic training program to treat errors of reading aloud in the english language among students with learning difficulties during the emerging covid-19. educatio, 2021, 5 (3) educatio : journal of education volume 6 , number 1, mei 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 5 zzzzzz z communication and technology cannot fully perform their functions unless they become an integral part of the educational process. previous studies assaf, al-jamal, and rababeh 14 examined the effect of an electronic collocation-based instructional program on jordanian efl tenth grade students’ reading comprehension. the study was applied to 50 students, who were randomly selected from irbid and distributed into experimental and control groups. the study used the reading comprehension pre-test before implementing the program to measure students’ levels. the two groups took a reading comprehension post-test after implementing the program. the results revealed that the experimental group outperformed the control group in the overall reading comprehension test and each part of the test: literal and inferential comprehension. al-jaafra, h. m. a.15 explored the attitude of english teachers toward distance learning programs in the karak kasabah directorate of education. the sample consisted of (160) male and female teachers. the study used a questionnaire for data collection. the result indicated a positive attitude of english teachers toward distance learning. the results also showed no differences between attitudes because of the gender of teachers, but there were differences according to the teacher’s experience. the age group (5-10) years of experience had better attitudes than other age groups. mohammed, mudawy, and al fadda 16 measured the participants’ experiences and perceptions toward the english language new smart visual syllabus (svs). this system is an electronic syllabus that is supported by audio-visual contents, photos, animations, 3d shapes, and infographics. the sample of the study included faculty members and undergraduates' students at english departments in two faculties of education, majmaah, and king saud universities. the instruments for data collection were two workshops held to train and assess a group of faculty members, a google form interview, a google form questionnaire, and finally, d) a face-to-face interview with a focus group of faculty members and undergraduates’ students at a mixed level. the results showed no significant differences in the targets’ positive responses toward the new syllabus design. the results showed that the smart visual syllabus has a significant role in facilitating the teaching and learning materials in online courses during the covid19 pandemic. 14 assaf, m. m., al-jamal, d. a., & rababeh, e. q.. the effect of an electronic collocation-based instructional program on enhancing jordanian efl tenth grade students' reading comprehension journal of the islamic university of educational and psychological studies, 2020. 28(4). http://dx.doi.org/10.33976/iugjeps.v28i4.6334 15 al-jaafra, h. m. a.. attitudes of english teachers towards distance learning programs in the karak kasabah directorate of education. journal of educational and psychological sciences: national research center, gaza, 2020, volume 4, issue 33, 77-91. retrieved from http://search.mandumah.com/record/1101083. 16 mohammed, f. a. e., mudawy, a. m. a., and al fadda, h. a. a. smart visual syllabus for higher education: a solution during the covid-19 golbal lockdown. studies in curriculum and teaching methods: ain shams university college of education the egyptian association for curriculum and teaching methods, 2020, pp. 247, 28-59. retrieved from http://search.mandumah.com/record/1087705 educatio : journal of education volume 6 , number 1, mei 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 6 zzzzzz z al-thubaiti and al musaad 17 examined the effectiveness of using moocs in learning english and the impact of age, gender, education level, occupation, and the number of courses taken on this effect. the sample of the study included 336 english learners from an online course at rawq (an arabic online platform offering open courses). the study used two sets of questionnaires as instruments. the results indicated that the use of the online english courses provided by the english mastery initiative at rawq was effective in increasing the learner’s knowledge and skills of the english language. the factors age, gender, education level, and occupation were found not to have any effect on the results. only the number of online courses taken was found to be effective in enhancing the learners’ knowledge and skills of the english language (from 3 to five courses). elsadek, abdel-haq, and abed 18 developed efl speaking fluency skills among faculty of education students using electronic project-based leaming (epbl). the sample of the study included 27 students from the first-year english section at benha university. the study used an efl fluency skills checklist, an efl pre-test fluency test, and an efl post¬test fluency as instruments. the results of the quantitative analysis showed that the participants' efl speaking fluency skills were developed significantly as a result of implementing the epbl. therefore, it can be concluded that that the epbl is effective in developing the efl fluency skills among efl first-year students. al-shafei 19 identified the attitudes of the faculty members towards using modern technologies in the college of sciences and humanities in jubail. the study relied on the descriptive approach. the study instrument was the scale of the trend towards the use of modern technology، which was applied to a sample of 25 members of the faculty of the college of sciences and humanities in jubail. the study revealed a large percentage of the faculty members who wish that modern technologies are available for their use، and this indicates their lack of availability ، where constitutes a barrier of 32% to its use. the results showed 92% believe there is a severe shortage of modern technologies within the college. the results also confirmed that there is a demand by faculty members to learn modern technologies، as 96% of them see the necessity of training in their use، and 72% of faculty members are interested in attending courses and workshops. therefore، the faculty must provide them and give them the appropriate time to attend training. 17 al-thubaiti, s. s. and al musaad, a. z. a.. the use of moocs in learning english: rwaq as an example. journal of educational and psychological sciences: national research center, gaza, 2020. volume 4, vol. 2, 18-37. retrieved from http://search.mandumah.com/record/1046251. 18 elsadek, g. e. a., abdel-haq, e. m., and abed, m. m. a.. using electronic project based learning for developing efl speaking fluency among faculty of education students. journal of the college of education: benha university college of education, 2020, 31(121), 1-22. retrieved from http://search.mandumah.com/record/1092102 19 al-shafei, ahmad, saleh al-damegh, fahad al-matham, abdulrahman al-mohaimeed, abdullah alnafeesah, ahmad hamad-aldosary, moteb al-otaibi et al. "establishment of an accelerated doctor of family medicine program at unaizah college of medicine, qassim university, kingdom of saudi arabia." journal of medical education and curricular development 6 (2019): 2382120518818844. educatio : journal of education volume 6 , number 1, mei 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 7 zzzzzz z el-hamshari 20 explored possible reasons for the mismatch between learning orientation and e-learning design in the form of inappropriate implementation of teaching or learning strategies during implementation. so, the purpose of this paper is; first, to explain the application of elearning as a medium for efl university learners in egypt, second, to review empirical studies on recent solutions to problems encountered in faculty learning in general and in e-learning in particular, third, to analyze the social and cultural application prospects of e-learning in egypt. and finally, to consider the challenges facing the further development of e-learning with suggested solutions. method this section provides information on the methodology of the present study ، which includes population and sample، research instrument، and validity and reliability of the instrument. population and sample the study population consisted of (635) male and female teachers who teach english language subjects in irbid governorate during the academic year 2020/2021. the study sample consisted of (200) male and female teachers and table (1) shows the distribution of the sample according to demographic information. table (1): distribution of sample according to demographic variables variable level frequency percentage gender male 100 50.2 female 100 49.8 total 200 100.0 academic qualification ba 150 74.1 postgraduate 50 25.9 total 200 100.0 research instrument to achieve the objectives of the study and obtain the results, a questionnaire was developed as a study instrument by surveying the theoretical literature and reviewing previous studies. the items of the questionnaire in its final form consisted of (40) items distributed into four dimensions; obstacles related to school equipment (10 items), obstacles related to school administration (10 items), obstacles related to teachers (10 items), and obstacles related to students (10 items). validity and reliability of the instrument 20 el-hamshari, y. a. a.. evaluation of e-efl-challenging learning discourse: prospects and problems of implementation. fiker wa ibda': the modern literature association, 2017, pp. 116, 1--28. retrieved from http://search.mandumah.com/record/871854 educatio : journal of education volume 6 , number 1, mei 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 8 zzzzzz z to ensure the validity of the instrument, the pearson correlation coefficient and cronbach alpha were calculated as shown in table (2). table (2): the stability coefficient by the pearson correlation and cronbach alpha dimension cronbach-alpha pearson correlation obstacles related to school equipment 0.73 0.75 * obstacles related to school administration 0.79 0.72 * obstacles related to teachers 0.78 0.78 * obstacles related to students 0.77 0.76 * total 0.75 0.77 * result and discussion the purpose of this study is to identify the obstacles to using e-learning in teaching english language to students with lds from the viewpoint of their teachers in jordan. the following section provides the results of the research questions. results of the first research question: to answer this question, the mean scores and standard deviations of the answers of the study sample were extracted according to the dimensions of the study instrument as illustrated in table (3). table (3): the mean scores and standard deviations for the dimensions of the instrument arranged in descending order rank no. dimension mean score standard deviation level 1 2 obstacles related to school equipment 3.98 0.57 high 2 1 obstacles related to school administration 3.95 0.51 high 3 3 obstacles related to teachers 3.81 0.63 high educatio : journal of education volume 6 , number 1, mei 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 9 zzzzzz z 4 4 obstacles related to students 3.72 0.55 high total 3.86 total high table (3) shows that the mean scores of the responses to the dimension of the“ obstacles to the use of e-learning” instrument were (3.72-3.98). the obstacles related to school administration came in first order with a mean score of (3.98) and with a high rating. the second place came for “obstacles related to school equipment” with a mean score of (3.95) with a high rating. in third place came “obstacles related to teachers” with a mean score of (3.81) with a high rating, and the fourth and last place for obstacles related to students, with a mean score of (3.72) and a high rating. the tool mean scores of the instrument was (3.86) with a high evaluation degree. these results could be attributed to teachers' dissatisfaction with the performance of the school administration in this aspect. the reason may also be that schools have limited capabilities in providing and encouraging e-learning, as this requires specific capabilities that school administrations possess to be able to operate and develop e-learning. the results also showed that the dimension of the obstacles related to school equipment came in second place with a high degree of evaluation. the results indicated the presence of obstacles related to this equipment, especially equipment related to computers and their laboratories, as this indicates that the capabilities of schools in this aspect are also limited. as for the dimension of obstacles related to teachers, the results showed that teachers themselves found that they are among the causes of obstacles to e-learning. most of them may not be qualified for this type of education, and that they do not want it. this may be because the lack of equipment is what limits the teacher's role in using and developing e-learning. the obstacles related to students came in the last place, but with a high rating as well. this indicates that students are among the causes of the obstacles as well, and this indicates that teachers do not bear the responsibility for the existence of obstacles on students in the first place, but rather for what was mentioned in the previous three dimensions. results of the second research question: to answer this question, the mean scores and standard deviations were extracted for the responses of the study sample about all dimensions of obstacles to the use of e-learning in general according to the independent variables. table (4) shows the results. table (4): the mean scores and standard deviations of the responses of the study sample for all dimensions of obstacles to the use of e-learning according to the independent variables variable level obstacles related to school administration obstacles related to school equipment obstacles related to teachers obstacles related to students total educatio : journal of education volume 6 , number 1, mei 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 10 zzzzzz z m e a n sc o re s t. d e v m e a n sc o re s t. d e v m e a n sc o re s t. d e v m e a n sc o re s t. d e v m e a n sc o re s t. d e v gender male 3.84 0.51 3.96 0.63 3.73 0.67 3.67 0.57 3.41 0.50 female 4.04 0.48 4.02 0.49 3.91 0.58 3.74 0.54 3.54 0.45 academic qualification ba 4.03 0.52 4.02 0.54 3.85 0.66 3.68 0.58 3.50 0.49 postgraduate 3.72 0.42 3.92 0.63 3.73 0.54 3.76 0.49 3.39 0.41 table (4) shows that there are apparent differences between the mean scores of the responses of the sample members regarding the obstacles to the use of e-learning due to gender and academic qualification. to identify the statistical significance of these differences, the 3 way anova analysis was run as shown in table (5). table (5): results of the 3 way anova analysis to the obstacle to using e-learning according to the independent variables variable dimensions sum of squares freedom value mean square fvalue sig. gender school administration 1.59 1 1.59 7.75 0.01 school equipment 0.27 1 0.27 0.97 0.33 teachers 1.74 1 1.74 5.05 0.03 students 0.61 1 0.61 2.34 0.13 academic qualification school administration 2.88 1 2.88 14.13 0.00 school equipment 0.51 1 0.51 1.79 0.18 teachers 0.53 1 0.53 1.51 0.22 students 0.16 1 0.16 0.63 0.43 error school administration 40.91 200 0.20 school equipment 58.16 200 0.29 teachers 68.39 200 0.34 students 52.71 200 0.26 total school administration 3241.85 205 school equipment 3326.18 205 teachers 3066.88 205 students 2875.07 205 table (5) shows that are statistically significant differences in the obstacles related to school administration due to the gender variable. the f-value was (7.75), which is a statistically significant value. by referring to table (4), it is evident that the differences are in favor of (females) with a mean score of ( 4.02). the table also reveals the absence of statistically significant differences in educatio : journal of education volume 6 , number 1, mei 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 11 zzzzzz z the obstacles related to school equipment and the obstacles related to students attributed to the gender variable, where the (f) values were not statistically significant. there are statistically significant differences in the obstacles related to teachers due to the gender variable, where the value of (f) was (5.05), which is a statistically significant value. the obstacles related to teachers due to the scientific qualification variable were also significant, as the value of (f) was (14.13), which is a statistically significant value. as shown in table (4), it is evident that the differences are in favor of teachers with ba. the obstacles related to school equipment, the obstacles related to teachers, the obstacles related to students were not statistically significant according to the scientific qualification variable, where the values of (f) were not statistically significant. conclusion these results could be attributed to the fact that female teachers view e-learning more positively than male teachers, as female teachers apply e-learning methods and can perform many of their professional duties better than male teachers. the teachers with higher qualifications can evaluate the elements of the educational environment more than others in light of the tremendous technological development and the information revolution. the educational institutions need to define their future vision regarding the educational process and for e-learning to be one of the elements of this vision. e-learning should also be one of the policies that can be used according to the needs of students and teachers and in the most appropriate methods. recommendations based on the results of this study, it is recommended to provide communication during the use of the e-learning system and limiting its interruption. there is a need to shift from the traditional school to the electronic school. connecting educational institutions and all educational institutions with modern information networks is also of great importance. the study recommends conducting studies on teachers to find out their views on e-learning. the government should also allocate funds to training on the optimal use of e-learning. acknowledgments the authors extend their appreciation to the deanship of scientific research at king khalid university for funding this work through small research groups under grant number (rgp.1 /40/42). educatio : journal of education volume 6 , number 1, mei 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 12 zzzzzz z references abdul hamid, a. e-learning and educational technology developments. 5th edition, egypt: the modern library. 2016. al-ghadyan, ahmed a. "insurance: the islamic perspective and its development in saudi arabia." arab law quarterly (1999): 332-338 . al-jaafra, h. m. a.. attitudes of english teachers towards distance learning programs in the karak kasabah directorate of education. journal of educational and psychological sciences: national research center, gaza, 2020, volume 4, issue 33, 77-91. retrieved from http://search.mandumah.com/record/1101083 . al-oweimer, w. a., al-ayed, h. a., joyfel, m. o. and khaled, h. s.. the degree to which faculty members of political science in jordanian universities possess e-learning competencies. humanities and social sciences series, 2020, 33 (2 .) al-shafei, ahmad, saleh al-damegh, fahad al-matham, abdulrahman al-mohaimeed, abdullah al-nafeesah, ahmad hamad-aldosary, moteb al-otaibi et al. "establishment of an accelerated doctor of family medicine program at unaizah college of medicine, qassim university, kingdom of saudi arabia." journal of medical education and curricular development 6 (2019): 2382120518818844 . al-thubaiti, s. s. and al musaad, a. z. a.. the use of moocs in learning english: rwaq as an example. journal of educational and psychological sciences: national research center, gaza, 2020. volume 4, vol. 2, 18-37. retrieved from http://search.mandumah.com/record/1046251 . assaf, m. m., al-jamal, d. a., & rababeh, e. q.. the effect of an electronic collocation-based instructional program on enhancing jordanian efl tenth grade students' reading comprehension journal of the islamic university of educational and psychological studies, 2020. 28(4). http://dx.doi.org/10.33976/iugjeps.v28i4.6334 economic and social council. response plan to the repercussions of the new corona virus on the country. amman, jordan, 2020 el-hamshari, y. a. a.. evaluation of e-efl-challenging learning discourse: prospects and problems of implementation. fiker wa ibda': the modern literature association, 2017, pp. 116, 1--28. retrieved from http://search.mandumah.com/record/871854 elsadek, g. e. a., abdel-haq, e. m., and abed, m. m. a.. using electronic project based learning for developing efl speaking fluency among faculty of education students. journal of the college of education: benha university college of education, 2020, 31(121), 1-22. retrieved from http://search.mandumah.com/record/1092102 haddadin, h.. gender intelligence in distance learning during corona pandemic. an article published in al-rai newspaper,2020, accessed 10/2/2021 . educatio : journal of education volume 6 , number 1, mei 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 13 zzzzzz z hassoun, f. h.. the effect of programmed learning in teaching some of the ground motions among gymnastics students. journal of physical education sciences: university of babylon college of physical education, 2021, 1 (11), 234-247. khasawneh, m; abed alahmad, f; and alkhawaldeh, m . the impact of cognitive training program about phonological awareness skills development on auditory-sequencing memorization skills among learning disability students in aseer area. journal of education and psychological studies, 2018, 12 (3),pp.591-604 . khasawneh, m; alkhawaldeh, m; and bani hamad, h. the impact of a suggested training program on developing the written expression skills among a sample of learning disability students in aseer .journal of education college of afrelsheikh university ,2017, 4, (4),pp.107-140 . khasawneh, m. a. s.. an electronic training program to treat errors of reading aloud in the english language among students with learning difficulties during the emerging covid19. educatio, 2021, 5 (3 .) khasawneh, m. a. s.. an electronic training program to treat errors of reading aloud in the english language among students with learning difficulties during the emerging covid19. educatio, 2021, 5 (3 ) khasawneh, m.. the effect of the spread of the new covid-19 on the psychological and social adaptation of families of persons with disabilities in the kingdom of saudi arabia. health psychology report, 2020, 8 (1 .) ministry of education (. darsak platform, enrichment activities, auxiliary program to enhance students' skills, 2020 . mohammed, f. a. e., mudawy, a. m. a., and al fadda, h. a. a. smart visual syllabus for higher education: a solution during the covid-19 golbal lockdown. studies in curriculum and teaching methods: ain shams university college of education the egyptian association for curriculum and teaching methods, 2020, pp. 247, 28-59. retrieved from http://search.mandumah.com/record/1087705 sarikhani, rahele, mostafa salari, and vahid mansouri. "the impact of e-learning on university students’academic achievement and creativity." journal of technical education and training 8, no. 1 (2016 .) educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) epistemology of pmi dawah science based on social welfare asep hidayatulloh, abdul syukur program doktoral ilmu pengembangan masyarakat islam uin raden intan lampung asephidayatullah@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract this study delves into the epistemology of da'wah science as applied by the center for the study of islamic community development (pmi), focusing on the socially welfare-based approach known as "social walfer." it reveals how this epistemology supports the social empowerment of muslim communities and its influence on pmi's role in enhancing the wellbeing of these communities. using qualitative methods involving document analysis, interviews, and literature review, this research investigates pmi's da'wah science epistemology centered on social welfare (social walfer). the findings highlight that pmi's da'wah science fosters respect for religious and cultural diversity, universal values, the incorporation of religious perspectives in addressing social issues, and community empowerment through education and advocacy. it promotes interfaith and intercultural dialogue, reinforcing a solid scientific and philosophical foundation that enables wise interactions with diverse communities, resulting in a harmonious and sustainable society. pmi's da'wah science offers inclusivity, intercultural dialogue, tolerance, cooperation, and the formulation of relevant messages for various social and religious groups, holding significant potential in building an inclusive, diverse, and sustainable society. keywords: da'wah science epistemology, empowerment of islamic communities, social welfare-based, introduction in the context of pmi (islamic propagation institute) dakwah science based on social welfare, epistemology constitutes a crucial and relevant intellectual debate. pmi dakwah science is a discipline that integrates religious messages with the goal of creating social welfare in society. therefore, a profound understanding of its underlying epistemological foundations is essential. epistemology is a branch of philosophy that interrogates the sources, nature, and limitations of knowledge. in the context of pmi dakwah science, this implies addressing questions concerning how we comprehend religious messages, how we measure the effectiveness of dakwah in achieving social welfare, and how we validate knowledge in this field.1 in the field of pmi dakwah science, epistemology plays a crucial role in addressing 1 al-attas, s. m. n. the concept of education in islam: a framework for an islamic philosophy of education. international institute of islamic thought and civilization (istac), 2020, h. 22-35 volume 8, number 3, november 2023| 386 various fundamental questions. firstly, understanding how we interpret religious messages becomes paramount, as pmi dakwah science must be grounded in accurate and profound interpretations of religious teachings. this entails questions about the validity of interpretations and the interpretation of sacred texts, as well as how religious knowledge is acquired and conveyed. furthermore, in the effort to achieve social welfare through pmi dakwah, epistemology delves into questions about how we measure the effectiveness of this propagation. can its effectiveness be measured through quantitative indicators, such as an increase in the number of religious adherents, or through more profound qualitative impacts on the target communities of dakwah? these questions are closely related to the methods of data collection and analysis used in the context of pmi dakwah. additionally, epistemology is also relevant in the context of knowledge validation in pmi dakwah science. how do we ensure that the knowledge generated in the practice of pmi dakwah is authentic, reliable, and in line with the religious teachings on which it is based? this underscores the importance of understanding epistemology, as it allows us to develop epistemological standards that can be used to measure and validate knowledge in this field.2 in order to further comprehend the complexity of epistemology within the field of pmi dakwah, an interdisciplinary approach that integrates elements of philosophy, theology, sociology, and research methodology is necessary. consequently, a deeper understanding of epistemology in this context will aid in guiding the development and practices of pmi dakwah science more effectively, particularly in achieving social welfare objectives within society. the concept of epistemology in pmi dakwah science encompasses a fundamental understanding of how religious knowledge is acquired and utilized to influence society. various epistemological theories such as empiricism, rationalism, and constructivism have different implications in the context of pmi dakwah. for instance, an empirical approach may emphasize real-life experiences in propagating religious teachings, while a rationalist approach underscores the importance of reason in understanding religion. additionally, constructivism highlights the active role of individuals in constructing knowledge and understanding of religion.3 the concept of epistemology in pmi dakwah science brings forth diverse perspectives and theories that influence how we understand the sources and methods of acquiring religious knowledge. epistemological theories such as empiricism, rationalism, and constructivism have different implications in the context of pmi dakwah. for example, empiricism emphasizes real-life experiences as the primary source of knowledge, suggesting that in pmi dakwah, direct interaction with the community may be a focal point for gaining a deeper understanding of their needs and challenges. 2 guba, e. g., & lincoln, y. s. competing paradigms in qualitative research. handbook of qualitative research, 2020, h. 105-117 3 al-faruqi, i. r. islamization of knowledge: general principles and work plan. international institute of islamic thought, 2020, h. 134 volume 8, number 3, november 2023| 387 on the other hand, rationalism regards reason as the primary source of knowledge. in the context of pmi dakwah, this could mean that a deeper understanding of religious teachings and rational thought can be employed to effectively influence the community. furthermore, constructivism underscores the active role of individuals in constructing knowledge. in the context of pmi dakwah, this encourages critical thinking, reflection, and active participation in the propagation process.4 philosophical foundations also play a crucial role in the epistemology of pmi dakwah science. rich islamic philosophy, as taught by figures like al-attas and al-faruqi, can shape the conceptual framework for understanding pmi dakwah science. for instance, al-attas expounds on the concept of education in islam, emphasizing the integration of knowledge and religious values. on the other hand, al-faruqi develops the notion of the islamization of knowledge, which is relevant in the context of pmi dakwah oriented toward social welfare.5 epistemology also influences the methodology employed in pmi dakwah science. how we understand religious sources, such as the quran and hadith, and how we interpret them can have a significant impact on the approach to propagation. the comprehension of these sources involves epistemological questions concerning authority, interpretation, and historical context.6 one of the primary focuses of pmi dakwah science is to achieve social welfare in society. epistemology plays a crucial role in determining how dakwah can contribute to this objective. epistemological questions that need to be addressed include how we understand social welfare, how we measure it, and how we assess the impact of dakwah on it. a profound understanding of epistemology in pmi dakwah science also opens doors to addressing challenges and capitalizing on existing opportunities. challenges such as radicalization and extremism in dakwah can be overcome through a correct epistemological understanding of religious teachings. on the other hand, a better understanding of epistemology can help design dakwah programs that are more effective in achieving social welfare.7 result and discussion basic concepts of epistemology in pmi dakwah science the concept of epistemology in pmi dakwah science based on social welfare refers to a profound understanding of the sources of religious knowledge and how this knowledge is applied in the effort to create social welfare in society. a strong understanding of religious sources, such as the quran and hadith, is a crucial foundation for developing an accurate understanding of the religious teachings that form the basis of pmi dakwah science.8 4 creswell, j. w. research design: qualitative, quantitative, and mixed methods approaches. sage publications, 2018, h. 322 5 al-ghazali, a. h. m. the alchemy of happiness. aeterna press, 2019, h. 6 6 hasan, a. epistemology of islamic da'wah. iium press, 2020, h. 21 7 nasr, s. h. islamic philosophy from its origin to the present: philosophy in the land of prophecy. state university of new york press, 2020, h. 177 8 al-ghazali, a. h. m. the alchemy of happiness. aeterna press. 2019, h. 56 volume 8, number 3, november 2023| 388 the fundamental concept of epistemology in pmi dakwah science based on social welfare is a crucial starting point for understanding the intellectual foundations of this discipline. epistemology in this context involves fundamental questions about how religious knowledge is acquired, validated, and used to influence society towards better social welfare. epistemology in pmi dakwah science poses essential questions about the sources of religious knowledge, the correct way to interpret them, and how this knowledge can be translated into effective dakwah practices.9 it is important to note that a profound understanding of religious sources, such as the quran and hadith, is an irreplaceable foundation in pmi dakwah science. these sources serve as the primary guide in understanding religious teachings and directing the moral and ethical principles that underlie dakwah. therefore, a comprehensive study of epistemology on how these sources are understood, interpreted, and applied in the context of social welfare becomes crucial.10 understanding epistemology is closely related to methods of interpretation and validation of religious teachings. how can we ensure that our interpretations align with the values and principles of the religion? this is where the importance of understanding epistemological methods comes into play, enabling us to measure the validity of our interpretations. this involves careful research and in-depth examination of religious literature that serves as a guide in evaluating our understanding of religious teachings.11 teories of epistemology and implications various epistemological theories, such as empiricism, rationalism, and constructivism, influence the approaches in pmi dakwah. the empirical approach emphasizes the importance of direct experience in dakwah, while rationalism highlights the role of reason in understanding religion. constructivism, on the other hand, encourages critical thinking and active engagement in constructing religious knowledge. understanding these theories can assist in designing appropriate approaches in pmi dakwah.12 epistemological theories play a crucial role in shaping perspectives and approaches in pmi dakwah science based on social welfare. different epistemological theories, such as empiricism, rationalism, and constructivism, offer distinct views on the sources of knowledge and how that knowledge is acquired. in the context of pmi dakwah, a profound understanding of these theories has significant implications for the development of effective dakwah strategies. in this discussion, we will explore these epistemological theories and their impact on the practices of pmi dakwah. 9 al-attas, s. m. n. the concept of education in islam: a framework for an islamic philosophy of education. international institute of islamic thought and civilization (istac). 2020, h. 77 10 al-ghazali, a. h. m. the alchemy of happiness. loc.cit. 11 hasan, a. epistemology of islamic da'wah,,loc.cit. 12 hasan, a. epistemology of islamic da'wah,,,loc.cit. volume 8, number 3, november 2023| 389 1. empiricism: empiricism is an epistemological theory that emphasizes experience as the primary source of knowledge. in the context of pmi dakwah, an empirical approach would highlight the importance of direct experience in propagation. this means that pmi dakwah practitioners will rely on interactions and real experiences with the community as the primary way to understand their needs and challenges. the implication is that knowledge gained from field experiences forms the foundation for designing relevant dakwah programs. 2. rationalism: on the other hand, rationalism emphasizes reason as the primary source of knowledge. in the context of pmi dakwah, this may lead to a deeper understanding of religious teachings through rational thought. practitioners who adopt this approach might emphasize the importance of a profound understanding of religious beliefs and rational arguments in their efforts. this allows them to communicate religion more logically and conceptually to the community. 3. constructivism: epistemological constructivism emphasizes the active role of individuals in constructing knowledge. in the context of pmi dakwah, this approach encourages critical thinking and active participation in the propagation process. practitioners who adhere to constructivism will invite the community to think for themselves, formulate their understanding of religion, and actively contribute to building religious knowledge. this creates an individual-centered environment and promotes active participation in disseminating religious messages.13 understanding epistemology in facing radicalization challenges a correct epistemological understanding of religious teachings can play a key role in addressing the challenges of radicalization and extremism in dakwah. with a strong understanding of the religious sources and the correct methods of interpretation, pmi dakwah can provide a more moderate and inclusive understanding of religious teachings, helping to prevent misunderstandings or extremist interpretations.14 1. accurate understanding of religious teachings: a correct epistemological understanding of religious sources, such as the quran and hadith, helps interpret religious teachings accurately and precisely. this avoids misinterpretations that can be exploited by radical groups to create extremist ideologies that deviate from the original teachings of the religion. through this accurate understanding, pmi dakwah can provide a moderate and inclusive understanding of religious teachings to the community.15 2. preventing the spread of misunderstandings: a strong epistemological understanding helps identify and prevent the spread of incorrect or extremist understandings of religious teachings. practitioners in pmi dakwah with in-depth knowledge of epistemology can identify signs of deviant understanding and take steps to correct such misunderstandings. 13 piaget, j. genetic epistemology. columbia university press. 2019, h. 43 14 esposito, j. l., & mogahed, d. who speaks for islam? what a billion muslims really think. gallup press. 2017, h. 221 15 khaled abou el fadl. the great theft: wrestling islam from the extremists. harperone. 2019, h. 31 volume 8, number 3, november 2023| 390 this may involve interactive dialogues with individuals who are potentially influenced by radicalization to provide a more accurate and moderate understanding.16 3. promoting moderate and inclusive understanding: in-depth epistemological understanding also helps in designing dakwah strategies that encourage a moderate and inclusive understanding of religious teachings. pmi dakwah practitioners can use approaches that promote values of social welfare, tolerance, and inclusivity in delivering religious messages. this helps the community accept a balanced understanding of religion that does not promote radicalism or extremism.17 4. emphasis on tolerance and interfaith dialogue: epistemological understanding can also assist pmi dakwah in promoting tolerance and interfaith dialogue. with a correct understanding of religious sources and epistemological principles, dakwah practitioners can facilitate constructive dialogues with individuals from various religious backgrounds. this helps build mutual respect among religions and reduces the potential for conflict.18 the influence of epistemological understanding on the methodology of pmi dakwah understanding epistemology influences the selection of appropriate research methods in pmi dakwah. this understanding can aid in designing in-depth and accurate research on the impact of pmi dakwah on society. the choice of the right methodology can strengthen the scientific foundation of dakwah.19 epistemological understanding in the science of pmi dakwah based on social welfare has a significant impact on the selection and use of methodologies in dakwah implementation. the right methodology can enhance the scientific foundation of dakwah, allowing pmi dakwah practitioners to design research that is in-depth, accurate, and relevant in measuring the impact of pmi dakwah on society. in this discussion, we will explore how epistemological understanding influences the selection of pmi dakwah methodology and its impact on the scientific foundation of dakwah practices. 1. selection of appropriate research methods: in-depth epistemological understanding helps pmi dakwah practitioners choose research methods that align with their goals and the context of their dakwah. various research methods, such as qualitative, quantitative, or mixed-methods, have different approaches to knowledge and understanding. for example, if the goal is to understand the emotional impact on the reception of dakwah messages, qualitative research 16 moghaddam, f. m. the staircase to terrorism: a psychological exploration. american psychological association. 2021, h. 73 17 abu-nimer, m. nonviolence and peace building in islam: theory and practice. university press of florida. 2020, h. 43 18 abdul aziz said. islam and peacemaking in the middle east. lynne rienner publishers. 2020, h. 56 19 creswell, j. w. research design: qualitative, quantitative, and mixed methods approaches. sage publications. 2018, h. 76 volume 8, number 3, november 2023| 391 methods like in-depth interviews and participant observation may be more suitable.20 2. use of reliable knowledge sources: epistemological understanding also influences how pmi dakwah practitioners access and use reliable knowledge sources.21 in the context of dakwah, the primary sources of knowledge are the quran and hadith. in-depth understanding of epistemology helps recognize these sources as primary guides and apply epistemological principles in interpreting them correctly.22 3. selection of the right measurement instruments: in pmi dakwah, it's essential to measure the impact of dakwah messages on society. epistemological understanding helps in the selection of measurement instruments aligned with the epistemological framework used. for example, if the adopted epistemology is rationalism, then the measurement instruments may focus more on measuring rational understanding of dakwah messages.23 4. measuring dakwah effectiveness scientifically: epistemological understanding also has implications for how dakwah effectiveness is measured. in the practice of pmi dakwah, in-depth understanding of epistemology helps in designing adequate evaluation studies. this includes selecting relevant indicators, appropriate research designs, and data analysis methods.24 5. strengthening the scientific foundation of dakwah: the use of appropriate methodology based on a correct understanding of epistemology can strengthen the scientific foundation of dakwah. by designing relevant research and using valid data, pmi dakwah practitioners can support their dakwah claims and messages with strong and scientific evidence25 conclusion dakwah science in pmi, grounded in a profound understanding of epistemology, has a significant impact on various aspects. its main contributions include respect for religious and cultural pluralism, the promotion of universal values, the incorporation of religious perspectives in solving social problems, community empowerment through education and counseling, facilitation of interfaith and intercultural dialogue, and garnering support for common goals. through epistemological understanding, the science of dakwah in pmi strengthens its scientific and philosophical foundations, enabling practitioners to interact wisely with diverse communities, and creating a more harmonious and sustainable society. 20 denzin, n. k., & lincoln, y. s. the sage handbook of qualitative research. sage publications. 2019, h. 43 21 brown, j. a. c. hadith: muhammad's legacy in the medieval and modern world. oneworld publications. 2019, h. 9 22 al-attas, s. m. n. the concept of education in islam,,loc.cit 23 devellis, r. f. scale development: theory and applications (applied social research methods). sage publications. 2018, h. 8 24 rossi, p. h., lipsey, m. w., & freeman, h. e. evaluation: a systematic approach. sage publications. 2018, h. 99 25 neuman, w. l. social research methods: qualitative and quantitative approaches. pearson. 2019, h. 52 volume 8, number 3, november 2023| 392 thus, dakwah science in pmi has the potential to make a positive contribution to achieving social well-being in diverse communities. in the pursuit of sustainable social well-being in diverse societies, dakwah science in pmi also opens doors for inclusion and intercultural dialogue. through a deep understanding of epistemology, pmi dakwah practitioners can promote tolerance, mutual understanding, and intercultural cooperation. this implies that dakwah becomes not only a means to spread religious teachings but also a tool to build bridges between various societal groups with diverse backgrounds and beliefs. a robust epistemological understanding in the science of dakwah in pmi also plays a role in formulating messages that are more relevant and acceptable to various social and religious groups. therefore, the overall contribution of dakwah science in pmi, based on a profound understanding of epistemology, is crucial in building an inclusive, diverse, and sustainable society. references abdul aziz said, islam and peacemaking in the middle east (lynne rienner publishers, 2020). abdulaziz, a., the cross-cultural practice of religious endowments in the twenty-first century (springer, 2018). abdul-raof, h., exploring british muslim identity: community cohesion or disintegration? (edinburgh university press, 2018). abu-nimer, m., "conflict resolution, culture, and religion: toward a training model of interreligious peacebuilding," journal of peace research 37, no. 6 (2020). abu-nimer, m., nonviolence and peace building in islam: theory and practice (university press of florida, 2020). al-attas, s. m. n., islam and secularism (international institute of islamic thought and civilization (istac), 2020). al-attas, s. m. n., the concept of education in islam: a framework for an islamic philosophy of education (international institute of islamic thought and civilization (istac), 2020). al-faruqi, i. r., islamization of knowledge: general principles and work plan (international institute of islamic thought, 2020). al-ghazali, a. h. m., the alchemy of happiness (aeterna press, 2019). al-ghazali, a. h., the revival of the religious sciences (ihya' 'ulum al-din) (islamic book trust, 2019). al-hassan, a. y., "the role of education in combating terrorism in the arab region," journal of counterterrorism & homeland security international 16, no. 1 (2019). al-maqrizi, t. i., al-khutat al-maqriziyya (dar al-shorouk, 2019). auda, j., maqasid al-shariah as philosophy of islamic law: a systems approach (iiit, 2018). brown, j. a. c., hadith: muhammad's legacy in the medieval and modern world (oneworld publications, 2019). creswell, j. w., research design: qualitative, quantitative, and mixed methods approaches (sage publications, 2018). denzin, n. k., & lincoln, y. s., the sage handbook of qualitative research (sage publications, 2019). descartes, r., meditations on first philosophy (cambridge university press, 2020). volume 8, number 3, november 2023| 393 devellis, r. f., scale development: theory and applications (applied social research methods) (sage publications, 2018). esposito, j. l., & mogahed, d., who speaks for islam? what a billion muslims really think (gallup press, 2017). ghazali, a., fiqh dakwah: edisi baru (gema insani press, 2019). guba, e. g., & lincoln, y. s., "competing paradigms in qualitative research," in handbook of qualitative research (2020). hasan, a., epistemology of islamic da'wah (iium press, 2020). ibrahim, r. m., & sardar, z. (eds.), islam, postmodernism and other futures: a ziauddin sardar reader (pluto press, 2019). kamali, m. h., principles of islamic jurisprudence (the islamic texts society, 2018). khaled abou el fadl, the great theft: wrestling islam from the extremists (harperone, 2019). locke, j., an essay concerning human understanding (oxford university press, 2018). merriam, s. b., qualitative research: a guide to design and implementation (jossey-bass, 2019). moghaddam, f. m., the staircase to terrorism: a psychological exploration (american psychological association, 2021). nasr, s. h., islamic philosophy from its origin to the present: philosophy in the land of prophecy (state university of new york press, 2020). neuman, w. l., social research methods: qualitative and quantitative approaches (pearson, 2019). piaget, j., genetic epistemology (columbia university press, 2019). qaradawi, y., the lawful and the prohibited in islam (american trust publications, 2020). ramadan, t., radical reform: islamic ethics and liberation (oxford university press, 2018). ramadan, t., the quest for meaning: developing a philosophy of pluralism (penguin uk, 2018). ramadan, t., what i believe (oxford university press, 2019). rossi, p. h., lipsey, m. w., & freeman, h. e., evaluation: a systematic approach (sage publications, 2018). educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 79 optimizing the role of nganjuk government in online learning during the pandemic maya puspita dewi1, muh barid nizarudin wajdi2 1 universitas esa unggul 2 stai miftahul ula nganjuk maya.puspita@esaunggul.ac.id, baridnizar84@gmail.com accepted: jan 3th 2021 reviewed: march 5th 2021 published: may 30th 2021 abstract : the article aims to identify the role of the nganjuk district government toward online learning in the pandemic. the author uses descriptive qualitative methods by describing and explaining comprehensively and specifically related to current events or phenomena, so that the role of the government can be done to the maximum as a result of the discussion found that in its implementation, the role of the government brings a significant impact both for children as students and teachers as teachers, especially in addressing the lack of adequate supporting facilities and limited understanding of technology access and internet networks become the main obstacles felt by both parties. the policy can be analyzed based on van meter and van horn theories. the theory in policy implementation is to look at the implementation achievements of 6 variables, including; (1). standards and policy objectives, (2) resources, (3) characteristics of implementing organizations, (4) communication, (5) attitudes of implementers, (6). social, economic, and political environment. all variables show the achievement of online learning implementation during the covid-19 pandemic in nganjuk regency. keywords: online learning, pandemic, government policy introduction this online learning policy for students aims to implement also the government policy for social distancing where in this case limited face-to-face meetings between students and teachers. although, this policy is sure to have a positive impact as well as negative. another policy in this regard, the elimination of the national examination (un)1. many obstacles are found in the application of this online learning. students love cleanliness and also take care of the environment, but students learn at home sometimes even cause a sense of laziness in themselves, and many more 1 muh barid nizarudin wajdi et al., “education policy overcome coronavirus, a study of indonesians,” edutec: journal of education and technology 3, no. 2 (2020): 96–106. mailto:maya.puspita@esaunggul.ac.id mailto:baridnizar84@gmail.com educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 80 obstacles that may be felt by students today. one of them who feels the impact of online learning is in nganjuk regency. all students feel the consequences of the coronavirus pandemic. various kinds or models of learning are carried out by the school or teachers of each subject. it is adapted to the environmental conditions and conditions of the students2. in terms of online learning, also look at the side of the environment where online requires signals to access online learning. if the environment does not support signal strength it also has an impact on online learning. the policy carried out by the government is solely to anticipate the spread of the covid-19 virus, where it is hoped that the policy in this emergency situation can break the chain of spread of the covid-19 virus or corona virus. the government hopes that all forms of anticipation implemented can prevent this virus. this situation makes us to better maintain cleanliness and health and to know how education in indonesia in the face of the covid-19 virus is conducted research that discusses how to implement the learning model conducted by schools in nganjuk. this study was analyzed using van meter and van horn implementation theory consisting of standards and objectives of policy, resources, organizational characteristics , communication, attitudes of implementers, and social, economic, and political environment3. the theory used is considered relevant because it is related to the research on the implementation of online learning models in nganjuk regency. method the type of research used in this study is descriptive research with qualitative approach. this study intends to describe the implementation of online learning during the covid pandemic at sman 1 prambon. the focus used in this review is the theory of implementation according to van meter and van horn which includes, standards and objectives of policy, resources, characteristics of implementing organizations, commu-nikasi, attitudes of implementers, and social, economic, and political environment. the research used is descriptive research with qualitative approach. data collection techniques with interviews. data analysis techniques are used by means of data collection, data reduction, data presentation, and conclusion drawing. result and discussion nganjuk regency is a district located in east java province and became a red zone area of covid-19 with positive patient details of 9 people and 2 others in the area of recovery. the spread of covid-19 has had a very important impact on indonesia, in social, economic, and educational aspects. one of the impacts of covid-19 resulted in all teaching and learning activities being diverted into online or online learning. all educational institutions have implemented this online 2 muh barid nizarudin wajdi et al., “pendampingan redesign pembelajaran masa pandemi covid-19 bagi tenaga pendidik di lembaga pendidikan berbasis pesantren di jawa timur,” engagement: jurnal pengabdian kepada masyarakat 4, no. 1 (2020): 266–277. 3 maya puspita dewi et al., “ensuring service quality in education for indonesia’s sustainable education,” journal of social studies education research 9, no. 4 (2018): 65–81. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 81 policy since the issuance of circular letter no. 36962/mpk. a/hk/2020 so that all teaching and learning activities both schools and college campuses use online or online methods as an effort to prevent the spread and spread of covid-194. circular letter that goes down that learning is done at home with internet access. this policy is implemented for all classes ranging from elementary school, junior high school, high school, to higher education. the circular stated one of them is about the implementation of online learning, class increase plenary meeting, graduation plenary meeting, and graduation announcement announced through the school's website. the implementation of online learning models during the covid-19 virus pandemic has its own advantages and disadvantages. the advantages of using online learning can be done at home, more relaxed, and can increase knowledge about technology, while weaknesses can be felt if in some places still constrained by signals that do not support to follow online learning that requires internet access, still stuttering technology especially for teachers who are elderly, more facing gadgets that can break eyes, and others. the online learning policy in nganjuk regency is based on the suitability of teachers in giving materials or exams. learning is done through google classrom, whatsapp group, and google form apps. all learning models are implemented in several classes with details of online discussions, daily tasks, daily replays, and others. online learning when materials or assignments are delivered through google classroom and whatsapp group, with attendance presence seen from attendance in following learning. if it is found that students who have not been caught presensi will be rechecked and the reason for not following the learning. as for the daily deuteronomy or exams are conducted using google form that has been provided by the school or teachers of their respective subjects. the focus of this research is the implementation model according to van meter and van horn5 which consists of standards and objectives of policy, resources, characteristics of implementing organizations, communication, attitudes of implementers, and social, economic, and political environment. here's a breakdown of these indicators; 1. standards and policy objectives. the standard of online learning policy has actually been set out in permendikbud no. 22, 2016 on the standard of education process but still failed to implement it6. the purpose of this policy is to enter the digital age or industrial revolution 4.0. the covid-19 pandemic is not an online learning lighter in the current situation. this policy is carried out as a suppressor of outdoor activities to prevent the spread of covid-19. 2. resources. resources that determine the success of the implementation and among others human resources, time resources, and fund resources. the implementation of online learning requires qualified resources, but not because online learning in the current situation of 4 “surat edaran – bersama hadapi korona,” accessed june 9, 2021, https://bersamahadapikorona.kemdikbud.go.id/category/berita/surat-edaran/. 5 riki kurniawan, m. benny alexandria, and heru nurasa, “implementasi kebijakan publik model van meter dan van horn,” responsive (2018). 6 bahgie mahtonami, “analisis implementasi kebijakan permendikbud nomor 28 tahun 2016 tentang sistem penjaminan mutu pendidikan dasar dan menengah di kota medan (studi kasus di dinas pendidikan provinsi sumatera utara dan smk swasta” (unimed, 2018). educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 82 the covid-19 pandemic can be carried out because of qualified resources, because the situation requires online learning. in its implementation during the situation, there are still many resources that are needed, such as competent human beings, the right time, and also funds as internet access. 3. characteristics of implementing organizations so far the implementing organization has been running strictly and disciplined in carrying out online learning policies to reduce the number of spread of the covid-19 virus. the entire organization has also implemented work from home (wfh). 4. communication. communication between the implementing agent and the actor involved to be disciplined online learning policy rules in education has been carried out well. no misunderstandings or misunderstandings occurred during the online shopper-ran policy. 5. the attitude of the implementersintesitas disposition of implementors can affect the pelaksa-na (performance) policy. assertiveness and discipline are the key to the successful implementation of this online learning. 6. social, economic, and political environment. the environment conducive to the existence of online learning policies during the covid-19 pandemic shows the implementation of this online defense model runs on purpose. however, the social, economic and political environment that is sometimes still not conducive can be constrained by the application of online learning. in response to this pandemic, the minister of education and culture (mendikbud) nadiem anwar makarim issued circular letter no. 4 of 2020 on the implementation of education in the emergency period of corona virus disease (covid-19) which one of them discussed related to home learning policy7. the minister of education emphasizes that online/distance learning is implemented to provide a meaningful learning experience for students, without the burden of completing all curriculum achievements for class upgrades and graduations. educators / teachers must ensure that teaching and learning activities continue to run even though the students are at home, learning innovation is a solution that needs to be designed and implemented by teachers by maximizing existing media such as online media. teachers can do learning using e-learning methods, such as teaching and utilizing information and communication technology. the learning system is carried out through a computer device (pc) or laptop connected to an internet connection, teachers can do learning together at the same time using groups on social media such as whatsapp (wa), telegram, zoom applications or other social media as a means of learning so as to ensure students learn at the same time even in different places. teachers can also provide measurable tasks but still ensure that each day of student learning is carried out step by step of the task. the implementation of home learning policy during the covid 19 pandemic for elementary school students in nganjuk district itself also refers to circular letter no. 4 of 2020 concerning the implementation of education in the covid 19 emergency period. all student learning activities in nganjuk district are diverted with home learning activities. the concept of learning itself is to make 7 “surat edaran – bersama hadapi korona.” educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 83 use of online technology. elementary school students get school materials and assignments through their parents' whatsapp groups that have been provided by teachers from their respective schools. the process of collecting tasks and assessments was conducted online, so that there was no direct activity during the covid 19 pandemic to minimize the ramps of the covid 19 spread curve, especially in nganjuk regency. in this case, the nganjuk regency government continues to supervise and strive to maximize the policy of learning at home during this pandemic. all schools in nganjuk district have been diverted with home learning activities since the release of the circular from the central government. the existence of a policy of home learning during the covid 19 pandemic has an impact on students, educators, related agencies and also the guardians. the impacts are varied, both those that are classified as negative impacts and positive impacts. the positive impact is that elementary school students in nganjuk district do not need to come to school to carry out the teaching and learning process, the materials are more simple because they are directly provided by teachers through the online system, as well as some other positive impacts. this home learning policy also brings some negative impacts, both felt by students, educators, and parents. one of them is that the teaching and learning process is considered less effective because of the lack of 2-way interaction between students and their teachers, teachers can not freely explain the material to their students as during the teaching and learning process in school as usual so that the material obtained by students is also less acceptable to the maximum. in addition, the teaching and learning process is also often hampered by external factors such as the internet network that is often constrained in some villages in nganjuk regency, in addition not all students and their parents have adequate mobile phones as well as economic conditions that often make it difficult for them to buy internet quotas to access learning with online systems. another negative impact that is also often complained by some parents of elementary school students in the current condition that forces their children to learn from home is the difficulty of parents in replacing the role of teachers to explain the material to their children, children also seem more stretched and tend to be lazy because learning only from home. so many tasks given by teachers are actually done by their parents. such conditions if continuously done will actually aggravate other adverse impacts and can also affect the mindset and absorption of the students, especially at the elementary level. because at this age, they should get a defense in school with the method of explanation directly by the father of the teacher and socialize with friends around, so that it will bring influence to the development and mindset of students at the elementary level. to get around some of these negative impacts, the ministry of education is trying to make new innovations for learning during the covid 19 pandemic. one of them is by working with one of the national tv to air learning on paud students up to high school. this is done for easy access and also so as to create learning that is not monotonous for students and educators. the ministry of education and culture (kemendikbud) launched a learning from home program that will cooperate with one of the national television stations. the program was designated as an effort to expand access to learning to students who have difficulty in obtaining online learning in the emergency of covid-19, especially helping people who have limitations on internet access, educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 84 both because of economic challenges and geographical location. this program is a form of quick response conducted by the ministry of education after holding a meeting and getting input from commission x dpr ri at the end of march which is also in line with the spirit of merdeka belajar which continues to be encouraged by the ministry of education.in this case the ministry of education makes every effort in providing quality and meaningful educational content, not only to the students, but also to the parents of students and there will be non-government institutions that will conduct supervision and evaluation related to the content of the program. the content or learning materials presented will focus on improving the literacy, numeration, and character growth of learners. the program has been accessible to the public on monday, april 13, 2020 starting at 08 00 wib. the program, which is planned to air for the next three months, will also contain tutoring materials for teachers and parents. this program is expected to be a comprehensive learning tool between students, teachers, andparents. analysis of learning policy at home using implementation theory according to george edward8, as follows: 1. communication learning program at home can be seen implementation from the communication side through 3 things, namely the dimensions of transmission, clarity, and consistency of information. dimensionally the transmission of this policy is based on the ministerial circular whose information is then submitted to the nganjuk district government. then, information to do teaching and learning activities at home is conveyed to teachers as educators to continue teaching online, to students and to the parents to always accompany their children during the study period in this house. the nganjuk district government also told teachers to prepare several whatsapp groups related to subjects to facilitate the learning process online later as well as using other digital platforms, so that clarity of information can be conveyed through briefings conducted through online-based mass media. the target of this policy is teachers and students as the main target, so that the nganjuk district government also through the education office in collaboration with the central government in providing briefings and leeway in the application of home learning related to the task and provision of materials made simpler, so that it can be understood by each student. in addition, the nganjuk district government also urges parents to continue to provide teaching also through mentoring to children in absorbing learning materials and doing tasks. 2. resources. in this resource factor can be seen from 4 things, namely human resources, budget, equipment, and authority. based on human resources, the policy of learning at home can be said to be enough. this can be seen from the human resources teachers who are qualified in providing teaching, because it is used to use online-based mass media to be used as a means of teaching, but this is constrained in elementary school students. there are still many children who do not understand the material delivered, especially in science and mathematics subjects, 8 syahrul mubarok et al., “policy implementation analysis: exploration of george edward iii, marilee s grindle, and mazmanian and sabatier theories in the policy analysis triangle framework,” journal of public administration studies (2020). educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 85 because basically they are always accompanied by teachers directly. resource budget, nganjuk government districts provide a budget of 6.5 billion for handling during this pandemic, and some budgeted for education. equipment can still be considered enough, because there are many people who already use smart-phones, but there are still people who do not use smartphones, so that parents know information through their neighbors. in addition, the government also provides interactive programs of home learning through the central government in collaboration with tvri in providing teaching materials as well. in authority, the nganjuk district government has the right to determine how the education agenda during this pandemic, but in the authority of teaching and learning, decisions are determined by teachers and parents regarding the teaching system in what way and through what mass media through discussions between teachers and parents that are adjusted to the state of their respective regions. 3. disposition. in this disposition factor can be seen from the attitude of policy implementers and incentives used by the nganjuk district government given to educators. in the attitude of the policy implementers, namely the nganjuk district government through the education office of nganjuk district is cooperative and follows the instructions of the central government. this they prefer how social distancing success can be run. in addition, the nganjuk district government can also give the authority to learn to teach in accordance with the conditions of each school in each district to regulate how the teaching and learning activities should be conducted. in incentives, the nganjuk district government is considered to pay less attention to honorer teachers, because the incentives provided are still too small and insufficient for these honorer teachers to fulfill facilities in teaching and learning activities. as happened in, nganjuk. honorer teachers must ride wi-fi in the local village hall to still be able to do teaching activities, because it is considered more efficient in terms of costs incurred. 4. bureaucratic structure. in this bureaucratic structure can be seen from 2 sides, namely from standard operational procedures and fragmentation carried out. sop, in this case using circular letter no. 4 of 2020 concerning the implementation of education policy in the emergency period of corona virus disease (covid-19). this circular letter contains about the process of organizing home learning activities are as follows: a. learning from home through online/distance learning is implemented to provide a meaningful learning experience for students, without the burden of completing all curriculum achievements for class as well as seriousness b. learning from home can be focused on life skills education, among others, about the covid-19 pandemic c. learning from home activities and assignments can vary between students, according to their interests and conditions, including considering the gap in access / learning facilities at home. d. evidence or products of learning from home activities are given a qualitative and useful baiik bait from the teacher, without the need to give a quantitative score / value. then educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 86 fragmentism, which is related to the distribution of responsibilities in the policy of learning at home is the nganjuk district government and the education and culture office of nganjuk district is responsible as implementers who continue to coordinate with schools in nganjuk district and under the auspices of the education and culture office of nganjuk district. they ensure the smooth learning activities at home optimally and answer the various obstacles that occur during the implementation of this policy. responsibly, home learning activities have been given to each school in accordance with the conditions of each district and school. conclusion this online learning policy for students aims to implement also the government policy for social distancing where in this case limited face-to-face meetings between students and teachers. the online learning policy in nganjuk regency is based on the suitability of teachers in giving materials or exams. learning is done through google classrom, whatsapp group, and google form apps. all learning models are implemented in several classes with details of online discussions, daily tasks, daily replays, and others. online learning when materials or assignments are delivered through google classroom and whatsapp group, with the presence of presence in following learning. if it is found that students who have not been caught presence will be rechecked and the reason for not following the learning. as for the daily deuteronomy or exams conducted using google forms that have been provided by the school or teachers of their respective subjects. based on the implementation of online learning during the covid-19 pandemic situation, the policy can be analyzed based on van meter and van horn theory. the theory in policy implementation is to look at the implementation achievements of 6 variables, including; (1). standards and policy objectives, (2) resources, (3) characteristics of implementing organizations, (4) communication, (5) attitudes of implementers, (6). social, economic, and political environment. all variables show the achievement of online learning implementation during the covid-19 pandemic in nganjuk regency. the current condition provides many complex problems, this covid 19 pandemic affects also in all aspects, one of which is the field of education. policy changes are made by the government, one of which is the education policy of the nganjuk district government, namely learning at home on the instruction of a circular letter from the minister of policy and education. this policy was analyzed using the theory of implementation of george edward iii. in communication this policy applies it quite well and consistently, the resources used are still considered capable in carrying out this policy. various elemns that support each other are key in the implementation of home learning policy. in addition, bureaucraticly still spurred on the se minister of education and culture, but this implementation is considered less in terms of incentives, because it is still considered less concerned about honorer teachers on facilities issues during the activities of worshiper. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 87 references dewi, maya puspita, mudiyati rahmatunnisa, asep sumaryana, and j b kristiadi. “ensuring service quality in education for indonesia’s sustainable education.” journal of social studies education research 9, no. 4 (2018): 65–81. kurniawan, riki, m. benny alexandria, and heru nurasa. “implementasi kebijakan publik model van meter dan van horn.” responsive (2018). mahtonami, bahgie. “analisis implementasi kebijakan permendikbud nomor 28 tahun 2016 tentang sistem penjaminan mutu pendidikan dasar dan menengah di kota medan (studi kasus di dinas pendidikan provinsi sumatera utara dan smk swasta.” unimed, 2018. mubarok, syahrul, soesilo zauhar, endah setyowati, and suryadi suryadi. “policy implementation analysis: exploration of george edward iii, marilee s grindle, and mazmanian and sabatier theories in the policy analysis triangle framework.” journal of public administration studies (2020). wajdi, muh barid nizarudin, iwan kuswandi, umar al faruq, zulhijra zulhijra, khairudin khairudin, and khoiriyah khoiriyah. “education policy overcome coronavirus, a study of indonesians.” edutec: journal of education and technology 3, no. 2 (2020): 96–106. wajdi, muh barid nizarudin, m burhanuddin ubaidillah, sri mulyani, khoirul anwar, lailatul istiqomah, fauziyah rahmawati, sholihatul atik hikmawati, diah retno ningsih, and hasan syaiful rizal. “pendampingan redesign pembelajaran masa pandemi covid-19 bagi tenaga pendidik di lembaga pendidikan berbasis pesantren di jawa timur.” engagement: jurnal pengabdian kepada masyarakat 4, no. 1 (2020): 266–277. “surat edaran – bersama hadapi korona.” accessed june 9, 2021. https://bersamahadapikorona.kemdikbud.go.id/category/berita/surat-edaran/. educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z development of edutainment-based interactive e-modules physics in class xii mokhammad yusuf, mustaji, a. noor fatir pgri adi buana university dadabibi34@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract the development of technology affects the way students learn. almost all students of sma negeri 1 bluluk have used smart phones. therefore, teachers can take advantage of using smartphones to increase student learning motivation, one of which is by choosing technology-based learning media. the purpose of this study was to develop an interactive e-module based on edutainment in class xii physics at sma negeri 1 bluluk lamongan. this research was developed using the addie model with the stages of analysis, design, development, implementation and evaluation. the data collection instrument used in this development was a questionnaire which was distributed to material experts, learning design experts, media experts, and respondents. the respondent for the peer-to-peer test was one of the physics teachers at sma negeri 1 bluluk lamongan. respondents for individual trials, small group trials, and large group trials were students of class xii sma negeri 1 bluluk lamongan. the results of the eligibility test of learning media from material experts got a percentage of 83%, learning design experts 93%, and media experts 91%. the results of the questionnaire data analysis from the peer trial obtained a percentage of 92%, from the individual trial by 93%, from the small group trial by 88%, and from the field trial validation results 90%. based on the results of the validation, edutainment-based interactive emodules were declared feasible keyword: e-module, edutainment, physics introduction in this modern era, people are highly dependent on technology. this makes technology a basic need for everyone1. from parents to young people, experts to ordinary people use technology in various aspects of their lives. today's technology has developed rapidly. the utilization of advances in the field of information technology poses a challenge to the world of education, especially in the teaching and learning process2. 1 lydia ari widyarini, “intention to use self-service technology based on basic human needs,” matrik : jurnal manajemen, strategi bisnis dan kewirausahaan (2021); dorian peters, rafael a. calvo, and richard m. ryan, “designing for motivation, engagement and wellbeing in digital experience,” frontiers in psychology (2018); dwi julianingsih et al., “utilization of gadget technology as a learning media,” iaic transactions on sustainable digital innovation (itsdi) (2021). 2 juan garzón, “an overview of twenty-five years of augmented reality in education,” multimodal technologies and interaction, 2021; rahmad nursyahidin, arif rohman, and novi febriyanti, “learning innovation of islamic education in covid-19 pandemic,” jurnal pendidikan agama islam (2021); evelyn uuemaa and alexander kmoch, “teaching geoinformatics: challenges and opportunities,” agile: giscience series yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 261 zzzzzz the rapid development of information technology in the current era of globalization cannot be avoided, its influence on the world of education is inevitable. global demands require the world of education to always and continuously adapt technological developments to efforts to improve the quality of education, especially adjustments to the use of information and communication technology for the world of education, especially in the learning process. today the technological developments that occur present innovations with various new features that can support the presentation of subject matter that is more interesting, not monotonous and makes it easier to deliver material when learning is carried out. the teacher becomes a facilitator to help students transform the potential that students have into abilities and skills which when developed will be beneficial to human life. in the teaching and learning process, teachers are always required to provide new innovations so that students are able to gain new experiences in the teaching and learning process. this innovation is needed so that the learning process becomes fun and interesting. the learning process is essentially a teaching communication process. the presence of the media has a significant meaning. because in this activity the lack of clarity in the material presented can be helped by presenting the media as an intermediary. the complexity of the material to be conveyed to students can be simplified with the help of the media and also the media can represent the teacher's shortcomings in uttering certain words or sentences, even the abstractness of the material can be concretized with the presence of the media. the learning media used aims to provide a stimulus for students to foster interest, motivation and desire to learn and bring psychological influences on students3. the use of learning media also helps to increase understanding, display information, and help interpret the information received 4. the media also helps present things that cannot be described verbally. the application of media makes learning physics becomes more alive, clear, and relevant to the lives of students who are oriented towards the present and the future. the edutainment concept has a goal so that children/students can follow and experience the learning process in a fun, entertaining and educating atmosphere so as to improve learning outcomes5. in addition to the benefits of self-edutainment, most of the students at sma negeri 1 bluluk already have smartphones. they are more interested in using smartphones than studying with books. therefore, to increase student motivation, learning media that utilize smartphones are needed. direct current electricity is the material taught in xii science students with limited time. (2022). 3 nurhayati, aurora nandya febriyanti, “pengembangan media pembelajaran sejarah berbasis komik di kelas xi ips 1 sma negeri 10 kota jambi,” istoria: jurnal ilmiah pendidikan sejarah universitas batanghari (2018). 4 anni holila pulungan, “the use of interactive learning media for teachers in rural areas,” budapest international research and critics in linguistics and education (birle) journal (2021); rusdianto muhamad, melizubaida mahmud, and agil bahsoan, “the use of learning media on students’ learning outcomes,” journal of economic and business education (2023); bokarewa katona et al., “use of visual learning media to increase student learning motivation,” world psychology (2023). 5 wong guo hui, h. f. neo, and c. c. teo, “novel edutainment learning concept via augmented reality approach,” international journal of information and education technology (2022); santoso santoso, “penerapan konsep edutainment dalam pembelajaran di pendidikan anak usia dini (paud),” inopendas: jurnal ilmiah kependidikan (2018); setyoadi purwanto, “unsur pembelajaran edutainment dalam quantum learning,” al-fikri: jurnal studi dan penelitian pendidikan islam (2019). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 262 zzzzzz this material is very important because it relates to real events in everyday life. therefore, this study aims to develop learning media in the form of edutainment-based interactive e-modules in class xii of senior high school, particularly in physics. methods the type of this research is research and development (r&d). according to sugiono6 research and development methods are research methods that function to test, develop and create certain products. this research developed an interactive e-module based on edutainment in the physics subject of class xii sma on direct current electricy material. the steps for developing the learning design model refer to the addie model development design. the addie model consists of five steps, namely: (1) analysis, (2) design, (3) development, (4) implementation and (5) evaluation.. figure 1: product development steps with addie this research was conducted to develop an edutainment-based interactive e-modulein class xii physics subject. product trial design is carried out during development trials, namely edutainment-based interactive e-modules (finished products) used in physics class of xii grade. the target of this development research is to produce interactive e-modules based on edutainment in the physics subject on direct current electricity material for class xii ipa students at sma negeri 1 bluluk lamongan. small group trials were conducted on 6 students, while field trials were conducted on all 32 students in class xii ipa. in this media development research which uses addie-oriented edutainment-based interactive e-module learning in physics, 262 educational questionnaires were given during expert validation tests and development test. questionnaire answers are arranged based on a likert scale. the likert scale used consists of five alternative choice categories which can be seen the table below. 6 metode penelitian kuantitatif sugiono and pendekatan kuantitatif, “kualitatif dan r&d,” bandung: alfabeta (2007). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 263 zzzzzz table 1 rating scale criteria score category 5 very good 4 good 3 pretty good 2 not good 1 not very good source: sugiyono, 20177 from the validation of material experts, learning design experts, media experts, and student responses, the sum of all question points was determined. the scores obtained from filling out the questionnaire are converted into percentages and explained qualitatively. the percentage calculation uses the following formula: 𝑷 = ∑𝒙 ∑𝒙𝒊 × 𝟏𝟎𝟎% detail: 𝑃 : validation percentage ∑𝒙 : total score obtained ∑𝒙𝒊 : total maximum score obtained the percentage was stated descriptively to find out whether or not interactive learning media of flipbook needs some product development revision. the followings were the eligibility criteria for interactive learning media that were used. table 2 eligibility level criteria percentage qualification information 90%-100% very feasible no need to revise 75%-89% feasible revised 65%-74% quite feasible revised 55%-64% not quite feasible revised 0%-54% not feasible revised adapted from arikunto8 result and discussion the initial development design was to test for the validity and development. the validity test was carried out by three experts, namely material experts, learning design experts, and learning media experts. the development trial was carried out with one colleague, three teachers with a high level of ability in the it field in an individual trial, six students in a small group trial, and 32 students in a field trial. on the presentation of the test result, collection of data from validity test activities for experts and development trials to class xii ipa students at sma negeri 1 bluluk lamongan would be shown. the validity of the addie-oriented edutainment-based interactive e-module in physics subject class xii of sman 1 bluluk lamongan in senior high school developed was determined from the percentage of scores obtained from filling out a questionnaire with a likert scale. based on research data regarding edutainment-based interactive e-modules in class xii physics subjects 7sugiono. 2017. research and development methods. bandung: alphabet 8 suharsimi arikunto, prosedur penelitian: suatu pendekatan praktik (rineka cipta, 1992). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 264 zzzzzz in senior high schools that were developed, it can be analyzed as follows. material expert data analysis the results of the material expert validation can be seen in the following table: table 3 questionnaire results of material expert assessment aspect grain score evaluation acquisition learning design the suitability of the material with basic competence 5 compatibility of the material with learning education 4 the suitability of the material with the learning objectives 5 there is a relevance between learning objectives and materials 4 there is a relevance between the use of media and material 4 there is relevance between questions and learning objectives 4 there is information about steps or instructions in using the media 5 there are instructions regarding the steps in working on the problem 5 there is a proportional combination of text, images, videos, simulations on the media 4 the material in the learning media is given coherently 4 the material in learning media is easy to understand 4 content material the suitability of the material presented is with the truth of concepts and theories 4 the suitability of the material presented with scientific developments in mathematics and technology 4 the clarity of the media in conveying the material is good 4 the link between the material being taught and the real-world situation of students 4 the ability to encourage students to make connections between the knowledge students have and its application in everyday life 4 language and communic ation the use of language in the media complies with puebi 5 the use of language can be understood 4 the style of language used is clear and communicative 4 the use of various sentences or questions does not lead to multiple interpretations 4 interesting color, background, pictures and animations 4 compatibility of images/graphics 4 the choice of type and size of the font is easy to read 3 yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 265 zzzzzz the components in the media can be put to good use 4 the features listed support the delivery of material 4 total score 104 it was discovered that the total score of the validation results of material experts was 104 out of a maximum score of 125, and the percentage was 83%. after being converted with a level of validity, the addie-oriented edutainment-based interactive e-module in the class xii physics subject at sman 1 bluluk lamongan is included in the proper qualifications. some comments and suggestions were given by material experts for the perfection of this learning media. comments and suggestions given by material experts on edutainment-based interactive e-modules in the class xii physics subject at sman 1 bluluk lamongan were: 1. font selection needs to be adjusted. 2. cover color needs to be adjusted. 3. prerequisite knowledge not yet in sight. 4. some of the pictures are not in accordance with the material design expert data analysis the results of the design expert validation can be seen in the following table: table 4 results of the learning design expert assessment questionnaire aspect grain score evaluation acquisition learning design the suitability of the material with basic competence 5 compatibility of the material with265 earning education 5 the suitability of the material with the learning objectives 5 there is a relevance between learning objectives and materials 5 there is a relevance between the use of media and material 5 there is relevance between questions and learning objectives 5 there is information about the steps or instructions in using the media 4 there are instructions regarding the steps in working on the problem 4 there is a proportional combination of text, images, videos, simulations on the media 5 the material in the learning media is given coherently 5 the material in learning media is easy to understand 4 content material the suitability of the material presented is with the truth of concepts and theories 5 yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 266 zzzzzz the suitability of the material presented with scientific developments in mathematics and technology 5 the clarity of the media in conveying the material is good 5 the link between the material being taught and the realworld situation of students 5 the ability to encourage students to make connections between the knowledge students have and its application in everyday life 4 there is an analysis component 5 there is a design component 5 there is a development component 5 there is an implementation component 5 there is an evaluation component 5 language and communication the use of the media complies with puebi 4 the use of language can be understood 4 the language style used is clear and communicative 4 the use of various sentences or questions does not lead to multiple interpretations 4 interesting color, background, 3 pictures and animations 4 compatibility of images/graphics 5 the choice of type and size of the font is easy to read 5 the components in the media can be put to good use 5 total score 139 based on the presentation of the results of the design expert's assessment, the total score of the design expert's validation results was 139 out of a maximum score of 150, after the calculation was carried out, the percentage was 93%. after being converted with a validity level, this addieoriented edutainment-based interactive e-module is included in the proper qualification comments and suggestions given by design experts on e-modules based on edutainment based interactive e-modules were about layout and color media expert data analysis the results of media expert validation can be seen in the following table: table 5 results of the media expert assessment questionnaire aspect grain score evaluation acquisition portability addie-oriented edutainment-based interactive learning emodules are easy to access 5 the addie-oriented edutainment-based interactive learning e-module is easy to operate 5 usability the menus contained in the addie-oriented edutainment4 yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 267 zzzzzz based interactive learning e-module are easy to understand the fonts used on the media are legible and easy to understand 4 the menu sensitivity selected by the user is able to work optimally and can display pages quickly 4 the name of the developed addie-oriented edutainmentbased interactive learning e-module is easy to remember and interesting 5 the content in the media contains comprehensive facts, concepts and theories of physics 4 visual communication and interactivity use of language in the media complies with puebi 5 the media display design is simple and easy to understand 5 the selection of menu colors or navigation in the media is appropriate 4 the selection of the layout of the navigation menu in the media is appropriate 4 total score 50 based on the presentation of the results of the assessment of media experts, it was known that the total score of the validation results of the design experts was 50 out of a maximum score of 55, and the percentage was 91%. after being converted with the feasibility level mentioned in table 3.6, this addie-oriented edutainment-based interactive e-module-based learning media is included in the proper qualification with revision. comments and suggestions given by design experts on this edutainment-based interactive e-module are innovative media and were suitable for use without revision. peer trial data analysis the results of peer testing can be seen in the following table: table 6 results of the peer test questionnaire aspect grain score evaluation acquisition appearance text or writing on this media is easy to read 5 the images presented are clear or not blurry 5 the images presented are appropriate (not too much and not too little) 4 there is a description (source) for each image presented in this media 4 the pictures presented are interesting 5 the images presented are in accordance with the material 5 material the material in this media can be understood easily 5 yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 268 zzzzzz presentation the material presented in this media is coherent 5 can follow the learning activities step by step easily 4 sentences used in this media can be understood easily 4 there are no sentences with double meanings in this medium 4 can understand the terms used in this media 5 the questions used in this media are in accordance with the material 5 benefit learning is easier by using this media 5 this medium is very interesting to use 5 by using this media more interested in learning 5 be more diligent in learning by using this media 4 this media provides more motivation to learn 4 total score 83 based on the results of the questionnaire, the percentage of learning media achievement can be calculated. it was found out that the total average score in the peer trial was 83 out of a maximum total score of 90, and the percentage was 92%. after being converted to a feasibility level, this addie-oriented edutainment-based interactive e-module-based learning media is included in the very proper qualification. even though this addie-oriented edutainment-oriented interactive e-module-based learning media is included in the very proper qualifications, there were comments and suggestions that need attention for improving learning media. comments and suggestions given by colleagues are for the future, hopefully there will be other technology-based learning media so that there are choices of various media that are useful and support the educational world, individual trial data analysis the results of individual trials can be seen in the following table: table 7 individual trial questionnaire results aspect grain gain score evaluation p1 p2 p3 appearance text or writing on this media is easy to read 5 5 5 the images presented are clear or not blurry 4 5 5 the images presented are appropriate (not too much and not too little) 4 5 4 there is a description (source) for each image presented in this media 5 5 5 the pictures presented are interesting 4 5 5 the images presented are in accordance with the material 4 5 5 material the material in this media can be understood 5 4 4 yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 269 zzzzzz presentation easily the material presented in this media is coherent 5 5 5 can follow the learning activities step by step easily 5 4 4 sentences used in this media can be understood easily 5 4 5 there are no sentences with double meanings in this medium 5 5 5 can understand the terms used in this media 4 5 5 the questions used in this media are in accordance with the material 4 4 5 benefit learning is easier by using this media 4 5 5 this medium is very interesting to use 5 5 4 by using this media more interested in learning 5 4 4 be more diligent in learning by using this media 5 5 4 this media provides more motivation to learn 4 5 5 total score 82 85 84 average total score 84 based on the results of the questionnaire, the percentage of the achievement level of learning media can be calculated. the average score in individual trials was 84 out of a maximum score of 90, and the percentage was 93%. according to the feasibility level, the addie-oriented edutainment-based interactive e-module-based learning media is included in the very proper qualification, so it can be concluded that learning media is suitable for use in classroom learning. some comments and suggestions needed attention for improving learning media. the followings were comments and suggestions given by students in individual trials: 1. the content of the media is good and interesting so that it makes it easier for students to receive and understand the material. 2. the images contained in the learning media are very interesting but the color selection needs to be improved. 3. image captions make it easier for students to learn. small group experiment data analysis small group trials were conducted on 6 bluluk 1 public high school students with the following results: table 8 results of the small group trial questionnaire aspect grain gain score evaluation k1 k2 k3 k4 k5 k6 appearan text or writing on this media is easy 5 4 5 5 5 4 yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 270 zzzzzz ce to read the images presented are clear or not blurry 5 4 5 5 5 4 the images presented are appropriate (not too much and not too little) 5 4 5 4 4 4 there is a description (source) for each image presented in this media 5 4 4 5 4 5 the pictures presented are interesting 4 5 5 5 4 5 the images presented are in accordance with the material 4 5 4 4 5 4 material presentati on the material in this media can be understood easily 4 4 3 4 5 4 the material presented in this media is coherent 4 4 4 5 4 4 can follow the learning activities step by step easily 4 5 3 5 4 4 sentences used in this media can be understood easily 5 4 4 4 4 5 there are no sentences with double meanings in this medium 5 4 5 4 5 4 can understand the terms used in this media 5 4 5 4 5 4 the questions used in this media are in accordance with the material 5 4 5 5 5 4 benefit learning is easier by using this media 4 5 4 5 5 5 this medium is very interesting to use 5 5 4 5 5 5 by using this media more interested in learning 4 5 5 4 5 5 be more diligent in learning by using this media 4 5 5 4 4 4 this media provides more motivation to learn 4 5 5 4 4 4 total score 81 80 80 81 82 78 average total score 80 based on the results of the questionnaire the percentage level of achievement of learning media were calculated. it was known that the total average score in the small group trial was 80 out of a maximum score of 90, and the percentage was 88%. after being converted to a feasibility level, yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 271 zzzzzz the addie-oriented edutainment-based interactive e-module-based learning media is included in the proper qualifications, so it can be concluded that learning media is suitable for use in classroom learning. this addie-oriented edutainment-oriented interactive e-module-based learning media is included in the proper qualification with revision. there were several comments and suggestions that need attention for improving learning media. the following are comments and suggestions given by students in small group trials: 1. the learning media that is made is very good and very clear for learning. 2. this learning media is good, equipped with explanatory videos and questions. large group trial data analysis the results of the analysis of the large group trial data with 32 respondents, in each aspect are contained in the following diagram: figure 2 diagram of large-scale trial results based on the data table above, it can be seen that the percentage of display aspect acquisition is 90%, the data presentation aspect is 90% and the benefit aspect is 92%. then the average acquisition of large-scale trials is 90%. after being converted to a level of validity, this edutainment-based interactive e-module-based learning media is included in the very proper qualification, so it can be concluded that learning media is suitable for use in class learning and does not need to be revised. in general, comments and suggestions in this learning media that learning media were interesting to use in learning. in the following, the overall trial results are presented starting from the validation of material experts to field trials. table 9 results of validation and trial of edutainment based interactive e-module learning media trial step subject try percentage (%) product feasibility level qualification material expert test 1 senior teacher 83 feasible learning design expert 1 lecturer 93 very feasible 0,89 0,89 0,90 0,90 0,91 0,91 0,92 aspek tampilan aspek penyajian dataaspekmanfaat yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 272 zzzzzz test media expert test 1 lecturer 91 very feasible peer trial 1 teacher 92 very feasible individual trial 3 master 93 very feasible small group trial 6 students 88 feasible field trials 32 students 90 very feasible product revision product development revisions are conclusions drawn from the results of data analysis from material experts, learning design experts, and media experts, as well as respondents about media that is validated as a reference in making revisions. there are two revisions, namely revision i which was carried out after analyzing the results of the expert test validation and revision ii which was carried out after analyzing the results of the development trial responses. prerequisite knowledge is not provided yet. some pictures are not in accordance with the material table 10 material expert revision material expert notes before validation revision font selection needs to be adjusted too many different fonts the font has been adjusted cover color needs to be adjusted the cover color is too animated the color of the cover has been adjusted prerequisite knowledge not yet in sight no prerequisite knowledge information addition of prerequisite knowledge information in the product yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 273 zzzzzz material expert notes before validation revision some of the pictures are not in accordance with the material too many animated images image reduced and in accordance with the material delivered table 11 revision of development products by learning design experts learning design expert notes before validation revision added logo on the cover there is no logo on unipa yet the addition of the unipa logo adjusted to the requirements of the standard material book. material books are still not up to standard the material book is in accordance with the guidance of the supervisor improvements were made according to expert suggestions and comments regarding the selection of font size and type so that users could read them. this revision is included in the revision stage i. comments and suggestions from material experts regarding learning media are followed up by revising learning media according to the comments and suggestions. the revision of draft i for the development of instructional media is presented as follows. drafts ii is the final result of revision i based on comments and suggestions from material experts, learning designs, and media related to learning media. then the first development trial was carried out, namely by colleagues. this revision is included in the revision stage ii. the following revisions are based on comments and suggestions from colleagues. table 12 revision of product development by colleagues peer notes before trial revision yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 274 zzzzzz fontsmore attention if necessary standard and easy to read fontsvaries greatly change the font so that it is easy to read this revision is included in the revision stage ii. based on individual trials, it is included in the very good category without the need for revision, but there are a number of comments and suggestions that need attention for improving learning media. the following revisions are based on student comments and suggestions in individual trials. table 13 revision of development products by individual trials student notes before trial revision formula writing clarified again the formula is not clear writing physics formulas that are clearer to read this revision is included in the third revision stage. based on small group trials, it is included in the very good category without the need for revision, but there were a number of comments and suggestions that need attention for improving learning media. the following revisions are based on student comments and suggestions in small group trials table 4.13 revision of development products by small group trials student notes before trial revision real image media is still limited too many animations the addition of real images from existing explanations this revision is included in the third revision stage. based on field trials, learning media is included in the very good category and does not need revision. after going through revision ii, a development product was formed that was suitable for dissemination. the deployment process is the final stage of development. at this stage, the use of addie-oriented edutainment-based interactive learning e-modules that have been developed is distributed on a wider scale. the following is the distribution via whatsapp. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 275 zzzzzz the dissemination and application of this learning media is by providing a link to addieoriented interactive e-module-based interactive learning media to physics teachers in schools as practitioners. further dissemination was carried out by sharing the addie-oriented edutainment-based interactive e-module learning media link on the whatsapp group mgmps physics sman 1 bluluk lamongan https://heyzine.com/flip-book/fcf146fed2.html conclusion learning media interactive e-module based on edutainment for class xiin in physics at sman 1 bluluk lamongan is suitable for use in learning physics for class xii. this can be shown from the validation results of material experts by 83% which means proper qualifications, the validation results by learning design experts by 96% which classified as feasible, and the results of media expert validation by 91% which includes in very feasible qualifications. the results of questionnaire data analysis from peer trials obtained a percentage of 92% converted which means very feasible, from individual trials of 93% converted into very feasible qualifications, from small group trials of 88% converted into feasible qualifications, and from field trials, the validation results were 90% converted into very feasible qualifications. suggestions for utilizing interactive e-module learning media based on edutainment oriented addie physics class xii subject of sman 1 bluluk lamongan which has been developed can be utilized optimally by paying attention to a number of things including, the use of templates and elements in canva for education as media should be utilized optimally, as a substitute for media used face-to-face, so that teachers can use media in a variety of ways. students are expected to study other relevant articles related to canva for education materials and flipbooks so that students have a broader knowledge base. this addie-oriented edutainment-based interactive e-module learning media is applied to other schools, so that this media can be utilized optimally and is broader and focuses on direct current electricity material, for further development it can be done by adding alternating current electricity material. in addition to adding material related to the application of direct current electricity in everyday life, it is necessary to add other material to class xii science especially in physics so that the complete learning media covers all the material in one school year. in collecting information from experts and testing for revision purposes, it is necessary to ask questions that are more specific and not general in nature. https://heyzine.com/flip-book/fcf146fed2.html yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 276 zzzzzz references arikunto, suharsimi. prosedur penelitian: suatu pendekatan praktik. rineka cipta, 1992. aurora nandya febriyanti, nurhayati,. “pengembangan media pembelajaran sejarah berbasis komik di kelas xi ips 1 sma negeri 10 kota jambi.” istoria: jurnal ilmiah pendidikan sejarah universitas batanghari (2018). garzón, juan. “an overview of twenty-five years of augmented reality in education.” multimodal technologies and interaction, 2021. hui, wong guo, h. f. neo, and c. c. 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2579-8405 (online) z fostering sustainable creativity and innovation in islamic creative organizations bachtiar hariyadi1 , agus setyawanto2, tontowi3 universitas sunan giri surabaya bachtiar@unsuri.ac.id, agusdady9@gmail.com , towiton810@gmail.com accepted: marc 8th 2023 reviewed: apr 13th 2023 published: may 30th 2023 abstract :one of the prominent trends in modern creative organizations is involving organizational stakeholders in idea development, promoting cooperation, sharing knowledge, and fostering creative expression. changes in the value writing process have become essential factors in creating innovation. this research aims to analyze how innovative organizations, such as publishers, utilize their ability to manage communication channels to foster stakeholder involvement in the value writing process collectively during innovation. through a case study approach, this research involves 25 islamic publishers of the indonesian publishers association, utilizing websites and the social network facebook as communication tools. the research findings indicate that idea and project development, networking, collaboration, knowledge sharing, opportunities for non-formal learning, discussion platform creation, and feedback are crucial factors driving stakeholder involvement in enhancing added value in the innovation process. keywords : communication, creative organization, creativity, innovation, innovative knowledge. introduction the increasing social-economic changes that have occurred significantly in the early 21st century have highlighted the growing relationship between culture and economy. as a major source of innovation in the modern economy, the creative industry plays a crucial role in generating ideas that can be applied across various sectors1. the creative industry encompasses technology, media, and business, while creativity is closely related to the manifestation of knowledge and skills in an environment filled with technology and mediaoriented business 2. the creative industry is considered a sector with significant economic potential. it has been observed that by developing inter-sectoral innovations, the creative economy influences social development 3. these processes are multi-faceted, complex, and 1 leonid melnyk et al., “creative economy as the main direction of forming a socially oriented economy,” vìsnik sumsʹkogo deržavnogo unìversitetu 2022, no. 4 (2022): 52–60, http://dx.doi.org/10.21272/1817-9215.2022.4-06. 2 podolchak nazar et al., “improving the assessment of personnel security level and its control using human intellectual activity simulation model,” 2022 12th international conference on advanced computer information technologies (acit) (ieee, 2022), http://dx.doi.org/10.1109/acit54803.2022.9912745; rizwanul islam, “structural transformation and alternative pathways to the lewis turning point,” rural labour mobility in times of structural transformation: dynamics and perspectives from asian economies (2017): 15–34. 3 maryna hrysenko, olena pryiatelchuk, and liudmila shvorak, “correlation and interaction of economic creativity factors as a determinant of sustainable development (on the example of the eu countries),” baltic journal of economic studies 8, no. 2 (2022): 59–67, http://dx.doi.org/10.30525/2256-0742/2022-8-2-59-67; rowandhy mailto:bachtiar@unsuri.ac.id mailto:agusdady9@gmail.com volume 8, number 1, may 2023| 74 have specific characteristics. various authors who analyze innovation activities emphasize important aspects, such as the strategic approach of organizations to innovation activities 4, the need for effective knowledge management 5 , the need for innovative leadership 6, the importance of organizational creativity 7, the significance of innovative organizational culture 8, and the crucial role of communication in the innovation writing and implementation process 9. all these aspects are essential, but it raises the question of how all the crucial components of these innovation activities can be activated, and how their interaction can be promoted to achieve sustainable and effective innovation activities for organizations. one of the most relevant issues faced by modern organizations is how to increase the scale and efficiency of innovation in modern organizations. one prominent modern trend that helps generate innovation is involving organizational stakeholders in the value writing process by promoting collaboration, knowledge sharing, and creative expressions 10. the creative industry is considered a highly active sector in innovation. therefore, in the context of current relevant issues, a very significant research problem arises: enabling the interaction between communication, knowledge, and creativity in developing innovation in creative organizations and involving all stakeholder groups in the value writing process. this research aims to identify how communication management solutions determine the creativity of organizational stakeholder groups in creating sustainable knowledge-based saleh, “creative economy development toward stability of national economy (indonesia),” journal research of social, science, economics, and management 1, no. 7 (2022): 809–817, http://dx.doi.org/10.36418/jrssem.v1i7.110. 4 paolo di toma, “business model innovation and the board in start-up companies: a dynamic capabilities perspective,” contextual heterogeneity in entrepreneurship research (edward elgar publishing, 2021), http://dx.doi.org/10.4337/9781802200201.00010; diéssica oliveira-dias et al., “fostering business model innovation for sustainability: a dynamic capabilities perspective,” management decision 60, no. 13 (2022): 105– 129, http://dx.doi.org/10.1108/md-05-2021-0590. 5 t a akimochkina, o yu. rudakova, and n m abramov, “intellectual property management system as a factor of the efficiency of innovative activities and organization security,” economics profession business, no. 4 (2022): 5–12, http://dx.doi.org/10.14258/epb202250. 6 frank lattuch, “building innovation capabilities through human resources practices,” strategic hr review 20, no. 5 (2021): 162–167, http://dx.doi.org/10.1108/shr-05-2021-0021; barid nizarudin wajdi, “the differences between management and leadership,” sinergi : jurnal ilmiah ilmu manajemen 7, no. 1 (july 21, 2017), accessed october 21, 2017, http://ejournal.unitomo.ac.id/index.php/feb/article/view/31. 7 alexander brem, volker bilgram, and anna marchuk, “how crowdfunding platforms change the nature of user innovation – from problem solving to entrepreneurship,” technological forecasting and social change 144 (2019): 348–360, http://dx.doi.org/10.1016/j.techfore.2017.11.020. 8 yongxin liao et al., “the impact of the fourth industrial revolution: a cross-country/region comparison,” production 28 (2018); camelia delia voicu et al., “steam implementation in preschool and primary school education: experiences from six countries,” early childhood education innovative pedagogical approaches in the post-modern era (intechopen, 2023), http://dx.doi.org/10.5772/intechopen.107886. 9 o m novak, “innovative technologies potential in inclusive education of children of senior preschool age,” innovate pedagogy 2, no. 31 (2021): 101–104, http://dx.doi.org/10.32843/2663-6085/2021/31-2.19. 10 andreas hein et al., “value co-creation practices in business-to-business platform ecosystems,” electronic markets 29, no. 3 (2019): 503–518, http://dx.doi.org/10.1007/s12525-019-00337-y; sanna ketonenoksi and katri valkokari, “innovation ecosystems as structures for value co-creation,” technology innovation management review 9, no. 2 (2019): 25–35, http://dx.doi.org/10.22215/timreview/1216. volume 8, number 1, may 2023| 75 innovations in the islamic creative industry. to achieve this goal, the following research objectives are formulated: to reveal the importance of communication management as a core organizational activity in creating innovation in the context of changes in a dynamic environment; to analyze the manifestations of creativity and knowledge management as potential factors driving innovation; to uncover the relationship between communication, knowledge, and creativity in the process of innovation development in islamic creative organizations; to investigate the possibility of applying the website and social network facebook owned by islamic publishing organizations in the effort to involve stakeholder groups in innovation activities. transformation of innovation in creative organizations in the era of change and the industrial revolution 4.0, organizations must anticipate new directions to achieve progress and competitive advantage in the increasingly intense global competition. the industrial era was characterized by mass production, standardization, and process planning, while flexibility, choices, and personal responsibility marked the postindustrial period. hierarchical structures and vertical relationships have been replaced by networks of power, influence, and horizontal connections11 . it is emphasized that modern organizations must change to survive in the market 12 . organizations need to change their ways of organizing work and seek new niches to gain a competitive advantage in the global space by developing new industry branches, markets, products, and services13. the need for innovation becomes even more apparent during economic downturns, as the ability to introduce new things is a key driver of economic growth and social welfare. innovation is a source of competitive advantage for every organization14 , the foundation of long-term economic growth15, and a driver of profitability and development16 . in the context of global changes, innovation is seen as part of strategic management and investments in innovation in various areas of activity enhance operational efficiency, 11 david kemethofer, “der alltag von schulleitungen: empirische befunde zu tätigkeitsprofilen und führungsansätzen,” gruppe. interaktion. organisation. zeitschrift für angewandte organisationspsychologie (gio) 53, no. 4 (2022): 427–436, http://dx.doi.org/10.1007/s11612-022-00647-4. 12 nazar et al., “improving the assessment of personnel security level and its control using human intellectual activity simulation model.” 13 rafael palacios bustamente, xochitl margarita cruz pérez, and maría del pilar escott mota, “knowledge domain capabilities as a business mindset in the context of digital transformation,” 30th annual conference of the international association for management of technology (iamot 2021) (curran associates, inc., 2021), http://dx.doi.org/10.52202/060557-0022; khairul islam et al., “crisis communication and learning: the us higher education’s response to a global pandemic,” the learning organization 29, no. 4 (2022): 357–376, http://dx.doi.org/10.1108/tlo-10-2021-0121. 14 gulin idil s bolatan, abdulhakim giadedi, and tugrul u daim, “exploring acquiring technologies: adoption, adaptation, and knowledge management,” ieee transactions on engineering management (2023): 1– 9, http://dx.doi.org/10.1109/tem.2022.3168901; gianluca elia et al., “strategic business value from big data analytics: an empirical analysis of the mediating effects of value creation mechanisms,” information &amp; management 59, no. 8 (2022): 103701, http://dx.doi.org/10.1016/j.im.2022.103701. 15 a. zhidebekkyzy, d. kalmakova, and b. amangeldiyeva, “implementation of circular economy principles across countries,” central asian economic review (2022). 16 sebastiano cupertino, gianluca vitale, and paolo taticchi, “interdependencies between financial and non-financial performances: a holistic and short-term analytical perspective,” international journal of productivity and performance management (2022), http://dx.doi.org/10.1108/ijppm-02-2022-0075. volume 8, number 1, may 2023| 76 develop and introduce new equipment, new technologies, management practices, and marketing practices17 . innovation is something new, functional and fundamental, intended to replace the old with the new. innovation doesn't always have to be technology-based; it can also occur through service reorganization, marketing and sales methods, financing models, and the organizational culture itself, enabling customer benefits and market share to increase, optimizing operational and management processes, and enhancing competitiveness18 . special emphasis is given to aspects of rationality, applicability, and usefulness as essential in innovation activities19 . in the realm of innovation, creativity, knowledge, research activities, and entrepreneurship intersect, turning scientific knowledge into physical realities that transform society. it is appropriate to treat innovation activities as productive human activities oriented toward transitioning a system from a lower level to a higher level. the purpose of this transition is to meet the changing needs of society. changes in the value creation process have become a critical factor in innovation development20 . value creation has always been an essential foundation of any organizational activity, but the involvement of stakeholders in co-creating value is a relatively new phenomenon. co-creation occurs when different groups of stakeholders work together to create mutually beneficial outcomes21 . the participation of multiple stakeholders in value creation enables an understanding of demands and assists in the implementation of organizational strategies22 , to respond to market changes, and share knowledge and capabilities23 . when looking at value co-creation from an innovation paradigm perspective, special emphasis is given to stakeholder collaboration and interaction, highlighting the importance of customer contributions to innovation development24 . according to pfitzer et 17 marcel bogers et al., “strategic management of open innovation: a dynamic capabilities perspective,” california management review 62, no. 1 (2019): 77–94; fajar pasaribu et al., “impact of strategic leadership and organizational innovation on the strategic management: mediational role of it capability,” polish journal of management studies 24, no. 2 (2021): 354–369, http://dx.doi.org/10.17512/pjms.2021.24.2.22; leonie schulte, “integrating immediate gains with sustainable performance: systematic review of paradox at the intersection of strategic management and innovation,” management review quarterly 72, no. 4 (2021): 1209–1247, http://dx.doi.org/10.1007/s11301-02100225-w. 18 steven cavaleri and kareem shabana, “rethinking sustainability strategies,” journal of strategy and management 11, no. 1 (2018): 2–17, http://dx.doi.org/10.1108/jsma-08-2016-0050. 19 muhammad talhah ajmain, nurul istiqamah mohamad zaki, and siti nur hadis a rahman, “society values based on islamic education,” al-wijdãn journal of islamic education studies 7, no. 2 (2022): 291–303, http://dx.doi.org/10.58788/alwijdn.v7i2.1833. 20 yasir rashid et al., “value co-creation and social media,” european business review 31, no. 5 (2019): 761– 784, http://dx.doi.org/10.1108/ebr-05-2018-0106. 21 junic kim and hwanho choi, “value co-creation through social media: a case study of a start-up company,” journal of business economics and management 20, no. 1 (2019): 1–19, http://dx.doi.org/10.3846/jbem.2019.6262. 22 ji wu et al., “creating shared value and sport employees’ job performance: the mediating effect of work engagement,” european sport management quarterly 22, no. 2 (2020): 272–291, http://dx.doi.org/10.1080/16184742.2020.1779327. 23 setyo riyanto, endri endri, and novita herlisha, “effect of work motivation and job satisfaction on employee performance: mediating role of employee engagement,” problems and perspectives in management 19, no. 3 (2021): 162–174, http://dx.doi.org/10.21511/ppm.19(3).2021.14. 24 mohamad amir merhabi, panagiotis petridis, and rushana khusainova, “gamification for brand value co-creation: a systematic literature review,” information 12, no. 9 (2021): 345, http://dx.doi.org/10.3390/info12090345; hanief saha ghafur, “analysis of ict development supporting the volume 8, number 1, may 2023| 77 al. 25, co-creating value is an open innovation that involves knowledge, information, and related skills in various institutional settings and encourages the involvement of multiple actors, which is a critical foundation for companies to gain sustainable competitive advantage. the digital environment provides opportunities for more active interaction with customers and other stakeholders and to leverage their insights in innovation development26 and enables the development of new digital business models27 . innovation activities in the co-creation of value become more efficient when organizations involve a greater number of actors from various settings in their activities28 , utilize strategic contacts and partnerships29 , allowing for quicker identification of stakeholder needs and issues, listening to and considering various proposals, understanding the value dimensions from different group perspectives, enabling the emergence of stakeholder creativity and knowledge, promoting knowledge sharing30 , utilizing internal and external resources31 , accelerating organizational learning32 , developing new ideas more consistently, and ensuring implementation and dissemination33 . the need to foster creative collaboration among various stakeholders, generate new ideas, and share knowledge and experiences is becoming increasingly important in innovation activities and the value co-creation process; therefore, strategic communication management solutions need to be designed. this is emphasized by the statement of ali bin abi thollib: ُمْوا ْيشُْ فَإِّن ُهمْْ اَْوالَدَُكمْْ َعل ِّ مْْ فِّى َسيَعِّ مْْ َخلَقَْ فَإِّنَُّهمْْ َزَمانُِّكمْْ َغْيرَْ َزَمانِّهِّ َونَحنْْ لَِّزَمانِّهِّ لَِّزَمانِّنَْا َخلَْقنَا ُْ "teach your children according to their time, for they live in their time, not in yours. indeed, they were created for their time, while you were created for your time." the dimensions of knowledge management and creativity e-learning implementation on nadhatul ulama universities in indonesia,” journal of social studies education research (2021). 25 veronica wells et al., “student participation in a dei audit as high-impact practice,” journal of academic librarianship (2023). 26 kim and choi, “value co-creation through social media: a case study of a start-up company.” 27 salvatore ammirato et al., “digital business models in cultural tourism,” international journal of entrepreneurial behavior &amp; research 28, no. 8 (2021): 1940–1961, http://dx.doi.org/10.1108/ijebr-01-20210070; jose ramon saura, pedro palos-sanchez, and beatriz rodríguez herráez, “digital marketing for sustainable growth: business models and online campaigns using sustainable strategies,” sustainability 12, no. 3 (2020): 1003, http://dx.doi.org/10.3390/su12031003. 28 merhabi, petridis, and khusainova, “gamification for brand value co-creation: a systematic literature review”; rashid et al., “value co-creation and social media.” 29 hein et al., “value co-creation practices in business-to-business platform ecosystems.” 30 asad mehmood et al., “stakeholder engagement and sdgs: the role of social media in the european context,” euromed journal of business 18, no. 1 (2022): 111–128, http://dx.doi.org/10.1108/emjb-11-2021-0173. 31 hein et al., “value co-creation practices in business-to-business platform ecosystems.” 32 simon reese, “taking the learning organization mainstream and beyond the organizational level: an interview with peter senge,” learning organization, 2020. 33 tim weinert et al., “does context matter for value co-creation in smart learning services?,” wi2020 zentrale tracks (gito verlag, 2020), http://dx.doi.org/10.30844/wi_2020_d4-weinert. volume 8, number 1, may 2023| 78 the condition for the process of creating innovation is the utilization of knowledge and creative research. gomes et al.34 note that an important competitive factor for organizations with limited resources, who strive to make their activities more efficient in a dynamic environment, is knowledge and its management processes the generation of purposeful knowledge, its dissemination, and its application. it is important for organizations that the "lessons learned" and knowledge created by employees remain within the organization so that they can be adopted by other members of the organization. knowledge management is related to innovation, relationships between peers, ideas, competencies and structure. this management supports individual or group learning, encourages the dissemination of experiences, distinguishes between unsuccessful practices and best practices, and helps in selecting optimal solutions. effective knowledge management in organizations is considered an important engine of innovation35 . the conception of novelty is identified with knowledge-based businesses, where the most crucial condition for continuous improvement is collaboration by integrating specialized individual knowledge, applying it, and developing innovative products and services. the problem of practical applicability is distinguished by the fact that it is not always possible to obtain practical knowledge or its products in the knowledge market usually, these are offered at the level of ideas or are difficult to evaluate in terms of their organizational fit goals and the return on acquired knowledge36 . collaboration, sharing, and knowledge development in both internal and external environments must continuously occur in modern organizations aiming for open and radical innovation. open formal and informal communication encourages employees to disseminate existing knowledge and generate ideas that can then be improved upon and utilized. organizations should create networks and communities where employees can develop topics of interest to them, learn, and enhance themselves37 . an organization's ability to interact with various partners and acquire knowledge from external sources provides opportunities to enhance their capability in implementing innovation. communication with other organizations enables the selection of more appropriate 34 oliveira-dias et al., “fostering business model innovation for sustainability: a dynamic capabilities perspective.” 35 hima bindu sadashiva reddy, roopesh reddy sadashiva reddy, and ratnaditya jonnalagadda, “literature review process:measuring the effective usage of knowledge management systems in customer support organizations,” international journal of research publication and reviews (2022): 3991–4009, http://dx.doi.org/10.55248/gengpi.2022.3.7.45; adi widiantono and puteri sejati, “implementation of knowledge management on customer relationship management system, a literature review,” proceedings of the first mandalika international multi-conference on science and engineering 2022, mimse 2022 (informatics and computer science) (atlantis press international bv, 2022), http://dx.doi.org/10.2991/978-94-6463-084-8_7. 36 john mitchell and david guile, “fusion skills and industry 5.0: conceptions and challenges,” insights into global engineering education after the birth of industry 5.0 (intechopen, 2022), http://dx.doi.org/10.5772/intechopen.100096. 37 madeleine ballard et al., “lessons from an eight-country community health data harmonization collaborative,” global health action 15, no. 1 (december 31, 2022): 2015743, https://pubmed.ncbi.nlm.nih.gov/35114900; marina sergeyevna yakushkina and marina rimantasovna ilakavichus, “event networks of non-formal education as a result of selforganization of all age communities,” education &amp; pedagogy journal, no. 1(3) (2022): 56– 63, http://dx.doi.org/10.23951/2782-2575-2022-1-56-63. volume 8, number 1, may 2023| 79 working methods, and the development of various technological and innovation capabilities, which create the prerequisites for organizational uniqueness. the proper application of newly acquired knowledge allows organizations to develop unique competencies, and select, introduce, and enhance technology in their activities38 . the success of innovation development depends on the selection of appropriate knowledge sources, how knowledge is acquired, the organization's readiness for knowledge (the ability to coordinate and integrate various internal and external knowledge), the ability to overcome innovation barriers (market barriers, financial barriers characterized by a lack of required financial resources), and overcoming market uncertainties. by effectively applying newly acquired knowledge, organizations have the opportunity to develop unique competencies, select, introduce and enhance technology in their activities. the role of communication in innovation-oriented organizations a culture that supports innovation in an organization requires open and effective communication39 , and the lack of innovation communication is a cause of failure in innovation40 . the importance of communication in the innovation promotion process is one of the most relevant aspects of scientific research, as it not only provides an opportunity to achieve greater operational efficiency during the innovation development process but also creates conditions for further innovation dissemination. innovation communication is considered part of strategic communication41 and corporate communication42 , encompassing all innovation development processes and ensuring the introduction and dissemination of innovation43 . innovation communication can be defined as the symbolic interaction between the organization and stakeholders related to innovative products, services, technologies, and ideas44 . it is emphasized that ideas for innovation should be 38 jeandri robertson, albert caruana, and caitlin ferreira, “innovation performance: the effect of knowledge-based dynamic capabilities in cross-country innovation ecosystems,” international business review 32, no. 2 (2023): 101866, http://dx.doi.org/10.1016/j.ibusrev.2021.101866. 39 vaida žegunienė, “intercultural communication: a factor in career management,” regional formation and development studies 35, no. 3 (2021): 37–46, http://dx.doi.org/10.15181/rfds.v35i3.2271. 40 nafiseh nasirzadeh et al., “evaluating the airborne asbestos dispersion in enclosed parking lots in iran,” archives of environmental &amp; occupational health 77, no. 6 (2021): 437–445, http://dx.doi.org/10.1080/19338244.2021.1926213; seni soniansih, yopi kusmiati, and bintan humeira, “komunikasi, teknologi informasi dan ketenaga kerjaan kajian perkembangan inklusi teknologi digital dan pengangguran di indonesia,” virtu: jurnal kajian komunikasi, budaya dan islam 1, no. 2 (2021): 102–112, http://dx.doi.org/10.15408/virtu.v1i2.23400. 41 nihaiah mahrakani et al., “effectiveness of marketing communication: a social marvel in the contemporary commercial center,” journal of legal, ethical and regulatory issues (2021). 42 h h thimm and k b rasmussen, “website communication capabilities and content related to environmental management—an empirical study of european production companies,” sustainable production, life cycle engineering and management (springer international publishing, 2022), http://dx.doi.org/10.1007/9783-030-90217-9_3. 43 mahrakani et al., “effectiveness of marketing communication: a social marvel in the contemporary commercial center.” 44 faisal iddris et al., “student innovation capability in virtual team projects: lessons learnt from covid-19 pandemic era,” international journal of innovation science 15, no. 1 (2022): 113–134, http://dx.doi.org/10.1108/ijis-08-2021-0149; maría jesús yáñez-galdames, josé a alfaro-tanco, and elena volume 8, number 1, may 2023| 80 sought both within the internal and external settings of the organization, as new products and services will help meet the needs of clients, community members, and citizens. communication among employees within an organization is also crucial in sharing experiences and knowledge related to tasks performed, while the use of information and communication systems can enhance both informal and formal communication and have a positive impact on the organizational process. communication should be oriented towards promoting and fostering creativity within the organization, as creativity is the ability to generate new ideas or products based on observed patterns and relationships, and key factors in this process are domain-specific knowledge and motivation. it is known that in digital organizations, the company website becomes a crucial tool for implementing marketing activities. it is used to understand the expectations and needs of the target customers, build credibility and trust, attract and retain customers, showcase products and services, and ultimately drive successful sales45 . the company website plays a significant role in achieving the strategic goals of the organization, but its effectiveness is determined by various dimensions such as attractive design, navigation, user-friendliness, and valuable content46 , among others. in addition to websites, social networks also play a significant role as spaces for interaction and collaboration. the development of social networks has fundamentally transformed the way organizations communicate, as they provide greater opportunities for stakeholders to engage in communication and interaction with the organization. social networks also facilitate resource acquisition, innovation diffusion, and the development of strategic partnerships for organizations47 , offering opportunities for dialogue with stakeholders and various collaboration opportunities48 , accelerating the process of knowledge sharing and promoting informal learning among peers49 , enabling relationship marketing development and market research 50 , shaping the organization's image and gutiérrez-garcía, “the role of communication in open innovation processes: an action research study in the automotive industry,” management research: journal of the iberoamerican academy of management 21, no. 2 (2023): 194–214, http://dx.doi.org/10.1108/mrjiam-01-2022-1259. 45 phd snezana obednikovska and phd karolina ilieska, “digital transformation of consumers’mindset for decision making process,” faculty of economicsprilep university „st. kliment ohridski “-bitola (2019). 46 ihor ponomarenko and alina sapian, “internet marketing tool – seo-optimization of the enterprise site,” problems of innovation and investment development, no. 25 (2021): 84–89, http://dx.doi.org/10.33813/22241213.25.2021.9. 47 bin miao, yingjie liang, and yueyue suo, “the influence of organizational social network on enterprise collaborative innovation—mediating role of knowledge sharing and moderating effect of digital construction,” ieee access 11 (2023): 5110–5122, http://dx.doi.org/10.1109/access.2023.3236398. 48 khaled saleh al-omoush, antonio de lucas, and maria teresa del val, “the role of e-supply chain collaboration in collaborative innovation and value-co creation,” journal of business research 158 (2023): 113647, http://dx.doi.org/10.1016/j.jbusres.2023.113647; mohammad h eslami et al., “the effect of knowledge collaboration on innovation performance: the moderating role of digital technologies,” international journal of technology management 91, no. 3/4 (2023): 162, http://dx.doi.org/10.1504/ijtm.2023.128800. 49 annabel jenner, “how can individual learning at the workplace contribute to organisational learning?,” andragoška spoznanja 26, no. 3 (2020): 15–31, http://dx.doi.org/10.4312/as.26.3.15-31. 50 kim and choi, “value co-creation through social media: a case study of a start-up company.” volume 8, number 1, may 2023| 81 reputation, enhancing awareness and visibility , engaging in social responsibility activities 51, and more. method this study employs a qualitative analysis method using a case study approach on 25 publishers who are members of the indonesian publishers association (ikatan penerbit indonesia). the scientific approach includes analysis of scientific literature, synthesis, analysis of secondary data, and semi-structured qualitative interviews with representatives from the book publishing industry. the authors conducted a qualitative content analysis of the publishers' websites and their entries on the social networking site facebook during the year 2022. out of the 25 selected publishers, 24 of them communicate through websites they have created, and 15 of them use facebook as their communication channel. the theoretical analysis resulted in the formulation of research categories that encompass the following topics: provision of innovative products and services, the role of websites and facebook in publishers' activities, relationships with stakeholder groups and their development methods, stakeholder engagement and promotion of cooperation, forms of promotion for sharing stakeholder knowledge, forms and methods of promoting stakeholder creativity manifestation, and the role of stakeholders in creating innovation result and discussion innovation in the publishing sector primarily occurs through the migration of many processes to the virtual space. it has been found that websites and social networks are increasingly crucial tools for developing modern organizational activities as the digital realm becomes a place for the emergence of new business models. this change is triggered by shifts in the market situation: it is not only essential for customers to find, order, and purchase the products they need, but also factors that influence their purchase decisions. therefore, publishing houses are actively developing digital marketing strategies that involve attractive websites, the use of social networks to build customer relationships, and other digital technologies to enhance customer engagement and experience. although the structure of publishers' websites remains relatively static and follows conventional patterns such as "about us," "news," "online bookstore," and "contact us," these websites have been found to serve various functions and activities. their functions include presenting the organization with activity profiles and contact information, sales and e-commerce functions, marketing support such as advertising and promotional sales, as well as showing new publications and competitions with opportunities to win. websites are also used for public relations purposes, linking to media appearances, author acknowledgments, published books, author interviews, publication reviews, seminar and conference invitations, and more. additionally, publishing houses engage in social actions by assisting educational institutions and communities in implementing distance learning, such as organizing free e 51 falah muthiah, “peran social networking sites dalam meningkatkan stakeholder engagement: a literature review,” jurnal lensa mutiara komunikasi 5, no. 2 (2021): 86–104, http://dx.doi.org/10.51544/jlmk.v5i2.2161. volume 8, number 1, may 2023| 82 tests and e-seminars. job offers can also be found on the publishers' websites. overall, the sales activities of publishing houses have been digitized, and websites serve as platforms for online bookstores and electronic sales. the research findings indicate that the social network facebook has similar functions to the website in the marketing activities of publishing houses. these functions include presenting new products, active promotions, activity support, enhancing the publisher's image and reputation, as well as increasing the popularity and awareness of the publisher through leading authors, award-winning books, and best-selling books. in addition to facebook accounts, publishing houses also commonly use other social networks such as youtube and instagram; on average, each publisher communicates through two social networks. by effectively conducting marketing activities in the digital space, publishing houses can reduce the role of intermediaries in the sale of their products. they can sell directly both wholesale and retail, form virtual reader communities, better understand the needs, attitudes, and lifestyles of readers, and discover new activity opportunities. the developed communication also allows publishing houses to build long-term relationships with customers and provide a positive user experience. the most significant development occurs in the marketing of publishing houses with the intensive use of their websites and social networks. efforts are made to involve users in communication, inviting them to participate in the production, promotion, and distribution of new products. publishing houses particularly develop closer relationships with stakeholders through the facebook social network, with the goal of not only conveying information but also creating opportunities for their participation and engagement in the communication and activities of the publishing house. the research data concluded can be found in tables 1 and 2, considering the similarities of home publishing activities on websites and the facebook social network. table 1. implementation of websites and facebook in marketing activities of ikapi publishers (source: created by the author) activity goal the implementation of a website and the facebook pemasaran product supply development conventional publications: books, magazines, albums e-books, audiobooks, e-seminars, and e-learning. cultural education programs. games: board games, cards, digital video discs. accessories: bracelets, badges, pendants, etc. sales channel development convenient online ordering and product procurement platform. electronic catalog system and bulletins. bookstores on e-commerce platforms. pricing flexible pricing policies and e-commerce promotions. offering various product bundles at discounted prices. sales activities supports and promotions detailed product descriptions on online bookstores. interactive product advertisements based on search history. advertising other books written by popular authors. subscribing to news updates, publication of quotes from new books. volume 8, number 1, may 2023| 83 activity goal the implementation of a website and the facebook interviews with authors and virtual meetings. themed events and product launches. celebrity endorsements and opinion leader recommendations in top books. webcasts on relevant topics. free shipping for certain purchase amounts. budget product column. getting to know customers better customer surveys. reader ratings and feedback. sharing reading experiences by community members. customer loyalty promotions implementation of loyalty programs. provision of discount codes. table 2. implementation of website and facebook by ikapi publishers in public relations activities (source: created by the author) activity goal interactive presentations and activities public relation promotion of interest interesting facts about the publisher. publisher's awards and achievements. positive feedback and reader ratings. author and publisher meet-up events. inspirational quotes from authors and other famous individuals on the website and social media. publication of awards received by published books, award-winning authors, translators, illustrators, etc. image and reputation presentation of ongoing literacy projects. links to media publications. donation space for published books to school communities. presentation of innovative publisher solutions. partnerships. greetings for national/religious holidays and gifts. development of stakeholder relationships reader feedback. interactive experiences: puzzles and competitions. publisher meet-up events. presentation of useful and engaging content: enthusiastic reader photos, author interviews. rewards for educational communities. cultural education: reminders of important historical dates and quotes from books about significant events and unforgettable individuals. personalized relationships: opportunities to initiate direct conversations with favorite authors. in developing relationships with stakeholders, a more diverse approach and intelligent solutions that have never existed before are needed. in the context of conventional organizations, the purpose of communication is to inform stakeholders about the organization's activities and establish a positive relationship with them. however, currently, the importance of positive media appearance has decreased, as the more crucial factor in volume 8, number 1, may 2023| 84 attracting and engaging audiences is the regular presentation of interesting and beneficial content through channels managed by the organization. consistent communication helps build a community of readers on social networks, identify topics that are interesting to the audience, involve them in communication, encourage feedback, and adjust collaborative activities that are most suitable for the community. therefore, organizations can form stronger relationships with stakeholders and create an active community. this is explained in the following verse from the quran, surah al imran, verse 103: َعلَيۡ ِ نِۡعَمَت ٱَّلله َوٱۡذُكُرواْ قُوْاْۚ َجِميٗعا َوََل تَفَره ِ بَِحۡبِل ٱَّلله فَأَلهَف بَۡيَن َوٱۡعتَِصُمواْ أَۡعَداٗٓء ُكنتُۡم ِإۡذ ُكۡم ۡنَهۗا َكذََٰ َن ٱلنهاِر فَأَنقَذَُكم م ِ ٗنا َوُكنتُۡم َعلَىَٰ َشفَا ُحۡفَرٖة م ِ إِۡخَوَٰ ُ قُلُوبُِكۡم فَأَۡصبَۡحتُم بِنِۡعَمتِِهۦٓ ِلَك يُبَي ُِن ٱَّلله تِِهۦ َلعَلهُكۡم تَۡهتَُدوَن ١٠٣َلُكۡم َءايََٰ “and hold firmly to the rope of allah all together and do not become divided. and remember the favor of allah upon you when you were enemies and he brought your hearts together and you became, by his favor, brothers. and you were on the edge of a pit of the fire, and he saved you from it. thus does allah make clear to you his verses that you may be guided.” (kementrian agama republik indonesia, 2022) publishing houses enhance their online activities by informing the audience about ongoing projects, authors featured by the publishing house, news, and updates, as well as providing opportunities to subscribe to the publisher's newsletter through their website. while the website provides contact information to interact with the publishing house, more active interactions with the community occur through the facebook social network. regular posts are published in a more informal language style, using warm greetings such as friends, buddies, and dear ones, as well as posing rhetorical questions. the content is also enriched with photos, videos and interactive graphic formats. although book news, events and meetings are also communicated through this platform, event recordings and relevant topics are presented in real-time to encourage participation and feedback from the community. publishing houses encourage feedback by discussing topics relevant to the community, inviting them to share opinions about publications and reader experiences, conducting evaluations, taking votes, answering mini-surveys, and so on. to enhance engagement, publishing houses adopt measures such as organizing seminars and meetings on topics relevant to the audience, facilitating discussions with authors, hosting competitions, creative workshops, and more. based on the information available on the website, stakeholder engagement and collaboration in the publishing house occurs at various levels and involves different forms of interaction. partners listed on the website include various organizations and institutions such as magazine editorial boards, art galleries, support, and charity foundations, children and youth centers, kindergartens and schools, libraries, museums, cinemas, magazine and book distribution companies both domestically and internationally, publishers, distributors, an international book fair organizers, businesses, and others. the results of the research data analysis indicate that the most active collaboration occurs at the inter-institutional level, resulting in clear outcomes in terms of writing values. volume 8, number 1, may 2023| 85 through the concentration of strengths from collaborating institutions and organizations, available resources on each side can be utilized, such as physical space, professionals with specific competencies, and managed communication channels when implementing and publishing various project activities. the outcomes of this collaboration aim to provide valuable experiences to users, such as publishing new works, organizing joint events, new meeting formats, or creative workshops (table 3). table 3. forms and collaborative methods of ikapi publishers & stakeholders (source: created by the author) level of interaction forms and methods of collaboration publisher and stakeholders information and promotion of stakeholder participation announcement of information about new products, services, and events. publication of articles and reviews about publications. video creator stories about the creative process. sharing media publications and reports on publisher achievements and ongoing projects. book reviews. feedback from stakeholders, consultation, and discussion proposals and reader requests for new publications. invitations to meetings with authors. community invitations to share comments about books. community invitations to vote on topics proposed by the publisher. invitations for all stakeholders to share new ideas. stakeholders participation selection of new book covers from multiple proposed versions. publication of booklets with artwork produced by young readers. organization of creative workshops for readers. young book review competitions or for those who want to become book reviewers. community member donations for the less fortunate. co-writing & shared values national book exhibitions organized by ikapi. collaborative projects between publishers and libraries. collaboration between publishers and film representatives. publication of content created by community members. sharing recipes from favorite authors. gallery and presentation space for new books. photo competitions. in the pursuit of maintaining sustainable innovation, it is important for organizations to creatively apply their knowledge and competencies. competence in innovation and creativity involves the ability to generate new ideas and implement new working methods within organizational activities. as innovation involves the search for new solutions and a positive response to change, it encourages the promotion of creativity among organizational stakeholders. furthermore, it is crucial to develop networks, partnerships, and collaborations as the foundation for overall organizational success. harnessing creative thinking to find unconventional and innovative solutions when volume 8, number 1, may 2023| 86 facing challenges provides opportunities to discover niches in the market. creativity enables the creation of truly new ideas, services, or products through innovation. this process involves leveraging existing knowledge, collaboration, and harnessing the creative and intellectual potential of individuals. in modern society, the relationship between knowledge, creativity, and communication indicates that soft skills have become the foundation of the economy, replacing hard or financial capital. to achieve competitive advantage and foster innovation, organizations need to focus on strategically building knowledge through effective knowledge transfer and promotion occurring through communication processes involving stakeholders. publishing communication through digital channels builds relationships with stakeholders, involving them as partners in the organizational process with equal decisionmaking power. innovation in publishing means seeking new solutions and responding positively to new developments, relying on the experience, knowledge, and creativity of stakeholders within the creative organization, and providing them with opportunities to be a source of the organization's overall competitive advantage. this research has found that product innovation in publishing is evolving in various directions, such as providing various formats, diverse illustrations, integrated service packages, and online activity development. additionally, process innovation is evident in publishing, including the automation of ordering and delivery services, the use of electronic forms, and the development of online services. publishers are becoming increasingly active in developing their activities directly, building direct relationships with readers, and implementing innovation in marketing, such as presenting in various formats, creative sales techniques, and promoting feedback and stakeholder discussions to understand social trends and reader preferences. social networks facilitate personalized relationships between authors and readers while encouraging engagement and fostering a sense of community. two-way communication plays a crucial role in the creative, collaborative, and decision-making processes involving the entire community. these interactions build trust and allow for experimentation and collaboration in publishing innovation. through communication with stakeholders, publishing can understand important values, identify needs and issues, and generate innovative solutions. the most crucial stage is the co-creation of values, where stakeholders interact and implement innovative solutions. thus, effective communication plays a central role in connecting, mobilizing, and empowering communities within the creative publishing industry. conclusion in the publishing industry, innovation encompasses process improvements, changes in book formats or genres, interactive features, and new distribution methods. factors such as flexibility, mobility, the ability to learn and share experiences, tolerance for innovation, and engagement in non-conventional or cross-sector activities significantly influence creative innovation within creative organizations. the relationship between knowledge and creativity is a key factor in driving innovation in the publishing sector. unfortunately, only a third of publishers in indonesia are committed to developing digital production. publishers actively volume 8, number 1, may 2023| 87 utilize existing websites and their facebook accounts to showcase, sell, and promote their produced works. collaboration and resource allocation with organizational partners enable the creation and implementation of larger projects, leveraging existing contacts and expertise, and reaching a broader audience through available communication channels. therefore, further research is expected to explore the potential use of other technologies, such as artificial intelligence and data analysis, in the publishing industry. such research can evaluate how these technologies can be utilized to enhance efficiency, personalization, and innovation in book production and distribution. reference akimochkina, t a, o yu. 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associated with teaching large classes and how it impacts the quality of teaching and learning in south africa taurayi stephen nyagope accounting and finance department, walter sisulu university, buffalo city campus, east london, south africa tnyagope@wsu.ac.za accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract the paper engages with the phenomenon of large classes in higher education institutions in south africa and its challenges to the quality of teaching learning. most public higher education institutions in south africa, in response to historical conditions, have enrolled students more than their capacity, resulting in massification and negative consequences on educational quality. there has been a plethora of literature on the teaching of large classes, however, few studies offer a comprehensive engagement on the challenges presented by teaching larges and its impact on quality of education as well as innovative strategies that can be used to teach and different learning pedagogies that can be used. this essay identified the challenges of teaching large class in higher education institutions due to massification and large enrolments and their implications on sustaining and enhancing quality of teaching and learning. in addition, i suggested several strategies that can be used to overcome the challenges of teaching large classes as well as how to monitor and evaluate these strategies with the aim of improving quality of higher education in the era of massification. accordingly, the human capital theory was adopted. furthermore, a qualitative research approach was applied in this study and a systematic literature review was used to collect and review information according to the guiding principles of the hermeneutic framework. the essay contributes to literature with the strategies to enhance quality of teaching and learning, student engagements and teaching approaches aimed at reaching all students in large classes. keywords: massification, challenges on teaching large classes, quality of higher education, south africa introduction south africa has only 26 public universities and a few private higher education institutions and tvet colleges to meet the very high demand for study places at higher education institutions and this has often resulted in increased enrolments beyond capacity. academics are therefore under constant pressure to fulfil the teaching and learning mandate of quality education in the face of limited resources (pravina, 2020). moodley (2015) pointed that the challenges which higher education institutions face in ensuring a high-quality education are worsened by very large class sizes. teaching large classes has presented many challenges to lecturers in today’s era where massification has become a reality in higher education (albertyn et al., 2016). the challenges that volume 8, number 3, november 2023| 217 z higher education institutions face in ensuring quality of education have been made worse by the large class sizes. massification, refers to the significant increase in the number of students enrolled in higher education institutions, which has resulted in the challenge of teaching large classes. according to parhizgar (2010) massification means giving equal opportunities to all applicants or denotes a mass or universal education system as proposed by trow (1973). scott (1995) further described massification as a rapid increase in student enrolment has been witnessed towards the end of the twentieth century and has contributed to large classes at institutions of higher learning. massification as a process has challenged the old traditional forms of universities in the past which were regarded as centres of elite minority groups of students to gain access to education (trow, 2000). similarly, as the south african government has aggressively moved towards improving its throughput levels targeting 1.5 million enrolments as well as 400 000 graduates per year by 2030 (ndp, 2011). teaching large classes in south africa has been and will therefore remain commonplace at higher education institutions (moodley, 2015). biggs (1999) further pointed out that large classes at higher education institutions are not a new occurrence as in many countries including france, holland, italy, and the usa classes of between 300 and 1000 students have been identified to be common. one can note that lecturers have in most cases found themselves exposed to many challenges as they are expected to work within the massification model and at the same time to provide quality teaching. within the social justice framework, lecturers have been identified to bear a moral burden, and teaching large classes is seen as something lecturers just simply have to do (allais, 2014). furthermore, teaching large classes at higher education institution has fast become a norm and presented several physical, psychological, mental and emotional challenges which impact both students and lecturers (pravina, 2020). for instance, some of the main problems that students in large classes encounter include the following: physical disconcertment as they are cramped into a classroom with very little space for them to sit comfortably and to accommodate their learning tools and in the worst-case scenario having to sit on the floor or standing outside at the door; a sense of anonymity and feeling intimated and voiceless in a large class, inadequate library resources to cater for the large numbers of students; inadequate functional equipment; lecture venue capacity constraints; shortages of student accommodation and facilities; abnormal student lecturer ratio and timetabling issues among others (moodley, 2015; pravina, 2020). similarly lecturers are not spared from the challenges of teaching large class includes, loss of lecture time as it takes longer for students to enter the lecture venue and to settle down for the lesson; being unable to bond with students, and in the process not being able to discern the weaknesses and strengths of each student which is a cornerstone of quality teaching and learning; being frustrated by assessment demands and being forced to set assessments which are marker friendly rather than quality assessments and experiencing a general sense of not being in control of a large class. due to the significant challenges arising as a result of massification in higher education, there is a greater need to investigate and review how these challenges affect both lecturers and students as well as its implication on the quality of teaching and learning. the author has identified little information in the literature with regard to how massification and teaching large classes affect the volume 8, number 3, november 2023| 218 z quality of teaching and learning and hence the study focuses on this identified gap. the aim of this article is to review challenges associated with teaching large classes and its implications on the quality of teaching and learning at higher education institutions in south africa. additionally, the study will include ways to consider in mitigating challenges associated with teaching large classes with the aim of improving the quality of teaching and learning in higher education institutions. the study further aims at assisting the management of higher education institutions with ways in which challenges associated with massification can be reduced whilst promoting the quality of student development and motivating academic staff with new pedagogies that cater for teaching large classes. literature review the study adopted the human capital theory. the human capital theory as per martin trow’s (1973) study on the massification of higher education argues that the social dynamics of growth in a country drive the student’s participation in higher education. human capital theory, therefore, provides the link between higher education and the social dynamics of a country’s economic growth. higher education institutions increase their student enrolments in line with the country’s economic growth demands for graduates with knowledge, skills, and certified professional competencies (adetiba, 2019). human capital theorists suggest parents and students invest their time and resources in higher education to improve their societal and educational position, but the majority do not know what the outcome and challenges of massification in higher education will be. trow (2016) on human capital theory concluded that there are fundamentally no limits to people seeking to improve their knowledge in terms of acquiring higher education, which therefore means that there are no limits to participation in educational growth, regardless of the way it is achieved. in south africa, the education that was served to the elite minority group in the past has been upturned and is now equal education opportunities for all through massification in the higher education system (adetiba, 2016; lee, 2016). massification in higher education: quality of education vs class sizes there has been a long-perceived belief that the number of students in a class affects the quality of teaching and learning environments (ehrenberg et al. 2001;cuseo, 2007; moodle, 2015). for instance, large classes are believed to correlate with poor student performance, however, class size in itself is not a distinctive feature of student performance but rather class size matters in relation to the quality of education and educational experience encountered by both the students and lecturer (mckeachie, 1980; pravina, 2020). large class sizes do matter and have been identified to be having a negative effect on the quality of student learning (cooper and robinson 2000; mulryan-kyne, 2010). the key to effective teaching is the lecturer's capacity to address each student’s needs and perspectives effectively and uniquely (wentling et al., 2007). however, this gets difficult, especially with large class sizes. likewise, there is a direct link between quality teaching and learning with class size. it can be noted that the rapid expansion and enrolments in south african higher education institutions have led to various challenges which include among others, an increase in quality volume 8, number 3, november 2023| 219 z academic programs, reduced quality of teaching and learning as well as mismatch between industry requirements and graduates’ knowledge and skills (adetiba, 2016). gibbons (1998) argued that at global level massification has brought about multiple implications for higher education systems, not only in terms of increasing student numbers, but also the negative changes in the composition, character, and ambitions of the student population. teaching in large classes has often been viewed negatively (hornsby & osman, 2014; moulding 2010). critics of massification in higher education further linked poor student performance and achievements to large classes (arias & walker, 2004; chang & yeh, 2012; fraser and killen, 2005; goodman et al., 2011). furthermore, the challenges and opportunities presented by teaching large classes in higher education have been described by various scholars in studies which focused on the student/lecturer perspectives (exeter et al., 2010; messineo et al., 2007; mulryan-kyne, 2010; ward & jenkins, 1992. in his contributions in the book titled, “education for the knowledge economy”, obanya (2004) claims that the massification of higher education which resulted from the opening of the gates to large enrolments exposed institutions to several challenges which among others problems of ensuring quality and cautious use of available resources, whose size cannot be matched with the rate of increase in the student numbers where for instance more than 200 students are taught in a venue designed for 75 students capacity. therefore, providing quality education with the goal of fostering socio-economic development is impossible with poor, inadequate, and unmaintained infrastructure, technical problems, and resources. teaching large classes adds pressure to lecturers who are also expected to engage in research, community engagement and other administrative duties. mulryan-kyne (2010) pointed out that lecturers have often been overwhelmed by these responsibilities and resort to traditional methods of teaching and assessment with less consideration for delivering quality. blatchford et al. (2004) discovered that students’ engagement and learning in a big class played a more passive role whereas students in a smaller classes were identified to be more interactive and actively engaged with the lecturer. wentling et al. (2007) confirmed that in an environment with large class size, student interactions are limited due to a number of factors, including the format of teaching; students' hesitancy to interrupt the lecturer by asking questions; and students' fear of asking questions that other students may consider unnecessary. as a result, students are hesitant to participate and are satisfied to remain listeners in a large class as compared to a small class. according to gibbs et al. (1996), student participation and levels of student interactions vary depending on class size, quality of teaching as well as the duration of the class. mahler et al. (1986), contend that the cognitive level of interactions among groups/class of students decreases as the group/class size increases, thereby adversely affecting the quality of teaching and learning that takes place. additionally, large class sizes have been identified to be challenging for lecturers to maintain the degree of two-way communication with their students necessary to maximise student learning. therefore, lecturers need to be more adaptable and quicker to respond in order to meet the diverse demands of students to ensure (wentling et al., 2007). mulryan-kayne (2010) noted that student performance in large classes is negatively affected mainly because the intensity of student-lecturer interactions decreases and further pointed the poor volume 8, number 3, november 2023| 220 z levels of student engagements in a large class size. therefore, large classes have been identified as not favourable learning environments for students to develop higher order academic skills and have often been seen to be counterproductive by students who require interaction for motivation. gibbs (1992) suggests that poor student engagement with their module contents, lower engagement with modules and low motivation are some of the major challenges associated with students enrolled in large classes. furthermore, low participation levels, reduction in active student involvement in learning, social isolations and lack of adequate resources are some of the problems which have been identified to affect students in large classes. active student participation plays an important role on the quality of higher education. lack of class preparedness has been linked to large classes especially first year students often feel uncomfortable and confused as well as feeling nameless and clueless in their class in the first weeks. accordingly, these students have been identified to adopt a passive role in class and are reluctant to participate and ask questions or make contributions (mulryan-kyne, 2010). carbone (1999) clarifies that these problems encountered by students in a large class is unlikely to exhibit in small classes including students arriving late for class as well as not attending or leaving classes early as they will be actively engaged and participating in class which will enhance the quality of teaching and learning. interestingly christopher (2011) claims that teaching and learning in a small class have been identified as being more successful when higher-level cognitive skills are being taught. method this study applied a qualitative research approach with a systematic literature review methodology. the focus of the study is on identifying the challenges associated with teaching large classes at higher education institutions as well as strategies that can be used to overcome the challenges of teaching large classes. the major propositions of this article are on the quality of education in large classes; challenges experienced by the lecturers in teaching large classes and teaching strategies employed by lecturers. a systematic literature review was used to collect the data according to the guiding principles of the hermeneutic framework. the framework is widely used to perform qualitative data synthesis and was chosen because it offers multiple iterations of data synthesis for data sources to understand better and identify all relevant information for the study. the framework states that literature can only be better understood through several iterations of the hermeneutic cycle (boell & cecez-kecmanovic, 2014). the framework divides the literature review process into seven iterative steps: searching, sorting, selecting, acquiring, reading, identifying, and refining. the table below describes these steps in detail as they relate to the study. table 1: activity description and application of the seven steps • activity description and application 1 searching searching refers to finding relevant publications in multiple databases using the key search terms recorded in the section above. the use of search operators, database dependency, search logging, and field search helped refine the search. volume 8, number 3, november 2023| 221 z 2 sorting the search results were then sorted according to criteria such as relevance, citations, and publication. 3 selecting articles were carefully selected for reading from the list of sorted articles based on the selection criteria in row 1. the selection was based on a keyword search within the article and reading the abstract. 4 acquiring the complete texts of the carefully chosen articles were obtained for reading. the full texts of the carefully selected articles have been obtained for reading. 5 reading the preliminary reading should familiarise the researcher with the carefully selected articles and find references to other relevant articles. a systematic reading of all received articles was carried out. 6 identifying additional search terms and articles could be identified based on the previous phase. in this step, further publications were found after citation tracking and journals and conferences. 7 refining search techniques were used to refine the newly discovered search terms. successive fractions, building blocks, or subsequent citations from other studies were then used to refine the search terms. source: (boell & cecez-kecmanovic, 2014) result and discussion challenges of large classes and implications on quality of teaching and learning south africa has experienced a significant increase in enrolments in its higher education institutions in recent years, which has led to overcrowding in classrooms, a shortage of accommodation and other facilities, and a strain on resources such as funding and academic staff 1. one of the consequences of massification in south african higher education is the growing concern about the quality of education. with more students entering the system, it is often difficult for institutions to maintain academic standards, provide adequate support, and ensure that students receive a high-quality education 2. this has led to various discussions and concerns around the employability of graduates and the impact of massification on the reputation of south african universities with regards to producing quality and employable graduates. in addition, massification has also highlighted the issue of access and equity in the higher education system 3. while massification has brought benefits to the south african higher education system, it has also created significant challenges including limited class interactions and feedback, lack of individual student 1 pillay pravina, “massification at universities of higher learning in south africa,” gender and behaviour 18, no. 1 (2020): 14783–14798. 2 ruth m albertyn, pauline machika, and christel troskie-de bruin, “towards responsible massification: some pointers for supporting lecturers,” africa education review 13, no. 3–4 (2016): 49–64, http://dx.doi.org/10.1080/18146627.2016.1224577. 3 toyin cotties adetiba, “massification of higher education in south africa, the good, the bad and the ugly,” proceedings of the 50th international academic conference, paris (international institute of social and economic sciences, 2019), http://dx.doi.org/10.20472/iac.2019.050.001. volume 8, number 3, november 2023| 222 z attention and tracking, classroom management, assessments and grading, resources and capacity constraints, physical infrastructure, ineffective teaching methods, curriculum design, staffing and pressure on academics, educational quality and graduate employability 4 limited interaction and feedback in large classes, it is usually challenging for lecturers to engage with individual students and provide personalised feedback. this further makes it difficult for lecturers to identify and address individual student needs, which may lead to lower student engagement and performance. in addition, large classes often limit the interaction between students and lecturers which can result in a lack of feedback, opportunities for questions and discussions, and engagement with the course material. jungic et al. 5 pointed out that lecturers in large classes have found it difficult to interact with students which is one of the cornerstones of quality teaching and learning. lack of individual student attention in large classes, lecturers find it difficult to provide individual attention to each student which often result in some students feeling neglected or disengaged from the course and contributes to students’ poor performance. christopher 6 concurred that large classes are not only unfair to lecturers in terms of teaching workload, but also unfair with regards to offering quality education to students. therefore, there are often no or little meaningful interactions, dialogue, and discussions with students in a large class and little opportunity for lecturers to focus on the needs of individual students 7. furthermore, one of the most important elements of successful teaching lies in the ability of the lecturer to respond efficiently to individual students’ needs which is a challenge when class size is large 8. classroom management managing a large class has been identified to be challenging for lecturers and may lead to disruptions and decreased instructional and teaching time. ward and jenkins (1992) identified that when teaching large classes lecturers frequently have to deal with controlling large numbers of students entering and exiting lecture halls, which becomes very disruptive and negatively affects 4 goolam mohamedbhai, “massification in higher education institutions in africa: causes, consequences and responses,” international journal of african higher education 1, no. 1 (2014), http://dx.doi.org/10.6017/ijahe.v1i1.5644; roy moodley, “challenges and transformations: counselling in a multicultural context,” international journal for the advancement of counselling 21, no. 2 (1999): 139–152; pravina, “massification at universities of higher learning in south africa”; sayekti suindyah dwiningwarni et al., “analysis of factors considered in policy making placement officer in structural position (studies in the uinversity of mataram),” ijicc 9, no. 12 (2019). 5 veselin jungic, deborah kent, and petra menz, “teaching large math classes: three instructors, one experience,” international electronic journal of mathematics education 1, no. 1 (2006): 1–15, http://dx.doi.org/10.29333/iejme/168. 6 doris a christopher, “interactive large classes: the dynamics of teacher/student interaction,” journal of business &amp; economics research (jber) 1, no. 8 (2011), http://dx.doi.org/10.19030/jber.v1i8.3040. 7 james arvanitakis, “massification and the large lecture theatre: from panic to excitement,” higher education 67, no. 6 (2013): 735–745, http://dx.doi.org/10.1007/s10734-013-9676-y. 8 t l wentling, j park, and c peiper, “learning gains associated with annotation and communication software designed for large undergraduate classes,” journal of computer assisted learning 23, no. 1 (2007): 36–46, http://dx.doi.org/10.1111/j.1365-2729.2007.00197.x. volume 8, number 3, november 2023| 223 z the quality of teaching. ebrenberg et al. 9 noted that there is a linear relationship between classroom size and the quality of education received. furthermore, it is also difficult for lecturers to ensure that all students are actively participating in class discussions and learning activities. similarly, lecturers experience difficult in managing a large class and maintain discipline which has often contributed to class disruption and a loss of lecturing time. additionally, large classes have been found to be more difficult for lecturers to maintain the level of two-way communication with their students that is required to maximise student learning 10. assessment and grading academics staff often encounter difficulties in large volumes of marking and grading students’ assignments or exams, which have contributed to the delays in providing adequate feedback to students 11. additionally, lecturers find it challenging to ensure that marking and grading is consistent and fair across many students mainly where there are budgets allocated for independent markers 12. in large classes, it is challenging for lecturers to assess students effectively as shown in most cases where they resort to general assessments. this is because it takes a lot of time to mark and grade large number of assignments or exams as well as providing timely individual feedback to students. the adoption of online assessments on the other hand have often been marred with disruptions due to system problems such as internet breakdown, learning management systems failures and resulted in the postponement of assessments or lecturers resorting to assessing through other different medium which does not promote assessment integrity and quality of results pravina 13. resources and capacity constraints due to widespread lack of public funding for expansion, physical infrastructure at the institutions of higher education has not increased to match the increased enrolments. for instance, large classes have contributed towards the strain on limited resources, which includes lecture halls, library resources, computer lab resources, teaching materials, and equipment. this resulted in a lack of access to resources by majority of the students, which negatively affects the quality of their learning and understanding. furthermore, mulryan-kyne 14 pointed out that resources have also become a problem where few copies of prescribed books are often available in the library centres and the challenges of prescribing extra reading to students which is not always readily available to 9 kimberly d hudson et al., “preparing tomorrow’s professoriate: an examination of social justice language in social work phd program manuals,” social work education 36, no. 4 (2017): 443–455. 10 wentling, park, and peiper, “learning gains associated with annotation and communication software designed for large undergraduate classes.” 11 andrew ward and alan jenkins, “the problems of learning and teaching in large classes,” teaching large classes in higher education (2014): 23–36. 12 moodley, “challenges and transformations: counselling in a multicultural context.” 13 pravina, “massification at universities of higher learning in south africa.” 14 catherine mulryan-kyne, “teaching large classes at college and university level: challenges and opportunities,” teaching in higher education 15, no. 2 (2010): 175–185, http://dx.doi.org/10.1080/13562511003620001. volume 8, number 3, november 2023| 224 z students who belong to a large class. according to pravina 15 the increased enrolments of students in higher education institutions resulted in inadequate and insufficient space at the computer laboratories, library and writing centres amongst other facilities which negatively impact the quality of learning. mohamedbhai16, identified that many institutions lack adequate infrastructure to cope with the increased numbers of enrolments for example, lecture halls, student accommodation, shortage of books and periodicals, non-functioning equipment and lack of proper maintenance to infrastructure and equipment. in recent years to date the country has witnessed a growing trend of student protests where majority of these challenges have been the cornerstone of these student strikes and these strikes in most cases negatively affect teaching and learning. the design of existing curriculum may not be suitable for teaching large classes. therefore, curriculum needs to be revised to take into considerations the challenges associated with teaching large classes, including the need for more interactive teaching methods and the use of technology to facilitate quality teaching and learning. furthermore, a direct consequence of poor-quality teaching provision resulting from massification has been the increase in programmes offered by institutions of higher education losing their accreditation status. for instance, in 2017 four universities (northwest university, walter sisulu university, university of south africa and university of free state) risked losing their accreditation for bachelor of laws qualification due to poor quality standards and curriculum in comparison the council on higher education standards 17. pressure on lecturers lecturers have faced challenges associated with lack of time to fulfil their responsibility of teaching and learning in large classes, while also having to be involved in community engagement and research. combined, these responsibilities are often overwhelming and has led to lecturers resorting to the traditional methods of teaching and assessment which may not yield quality results 18. according to kerr 19 institutions of higher education value research more than teaching innovations and the lack of institutional support for professional development has led to shortage of experts who can evaluate the teaching methods and strategies adequately and appropriately to improve quality of teaching large classes. this is further compounded in majority of higher education institutions where there are constant problems with poor infrastructure and technical 15 pravina, “massification at universities of higher learning in south africa.” 16 mohamedbhai, “massification in higher education institutions in africa: causes, consequences and responses.” 17 dinh xuan thu pham, pillay hitendra, and mergler amanda, “leadership styles of vietnamese higher education leaders: transformational, transac-tional, or laissez-faire,” can tho university journal of science, no. 07 (2017): 126–137. 18 mulryan-kyne, “teaching large classes at college and university level: challenges and opportunities.” 19 angelika kerr, adult learners in ontario postsecondary institutions (higher education quality council of ontario toronto, on, 2011). volume 8, number 3, november 2023| 225 z problems such as the unreliability of audio-visual equipment utilised in some large class venues which hamper effective delivery of the lesson 20. kerr 21 argued that many lecturers recognised that teaching large classes require more resources and time for class preparation and that teaching large classes require lecturers to be very organised and structured which is not always the case due to time constraints. with the growing numbers of students due to increased enrolments, most institutions have been unable to attract and recruit suitable and qualitied academic staff which resulted in an increased lecturer/student ratio, increased teaching workload and administrative responsibilities to the academic staff and leaving them with little or no time to devote to research which is a fundamental pillar of an institution of higher education. furthermore, a relatively low number of academic staff members with phd, which means that majority of academics are not in a position to be promoted to postgraduate programmes or to supervise research and this has increased pressure to the few academics to facilitate supervision of large numbers of postgraduate students 22. these challenges can have a significant impact on the quality of teaching in large classes. to address these challenges and improve the quality of teaching in large classes, institutions should consider implementing strategies such as reducing class sizes, providing additional resources and support to instructors, using technology to facilitate learning and assessment, and adopting more effective teaching methods that promote active learning and student engagement. by doing so, institutions will ensure that students receive a high-quality education, regardless of class size. ways to mitigate challenges of teaching large classes and its impact the quality of teaching and learning there are several ways which higher education institutions can consider in addressing the challenges associated with teaching large classes with the aim of improving the quality of teaching in learning. some of the various ways to address challenges of teaching large classes which includes reducing class sizes into discussion rooms to promotive active learning, use of technology to facilitate learning, creating a supportive learning environment, capacitating the library resource centres with adequate textbooks and other learning materials, new teaching methods which caters for students in a large class. reducing class sizes one of the most effective ways to improve the quality of teaching in large classes is to divide them into small class sizes. this can be achieved by increasing the number of classes offered or by implementing caps on class sizes. cooperative learning is regarded as an important element of small class cooperative work during teaching sessions and this has been recommended in the 20 pravina, “massification at universities of higher learning in south africa”; ahmad fathoni rodli et al., “building a culture of learning to accelerate the advancement of higher learning,” in international conference on religion and public civilization (icrpc 2018) (atlantis press, 2019). 21 kerr, adult learners in ontario postsecondary institutions. 22 mohamedbhai, “massification in higher education institutions in africa: causes, consequences and responses.” volume 8, number 3, november 2023| 226 z context of large class teaching at higher education level 23. according to cooper and robinson 24 small-group work or small class sizes can contribute to effective teaching and learning by promoting cognitive elaboration, enhancing critical thinking, providing feedback, promoting social and emotional development, and appreciating diversity. use technology in teaching mulryan-kyne 25 highlighted that advancement in the use of technology may be adopted to enhance teaching and learning as well as assessment in large classes. this can be in the form of online discussion forums, online classes using zoom or microsoft teams platforms, video conferencing, and automated assessment grading systems. the use of online teaching resources is considered as an important aid that help solving the challenges of large-group activities, through the involvement of other learners and the readily available electronic resources inside and outside the classroom 26. kerr 27 concurs and recommends that lecturers need to keep abreast of advances in pedagogical approaches and new technologies to better their large class teaching experience. challenges of teaching large classes can be addressed through the use of information and communication technologies which includes learning management systems (blackboard and moodle) and blended learning. the use of learning management systems improves lecturers’ accessibility to students and encourages interactions and participation in online discussions, improved communication between students and lecturers and between students themselves, and improved access to course content and other learning materials 28. incorporate active learning methods traditional lecture-based teaching methods have been identified to be less effective in large class setting. instead, lecturers should incorporate active learning strategies such as group work, peer instruction, and problem-based learning. active teaching and learning methods can be defined as strategies that promote the participation of students in a way that encourages them to perform tasks and activities towards their learning process, instead of the traditional passive experience 29. furthermore, to ensure that teaching and learning are more active in large classes, lecturers can include brainstorming, short writing activities, class discussion, formative quizzes, debates, and 23 brenda bryant, “cooperative goal structure and collaborative learning,” teaching of psychology 5, no. 4 (1978): 182–185, http://dx.doi.org/10.1207/s15328023top0504_2. 24 james l cooper and pamela robinson, “the argument for making large classes seem small,” new directions for teaching and learning 2000, no. 81 (2000): 5–16, http://dx.doi.org/10.1002/tl.8101. 25 mulryan-kyne, “teaching large classes at college and university level: challenges and opportunities.” 26 oscar jerez et al., “which conditions facilitate the effectiveness of large-group learning activities? a systematic review of research in higher education,” learning: research and practice 7, no. 2 (2021): 147–164, http://dx.doi.org/10.1080/23735082.2020.1871062. 27 kerr, adult learners in ontario postsecondary institutions. 28 ragini moodley, “understanding the role of teachers in providing welfare care for learners: a teacher’s self-study.,” 2015. 29 jerez et al., “which conditions facilitate the effectiveness of large-group learning activities? a systematic review of research in higher education.” volume 8, number 3, november 2023| 227 z student presentations 30. voekl 31 found that reduction in active involvement by students in learning can lead to decreased course performance and therefore, active participation by students in the context of teaching and learning is an integral part of quality education. additionally, active teaching is important as it creates learning environments that are student centred, acknowledge student diversity and that involve a reduction of student dependence on the lecturer for knowledge acquisition 32. providing adequate resources and support to staff and students to ensure quality of education, lecturers should be equipped with adequate resources and support to effectively teach large classes. in addition, students should be supported with adequate learning materials both on the online learning management systems as well as in library centres 33. moreover, further support services can be provided which include training on effective teaching strategies, and maximum utilisation of online learning platforms and learning management systems 34. higher education should ensure the provision of adequate infrastructure which includes lecturer halls and ict equipment as well as constant maintenance to ensure the delivery of quality education. use of assessments to monitor and track student progress frequent assessments should be used to monitor student progress and provide constant feedback to students. in addition, lecturers and tutor assistants may use a variety of assessment methods, such as online quizzes, class activities, assignments, tutorial activities, and essays, to ensure that students are understanding the course material 35 a supportive learning environment creating a supportive learning environment will help students feel engaged and motivated. lecturers should apply teaching styles that promote participation, provide timely individual student feedback, and create a sense of community in the class. lecturers should incorporate more interactive teaching methods, such as group work discussions, peer instruction, and technologyassisted learning, to improve student engagement, performance and quality of teaching and learning 36. by implementing these strategies, higher education institutions will be able to address challenges associated with large classes to ensure improved quality of teaching and learning and 30 mulryan-kyne, “teaching large classes at college and university level: challenges and opportunities.” 31 donn ritchie and chris volkl, “effectiveness of two generative learning strategies in the science classroom,” school science and mathematics 100, no. 2 (2000): 83–89. 32 mulryan-kyne, “teaching large classes at college and university level: challenges and opportunities.” 33 mega wulandari, “moodle-based learning model for paragraph writing class,” language and language teaching journal 18, no. 02 (2015): 73–90, http://dx.doi.org/10.24071/llt.2015.180201. 34 mulryan-kyne, “teaching large classes at college and university level: challenges and opportunities.” 35 wentling, park, and peiper, “learning gains associated with annotation and communication software designed for large undergraduate classes.” 36 jerez et al., “which conditions facilitate the effectiveness of large-group learning activities? a systematic review of research in higher education.” volume 8, number 3, november 2023| 228 z graduates produced. these will help to ensure that students receive a high-quality education, regardless of class size. monitoring the strategies of addressing challenges of teaching large classes monitoring and evaluating the challenges of teaching large classes and their impact on the quality of teaching and learning in south african higher education institutions can be done through a systematic and comprehensive approach. here are some strategies that can be employed: class observations and evaluations a regular conduct of classroom observations can be used to assess the instructional practices and engagement levels of both students and lecturers 37. by doing so this may provide insights into the effectiveness of teaching strategies and the extent to which students are actively participating and learning in large classes. conducting student surveys student feedback can be gathered through administering anonymous surveys or feedback forms to students to gather their opinions and experiences regarding large classes teaching and learning and quality of education received 38. this feedback obtained from student surveys will be important for evaluation as it highlights specific challenges they face, such as difficulty in accessing resources or receiving individualised attention and provide suggestions for improvement. academic performance analysis another way is through analysing the academic performance data of students in large classes compared to smaller classes. for instance, this may include examining pass rates, course completion rates, and student grades and identifying any significant differences where additional support or interventions may be needed. monitoring graduation and retention rates an evaluation can be conducted in the form of monitoring the graduation and retention rates of students in large classes 39. if there is a notable disparity between students in large classes and those in smaller classes, it may indicate the need for targeted interventions to enhance student success in larger class settings. 37 jerez et al., “which conditions facilitate the effectiveness of large-group learning activities? a systematic review of research in higher education.” 38 linda westphalen, “transforming higher education teaching for twenty-first-century skills,” critical perspectives on teaching, learning and leadership: enhancing educational outcomes (2020): 45–60. 39 johann engelbrecht and ansie harding, “teaching undergraduate mathematics on the internet,” educational studies in mathematics 58, no. 2 (2005): 253–276, http://dx.doi.org/10.1007/s10649-005-6457-2. volume 8, number 3, november 2023| 229 z evaluation using learning analytics the use of learning analytics tools and technologies to gather data on student engagement, participation, and progress in large classes 40. these tools will assist in providing insights into student behaviors, identify areas of improvement, and support lecturers in making data-driven instructional decisions. focus groups and interviews monitoring and evaluations can be conducted through the use of focus group discussions or interviews with both students and lecturers to gain qualitative insights into the challenges and opportunities associated with teaching and learning in large classes 41. these discussions can provide in-depth perspectives and recommendations for improving the quality of education in larger classes. professional development and training evaluation evaluations can be conducted to assess the effectiveness of professional development programs and training initiatives designed to support lecturers teaching large classes 42. in addition, assessing the impact of these programs on instructional practices, student engagement, learning outcomes and the quality of teaching and learning. conclusion all stakeholders in the field of higher education should prioritise quality teaching and learning that is par excellence in all contexts. class size has been identified as one of the most highly contested issues when discussing quality education. providing a high-quality teaching and learning experience should be a priority shared between lecturers and students. literature has provided strong evidence of lecturers being overwhelmed by the challenges of massification that have led to teaching large classes and of students being combined into such large classes to the extent that they are rendered voiceless. although lectures will remain at the helm of the teaching and learning, the use of icts is integral to engaging students to maintain contact with the lecturer and other students using forums and discussion boards. higher education institutions should equip the lecturers and student with adequate resources and infrastructure to enable delivery of quality of teaching learning. lecturers are required to develop their lectures continually to be more interactive and student-centred to ensure quality of teaching and learning. to ensure quality of 40 kung wong lau, pui yuen lee, and yan yi chung, “a collective organizational learning model for organizational development,” leadership & organization development journal 40, no. 1 (2019): 107–123, http://dx.doi.org/10.1108/lodj-06-2018-0228. 41 greg guest et al., “comparing focus groups and individual interviews: findings from a randomized study,” international journal of social research methodology 20, no. 6 (2017): 693–708, http://dx.doi.org/10.1080/13645579.2017.1281601. 42 laura carlotta foschi, “teachers’ continuous professional development in italy: an analysis of the results of the teaching and learning international survey (talis),” italian journal of educational research, no. 27 (2021): 52–64. volume 8, number 3, november 2023| 230 z teaching and learning lecturers are expected to find creative and innovative ways of engaging their students in an interactive environment that will remove the stigma that large classes equal inferior education. this essay has provided ways and practical strategies that lecturers can employ to ensure that the student throughput and output is of a high quality regardless of teaching large class challenges. large class pedagogy has been given a major boost by the introduction and development of learning management systems and other technologies. higher education institutions should create an environment that is conducive both to teaching and learning will generate many quality students and lecturers who will be able to live up to the student’s expectations. furthermore, it is important for all stakeholders in higher education institutions to embrace the tools available to turn large classes into an opportunity of making the teaching and learning process enjoyable, interactive and productive aimed at producing quality graduates. references adetiba, toyin cotties. “massification of higher education in south africa, the good, the bad and the ugly.” proceedings of the 50th international academic conference, paris. international institute of social and economic sciences, 2019. http://dx.doi.org/10.20472/iac.2019.050.001. albertyn, ruth m, pauline machika, and christel troskie-de bruin. “towards responsible massification: some pointers for supporting lecturers.” africa education review 13, no. 3–4 (2016): 49–64. http://dx.doi.org/10.1080/18146627.2016.1224577. arvanitakis, james. “massification and the large lecture theatre: from panic to excitement.” higher education 67, no. 6 (2013): 735–745. http://dx.doi.org/10.1007/s10734-013-9676-y. bryant, brenda. “cooperative goal structure and collaborative learning.” teaching of psychology 5, no. 4 (1978): 182–185. http://dx.doi.org/10.1207/s15328023top0504_2. christopher, 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http://dx.doi.org/10.24071/llt.2015.180201. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 121 effective factors and issues in online learning in covid-19: a global review ali jahanaray*, mohammad jahanaray and zahra zohoorian department of english, mashhad branch, islamic azad university, mashhad, iran alijahanaray@outlook.com, mohammadjahanaray@outlook.com, marjan.zohoorian@yahoo.com accepted: may 3th 2022 reviewed: august 5th 2022 published: nov 30th 2022 abstract : the unexpected outbreak of covid-19 caused education centers to halt their physical classes and rashly switch to online classes. this review paper has as its primary objective identifying related issues faced by different countries and comparing them to get a global overview, and debating whether the dissemination of covid-19 has adversely affected the educational process in different countries the same way or not. internet connection, lack of technological devices, deficiency in ict competencies, and insufficient power supply are reported by most african, south american, and asian countries as their significant issues. mental health issues, concerns for future jobs, and discrimination among students are reported as significant issues in north america. lack of teacher/student training, inaccessibility to stable internet connections, and digital devices are the main problems for european countries. the other reason behind this review is to find out the most significant factors in computing an effective online learning experience. in this sense, four factors are acknowledged in this paper as influential factors in online learning classes. this review found out that in undeveloped countries success of online education is highly correlated with the financial status of countries, whereas, in developed countries, its success has other areas of concern among people.. keywords: online education, covid-19, technology, online learning issues, online methodology introduction on account of the reactive maneuvers to facilitate the dampening of the viral spread, questions about student vulnerabilities and educational emergency preparedness emerged 1. according to unesco 2, the viral pandemic affected about 1.5 billion students, and 87% of the students in 165 countries have been affected by the temporary closure of schools 3. the covid-19 pandemic has coerced educational institutions worldwide to suspend physical learning to help manage the infection 1 aras bozkurt and ramesh c sharma, “digital transformation and the way we (mis)interpret technology,” asian journal of distance education (2022). 2 unesco, “events canceled/postponed coronavirus outbreak,” 2020, last modified 2020, accessed april 5, 2020, https://en.unesco.org/events/events-canceledpostponed-coronavirus-outbreak. 3 hans d’orville, “covid-19 causes unprecedented educational disruption: is there a road towards a new normal?,” prospects (2020); maya puspita dewi and muh barid nizarudin wajdi, “distance learning policy during pandemic covid-19,” edutec: journal of education and technology 4, no. 3 (2021): 325–333. mailto:alijahanaray@outlook.com mailto:mohammadjahanaray@outlook.com mailto:marjan.zohoorian@yahoo.com educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 122 spread 4. closing academic centers to promote physical distancing initiatives was also a means of easing the health sector's burden that many countries have decided to pursue5. universities were forced to adapt the educational process to exclusively online teaching and learning, which required educators to use various digital tools and resources to solve problems and introduce new approaches to teaching and learning6. numerous other research studies have focused on online teaching and learning theories and evaluation criteria for quality online learning and online course design 7. the amalgamation of technology into education has changed teaching methods by transforming the learning environment to such an extent that digital literacy has become a functional requirement and challenge of our time 8. merging digitalization into higher education required the ict departments of educational institutions to make a tremendous effort to create electronic platforms, integrate current external and native applications, as well as migrate to distance learning solutions 9. digital technologies are often presented as the most appropriate form of learning by those that consider today’s students to be digital natives10. due to the disturbance of covid-19 on society 11 , institutions such as universities and colleges are now employing digital technologies such as emergency remote teaching (ert) and virtual learning (vl) for educational activities12 section 1: what factors make an online learning experience effective student engagement 4 zayapragassarazan zayabalaradjane and thomas v chacko, “interaction analysis of faimer mentor-learner web online collaborative learning session,” malaysian online journal of educational technology (2020). 5 s. khan and a. mian, “medical education: covid-19 and surgery,” british journal of surgery, 2020; wim van lancker and zachary parolin, “covid-19, school closures, and child poverty: a social crisis in the making,” the lancet public health, 2020. 6 birgit eickelmann and julia gerick, “lernen mit digitalen medien,” in „langsam vermisse ich die schule ...“, 2020. 7 olayinka rasheed ibrahim et al., “epidemiology of covid-19 and predictors of outcome in nigeria: a singlecenter study,” american journal of tropical medicine and hygiene (2020). 8 wahab ali, “online and remote learning in higher education institutes: a necessity in light of covid-19 pandemic,” higher education studies (2020). 9 olasile babatunde adedoyin and emrah soykan, “covid-19 pandemic and online learning: the challenges and opportunities,” interactive learning environments, 2020. 10 catherine a. adams and patti pente, “teachers teaching in the new mediascape: digital immigrants or ‘natural born cyborgs’?,” e-learning and digital media (2011). 11 bokolo anthony jnr, “use of telemedicine and virtual care for remote treatment in response to covid-19 pandemic,” journal of medical systems (2020). 12 eddie m mulenga and josé m marbán, “is covid-19 the gateway for digital learning in mathematics education?,” contemporary educational technology 12, no. 2 (2020): ep269; zayabalaradjane and chacko, “interaction analysis of faimer mentor-learner web online collaborative learning session”; “award for distinguished scientific contributions: john o’keefe.,” american psychologist (2020). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 123 according to powell and mcguigan 13, although the virtual learning environment offers ascendancies of accessibility and critical reflection flexibility, it cannot fully replace the human connection and informal spontaneity found in face-to-face teaching within the physical classroom. in times of adversity like the spread of covid-19, education centers worldwide have implemented synchronous live streaming and asynchronous online activities via online learning platforms to keep students on track 14. some believe it cannot be a well-suited substitute for customary classes; blended learning and a mix of synchronous and asynchronous teaching method is more preferred 15. based on cambridge english dictionary 16, recorded aspects are referred to as asynchronous, meaning that they were “not happening or being done simultaneously,” and the live aspects are referred to as synchronous, meaning that they were “simultaneous happening or activity.” osborne and hogarth 17 proposed some strategies in their study to heighten student participation in online classes, which are creating a sense of ease, maintaining alertness, and using student interactions by breaking material to foster micro-learning and balancing asynchronous and synchronous instruction. furthermore, student engagement in online learning can be boosted via asynchronous and synchronous tools such as email, forums, chats, and videoconferences18. osborne and hogarth 19 also mentioned that there should be a balance between recorded aspects(asynchronous) and live aspects of the content and activity delivery(synchronous). breaking up activities is often called microlearning, where information and activities are delivered in short segments that are paired with relevant learning objectives 20. baxter and hainey 21 researched reviewing if synchronous online delivery is effective. of 900 participants, some considered that learning remotely online was beneficial for instant feedback, supported motivation, and fostered communities of practice. however, it was not acknowledged as a beneficial pedagogical approach for enhancing the student learning experience. the research also identified the aspect of engagement as the area of conflict that can influence students’ online learning experience positively or negatively. 13 lisa powell and nicholas mcguigan, “teaching, virtually: a critical reflection,” accounting research journal (2020). 14 mahmoud al-balas et al., “correction to: distance learning in clinical medical education amid covid-19 pandemic in jordan: current situation, challenges, and perspectives (bmc medical education, (2020), 20, 1, (341), 10.1186/s12909-020-02257-4),” bmc medical education, 2020. 15 zakaryia almahasees, khaled mohsen, and mohammad omar amin, “faculty’s and students’ perceptions of online learning during covid-19,” frontiers in education (2021). 16 bryan s turner, the cambridge dictionary of sociology, 2006. 17 sarah osborne and kate hogarth, “mind the gap: the reality of remote learning during covid-19,” accounting research journal (2020). 18 imanol ordorika, “pandemia y educación superior. revista de la educación superior,” revista de la educación superior (2020). 19 osborne and hogarth, “mind the gap: the reality of remote learning during covid-19.” 20 beau shine and sarah e. heath, “techniques for fostering self-regulated learning via learning management systems in on-campus and online courses,” journal of teaching and learning with technology (2020). 21 thomas connolly et al., “learning 2.0,” in higher education institutions and learning management systems, 2011. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 124 to name some of the advantages of online learning when synchronous learning is utilized collaboratively and interactively via of online communication apps, it might follow the learning theory of social constructivism, which explains that learning arises when it is used socially through interaction and collaboration 22. through synchronous communication and feedback, teachers can assist students in learning and problem solving to develop “self-regulated students” 23. moreover, whether online learning is delivered synchronously or asynchronously, it allows students in remote and distant places with educational accessibility, providing a more “inclusive and equitable learning experience” 24. through online learning, especially asynchronously, students can become members of a virtual community through engagement and constructively influencing other students and feeling immersed in the experience 25. as fredricks et al.26 said, student engagement is a multidimensional construct covering three aspects of learning: behavioral, emotional, and cognitive. behavioral engagement refers to class attendance, participation, and persistence in the learning process 27. emotional engagement means affective reasons, personal feelings, and attitudes toward learning 28. it reflects intrinsic motivation, self-belief, bonding with teachers and classmates, a sense of belonging, and attachment to the schools 29. and lastly, cognitive engagement is about the willingness to exert mental effort in learning 30. cognitive engagement aspect rates were different among the students. the results represent that students learning in face-face settings adopt self-regulated learning, deep cognitive learning, and information processing strategies. socializing activities enhance self-regulated learning. while online learning, students got fewer ideas of what they were trying to accomplish; even if the learning outcomes were communicated, they were also less active in regulating their learning from planning, organizing, and evaluation 22 carina ginty, “building digital teaching and learning capabilities with digitaled.ie in response to a global pandemic.,” aishe-j: the all ireland journal of teaching & learning in higher education (2021). 23 diana rancourt et al., “response to tomalski et al. (2019): recommendations for adapting a comprehensive athlete mental health screening program for broad dissemination,” journal of sport psychology in action (2020). 24 frederick grinnell, simon dalley, and joan reisch, “high school science fair: positive and negative outcomes,” plos one (2020). 25 shi zhao et al., “estimating the unreported number of novel coronavirus (2019-ncov) cases in china in the first half of january 2020: a data-driven modelling analysis of the early outbreak,” journal of clinical medicine (2020). 26 jennifer a fredricks and wendy mccolskey, “the measurement of student engagement: a comparative analysis of various methods and student self-report instruments,” handbook of research on student engagement (springer us, 2012), http://dx.doi.org/10.1007/978-1-4614-2018-7_37. 27 paul r trowler, “introduction: higher education policy, institutional change,” in higher education policy and institutional change: intentions and outcomes in turbulent environments, 2002; fredricks and mccolskey, “the measurement of student engagement: a comparative analysis of various methods and student self-report instruments.” 28 fredricks and mccolskey, “the measurement of student engagement: a comparative analysis of various methods and student self-report instruments.” 29 shui-fong lam et al., “understanding and measuring student engagement in school: the results of an international study from 12 countries.,” school psychology quarterly 29, no. 2 (2014): 213–232, http://dx.doi.org/10.1037/spq0000057. 30 ming hung lin, huang cheng chen, and kuang sheng liu, “a study of the effects of digital learning on learning motivation and learning outcome,” eurasia journal of mathematics, science and technology education (2017). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 125 section 2 reviewing online learning obstacles in different countries changes from face-face to remote learning created challenges for the educators and the educational boards governing the assessments at higher education levels as to the administration of the assessments due to logistical issues such as poor internet, lack of devices, proctoring, and power outage 31. in a study, students identified the technological problems of e-learning, which were related to russia and kazakhstan 32. • the quality of the internet connection • personal electronic device • lack of proper digital devices • the quality of internet connection • e-learning problems, underdevelopment of interaction skills in a virtual learning environment, self-organization, and self-motivation difficulties. a study in pakistan by adnan and anwar 33 has shown that online learning cannot satisfy the educational needs of students due to financial and technological barriers. haider and al-salman34 conducted a survey on 775 students in jordan universities, and they found some issues students face in their education procedure. • sleep compliance dropped by more than 50% during online learning • using digital tools for learning has an impact on sleeping habits • continuous exposure to electronic screens in online learning is tiring • extended usage of e-learning tools creates boredom, nervousness, and tension • online learning socially and psychologically is unhealthy two surveys were carried out at private and public universities in bangladesh. the first survey discovered that more than half of the students could not join online classes because of poor internet connections or about 44% due to the unavailability of devices. the other study identified the same problems and barriers to online learning, poor learning environment, and technophobia 35. 31 natela doghonadze et al., “the degree of readiness to total distance learning in the face of covid-19 teachers’ view (case of azerbaijan, georgia, iraq, nigeria, uk and ukraine),” journal of education in black sea region 5, no. 2 (2020): 2–41, http://dx.doi.org/10.31578/jebs.v5i2.197; khadijah mukhtar et al., “advantages, limitations and recommendations for online learning during covid-19 pandemic era,” pakistan journal of medical sciences 36, no. covid19-s4 (may 2020): s27–s31, https://pubmed.ncbi.nlm.nih.gov/32582310; divya singh and mashamaite peterlia ramutsheli, “student data protection in a south african odl university context: risks, challenges and lessons from comparative jurisdictions,” distance education 37, no. 2 (2016): 164–179, http://dx.doi.org/10.1080/01587919.2016.1184397. 32 aida kamysbayeva et al., “e-learning challenge studying the covid-19 pandemic,” international journal of educational management 35, no. 7 (2021): 1492–1503, http://dx.doi.org/10.1108/ijem-06-2021-0257. 33 s. m. abu adnan abir et al., “building resilience against covid-19 pandemic using artificial intelligence, machine learning, and iot: a survey of recent progress,” iot (2020). 34 ahmad s haider and saleh al-salman, “dataset of jordanian university students’ psychological health impacted by using e-learning tools during covid-19,” data in brief 32 (july 31, 2020): 106104, https://pubmed.ncbi.nlm.nih.gov/32789158. 35 md. abdur rouf et al., “online classes for higher education in bangladesh during the covid-19 pandemic: a perception-based study,” psu research review (2022), http://dx.doi.org/10.1108/prr-05-2021-0026. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 126 ebrahimi and jiar 36 and badiozaman et al. 37 have pointed out that despite the need for going all educational centers to online mode in malaysia, some failed to adopt the necessary procure for going online. lack of resources or internet connectivity is mentioned as some of the probable factors. in addition, teachers lacked digital skills and have low digital literacy mostly for teachers, students, and teachers. a study of gautam, d.k. & gautam, p.k in nepal revealed much more problems than in the other asian countries38. • poor internet connectivity • unstable power supply • internet package is expensive • some students need basic knowledge of technology • most of the students seem to have low commitment • difficulties with assignment, evaluation (grading), and control; few students try to cheat • late joining and early leaving • less interest in face-face interaction and discussion • reading stress of student and unable to pay attention • problems with devices/equipment and their knowledge of online class • problems with reading students’ psychology, attitude, behavior, and expectations as it seems asian countries share similar obstacles in their online learning, two research in india that has already been mentioned by bordoloi et al.39 and patra et al.40 identified their students’ most occurring problems, which are as follows: • poor internet quality and accessibility is the main problem • it was also observed that a lack of ict skills • lack of proper digital services • poor electricity in the localities • accessing the students in remote places has been a major issue • a gap between the poor and the rich in education • information and communication technologies literacy • skills and technical support 36 mukhamad shokheh, mansoureh ebrahimi, and kamaruzaman yusoff, “from islamic teaching to social charity: the muhammadiyah movement in semarang, central java, indonesia; 1926-1940,” asian culture and history (2018). 37 ida fatimawati adi badiozaman, hugh john leong, and wallace wong, “embracing educational disruption: a case study in making the shift to a remote learning environment,” journal of applied research in higher education 14, no. 1 (2020): 1–15, http://dx.doi.org/10.1108/jarhe-08-2020-0256. 38 dhruba kumar gautam and prakash kumar gautam, “transition to online higher education during covid19 pandemic: turmoil and way forward to developing country of south asia-nepal,” journal of research in innovative teaching &amp; learning 14, no. 1 (2021): 93–111, http://dx.doi.org/10.1108/jrit-10-2020-0051. 39 ritimoni bordoloi, prasenjit das, and kandarpa das, “perception towards online/blended learning at the time of covid-19 pandemic: an academic analytics in the indian context,” asian association of open universities journal 16, no. 1 (2021): 41–60, http://dx.doi.org/10.1108/aaouj-09-2020-0079. 40 soumendra kumar patra, bijaya kumar sundaray, and durga madhab mahapatra, “are university teachers ready to use and adopt e-learning system? an empirical substantiation during covid-19 pandemic,” quality assurance in education 29, no. 4 (2021): 509–522, http://dx.doi.org/10.1108/qae-12-2020-0146. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 127 some other studies in europe also share the same problems and also some new ones. previously an article by baxter and hainey 41 in scotland discussed about online synchronous learning. it also found some drawbacks towards online learning as below: • ineffectiveness of remote synchronous online learning due to poor or no access to the internet • some students preferred asynchronous delivery • learning from home creates a distraction • balancing home-life commitments • isolation feeling because being away from the rest of the class another example, nenko et al. 42 conducted research in ukraine, and identified these obstacles to online learning: • lack of digital literacy of several pedagogical staff (mostly teachers) • inadequate funding for the development of distance learning technologies • lack of the technical equipment • access to the internet in rural areas a study in romania of coman et al. 43 revealed that the hierarchy of problems arising from online learning is changing in the context of the pandemic crisis. technical issues are the most important, a lack of technical skills among teachers, and teachers’ teaching style needs to be matched with the online environment. azorın 44 wrote an article if there is another kind of education coming to the world after covid. and she identified some critical issues of online learning, specifically in spain. economic difficulties, school drop-out, and teacher collaboration. moreover, spanish teachers recorded the least collaboration, and prefer working in isolation in their classrooms 45. some experts wonder if it’s necessary to train teachers for online learning, such as whalen 46. this study also provides some recommendations for teachers, for instance, providing teachers with the opportunity to develop online and blended teaching competencies to be prepared to teach in different formats, settings, and situations. pedagogical professionals or experts should be invited to train teachers on using specific emergency remote teaching regarding online course delivery platforms, class size management, scheduling, etc. 47. 41 gavin baxter and thomas hainey, “remote learning in the context of covid-19: reviewing the effectiveness of synchronous online delivery,” journal of research in innovative teaching &amp; learning (2022), http://dx.doi.org/10.1108/jrit-12-2021-0086. 42 yuliia nenko, nelia кybalna, and yana snisarenko, “the covid-19 distance learning: insight from ukrainian students,” revista brasileira de educação do campo (2020): 1–19, http://dx.doi.org/10.20873/uft.rbec.e8925. 43 claudiu coman et al., “online teaching and learning in higher education during the coronavirus pandemic: students’ perspective,” sustainability 12, no. 24 (2020): 10367, http://dx.doi.org/10.3390/su122410367. 44 cecilia azorín, “beyond covid-19 supernova. is another education coming?,” journal of professional capital and community 5, no. 3/4 (2020): 381–390, http://dx.doi.org/10.1108/jpcc-05-2020-0019. 45 susan printy and yan liu, “distributed leadership globally: the interactive nature of principal and teacher leadership in 32 countries,” educational administration quarterly (2021). 46 laurel whalen et al., “#healthykidsquarantined: supporting schools and families with virtual physical activity, physical education, and nutrition education during the coronavirus pandemic,” journal of teaching in physical education (2020). 47 xudong zhu and jing liu, “education in and after covid-19: immediate responses and long-term visions,” postdigital science and education 2, no. 3 (2020): 695–699, http://dx.doi.org/10.1007/s42438-020-00126-3. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 128 selected countries in africa share many common issues with asian countries. for instance, a study conducted in kenya by tarus et al. 48, identified three major e-learning challenges: inadequate ict infrastructure, lack of technical skills, and financial constraints. almost similarly olayemi et al. 49 have pointed to some problems found in their study in nigeria: • high cost of data, poor internet services • lack of power supply • inaccessibility to online library resources • limited access to computer • attitudes of users to change • lack of time and convenience and distraction from the environment or social media in ghana aboagye et al. 50 revealed a low level of students’ readiness for online learning during the covid-19 outbreak. issues students faced for online learning students face in the online learning process are: • students were not ready for online learning and a new education method • accessibility and connectivity to the internet • lack of appropriate technological devices, such as laptop • socio-psychological problems due to limited communication and interaction with teachers and peers in another survey established in africa, zimbabwe universities mentioned: internet connectivity, ict infrastructure that was not reliable, and a lack of ict training opportunities as the problems students have confronted 51. the last country to investigate in our review in africa is south africa, where mukuna and peter aloka 52 conducted research in a rural school. the research identified some similar problems in other african countries as well as new ones. • parents rarely involve themselves in children’s homework, • submission of poor-quality work and incomplete tasks, • insufficient personal caring equipment • poor network access, and • lack of information communication technology (ict) devices to access the internet • lack of ict knowledge 48 john k tarus, david gichoya, and alex muumbo, “challenges of implementing e-learning in kenya: a case of kenyan public universities,” the international review of research in open and distributed learning 16, no. 1 (2015), http://dx.doi.org/10.19173/irrodl.v16i1.1816. 49 lawal olatunde olayemi, ramona boodoosingh, and filipina amosa lei sam, “is samoa prepared for an outbreak of covid-19?,” asia-pacific journal of public health, 2021. 50 emmanuel aboagye, joseph anthony yawson, and kofi nyantakyi appiah, “covid-19 and e-learning: the challenges of students in tertiary institutions,” social education research (2020): 1–8, http://dx.doi.org/10.37256/ser.212021422. 51 norman rudhumbu et al., “insight into online teaching behaviour of lecturers in zimbabwean universities during the covid-19 era and beyond: issues and challenges,” the international journal of information and learning technology 38, no. 5 (2021): 518–539, http://dx.doi.org/10.1108/ijilt-07-2021-0104. 52 kananga robert mukuna and peter j o aloka, “exploring educators’ challenges of online learning in covid19 at a rural school, south africa,” international journal of learning, teaching and educational research 19, no. 10 (2020): 134– 149, http://dx.doi.org/10.26803/ijlter.19.10.8. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 129 insufficient personal equipment and poor network access can be due to the cost of purchasing mobile phones that are compatible with internet connectivity, lack of electricity, low network coverage, and expensive maintenance requirements for data, and wi-fi. setting aside country-specific studies, deshmukh 53 did a qualitative research study on comparing online and face-face classrooms in terms of visual differences in global campuses over 12 different countries, among students and education facilities and administrations. the research identified some challenges towards online learning as below: • most students miss the old scheduled classes and their structured • students could not hold the same level of concentration • technical issues and equity limitations of digital platforms • junior and last year students were affected the most. first years due to lack of friendship and disparity with school atmosphere, and the latter group because of the sudden break up in rituals and community bonds. • the backbone of education is thinking and doing or learning by doing. online classes omitted physical capabilities. • educators felt uncomfortable facing a blank screen with a forced structure and one-way communication. • classrooms should reflect multiple intelligences and learning styles. • students in distant areas lack access to the internet and technology. • exams and metrics were the other areas of weakness. • virtual environment was meant to replicate classrooms, not the campus. the last continent to review in america. a report from the education department of the usa 2021 in about covid 19 impacts on america’s education identified some problems. • technology barriers for black students more than for white. lack of digital devices and internet connection access • school or university dropout due to financial and less engagement • students of color report outsized difficulties • stress and anxiety, feelings of disappointment, sadness, loneliness, and isolation. these symptoms are higher in students of color. islam et al. (2021) conducted a survey in over 30 higher education institutions in the usa and found that: • overload and inconsistency information are two major challenges • lack of documentation and reflection. • administrative structure and hierarchy • high level of uncertainty because of covid-19 situation • the lack of clear centralized guidance. an already mentioned study by wu et al. 54 identified online learning concerns and obstacles in north america, canada, and the usa, namely: 53 jay deshmukh, “speculations on the post-pandemic university campus – a global inquiry,” archnet-ijar: international journal of architectural research 15, no. 1 (2021): 131–147, http://dx.doi.org/10.1108/arch-10-2020-0245. 54 david t wu et al., “the impact of covid-19 on dental education in north america-where do we go next?,” european journal of dental education : official journal of the association for dental education in europe 24, no. 4 (november educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 130 • students experienced a higher level of anxiety and depression • dental schools’ payment problems for staff and teachers • abuse or segregation against patients and dental group individuals of asian, asian american, or asian canadian descent • concerning about employment market, as well as high student debt • course attendance and examinations are sensitive to students’ time zones. a study in mexico by rodríguez et al. 55 revealed that living conditions in rural places are filled with poverty, and students in schools receive lower support and resources in their education than in urban areas. as a consequence of inaccessibility to the internet and its cost, mexicans created television programs to provide needed education for students. some other problems merged alongside others, such as lack of an adequate internet connection, electronic devices, the required skills to learn online, or for teachers to teach online. sdenka et al. 56 provided a systematic review of latin american countries (such as brazil, peru, chile, colombia, etc.) education during covid-19 identified that: • internet access • mental health issues, stress, and anxiety • need to improve the quality of online learning • lack of skills for online learning for students • dropouts due to the unsuitability of online teaching methods result and discussion part i. students’ engagement, technology, major and overall sentiment over online learning during covid-19 are identified as effective factors in experiencing successful online learning. the first factor, to sum up, is the engagement of students. virtual learning cannot be a suitable replacement for traditional classes, even though its benefits have been mentioned by both students and teachers. 2020): 825–827, https://pubmed.ncbi.nlm.nih.gov/32654328; jiayi bao and andy wu, “equality and equity in compensation,” harvard business school working paper series# 17-093 (2017). 55 kingsley okoye et al., “technology-mediated teaching and learning process: a conceptual study of educators’ response amidst the covid-19 pandemic,” education and information technologies, 2021. 56 sdenka zobeida salas-pilco, yuqin yang, and zhe zhang, “student engagement in online learning in latin american higher education during the covid-19 pandemic: a systematic review,” british journal of educational technology : journal of the council for educational technology 53, no. 3 (may 2022): 593–619, https://pubmed.ncbi.nlm.nih.gov/35600418. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 131 however, it is also reported that blended learning can be a good way of teaching, a mixture of synchronous and asynchronous online classes with face-to-face classes if the infrastructure is satisfactory to conduct online classes. moreover, student engagement in emotional and cognitive areas altered drastically during covid time; a decrease in motivation and lack of social interaction and activities are responsible for that. the second factor, technology refers to devices that are usually needed for participating in online classes as well as digital applications. which is one of the areas that has been a game-changer in adapting online learning in different countries and education centers was the availability of needed technology gadgets for both students and teachers. the most used gadgets were smartphones and laptops. ict knowledge for teachers is fundamental. zoom, microsoft teams, and whatsapp are the most used ways of communication and teaching at this time. third different majors require different education processes as they differ on what goals students want to achieve. it is reported that students with related majors to medical sciences have had more anxiety with distant learning causing their education and later careers to deal with people’s lives. hence, the quality of their lessons is vital, and some classes require physical attendance, which cannot be done in online classes. the environment of education is another key to success alongside other factors, and this feature plays at different levels of significance for different majors. lastly, sentiment toward online learning was not positive since most countries, universities or students, and teachers were not mentally ready to shift their casual way of education to entirely onlinedriven courses, to conduct an effective online learning experience, preparedness beforehand is vital. part ii what can be concluded from all articles which mentioned drawbacks and identified issues towards online learning? well, this review tries to get an overall view of different continents. studied countries in asia reported some problems that are mostly identical; they share almost the same problems. internet connection is identified as the main issue toward online learning, followed by the non-existence of needed digital devices to participate in online classes due to financial barriers and with a minor reported issue with lack of ict knowledge. from selected articles inside europe, it is evident that students are predominantly worried about ict knowledge of their instruction; they believe teachers’ skills are not sufficient to satisfy their needs. relatively, teachers’ methods of teaching are not appreciated. according to their significance, internetrelated issues and lack of digital devices are other problems. studied articles in the usa revealed that most people have access to the internet and digital devices. however, it is reported that there is a gap between white students and students of color both in accessing technology and their mental health reported by the u.s. department of education, and also some discrimination between students has been found. moreover, two studies mentioned students felt anxiety about their chances in their future jobs. in south america, contrary in north america, symptoms of online learning problems are much alike in africa and some of the mentioned asian countries. internet connection accessibility, lack of digital devices, and lack of ict knowledge and power supply are recognized as the main issues in the studied articles. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 132 a successful online learning rate in developed countries or continents is more likely. in the selected countries, those who could not have access to the internet or purchase proper digital devices are due to financial barriers. this paper provides some figures to demonstrate the issues better. figure 1 shows the average salary per adult based on us dollars across the globe, this figures clearly show that african countries have the lowest income, followed by some asian and south american countries. in contrast, north america and european countries have the best avenues. the goal of this information is to show why some students in africa, asia, or south america cannot afford digital devices or the internet. this might be an indication of why the reviewed articles in europe and north america rarely talked about issues of not having digital devices. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 133 the last figure, figure 2, shows much internet usage each country in the world had in 2019. this figure clarifies which countries probably suffered from internet connectivity in online learning in the covid-19 era and which countries did not. as is shown in the picture, african countries were the most harmed nation in terms of internet usage, and without a proper internet connection, there will be no quality learning. conclusion four factors are acknowledged in this paper as influential factors in online learning classes. this review found out that in undeveloped countries success of online education is highly correlated with the financial status of 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postdigital science and education 2, no. 3 (2020): 695–699. http://dx.doi.org/10.1007/s42438-020-00126-3. “award for distinguished scientific contributions: john o’keefe.” american psychologist (2020). educatio : journal of education volume 6 , number 3, december 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) the role of entrepreneurship education to increase entrepreneurial intention among university students ratih indriyani1 and kristanto2 management department, petra christian university e-mail: ranytaa@petra.ac.id1; kristantofufuk22@gmail.com2 accepted: august 17th 2021 reviewed: september 17th , 2021 published: november 30th 2021 abstract : this study aims to determine whether there is an influence of entrepreneurship education, entrepreneurial self-efficacy, and skills on entrepreneurial intentions in students in yogyakarta. the research method used is quantitative. the sampling technique used in this research is simple random sampling. this research was conducted by distributing questionnaires to 156 students in yogyakarta. the data was processed using a structural model equation approach with the technique partial least square. the results of this study indicate that entrepreneurship education has a significant effect on entrepreneurial selfefficacy, entrepreneurial skills, and entrepreneurial intentions; entrepreneurial self-efficacy and entrepreneurial skills have a significant influence on entrepreneurial intentions. keywords : entrepreneurship education,entrepreneurial self efficacy, entrepreneurial skill, entrepreneusial intention introduction in developing countries such as indonesia, unemployment can be a serious problem because it affects the economic and social conditions in a country .1 unemployed are those who belong to the labor force but are not working and are looking for work according to a certain time reference 2. the ratio of the number of entrepreneurs in indonesia currently only reaches 2 percent of the total population, so it is necessary to increase the number of entrepreneurs to be able to encourage national economic growth3. the ratio of entrepreneurs in indonesia is still relatively minimal and it is still necessary to increase the number of entrepreneurs to advance the economy in indonesia. efforts to increase the number of entrepreneurs to increase the ratio of entrepreneurs in indonesia can be done by planting entrepreneurial intentions. there was an increase in the number of unemployed by 50 thousand people as of august 2019. with this increase, the number of unemployed people increased from 7 million 1 riska franita, “analisa pengangguran di indonesia,” jurnal ilmu pengetahuan sosial 1, no. 3 (2016): 88– 93. 2 badan pusat statistik, n.d., accessed october 30, 2017, https://www.bps.go.id/publikasi/view/4238. 3 “berita terupdate terkait pertumbuhan ekonomi bisnis.com,” accessed december 9, 2021, https://www.bisnis.com/topic/773/pertumbuhan-ekonomi. mailto:kristantofufuk22@gmail.com volume 6, number 3, december 2021 | 275 4people in august 2018 to 7.05 million people.. data shows the open unemployment rate in august 2019 reached 5.28 percent, yogyakarta employment data showed an increase of 2.86 percent in yogyakarta. based on the level of education completed in february 2020, the highest unemployment was university-level graduates at 6.44 percent. in 2018, universitylevel graduates became the highest open unemployment based on the level of education completed at 9.56 percent, while in 2019 it was 3.43 percent5. entrepreneurship is the right solution to overcome a large number of unemployed in indonesia. entrepreneurs can provide jobs for others to reduce unemployment in indonesia. ng et al revealed that entrepreneurship is a driver of economic growth, job creation, and wealth creation for the country. with entrepreneurship, it will open up job opportunities to reduce the number of unemployed.6 entrepreneurial intentions must be instilled from an early age as the first step in entrepreneurship so that they can fight by relying on themselves and not being too dependent on others. krueger, reilly, and carsrud 7 reveal that intention is the basis for carrying out entrepreneurial activities. entrepreneurship activities can be started if it is based on a strong entrepreneurial intention. karabulut 8 states that entrepreneurial intention is a person's intention to be able to make entrepreneurship a career with readiness to collect, build the required resources, and take risks. by having a great entrepreneurial intention, the opportunity to become an entrepreneur will be high so that many entrepreneurs can help overcome problems and can reduce the unemployment rate that occurs. entrepreneurial intentions can be grown and developed with the help of good entrepreneurial knowledge. maina 9 revealed that entrepreneurship education is part of the overall education system that involves management skills, ideas, and skills needed to create jobs. suryana and bayu 10 stated that entrepreneurship education aims to create reliable new entrepreneurs so that they can improve people's welfare. unemployment will decrease along with the increase in people's welfare as a result of high entrepreneurial intentions with the encouragement of entrepreneurship education. entrepreneurship education is one of the 4 rozaili rozaili, “proses manajemen perkantoran badan pusat statistik (bps) kabupaten pidie,” jurnal sains riset 7, no. 3 (2019), http://dx.doi.org/10.47647/jsr.v7i3.21. 5 badan pusat statistik, “statistik transportasi darat 2019,” 2019, last modified 2019, accessed september 7, 2021, https://www.bps.go.id/publication/2020/11/20/ddce434c92536777bf07605d/statistiktransportasi-darat-2019.html. 6 hee song ng, daisy mui hung kee, and mohammad jamal khan, “effects of personality, education and opportunities on entrepreneurial intentions,” education + training 63, no. 7/8 (2019): 992–1014, http://dx.doi.org/10.1108/et-02-2019-0040. 7 norris f krueger, michael d reilly, and alan l carsrud, “competing models of entrepreneurial intentions,” journal of business venturing 15, no. 5–6 (2000): 411–432, http://dx.doi.org/10.1016/s08839026(98)00033-0. 8 ahu tuğba karabulut, “personality traits on entrepreneurial intention,” procedia social and behavioral sciences 229 (2016): 12–21, http://dx.doi.org/10.1016/j.sbspro.2016.07.109. 9 sule maina, “the role of entrepreneurship education on job creation among youths in nigeria,” international letters of social and humanistic sciences 15 (2013): 87–96, http://dx.doi.org/10.18052/www.scipress.com/ilshs.15.87. 10 suryana yuyus and kartib bayu, kewirausahaan: pendekatan karakteristik wirausaha sukses (jakarta: kencana prenada media group., 2010). volume 6, number 3, december 2021 | 276 supporting factors to overcome unemployment. research conducted by puni, anlesinya, and korsorku 11 shows a significant relationship between entrepreneurship education and entrepreneurial intention in ghana. but on the other hand, research conducted by nowiński, et al shows that there is no significant effect between entrepreneurship education and entrepreneurship12. the encouragement of entrepreneurial self-efficacy can increase entrepreneurial intentions. zhao et al 13 state that self-efficacy is an individual's belief in his ability to successfully perform entrepreneurial tasks and roles. with high self-confidence, it can be a support to dare to carry out the role of entrepreneurship. mcgee et al 14 revealed that entrepreneurial self-efficacy is the belief in individuals to successfully perform the tasks required to start and manage a new business and their expectations of the results of creating that new business. research conducted by puni et al. 15 shows a significant relationship between education and entrepreneurial self-efficacy. however, this is not in line with research conducted by cope 16 shows that there is no significant effect between entrepreneurship education and entrepreneurial self-efficacy. entrepreneurial skills influence person's interest in entrepreneurship. farooq (2016) states that the perception of entrepreneurship skills shows respondents' beliefs about certain skills that are important to become an entrepreneur. wach and wojciechowski 17 reveal that all entrepreneurs have the same certain entrepreneurial skills and willingness to take risks. gieure 18 states that entrepreneurship skills are important in influencing entrepreneurial intentions directly and positively. based on the background and phenomenon of the problem above entrepreneurship education obtained in lectures such as understanding related to entrepreneurship, the attitudes needed to become an entrepreneur, and the initial steps to becoming an entrepreneur greatly support individual self-confidence, entrepreneurial abilities 11 albert puni, alex anlesinya, and patience dzigbordi akosua korsorku, “entrepreneurial education, self-efficacy and intentions in sub-saharan africa,” african journal of economic and management studies (2018). 12 witold nowiński et al., “the impact of entrepreneurship education, entrepreneurial self-efficacy and gender on entrepreneurial intentions of university students in the visegrad countries,” studies in higher education 44, no. 2 (2017): 361–379, http://dx.doi.org/10.1080/03075079.2017.1365359. 13 hao zhao, scott e seibert, and gerald e hills, “the mediating role of self-efficacy in the development of entrepreneurial intentions.,” journal of applied psychology 90, no. 6 (2005): 1265–1272, http://dx.doi.org/10.1037/0021-9010.90.6.1265. 14 jeffrey e mcgee et al., “entrepreneurial self–efficacy: refining the measure,” entrepreneurship theory and practice 33, no. 4 (2009): 965–988, http://dx.doi.org/10.1111/j.1540-6520.2009.00304.x. 15 puni, anlesinya, and korsorku, “entrepreneurial education, self-efficacy and intentions in subsaharan africa.” 16 merve gerçek and zeliha özsoy-güneş, “the relationship between social entrepreneurshıp and career planning attitudes: a study on pre-service teachers,” turkish online journal of educational technology (2016). 17 krzysztof wach and liwiusz wojciechowski, “entrepreneurial intentions of students in poland in the view of ajzen’s theory of planned behaviour,” entrepreneurial business and economics review 4, no. 1 (2016): 83–94, http://dx.doi.org/10.15678/eber.2016.040106. 18 clara gieure, maria del mar benavides-espinosa, and salvador roig-dobón, “entrepreneurial intentions in an international university environment,” international journal of entrepreneurial behavior & research 25, no. 8 (2019): 1605–1620, http://dx.doi.org/10.1108/ijebr-12-2018-0810. volume 6, number 3, december 2021 | 277 and increase interest in entrepreneurship. along with the increase in entrepreneurial skills, the interest in entrepreneurship will also be higher. the relationship between entrepreneurship education, entrepreneurial self-efficacy, and entrepreneurial skills on entrepreneurial intention needs to be studied, especially for students. this study uses university students in yogyakarta. literature study entrepreneurship education entrepreneurship is the creation and transfer of knowledge in business management for business creation 19. welsh, tullar, and nemati 20 define entrepreneurship education as a phase to get the idea that failure is part of the entrepreneurial journey. entrepreneurship education is one of the drivers to give birth to new entrepreneurs so that the problem of unemployment is reduced. entrepreneurship education is an effort to add insight into entrepreneurship that is carried out consciously 21. entrepreneurship education is measured by puni, et al., 22 including the introduction of opportunities and the acquisition of entrepreneurial knowledge. opportunity recognition is characterized by awareness or sensitivity to potential business opportunities, actively moving to find these opportunities, and gathering information related to new ideas. entrepreneurship acquisition of knowledge is a process by which individuals acquire knowledge and being able to reflect and apply knowledge. entrepreneurial self-efficacy mcgee et al. 23 revealed that entrepreneurial self-efficacy is an individual's belief to successfully perform the tasks required to start and manage a new business and their expectations of the results of creating a new business. zhao et al.24 19 laura rosendahl huber, randolph sloof, and mirjam van praag, “the effect of early entrepreneurship education: evidence from a field experiment,” european economic review 72 (2014): 76–97, http://dx.doi.org/10.1016/j.euroecorev.2014.09.002. 20 dianne h b welsh, william l tullar, and hamid nemati, “entrepreneurship education: process, method, or both?,” journal of innovation & knowledge 1, no. 3 (2016): 125–132, http://dx.doi.org/10.1016/j.jik.2016.01.005. 21 dugassa tessema gerba, “impact of entrepreneurship education on entrepreneurial intentions of business and engineering students in ethiopia,” african journal of economic and management studies 3, no. 2 (2012): 258–277, http://dx.doi.org/10.1108/20400701211265036; yuniningsih yuniningsih et al., “financial performance measurement of with signaling theory review on automotive companies listed in indonesia stock exchange,” ijebd (international journal of entrepreneurship and business development) 1, no. 2 (2018): 167– 177. 22 puni, anlesinya, and korsorku, “entrepreneurial education, self-efficacy and intentions in subsaharan africa.” 23 mcgee et al., “entrepreneurial self–efficacy: refining the measure.” 24 zhao, seibert, and hills, “the mediating role of self-efficacy in the development of entrepreneurial intentions.” volume 6, number 3, december 2021 | 278 ,revealed that self-efficacy is an individual's belief in his ability to successfully perform entrepreneurial roles and tasks. entrepreneurial self-efficacy is the belief that a person has capabilities and abilities that are quite superior in what he wants to determine or want to achieve.25. entrepreneurial self-efficacy as measured by puni, et al., 26 includes confidence in running a company, belief in being able to start a viable company, belief in controlling the process of creating a new company, belief in starting a company, and belief in how to develop a business. entrepreneurship. entrepreneurial skills entrepreneurship is the ability to create something new with the time and energy spent27. teece 28 revealed that entrepreneurial skills include sensing, reaching, and transforming to develop dynamic abilities. entrepreneurial skills allow a person to enrich his beliefs about entrepreneurial talent which provides knowledge about the challenges of starting a business 29. entrepreneurial self-efficacy measured by rosique-blasco, madrid-guijarro, and garcía-pérezde-lema 30 includes creativity, risk-taking, and proactiveness. risk-taking is the tendency to take risks and tolerating uncertainty is a characteristic associated with entrepreneurs. proactivity is concerned with taking initiative, anticipating, and taking advantage of new opportunities. entrepreneurial intention karabulut 31 explains that entrepreneurial intention is a person's intention to be able to choose entrepreneurship as a career with readiness to collect, build the required resources and take risks. prabhu, mcguire, drost, and kwong 32 reveal that entrepreneurial intention is a person's intention to become an entrepreneur or start his own business, with encouragement that comes from the desire and hopes to obtain economic benefits. gerba 33 described that entrepreneurial intention shows a person's state of mind in choosing entrepreneurial work rather than working as an employee. the intention of entrepreneurial the 25 albert bandura, self efficacy: the exercise of control. new york: w. h.. freeman & company, n.d. 26 puni, anlesinya, and korsorku, “entrepreneurial education, self-efficacy and intentions in subsaharan africa.” 27 donata sobakinova, yan zhou, and karrar abdulelah azeez aureaar, “self-efficacy, opportunity recognition and business ideas,” in pervasivehealth: pervasive computing technologies for healthcare, 2019. 28 david j teece, “dynamic capabilities: routines versus entrepreneurial action,” journal of management studies 49, no. 8 (2012): 1395–1401, http://dx.doi.org/10.1111/j.1467-6486.2012.01080.x. 29 montserrat entrialgo and víctor iglesias, “the moderating role of entrepreneurship education on the antecedents of entrepreneurial intention,” international entrepreneurship and management journal 12, no. 4 (2016): 1209–1232, http://dx.doi.org/10.1007/s11365-016-0389-4. 30 mario rosique-blasco, antonia madrid-guijarro, and domingo garcía-pérez-de-lema, “entrepreneurial skills and socio-cultural factors: an empirical analysis in secondary education students,” education + training 58, no. 7/8 (2016), http://dx.doi.org/10.1108/et-06-2015-0054. 31 karabulut, “personality traits on entrepreneurial intention.” 32 veena p prabhu et al., “proactive personality and entrepreneurial intent,” international journal of entrepreneurial behavior & research 18, no. 5 (2012): 559–586, http://dx.doi.org/10.1108/13552551211253937. 33 tessema gerba, “impact of entrepreneurship education on entrepreneurial intentions of business and engineering students in ethiopia.” volume 6, number 3, december 2021 | 279 determination to do anything to become an entrepreneur, thinking seriously about becoming an entrepreneur, intending to run his own company, determined to make a business venture in the future, seriously thinking about starting. business, and intend to start a business in the future 34. hypothesis development entrepreneurship education and entrepreneurial intentions research conducted by puni et al. 35 explained that the development of a greater intention in students for entrepreneurship occurs when they are faced with entrepreneurship education to equip them with entrepreneurial knowledge. based on research by adekiya and ibrahim 36, entrepreneurship education has a significant effect on entrepreneurial intentions students. neck and greene 37 revealed that entrepreneurship education teaches behavioral traits needed by an entrepreneur in dealing with ambiguity and complexity to be successful. prabu et al. 38 revealed that entrepreneurial intention is a person's intention to become an entrepreneur or start his own business. from this explanation, it can be concluded that when someone understands and has the qualities needed to become an entrepreneur, an intention will emerge which becomes the next process to start a business that will generate profits. h1: entrepreneurship education affects entrepreneurial intentions. entrepreneurship education and entrepreneurial self--efficacy employment research conducted by rauch and hulsink 39 shows that entrepreneurship education increases the behavioral control perceived by students. zhao et al. 40 found a significant relationship between formal learning and self-efficacy with the explanation that self-efficacy is an individual's belief in their ability to successfully perform entrepreneurial roles and tasks. based on this explanation, it can be concluded that when someone has sufficient understanding and knowledge about entrepreneurship, it will increase 34 francisco liñán and yi–wen chen, “development and cross–cultural application of a specific instrument to measure entrepreneurial intentions,” entrepreneurship theory and practice 33, no. 3 (2009): 593– 617, http://dx.doi.org/10.1111/j.1540-6520.2009.00318.x. 35 puni, anlesinya, and korsorku, “entrepreneurial education, self-efficacy and intentions in subsaharan africa.” 36 adewale a adekiya and fatima ibrahim, “entrepreneurship intention among students. the antecedent role of culture and entrepreneurship training and development,” the international journal of management education 14, no. 2 (2016): 116–132, http://dx.doi.org/10.1016/j.ijme.2016.03.001. 37 heidi m neck and patricia g greene, “entrepreneurship education: known worlds and new frontiers,” journal of small business management 49, no. 1 (2010): 55–70, http://dx.doi.org/10.1111/j.1540627x.2010.00314.x. 38 a.a anwar prabu mangkunegara, “evaluasi kinerja sdm” (bandung: penerbit pt. refika aditama (anggota ikapi), 2017). 39 andreas rauch and willem hulsink, “putting entrepreneurship education where the intention to act lies: an investigation into the impact of entrepreneurship education on entrepreneurial behavior,” academy of management learning & education 14, no. 2 (2015): 187–204, http://dx.doi.org/10.5465/amle.2012.0293. 40 zhao, seibert, and hills, “the mediating role of self-efficacy in the development of entrepreneurial intentions.” volume 6, number 3, december 2021 | 280 a person's self-confidence when going to run it. research conducted by puni et al. 41 describes a significant relationship between education and entrepreneurial self-efficacy. the results of research by witold, mohamed, drahoslav, dana, and csilla 42 also show that entrepreneurial self-efficacy has a positive effect on entrepreneurial intentions. h2: entrepreneurship education affects entrepreneurial self-efficacy. entrepreneurial self-efficacy and entrepreneurial intention zhao et al. (2005), showed that self-efficacy is an individual's belief in his ability to successfully perform entrepreneurial roles and tasks. prabu et al. (2012) revealed that entrepreneurial intention is a person's intention to become an entrepreneur or start his own business, with the urge to obtain economic benefits. based on this explanation, it can be concluded that a strong belief in a person that he can do his job well will increase that person's entrepreneurial intention. research conducted by puni et al. (2018) shows that entrepreneurial self-efficacy has a positive effect on entrepreneurial intentions. the results of the research by witold et al. (2017) also show a significant relationship between entrepreneurial self-efficacy and entrepreneurial intention. h3: entrepreneurial self-efficacy affects entrepreneurship. entrepreneurship education and entrepreneurial skills zhao et al. 43, explained that self-efficacy is an individual's belief in his ability to successfully perform entrepreneurial roles and tasks. prabu et al. 44 revealed that entrepreneurial intention is a person's intention to become an entrepreneur or start his own business, with encouragement that comes from the desire and hopes to obtain economic benefits. based on this explanation, it can be concluded that a strong belief in a person that he can do his job well will increase that person's entrepreneurial intention. research conducted by puni et al. 45 shows that entrepreneurial self-efficacy has a positive effect on entrepreneurial intentions. the results of the research by witold et al. 46 also show a significant relationship between self-efficacy and entrepreneurial intentions. h4: entrepreneurship education affects entrepreneurial skills. entrepreneurial skills and entrepreneurial entrepreneurial intentions 41 puni, anlesinya, and korsorku, “entrepreneurial education, self-efficacy and intentions in subsaharan africa.” 42 nowiński et al., “the impact of entrepreneurship education, entrepreneurial self-efficacy and gender on entrepreneurial intentions of university students in the visegrad countries.” 43 zhao, seibert, and hills, “the mediating role of self-efficacy in the development of entrepreneurial intentions.” 44 mangkunegara, “evaluasi kinerja sdm.” 45 puni, anlesinya, and korsorku, “entrepreneurial education, self-efficacy and intentions in subsaharan africa.” 46 nowiński et al., “the impact of entrepreneurship education, entrepreneurial self-efficacy and gender on entrepreneurial intentions of university students in the visegrad countries.” volume 6, number 3, december 2021 | 281 farooq 47 states that the perception of skills shows respondents' confidence in certain skills that are important to become an entrepreneur. karabulut 48 reveals that entrepreneurial intention is a person's intention to be able to choose entrepreneurship as a career with readiness to collect, build the required resources and take risks. based on this explanation, it can be concluded that entrepreneurship skills can foster individual interest in being able to choose entrepreneurship as a career. research conducted by gieure 49 shows a significant influence between entrepreneurial skills and entrepreneurial intentions. the results of the study explain that entrepreneurship skills are an important variable for interest in entrepreneurship. h5: entrepreneurial skills have an effect on entrepreneurial intention figure 1 research model methods the type of research used is quantitative. according to sugiyono 50, quantitative research is research that is used to examine certain populations or samples whose data collection uses research questionnaires and conducts quantitative data analysis to test predetermined hypotheses. the population is a general area consists of objects or subjects with certain qualities and characteristics determined by the researcher to be studied and the conclusions obtained the population in this study were active undergraduate students in yogyakarta who had taken 47 muhammad farooq rehan, jorn h. block, and christian o. fisch, “entrepreneurship in islamic communities: how do islamic values and islamic practices influence entrepreneurship intentions?,” journal of enterprising communities 13, no. 5 (2019): 557–583. 48 karabulut, “personality traits on entrepreneurial intention.” 49 gieure, benavides-espinosa, and roig-dobón, “entrepreneurial intentions in an international university environment.” 50 sugiyono, metode penelitian pendidikan:(pendekatan kuantitatif, kualitatif dan r & d) (alfabeta, 2008). volume 6, number 3, december 2021 | 282 entrepreneurship courses. sugiyono 51 defines the sample as part of the number and characteristics of the research population. the method of sampling used in this research is probability sampling. the process sampling is carried out with the aim that there is an equal opportunity or opportunity for each element or member of the population to be selected as a sample. the technique used in this study is a simple random sampling technique. the minimum sample size for the recommended analysis method is partial least squares (pls)100 samples. 52. the questionnaire was prepared using a likert scale to be easily understood by respondents. the likert scale consists of five levels, namely highly amenable to represent the number 5, agreed to represent the numbers 4, neutral to represent the number 3, do not agree to represent the number 2, and it did not agree to represent the number 1. this research uses structural equation modeling (sem) with tools smartpls 3.0. partial least squares (pls) is an excellent analytical method because it is not based on many assumptions (ghozali, 2014). there are several advantages of pls according to ghozali (2014) namely that it can be used to confirm theories, data does not have to be normally distributed multivariate, a good method because it is not based on many assumptions, can explain the relationship between variables, and can analyze constructs formed by reflective and formative indicators. data analysis outer model analysis table 1 convergent validity variable indicator loading factor result entrepreneurship education (x) x1 0731 valid x2 0749 valid x3 0760 valid x4 0720 valid x6 0753 valid x7 0805 valid x8 0773 valid x9 0782 valid x10 0737 valid entrepreneurial intention (y ) y1 0806 valid y2 0869 valid y3 0823 valid y4 0813 valid 51 prof sugiyono, “metode penelitian kombinasi (mixed methods),” bandung: alfabeta (2015). 52 imam ghozali, “struktural equation modeling metode alternatif dengan partial least squares (pls) dilengkapi software smartpls 3.0. xlstat 2014 dan warppls 4.0” (undip, 2014). volume 6, number 3, december 2021 | 283 y5 0.860 valid y6 0.761 valid entrepreneurial self-efficacy (z1) z1.1 0834 valid z1.2 0853 valid z1.3 0860 valid z1.4 0882 valid z1.5 0828 valid entrepreneurial skill(z2) z2.2 0.721 valid z2.4 0.732 valid z2.7 0.786 valid z2.8 0.877 valid z2.9 0.843 valid the results of the analysis of validity show that all loading factors in each variable have a value greater than 0.7. this shows that all variable indicators in the study have met the criteria of convergent validity. table 2 cross loading indikator ee ei es ese x1 0.731 0.323 0.285 0.367 x2 x3 x4 x6 x7 x8 x9 x10 y1 y2 y3 y4 y5 y6 z2.2 z2.4 z2.7 z2.8 z2.9 0.749 0.760 0.720 0.753 0.805 0.773 0.782 0.737 0.426 0.376 0.417 0.410 0.491 0.546 0.306 0.433 0.329 0.514 0.442 0.331 0.380 0.364 0.482 0.491 0.378 0.468 0.413 0.806 0.869 0.823 0.13 0.860 0.761 0.419 0.522 0.434 0.633 0.683 0.403 0.385 0.338 0.347 0.466 0.404 0.439 0.448 0.690 0.529 0.610 0.487 0.607 0.465 0.721 0.732 0.786 0.877 0.843 0.359 0.341 0.374 0.431 0.482 0.378 0.458 0.508 0.626 0.498 0.586 0.476 0.524 0.507 0.525 0.468 0.502 0.639 0.621 volume 6, number 3, december 2021 | 284 z1.1 0.438 0.584 0.560 0.834 z1.2 0.431 0.565 0.607 0.853 z1.3 0.399 0.536 0.571 0.860 z1.4 0.493 0.558 0.599 0.882 z1.5 0.564 0.556 0.637 0.828 table 2 shows the correlation construct entrepreneurship education (x) with the indicator higher than the correlation indicator of the entrepreneurship education(x) with the construct entrepreneurial intention (y), entrepreneurial skills (z2), and entrepreneurial selfefficacy (z1). this also applies to three other variables, entrepreneurial intentions (y), entrepreneurial skills (z2), and entrepreneurial self-efficacy. (z1). it can be concluded that the results of test cross-loading show that each latent construct can predict each variable in this research table 3 composite reliability and cronbanch's alpha variable composite reliabil ity cronbach alpha result entrepreneurship education (x) 0.907 0.923 reliable entrepreneurial intention (y) 0904 0926 reliable enterpreneurial self-efficacy (z1) 0.905 0.930 reliable entrepreneurial skills (z2) 0854 0895 reliable table 3 shows that composite reliability and cronbach alpha values for each variable, show values above 0.7 so it can be concluded that the construct each variable is reliable. table 4 average variance extracted (ave) variable average variance extracted entrepreneurship education (x) 0.573 entrepreneurial intention (y) .677 entrepreneurial self efficay (z1) 0.725 entrepreneurial skills (z2) .631 the analysis of table 4 shows that the value of average variance extracted (ave ) each variable is greater than 0.5. based on this, it can be concluded that each variable can be said to be valid. inner model analysis volume 6, number 3, december 2021 | 285 figure 2 inner model analysis table 5 r-squared test variable r value2 entrepreneurial intention (y) 0.562 entrepreneurial self efficacy (z1) 0.303 entrepreneurial skills (z2) 0.273 table 5 shows that the variability of the construct entrepreneurial intention (y) can be explained by entrepreneurship education (x), entrepreneurial self-efficacy (z1), and entrepreneurial skills (z2) are 56.2%, the remaining 43.8% is explained by other variables not examined in this study. then the variability of entrepreneurial self-efficacy (z1) can be explained by entrepreneurship education (x) is 30.3%, the remaining 69.7% is explained by other variables not examined in this study. furthermore, the variability of entrepreneurial skills (z2) can be explained by entrepreneurship education (x) of 27.3%, the remaining 72.7% is explained by other variables not examined in this study. predictive relevance a study is considered to have relevance predictive if the value of the model is> 0. predictive relevance jugasering written as q2.in this study, the predictive relevance will be calculated based on the formula: q2 = 1 (1 r2y) (1 r2 z1) (1 r2 z2) q2 = 1 – (1 0.562) (1-0,303) (1-0,273) q2 = 1 (0.438) (0.697) (0.727) q2 = 0.778057078 volume 6, number 3, december 2021 | 286 based on the calculation above, the value of q2 is 0.778057078. value q2 the greater of 0 so that the model has predictive relevance. table 6 indirecteffect variable relations indirecteffectspecific ee es ei 0216 ee ese ei 0150 table 6 shows that the variable entrepreneurship education will affect entrepreneurial intentions through entrepreneurial skills with a value of 0.216. then the variable entrepreneurship education will also affect entrepreneurial intentions if it is through entrepreneurial self-efficacy with a value of 0.150. table 7 hypothesis testing path path coefficients t statistics result ee toward ei 0174 2230 significant ee toward es 0522 7335 significant ee toward ese 0550 6825 significant es toward ei 0414 5346 significant ese toward ei 0272 3342 significant hypothesis 1: the analysis shows that the coefficient the path is positive with the value tstatistic of 2.230 > the ttable value of 1.96. thus entrepreneurship education (x) has a significant positive effect on entrepreneurship intentions (y) so that the first hypothesis stating entrepreneurship education influences entrepreneurial intentions, accepted. hypothesis test 2 the results of the analysis show that the coefficient is path positive with a t statistic of 6.825 >value t table 1.96. thus entrepreneurship education (x) has a significant positive effect on entrepreneurial self-efficacy (z1) so that the second hypothesis which states educational effect on self entrepreneurial self efficacy, is accepted. hypothesis 3: the results show that the coefficient path is positive with a t statistic of 3.342> the value of t table is 1.96. thus the entrepreneurial self-efficacy (z1) has a significant positive effect on entrepreneurial intentions (y) so that the third hypothesis stating the entrepreneurial self-efficacy influences entrepreneurial intentions, accepted. volume 6, number 3, december 2021 | 287 hypothesis 4: the results showed that the path coefficient (path) is positive with a score statistic of 7,335> the value t table 1.96. thus entrepreneurship education (x) has a significant positive effect on entrepreneurial skills (z2) so that the fourth hypothesis which states entrepreneurial education effect on entrepreneurial skills, is accepted. hypothesis 5: the analysis shows that the path coefficient (path) is positive with a t statistic > 0,414 value t table 1.96. thus entrepreneurial skills (z2) have a significant positive effect on entrepreneurship intentions (y) so that the fifth hypothesis which states entrepreneurial skills influence entrepreneurial intentions, is accepted. result and discussion the effect of entrepreneurship education on entrepreneurial intentions the results of the research that have been carried out show that entrepreneurship education has a significant and positive effect on the entrepreneurial intentions onin students in yogyakarta. this shows that when students have high entrepreneurship education, the entrepreneurial intention of these students is also high. the item with the average on the highest entrepreneurship education variable is item x3 which contains" increases the ability to be better at seeing business opportunities. this shows that with the increased ability to see business opportunities resulting from entrepreneurship education, entrepreneurial interest will increase. the results of this study are following previous research conducted by puni et al. 53 which states that entrepreneurship education affects entrepreneurial intentions. research also states that entrepreneurship education aims to equip them with entrepreneurial knowledge and opportunity recognition skills so that they can generate greater intentions to engage in entrepreneurship. puni et al 54 stated that the development of great intentions to engage in entrepreneurship occurs when they are exposed to entrepreneurship education effect of entrepreneurship education on entrepreneurial self efficacy the results of research that have been carried out show education entrepreneurship have a significant and positive effect on the entrepreneurial intention of students in yogyakarta. this shows that when students have high entrepreneurship education, the entrepreneurial intention of these students is also high. the results of this study are following previous research conducted by puni et al. 55 which states that entrepreneurship education affects entrepreneurial intentions. the study also states that entrepreneurship education aims to equip them with entrepreneurial knowledge and opportunity recognition skills so that they can cultivate greater intention to engage in entrepreneurship. puni et al56. stated that the 53 puni, anlesinya, and korsorku, “entrepreneurial education, self-efficacy and intentions in subsaharan africa.” 54 ibid. 55 ibid. 56 ibid. volume 6, number 3, december 2021 | 288 development of great intentions for entrepreneurship occurs when they are faced with entrepreneurship education. the influence of entrepreneurial self efficacy on entrepreneurial intentions the results of the research that have been conducted show that entrepreneurial selfefficacy has a significant and positive effect on entrepreneurial intentions among students in yogyakarta. this shows that when students have high entrepreneurial self-efficacy where the intention of entrepreneurship in students is also high. increasing individual self-confidence related to how to develop an entrepreneurial business will increase interest in entrepreneurship. the results of this study are following previous research conducted by puni et al. which states that entrepreneurial self-efficacy affects entrepreneurial intentions. this study also states that when a person believes in himself that they can do things related to entrepreneurship, it will lead to their intention to become an entrepreneur. puni et al. stated that self-confidence is one of the aspect to increase entrepreneurial intentions57. the effect of entrepreneurship education on entrepreneurial skills the results of the research that have been conducted indicate that entrepreneurship education has a significant and positive effect on entrepreneurial skills onin university students in yogyakarta. this indicates that when students have high entrepreneurship education, the entrepreneurial skills in these students are also high. individual entrepreneurial abilities will increase with the support of the influence of the ability to see business opportunities. the results of this study are following previous research conducted by galvao et al. 58 which states that entrepreneurship education affects entrepreneurial skills. the research also states that entrepreneurship education helps develop one's entrepreneurial skills and shows a positive influence. entrialgo and iglesias59 revealed that entrepreneurial skills are supported by student’knowledge in entrepreneurship. the effect of entrepreneurial skills on entrepreneurial intentions the results of the research that have been conducted show that entrepreneurship education has a significant and positive effect on entrepreneurial skills on university students in yogyakarta. this indicates that when students have entrepreneurial skills high, the entrepreneurial intention in these students is also high. interest in entrepreneurship is influenced by individual initiatives to seek opportunities. the results of this study are 57 ibid. 58 anderson galvão, carla marques, and joão j ferreira, “the role of entrepreneurship education and training programmes in advancing entrepreneurial skills and new ventures,” european journal of training and development 44, no. 6/7 (2020): 595–614, http://dx.doi.org/10.1108/ejtd-10-2019-0174. 59 entrialgo and iglesias, “the moderating role of entrepreneurship education on the antecedents of entrepreneurial intention.” volume 6, number 3, december 2021 | 289 following previous research conducted by the teacher 60 which states that entrepreneurship skills affect entrepreneurial intentions. the study also states that entrepreneurship skills are one of the important things to increase interest in entrepreneurship. farooq 61 reveals that good entrepreneurial skills will encourage a person to cultivate an interest in entrepreneurship. conclusion entrepreneurship education affects student self-efficacy and entrepreneurial skills. meanwhile, this study shows that entrepreneurial skills and entrepreneurial self-efficacy affect students' intentions in entrepreneurship. in the end, the results of this study also explain that entrepreneurship education has an impact on students' desire to become entrepreneurs. universities in indonesia should pay great attention to the entrepreneurship education that is held. entrepreneurship education can generate interest in entrepreneurship for students. suggestions for university students in yogyakarta are to learn more about things related to solving problems and economics also social entrepreneurship. university students can improve entrepreneurial self-efficacy, by further exploring the right steps to be able to build a good company. students also need to learn how to keep companies running well. by exploring more seriously, it can increase students' self-confidence. entrepreneurial ability in the risk-taking aspect needs to be given more attention. students can decide the best choice and increase courage in entrepreneurship by understanding the basics that must be considered in risk-taking. students also need to increase knowledge related to entrepreneurship because, good knowledge related to 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routines versus entrepreneurial action.” journal of management studies 49, no. 8 (2012): 1395–1401. http://dx.doi.org/10.1111/j.14676486.2012.01080.x. tessema gerba, dugassa. “impact of entrepreneurship education on entrepreneurial intentions of business and engineering students in ethiopia.” african journal of economic and management studies 3, no. 2 (2012): 258–277. http://dx.doi.org/10.1108/20400701211265036. wach, krzysztof, and liwiusz wojciechowski. “entrepreneurial intentions of students in poland in the view of ajzen’s theory of planned behaviour.” entrepreneurial business volume 6, number 3, december 2021 | 292 and economics review 4, no. 1 (2016): 83–94. http://dx.doi.org/10.15678/eber.2016.040106. welsh, dianne h b, william l tullar, and hamid nemati. “entrepreneurship education: process, method, or both?” journal of innovation & knowledge 1, no. 3 (2016): 125–132. http://dx.doi.org/10.1016/j.jik.2016.01.005. yuniningsih, yuniningsih, nisrina atika hasna, muh barid nizarudin wajdi, and sugeng widodo. “financial performance measurement of with signaling theory review on automotive companies listed in indonesia stock exchange.” ijebd (international journal of entrepreneurship and business development) 1, no. 2 (2018): 167–177. yuyus, suryana, and kartib bayu. kewirausahaan: pendekatan karakteristik wirausaha sukses. jakarta: kencana prenada media group., 2010. zhao, hao, scott e seibert, and gerald e hills. “the mediating role of self-efficacy in the development of entrepreneurial intentions.” journal of applied psychology 90, no. 6 (2005): 1265–1272. http://dx.doi.org/10.1037/0021-9010.90.6.1265. badan pusat statistik, n.d. accessed october 30, 2017. https://www.bps.go.id/publikasi/view/4238. “berita terupdate terkait pertumbuhan ekonomi bisnis.com.” accessed december 9, 2021. https://www.bisnis.com/topic/773/pertumbuhan-ekonomi. educatio : journal of education volume 6 , number 3, december 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) development of engineering mechanics module as student's learning material in google classroom syaiful ikhwan, nurhasan syah, m. giatman and ambiyar pendidikan teknologi dan vokasi, fakultas teknik, universitas negeri padang. e-mail: : syaifulikhwan78@gmail.com accepted: august 17th 2021 reviewed: september 17th , 2021 published: november 30th 2021 abstract : in the mechanical engineering subject the teacher has compiled a module but the module has not been developed properly, the content of the module only contains a collection of learning materials that do not meet the basic competency standards that must be mastered by students in the syllabus. weaknesses in the previous module were not equipped with instructions for using the module, learning evaluation, answer keys and bibliography which were made in a systematic and structured manner as the module should be. so that if the engineering mechanics module has been developed, it can be used as a good teaching material used by students both during face-to-face and online learning. especially for online learning, modules that have been developed are needed to be used as teaching materials for students in google classroom so that students can access them at any time and learn independently. the module development research procedure uses a modified 4-d models development model. the development model consists of four stages, namely define (defining), design (design), develop (development) and disseminate (dissemination) but at the disseminate stage (dissemination) is carried out in a limited way, namely only to class x students, department of design, modeling and building information at smk n 1 padang which is the subject of product trials. the results obtained from this development research are as follows: (1) engineering mechanics learning module, (2) the validity of the learning module is declared valid on the content aspect with a value of 0.93 > 0.67, the format aspect is obtained a value of 0.85> 0.67, (3) the practicality of the learning module, based on the teacher's response, was stated to be very practical with an average value of 92.30 and based on 36 student responses stated to be practical, an average value of 76.50 was obtained, (4) the engineering mechanics learning module, was declared effective. improving aspects of student knowledge can be seen from improving student learning outcomes and effectively improving aspects of student skills seen from the results of the resulting picture assignments. based on the results of this study, it can be concluded that the engineering mechanics learning module has been valid, practical and effective as a learning resource in engineering mechanics subjects.. keywords : learning module, r&d, mechanical engineering volume 6, number 3, december 2021 | 294 introduction vocational education (smk) has an important role in preparing and equipping students with competence, science and technology as well as vocational skills in the profession according to the needs of the community. therefore, each educational unit must have complete facilities and infrastructure such as buildings, furniture, educational equipment, educational media, books and other learning resources that support an orderly and continuous learning process1 . smk negeri 1 padang is one of the schools in the city of padang that produces skilled graduates to go directly to work in accordance with the majors they have. smk negeri 1 padang has a vision to produce graduates who are smart, competitive, and have noble character. with this vision, the graduates produced are expected to be able to meet the challenges of competition in the world of work and industry. each department must be able to develop students' skills in order to produce competent graduates. all aspects must be taken seriously to make it happen, one of which is that the subjects taught must be in accordance with the curriculum and industry needs. the department of modeling and building information design (dpib) aims to prepare students to2: 1. able to master the science of engineering drawing 2. able to master the knowledge of mechanical engineering 3. able to master the basics of building construction and land surveying techniques 4. able to master the knowledge of software applications and building interior design 5. able to master the science of road and bridge construction 6. able to master the science of construction cost estimation 7. able to master the science of construction utility buildings 8. able to master the science of creative products and entrepreneurship. results of analysis and interviews conducted at smk negeri 1 padang, majoring in modeling design and building information (dpib) class x in the engineering mechanics subject, obtained information about data on student semester exam scores of more than 50% have not reached the minimum completeness criteria (kkm) . with the results of the semester exam students below the kkm more than 50%, it means that the learning objectives in the mechanical engineering subject have not been achieved optimally. data on student scores in the first and second semester examinations of mechanical mechanics subjects for the 2020/2021 academic year. 1 dede rusmana, “pengaruh keterampilan digital abad 21 pada pendidikan kewirausahaan untuk meningkatkan kompetensi kewirausahaan peserta didik smk,” jurnal ekonomi pendidikan dan kewirausahaan (2020). 2 niam wahzudik, “kendala dan rekomendasi perbaikan pengembangan kurikulum di sekolah menengah kejuruan,” indonesian journal of curriculum and educational technology studies (2018); gita mahardika pamuji and asep herry hernawan, “analisis kebutuhan pengembangan kurikulum pelatihan kompetensi mice bagi guru smk usaha perjalanan wisata,” jurnal penelitian ilmu pendidikan (2019). volume 6, number 3, december 2021 | 295 at this time at smkn 1 padang due to the pandemic, the learning system is implemented in 2 ways, the first is face-to-face (offline) and the second is online (on the network) which is connected through the google classroom application. in the face-to-face learning process in mechanical engineering subjects, teachers generally use a teaching method, namely teacher centered learning , where learning is still teacher-centered. the teacher provides learning materials and then students pay attention, listen and take notes on the material from the blackboard the material explained by the teacher. student activity becomes hampered because students only learn to take notes on the lessons taught by the teacher, so they are not trained to think creatively. other factors identified that caused the lack of achievement of the learning process for mechanical engineering material were the inappropriate schedule of the material provided by the teacher and the amount of time wasted because what should have been included in the advanced material but the teacher repeated the teaching material at the previous meeting. researchers see that teachers in teaching mechanics subjects generally use teaching materials such as guidebooks or material summaries that are distributed to students during learning3. actually, the guidebook functions to train students' independence to actively think critically during the teaching and learning process. students will be ready to receive the subject matter because they have studied first using a guide book. however, there are some students who are given a guide book, they are lazy to read the book because the contents of the book are too theoretical and dense. so that students do not understand the subject matter they are studying, especially the subject of engineering mechanics . less practical teaching materials and students' laziness to read are the causes of students being less active in critical thinking. with these problems, a treatment is needed to overcome these learning difficulties by selecting appropriate and effective teaching materials, one of which is by using learning modules. the ministry of national education 4 states that a module is a set of independent teaching materials that are presented systematically. according to prastowo 5 explaining a good learning module is that it can function as teaching materials for independent learning without depending on the presence of teachers or 3 purwosiwi pandansari and abdul gafur, “pengembangan multimedia interaktif untuk pembelajaran desain busana di smk,” jurnal inovasi teknologi pendidikan (2016); ajeng maulina, “pembelajaran desain grafis pada mata pelajaran multimedia di smk negeri 02 adiwerna tegal,” eduarts: journal of visual arts (2014); “pengembangan media edukatif berbasis augmented reality untuk desain interior dan eksterior,” innovative journal of curriculum and educational technology (2017). 4 r i undang-undang, “nomor 20 tahun 2003 tentang sisdiknas dan peraturan pemerintah ri nomor 47 tahun 2008 tentang wajib belajar,” bandung: citra umbara (2008). 5 uzlifatul jannah, sri handono budi prastowo, and subiki, “analisis keterampilan proses sains terintegrasi dalam pembelajaran fisika pada siswa smk negeri 5 jember kelas x materi suhu dan kalor,” jurnal pembelajaran fisika (2018). volume 6, number 3, december 2021 | 296 educators. meanwhile, according to anwar 6, learning modules must be arranged systematically and attractively including material content, methods, and evaluations and these compiled modules will be used as teaching materials in online learning so that students can use them independently to achieve the expected competencies. in the mechanical engineering subject the teacher has compiled a module but the module has not been developed properly, the content of the module only contains a collection of learning materials that do not meet the basic competency standards that must be mastered by students in the syllabus. weaknesses in the previous module were not equipped with instructions for using the module, learning evaluation, answer keys and bibliography which were made in a systematic and structured manner as the module should be. so that if the engineering mechanics module has been developed, it can be used as a good teaching material used by students both during face-to-face and online learning. especially for online learning, modules that have been developed are needed to be used as teaching materials for students in google classroom so that they can access at any time and learn independently. according to purwanto (1986:106) states that the high or low value of learning outcomes achieved by students can come from "inside (internal factors) and from outside students (external factors)". internal factors include maturity, intelligence, motivation, interests, and personal factors. external factors include social environmental factors and tools used in the learning process . the learning module is one of the external factors, in the form of tools or media that can affect the high and low value of student learning outcomes.. methods a. development style the method used in this study using research and development methods ( research and development) . according to sukmadinata 7 research and development ( research and development ) is a process or steps to develop a new product or improve existing products, which can be accounted for. sugiyono 8 states that research and development research which is usually abbreviated as r&d is included in the category of need to do research, namely research whose results are used to assist the implementation of work, so that the work is assisted by products produced from r&d, it will be more productive, effective and efficient. in this study, the resulting product was a learning module in the mechanical mechanics subject in class x of the department of modeling design and building information at smk n 1 padang resulting from the development of existing modules . 6 rengga nofrianti and muhammad anwar anwar, “pengembangan modul bagi siswa teknik komputer jaringan pada mata pelajaran pemrograman dasar,” voteteknika (vocational teknik elektronika dan informatika) (2019). 7 nana syaodih sukmadinata, metode penelitian pendidikan (program pascasarjana universitas pendidikan indonesia dengan pt remaja rosdakarya, 2005). 8 sugiyono, metode penelitian pendidikan (bandung: alfabeta, 2016). volume 6, number 3, december 2021 | 297 development procedure the module development research procedure uses a modified 4-d models development model . the development model consists of four stages, namely define (defining), design (design), develop (development) and disseminate (dissemination) but in the disseminate stage (dissemination) is carried out in a limited manner, namely only to class x students, department of modeling and building information design at smk n 1 padang which is the subject of product trials. figure 1. the 4-d module development procedure source: trianto (2012:94) 1. defining phase ( define) at this definition stage, it aims to see and determine the basic problems faced in the learning process so that a development of teaching materials is needed. this stage is a needs analysis where an analysis of the learning conditions that occurred before the development was carried out so as to obtain solutions and the selection of the development of teaching materials that were in accordance with the needs in the learning process . with this analysis can determine and define the conditions needed in learning. 2. design phase ( design) the learning module that will be developed is carried out in class x in the subject of engineering mechanics, department of modeling design and building information at smk n 1 padang. design (design) this module develop existing modules by redesigning modules. the module design phase begins with compiling the components of the module framework based on basic competencies, indicators, learning materials and formative tests that exist in each learning material. volume 6, number 3, december 2021 | 298 3. development stage (develop) at the development stage, there will be 3 actions, namely, the validation stage, the practicality and the effectiveness of the module. a. validity test data can be said to be valid if it corresponds to the actual situation. the validity process consists of content validation and validation of the format of the engineering mechanics learning module. the validity process is accompanied by the provision of questionnaires and direct discussions with experts/experts and supervisors regarding improvements that must be made to design learning modules. then the design is assessed by validators who have understood the principles of developing learning modules. b. practical test practicality relates to the use of the mechanical engineering learning module in class x by teachers and students in class. a module can be said to have practicality if it is practical, easy to understand and easy to use. at the data collection stage, it was carried out with practicality questionnaires by teachers and students. before giving a questionnaire regarding teacher and student responses, validation of the contents of the teacher and student response questionnaire instrument was carried out to 2 validators consisting of postgraduate lecturers from the faculty of engineering, unp. aspects assessed regarding the practicality of the contents of the teacher and student response instruments are aspects of content quality, content aspects, and language. c. effectiveness test the effectiveness test was conducted to determine whether the mechanical engineering learning module which was carried out in class x at smk negeri 1 padang was effective in increasing student activity and learning outcomes. the effectiveness analysis was determined by looking at the comparison of the increase in student learning outcomes from the two groups, namely the experimental group and the control group. if in the experimental group there is an increase in student learning outcomes that is higher than the increase in student learning outcomes in the control group, it can be said to be effective. d. stage of dissemination (disseminate) the function of the dissemination (disseminate) of this module is to get input, criticism and suggestions for the development of the module to be better. the dissemination stage can be done by distributing the developed learning modules, dissemination ( disseminate ) can be done in other classes with the aim of knowing the effectiveness in the learning process by using learning modules. volume 6, number 3, december 2021 | 299 result and discussion a. class x engineering mechanics learning module the advantage of the engineering mechanics subject module that was developed is that it is easily accessible independently in the form of files, besides that it can guide students to make mechanics assignments. the development of the engineering mechanics subject module is carried out by looking at the development of previous research modules. the development of this module is intended to be able to support efforts to fulfill learning resources for students so that it will improve the quality of learning for students. b. validity of class x engineering mechanics module learning module the mechanical mechanics subject module developed has fulfilled the material content aspect with aiken's v value of 0.93 in the valid category. the format aspect of the mechanical mechanics subject module is valid with aiken's v value of 0.85. when these two aspects are added together, the score for the validity of all aspects is obtained by an average of 0.89, this value is in the valid category. content validation is a requirement related to the process of finding the correct concepts and in accordance with the applicable curriculum. valid validation results for content validation indicate that the engineering mechanics subject module developed is in accordance with the current curriculum. in the aspect of the module format, the validation value of the validator also obtained a valid value of 0.85 which is categorized as valid. the validity of the module format is the conformity of the module components with the elements that have been determined. based on the validity of the value obtained from the validator it can be concluded that the module that was developed has been in accordance with the terms module to be used as a resource. c. practicality of learning module for class x engineering mechanics module the results of the practicality test of the module by the teacher obtained an average percentage of 92.30 in the very practical category . these results indicate that the learning module the developed module makes it easier for teachers to help students learn independently and helps teachers provide concepts for learning materials to students . practicality of the learning module the mechanical mechanics module is based on student responses with an average score of 76.50 in the practical category. the results of this practicality test show that the module developed can make it easier for students to understand the material. susilana and riyana, (2008:03) revealed that "the good or bad of a learning is supported by learning media users". so it can be concluded that the mechanical engineering learning module is able to help teachers convey material concepts as effectively as possible and help students understand the material independently. d. the effectiveness of the mechanical engineering subject module the technique is carried out by conducting a pretest and posttest which is given to 2 different classes consisting of the control class, namely the class that does not receive the treatment of the engineering mechanics module learning module with the experimental class, namely the class that can be treated in the form of the engineering mechanics module learning module. the results of this test were then compared with the recap of students' scores between the control class and the experimental class. volume 6, number 3, december 2021 | 300 to test the difference in the significance of the learning outcomes of the control class and the experimental class using the gain score test . based on these data, obtained by the value of the gain score of 0.5175 on the class experimental means to increase the results of classroom learning experiments classified was because 0.7 > g ≥ 0.3. in the control class , the gain was 0.254, meaning that the control class also experienced an increase in learning outcomes, but the increase was in the low category because g<0.29. the results of the analysis test show that the use of the mechanical engineering learning module learning module is very good for improving student learning outcomes in engineering mechanics subjects compared to student learning outcomes that do not use the engineering mechanics module. so, it can be concluded that learning using the mechanical engineering module can be said to be effective in improving student learning outcomes. in addition to being effective in improving student learning outcomes, the mechanics engineering learning module is also effective in improving student skills. from the results of the drawing assignments that have been generated by students. this proves that the use of the mechanical engineering module assistance can help students improve their soft skills (skills) in applying the learning concepts they understand. discussion the results of this development research have proven that the engineering mechanics module is valid, practical and effective so that the developed module teaching materials can be used for students and teachers in understanding engineering mechanics lessons both at home and at school. modules can also increase knowledge and skills in order to improve the quality of engineering mechanics learning . the validity of the results of this research and development is that the mechanical engineering module has met the requirements of a good module and is suitable for use. the module can be used in the learning process of engineering mechanics in other schools . the practicality of the results of this research and development is the practical engineering mechanics module to be used by teachers and students in learning engineering mechanics. the use of the mechanical engineering module directs students to be able to learn independently so that they can streamline study time. the effectiveness of the results of this research and development is that the use of the developed module makes it easier for students to understand the material, so that student learning outcomes in terms of knowledge and skills increase. significant learning outcomes between the control and experimental classes can indicate that the students ' use of the new module has different results and has positive developments. conclusion based on the results of research on the development of learning modules that have been carried out, the following conclusions are obtained: the development research resulted in a valid, practical and effective engineering mechanics module at smkn 1 padang with the four d development model . the results of the research on the development of the mechanical mechanics module revealed that the results of the validity test of the developed module had fulfilled the volume 6, number 3, december 2021 | 301 content aspect with an average of 0.87 categorized as valid, and the format aspect obtained with an average of 0.83 categorized as valid. the conclusion obtained is that the mechanical engineering module developed is valid to be used as a learning module in the learning process . the results of the research on the development of the mechanical mechanics module reveal the results of the practicality test. the module developed has met practicality. it can be seen from the results of the teacher's response that 92.30% was obtained in the very practical category and the student response results obtained an average of 76.50% in the practical category. the conclusion obtained is that the module is practical, easy to understand and easy to use. the results of the research on the development of the mechanical mechanics module revealed the results of the effectiveness of the developed module as seen from the learning outcomes of students who took the pretest before using the module and the posttest after using the module showed that there was an increase in learning outcomes in terms of knowledge and skills. references jannah, uzlifatul, sri handono budi prastowo, and subiki. “analisis keterampilan proses sains terintegrasi dalam pembelajaran fisika pada siswa smk negeri 5 jember kelas x materi suhu dan kalor.” jurnal pembelajaran fisika (2018). maulina, ajeng. “pembelajaran desain grafis pada mata pelajaran multimedia di smk negeri 02 adiwerna tegal.” eduarts: journal of visual arts (2014). nofrianti, rengga, and muhammad anwar anwar. “pengembangan modul bagi siswa teknik komputer jaringan pada mata pelajaran pemrograman dasar.” voteteknika (vocational teknik elektronika dan informatika) (2019). pamuji, gita mahardika, and asep herry hernawan. “analisis kebutuhan pengembangan kurikulum pelatihan kompetensi mice bagi guru smk usaha perjalanan wisata.” jurnal penelitian ilmu pendidikan (2019). pandansari, purwosiwi, and abdul gafur. “pengembangan multimedia interaktif untuk pembelajaran desain busana di smk.” jurnal inovasi teknologi pendidikan (2016). rusmana, dede. “pengaruh keterampilan digital abad 21 pada pendidikan kewirausahaan untuk meningkatkan kompetensi kewirausahaan peserta didik smk.” jurnal ekonomi pendidikan dan kewirausahaan (2020). sugiyono. metode penelitian pendidikan. bandung: alfabeta, 2016. sukmadinata, nana syaodih. metode penelitian pendidikan. program pascasarjana universitas pendidikan indonesia dengan pt remaja rosdakarya, 2005. undang-undang, r i. “nomor 20 tahun 2003 tentang sisdiknas dan peraturan pemerintah ri nomor 47 tahun 2008 tentang wajib belajar.” bandung: citra umbara (2008). wahzudik, niam. “kendala dan rekomendasi perbaikan pengembangan kurikulum di sekolah menengah kejuruan.” indonesian journal of curriculum and educational technology studies (2018). “pengembangan media edukatif berbasis augmented reality untuk desain interior dan volume 6, number 3, december 2021 | 302 eksterior.” innovative journal of curriculum and educational technology (2017). educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) lecturers’ perceptions of the switch from teaching in the new normal to normal in a selected university in south africa k.o. adu, n. duku faculty of education university of fort hare south africa kadu@ufh.ac.za nduku@ufh.ac.za accepted: feb 10th 2023 reviewed: april 5th 2023 published: may 30th 2023 abstract; the announcement of the lockdown because of the pandemic by the south african president in march 2020 came as a surprise and shock to many academics. universities in the country have no choice but to switch to virtual classrooms, termed “the new normal” a few months ago, the president of south africa announced the removal of all restrictions and back to normal conventional classroom face-to-face teaching. the paper investigates the perceptions of the lecturer to ascertain the strategies used to cope and share their experiences. 8 samples were purposively selected in one of the historically disadvantaged universities. a semi-structured interview was used to collect data. the findings revealed among others that virtually all the respondents have adopted one or two coping strategies with diverse experiences. the paper recommended that the lecturers should think outside the box and be 4ir compliance. they should be flexible to adapt to any situation and use blended approach pedagogy even in the normal stage. keywords: the new normal, normal, lecturers’ perception, covid-19 introduction the announcement of covid-19 in late 2019 and the lockdown from the president of south africa in march 2020 came as a surprise and shock to many lecturers. the pandemic brought about a paradigm shift in teaching and learning at all south african institutions. south african schools were forced to switch to virtual classrooms. online teaching through different modes like microsoft team, google meet, zoom, blackboard etc. took the stage in all institutions of learning not only in south africa but throughout the globe. the unprecedented pandemic left a big gap between analogue and digital lecturers. the analogue which is also called conservatives finds it difficult to adjust to the virtual classroom. every institution embarks on a series of training, in some universities, the training was weekly across faculties in the universities, this situation was called the “new normal” that all academics have to adapt to. the new normal also revealed many things, such as the weaknesses of some lecturers to cope, inability to use the laptops, internet problems, and lack of networks, to mention but a few. these challenges also affect the students, especially those living in rural areas where there is no electricity and network bandit becomes a problem and a big mirage. in south africa, covid-19 exposed inequality in terms of infrastructure as many students studying at historically mailto:kadu@ufh.ac.za mailto:nduku@ufh.ac.za volume 8, number 1, may 2023| 48 zzzzzz z disadvantaged universities find it difficult to cope. even though the government of south africa bought laptops for all students, these laptops were useless due to the students’ location 1. south africa is still a developing country that is ravaged by high unemployment, poverty, and inequality, many schools are bedevilled with poor infrastructures and lack good learning and teaching facilities. south africa has 26 universities with many located in rural areas like those in the eastern cape province of the country where the samples for this paper are drawn 2. other challenges lecturers are facing are the issues of the application of 4ir, limited network and connectivity. the fundamental challenge the new normal brought is a high dropout rate of students due to the inability to get connectivity and most of the students lost interest in learning, some students complained about the stress of staying at home all alone, which cause a setback because they miss their friends. most parents live in rural areas and are low and middle-level income recipients, they could not provide for their children adequately, especially with electronic devices like functional laptops like in advanced countries where students hardly have books and written materials, they have only tablets, ipad, smartphones, computers and laptops. teaching and learning in south africa have been bedevilled with inequality and inequality has caused a crisis in the quality of education in south africa. now that institutions are returning gradually to the normal conventional style of teaching and learning, it is imperative to find out the feelings and experiences of the lecturers in this regard 3. the new normal as a result of covid-19 affects academic exercise a great deal. the distribution of learning materials is unequal, not all curricula can be moved online, besides, there is a need for curriculum review to meet the duration of the online teaching. the assessments were compromised, and there are a lot of moratoriums put in place over tests, assignments and continuous assessments, in addition, academic performance dropped and many students could not access online lectures. the country moved from one level of stage to another ranging from stages 1-5 where stage 1 is the least that encourages maximum interactions and promotes a large audience, encouraging some students in faculties of science, health sciences and agriculture etc. to attend classes physically observing covid-19 protocols 4. the new normal put the universities management on their toes by creating many covid19 teams, providing many covid-19 materials and positioning them in strategic places within the campus for the use of the students and the lecturers, so that the spread may be reduced. the paper will not mention the loss of lives of many academics during this period especially those who are above 60 years of age and those who have a comorbidity, that is underline ailments and diseases. this led to more workload for lecturers with the accompanying stress and pains of virtual classrooms. moreover. covid-19 took academics to the new normal and also affect academics’ mental health especially when their neighbours or loved ones died in the process, their mental health was due to pressures, strains and changes in lifestyles. the new normal brought anxiety and uncertainty in academia, learning from home with a lot of disturbances from family members, and staying 1 e o adu, “virtual classroom: prospects and challenges of covid 19 pandemic in south africa,” journal of human ecology 72, no. 1–3 (2020), http://dx.doi.org/10.31901/24566608.2020/72.1-3.3280. 2 yolanda mpu and e o adu, “collaborative virtual learning in education in stem education,” management studies 8, no. 4 (2020), http://dx.doi.org/10.17265/2328-2185/2020.04.005. 3 mpu and adu, “collaborative virtual learning in education in stem education.” 4 mpu and adu, “collaborative virtual learning in education in stem education.” volume 8, number 1, may 2023| 49 zzzzzz z before any device for many hours 5. the aftermath of this is that the same academics who serve as counsellors to students during the normal now need counselling themselves during the new normal, and their core teaching functions are now affected 6. the social aspect of university life was significantly affected, social interactions were limited, and stress, depression and social cohesion were dissuaded. during the new normal, the readiness of lecturers is crucial to flag, many lecturers are not ready, and they are not familiar with the use of the facilities for a virtual classroom. remember, you can only give what you have. a lecturer needs to be adequately prepared and think outside the box. the relationship between lecturers and students can facilitate effective teaching and learning and promote the achievement of the desired goals. therefore, the sudden move from conventional face-to-face teaching and learning to online is indeed a mirage that academics must adapt and run with. the importance of face-to-face teaching cannot be overemphasized, it promotes cordial relationships, enhances retention, and interaction among lecturers, students and peers are very valuable to the actualization of goals and learning outcomes. teaching and learning are about a relationship. one of the fundamental reasons why face-to-face contact will always be preferred above virtual or the new normal is the ability to know whether your students learn or not and to see if there is a need for a tutorial as an intervention for their lack of understanding, secondly, some students who are doing science practical need physical contact to enhance their better understanding about the subject. connectivity, wi-fi bandits’ inadequate facilities like devices and stress as a result of speaking to a machine daily show the importance of traditional and conventional classroom teaching 7. after a period of 20 months, south africa returned institutions of learning back to the normal conventional teaching and learning. which we refer to in this paper as “normal” where physical contact is allowed, and face-to-face lecture returns. the question now is if the lecturers have adjusted to normal. literature review this paper employs social constructivist theory which explains the construction of knowledge by interacting with others, to assess the perception of lecturers on the switch from the new normal to normal due to the end of covid-19 in south africa. according to the social constructivist approach, engaging students in social activities including interactions between lecturers and students in the classroom leads to better teaching. approaches based on social constructivism can include cooperative learning, lecturers supporting their students, problemsolving evaluations, and a variety of other techniques that include learning from and/or with others 5 babawande emmanuel olawale et al., “covid-19 induced psychosocial challenges in south african higher education: experiences of staff and students at two rural universities,” research in social sciences and technology 6, no. 3 (2021): 179–193, http://dx.doi.org/10.46303/ressat.2021.37. 6 olawale et al., “covid-19 induced psychosocial challenges in south african higher education: experiences of staff and students at two rural universities.” 7 kristina henry collins and javetta jones roberson, “developing stem identity and talent in underrepresented students: lessons learned from four gifted black males in a magnet school program,” gifted child today 43, no. 4 (2020): 218–230, http://dx.doi.org/10.1177/1076217520940767. volume 8, number 1, may 2023| 50 zzzzzz z 8. the socio-constructivist theory also states that because learning processes are socially and culturally constrained, knowledge, which is a construct of the individual, typically arises from social circumstances. through social engagement and a blended learning strategy, the lecturer and students share their educational experiences while using online gadgets in the new normal. based on language, culture, and knowledge, vygotsky developed this hypothesis. the part that language and culture play in our cognitive development and how we see the world around us. language and culture are said to offer frameworks for comprehension, experience, and communication throughout the transition to the new normal as well as in discussions between instructors and students about the world they live in. language: language is the most important tool for regulating and functioning as a reflecting point for human thought. vygotsky thought that it is proof of internalized language that directs our thoughts and behaviour 9. in the new normal, even in the normal, the language of communication is very important so that information can be disseminated so that students can understand the concepts being taught. instead of focusing on some facts, students learn to give phenomena their unique meaning and relevance. in essence, it is thought that human social interaction and good communication are what lead to the development of language. it is a significant tool for connecting with the world community. the language used during and after the epidemic, which is the subject of this essay, is crucial for effective teaching and learning. when lecturers are speaking to a computer or other device for online instruction, many students find that using their mother tongue as the language of instruction helps them understand the material. communication language is crucial for virtual learning 10. it's noteworthy that language is thought to have two key roles in the process of knowledge acquisition. children receive knowledge from adults in a variety of ways. 2. the use of language as a strong and effective tool for intellectual adaptation in humans. a) culture: according to vygotsky, culture is the main factor influencing intellectual development11. there is little doubt that changing the school's operating model and enhancing educational performance involves changing the school culture. the disadvantaged institutions in south africa, especially where the samples were selected have a very strong culture that influences their operation during the new normal and after. such institution has very strong dynamics that depict the type of reforms and transformation that take place. this selected university makes sure the students have access to laptops and data given to them (adu et al., 2020). this example often explains the causes of academics' growing interest in the institution's culture and the necessity for improvements more generally. no attempt at change can be made without an institutional culture that supports improvement. the necessity for the lecturer and student to adopt a new culture that differs from the culture of the traditional school setting is 8 b a segoe and j m dreyer, “the reliability of mentor assessments in teaching practice in an open distance e-learning (odel) context,” international journal of educational sciences 8, no. 1 (2015): 15–22, http://dx.doi.org/10.1080/09751122.2015.11917588. 9 harry daniels, vygotsky and research, vygotsky and research, 2008. 10 segoe and dreyer, “the reliability of mentor assessments in teaching practice in an open distance elearning (odel) context.” 11 lois holzman, “on behalf of vygotsky,” in we saved the best for you: letters of hope, imagination and wisdom for 21st century educators, 2013. volume 8, number 1, may 2023| 51 zzzzzz z related to online education (the new normal) (normal). therefore, the institution’s philosophy will affect the new normal and digital philosophy is vital at this stage 12. b) knowledge the social constructivist theory portrays knowledge as the outcome of learning from one another. in line with this paper, during the new normal and transition back to normal the students stay together to acquire more knowledge. learning and teaching can only take place when there is an interaction between lecturer and student likewise student to student. teaching and learning take place through the efforts of others. the new normal and normal encourage cooperation and collaboration, which adds to the social side of the theory. students learn from the lecturer as well as from their peers. teaching with technology fosters cognitive ability. since no one can claim to have a monopoly on virtual learning, the bond and relationship between the instructor and student are crucial. according to this view, knowledge promotes intellectual growth. method research paradigm contrarily, interpretivism is linked to subjectivity and many realities. they frequently do their studies from the standpoint of personal experience. their conclusions are frequently more specific to certain settings and conditions than generalizable to entire populations. they are frequently linked to the gathering of qualitative data that allows for numerous interpretations 13. similar to positivists, the researcher first chooses a topic, studies the literature, plans the study, gathers qualitative data, analyses the data, and then further develops the underlying concepts and theories before reporting the results. observations, document and narrative analysis, case studies, interviews, and audio-visual sources are all used by interpretivism to gather data. they discuss their findings in lengthy descriptions 14. research approach for this work, the researchers defined, recognized, and understood human phenomena, relationships, and discourse using a qualitative research approach. according to lichtman, qualitative research enables researchers to gather, assemble, and extrapolate data from people through interviews and/or observations in their natural or everyday environments15. a systematic investigation of how a participant sees interprets, and experiences events differ from quantitative research, which deals with testing hypotheses using statistical tools, in that qualitative research 12 segoe and dreyer, “the reliability of mentor assessments in teaching practice in an open distance elearning (odel) context”; adu, “virtual classroom: prospects and challenges of covid 19 pandemic in south africa.” 13 celia a taylor, “development of a modified cohen method of standard setting,” medical teacher 33, no. 12 (2011): e678–e682; john. w. creswell, qualitative inquiry & research methods: choosing among five approaches (thounsand oaks: ca: sage, 2013). 14 taylor, “development of a modified cohen method of standard setting”; creswell, qualitative inquiry & research methods: choosing among five approaches. 15 richard taulke-johnson, “book review: marilyn lichtman, qualitative research in education — a user’s guide. thousand oaks, ca: sage, 2006. 249 pp (including index). isbn 0761929355 (hbk); isbn 1412937345 (pbk) £39.95,” qualitative research 10, no. 2 (2010): 276–277, http://dx.doi.org/10.1177/14687941100100020903. volume 8, number 1, may 2023| 52 zzzzzz z focuses on exploring and understanding a social problem from an individual's point of view as it occurs in the natural setting. research design it used a phenomenological design. investigating the qualitative design in which the indepth of a program, process, activity, and individuals are referred to as a phenomenon, according to creswell 16. an in-depth analysis of one specific case study was used by cohen et al. to succinctly illustrate a phenomenon17. its purpose is to use a particular incident to demonstrate a more general idea. sample/sampling techniques the participants who are purposively selected and 8 university lecturers who are permanent employees of the university have gathered much experience so that they can provide such experience during the face-to-face interview. data collection techniques the instrument for gathering information from the participants was a semi-structured interview, which was chosen over other varieties of interviews. to determine whether there are difficulties or not during the post-covid-19 pandemic, participants were asked about their perspectives regarding the transition from the new normal caused by covid-19 to normal 18. data trustworthiness to produce the same results or outcomes in the future as they did in the past, qualitative data must be stable, predictable, dependable, consistent, and reliable. this is what is meant by qualitative data being trustworthy. the study adhered to the four qualities of qualitative research that creswell 19 identified dependability, confirmability, verification, and transferability. trustworthiness is defined as findings that are worth paying attention to. data analysis the themes derived from the study questions were used to analyze the interviews. the semistructured interviews were recorded, as previously mentioned, and transcription of the data from the recorder was the initial stage in data analysis. this made it easier for the researchers to engage deeply with the data. the researchers' interpretation of the data was aided by the compilation of written transcriptions and first-hand accounts from the participants. 16 john w creswell, “research design: qualitative, quantitative and mixed method aproaches,” sage publications (2007). 17 louis cohen, lawrence manion, and keith morrison, “research methods in education (eight edition),” abingdon, oxon (2018). 18 mpu and adu, “collaborative virtual learning in education in stem education.” 19 john w. creswell, research design: qualitatitif, quantitatif, dan mixed methods approaches, terj. nur khabibah (jakarta: kik press, 2002). volume 8, number 1, may 2023| 53 zzzzzz z result and discussion 8 lecturers were interviewed and coded as l1-l8. the themes and sub-themes were derived from the research questions and the responses of the participants as follows: theme 1: the coping of lecturers with the switch from the new normal to normal all the participants were asked how they are coping when they were asked to return to normal conventional face-to-face teaching. most of them said they are very used to the new normal because they thought they will never return to normal conventional teaching. they said they have created the space like an office in their homes and use to staying at home to face machines (laptops, smartphones, computers, and tablets). however, some of them are very specific. …you can say that again, i am not sure how long will it take me to cope with the normal teaching of face-to-face, remember, some of us have adapted to the new normal and gotten used to it and moving back now is another stress for me (l5). i have customised and tailored my mind to indoor teaching i have changed my daily chores and household activities because of the new normal. look, my assessment mode and teaching style have changed to the extent that i have forgotten the physical contact classes (l2). i believe i will adapt slowly because the new normal is not up to 2 years, only that i never knew we can get back to normal face-to-face so soon like this. now i am in the office still contacting my students online, even asking them if they prefer to continue with the virtual classroom (l1). similarly, other participants corroborate the views above, however, some participants have the following to say, there is nothing much that has changed, i even love to be back in the office, i am positive in my thinking and l am very flexible and adapt easily to change. i am ready to show more support to my students and meeting them physically again is a good thing for me (l3). theme 2: the experience of the lecturers when returning to normal from the new normal. as alluded to above, most of the lecturers sampled claimed that they never expected the return to normal face-to-face classroom teaching so soon. some have the following to echo. elsh… i have to put my house in order, what i mean is that i have to change my weekly programme and amend my activities timetable. look, during the new normal i am the one that takes my child to school, now i organise a special shuttle to take him and bring him back home. i do my domestic chores, now i need to employ the service of domestic workers not only to clean but to stay with my child until i am back from the office (l8). attendance in my classes is not encouraging, i have to use the social media platform to remind my students about the timetable for physical classes (l6). thanks for your interview question, i am now reorganizing myself and amending my learning guide and the contents of my module. remember, this will also have implications for curriculum review or amendment (l7). the coping strategies and the experience of the lecturers enumerated above show that there are diverse views about the shift from the new normal to normal according to adu et al 2020 who think that the impact of the new normal on all lecturers can never be the same. some are not ready while some could not easily adapt, and some adapt to changes quickly. however, they all agreed that they never thought it will be so quick, they have already adapted to the new normal volume 8, number 1, may 2023| 54 zzzzzz z and gotten acquainted with the new assessments and mode of teaching, some of them passed through some stress and mental problems as part of the effect of new normal as alluded to by olawale et al., discovered that the new normal affect academics’ mental health20. conclusion and recommendations the paper revealed the coping strategies and experience of lecturers during the switch from the new normal due to covid-19 to normal which is conventional face-to-face teaching. the two situations have left the lecturers and even students with many unprecedented experiences that have left indelible marks on academic exercise. academics must incorporate the 4ir practices to be relevant. with or without covid-19, there is a need for bridging the gap between global north and south with the use of sophisticated facilities. university lecturers should be flexible and ready for change at any time. teaching and learning imply that the lecturer should think outside the box and leave their comfort zone, lecturers should undergo continuous professional teacher development (cptd) regularly and practice blended approach pedagogy. references adu, e o. “virtual classroom: prospects and challenges of covid 19 pandemic in south africa.” journal of human ecology 72, no. 1–3 (2020). http://dx.doi.org/10.31901/24566608.2020/72.1-3.3280. cohen, louis, lawrence manion, and keith morrison. “research methods in education (eight edition).” abingdon, oxon (2018). collins, kristina henry, and javetta jones roberson. “developing stem identity and talent in underrepresented students: lessons learned from four gifted black males in a magnet school program.” gifted child today 43, no. 4 (2020): 218–230. http://dx.doi.org/10.1177/1076217520940767. creswell, john. w. qualitative inquiry & research methods: choosing among five approaches. thounsand oaks: ca: sage, 2013. creswell, john w. research design: qualitatitif, quantitatif, dan mixed methods approaches, terj. nur khabibah. jakarta: kik press, 2002. creswell, john w. “research design: qualitative, quantitative and mixed method aproaches.” sage publications (2007). daniels, harry. vygotsky and research. vygotsky and research, 2008. holzman, lois. “on behalf of vygotsky.” in we saved the best for you: letters of hope, imagination and wisdom for 21st century educators, 2013. mpu, yolanda, and e o adu. “collaborative virtual learning in education in stem education.” management studies 8, no. 4 (2020). http://dx.doi.org/10.17265/23282185/2020.04.005. olawale, babawande emmanuel, bonginkosi hardy mutongoza, emmanuel adu, and bunmi isaiah omodan. “covid-19 induced psychosocial challenges in south african higher education: experiences of staff and students at two rural universities.” research in social sciences and technology 6, no. 3 (2021): 179–193. http://dx.doi.org/10.46303/ressat.2021.37. segoe, b a, and j m dreyer. “the reliability of mentor assessments in teaching practice in an open distance e-learning (odel) context.” international journal of educational sciences 8, no. 1 (2015): 15–22. http://dx.doi.org/10.1080/09751122.2015.11917588. taulke-johnson, richard. “book review: marilyn lichtman, qualitative research in 20 olawale et al., “covid-19 induced psychosocial challenges in south african higher education: experiences of staff and students at two rural universities.” volume 8, number 1, may 2023| 55 zzzzzz z education — a user’s guide. thousand oaks, ca: sage, 2006. 249 pp (including index). isbn 0761929355 (hbk); isbn 1412937345 (pbk) £39.95.” qualitative research 10, no. 2 (2010): 276–277. http://dx.doi.org/10.1177/14687941100100020903. taylor, celia a. “development of a modified cohen method of standard setting.” medical teacher 33, no. 12 (2011): e678–e682. educatio : journal of education volume 8 , number 1, may 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the effect of instructional strategies and vocabulary mastery on english writing skill 1yanti sofiyanti, 2moch. sukardjo, 3etin solihatin 123 jakarta state university 1sofiyanti_grt@yahoo.com, 2msoekarjo@unj.ac.id, 3dr.etinsolihatin@gmail.com accepted: nov 14th 2023 reviewed: jan 18th 2023 published: may 28th 2024 abstract: the purpose of this study is to know the effect of instructional strategies and vocabulary mastery on english writing skill. this study is a quantitative one.the research design is 2x2 treatment by level which consist of instructional strategies (a) and vocabulary mastery (b). instructional strategies (a) consist of groups that are treated by collaborative writing strategy (a1) as an experimental class, and cooperative integrated reading and composition strategy (a2) as a control class. while vocabulary mastery (b) consists of two groups, they are the high vocabulary mastery group (b1) and the low vocabulary mastery group (b2). based on the result of the research, it is shown that the mean score of collaborative writing is higher than the mean score of cooperative integrated reading and composition. significance (sig.) .002 <0.005 which indicates that the variable has an interaction, the instructional strategies and vocabulary mastery have a significant effect on english writing skill. it can be concluded that instructional strategies and vocabulary mastery can promote english writing skill . keyword: instructional strategies, vocabulary mastery, english writing skill. by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction teaching writing in higher education is very crucial to the development of student’s writing skills. university students need to be able to write essays, paper, report, thesis and dissertation in their study. in getting a job, they also need to acquire writing skills since they need to write application letter and job report. to be a good writer, students must have good knowledge and skills about how to write effectively and fluently. the ability to write effectively and fluently in english is very essential today because writing is known as an important skill for various reasons in education and profession. writing plays a significant role in personal and professional life. writing skills is not just a language skill. it has important role in the academic achievement of learners because writing skill is predictor for academic success. teaching and learning writing in english are considered a very difficult task for lecturers and students who use english as foreigner language in the field of english for specific purposes. writing is a very demanding task because requires the students to have mastery of several skills such as topical knowledge, organization, vocabulary, grammar, and mechanics. the process of mailto:riyu.choirul57@gmail.com mailto:2msoekarjo@unj.ac.id mailto:3dr.etinsolihatin@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 8, number 1, may 2024 | 76 teaching and learning writing is also time consuming because it requires activities from reading, outlining, drafting, revising, editing and publishing. many students show low motivation when it comes to developing higher competencies in writing 1. most of the students leave the writing task empty or copy the writing task from their friends because they do not know how to expand their ideas in writing. the complex task of writing makes it challenging 2. writing activities in english as foreign language are regarded more recursive, multi-process, and dynamic. the difference between first language writing and writing in english as foreign language is that, in the first language context, the primary purpose of writing is to develop writing skills (learning-to-write), whereas in the foreign language context, students must also strive to obtain language knowledge (writing-to-learn-language) during the writing process 3. having more complicated cognitive processes, students have more struggles; hence, it is very necessary to facilitate the instruction and development of writing skills. lecturers need to find the best way of teaching writing in the english as foreigner language. the right strategy in teaching writing skills has a tremendous impact on students’ interest in writing which will have an impact on their performance in writing. the traditional assumption that writing is an individual activity often refer to it is an individual task. students seldom engage in extensive dialogue with their peers when writing. on the other hand, much writing in the workplace takes place in collaboration with others. based on this condition, writing instruction in higher education should be adjusted to students’ current and future needs. many studies have investigated the effectiveness of collaborative writing to teach writing and it reveals the fact that collaborative writing is one the effective way not only to teach writing but also to improve students’ writing skills 4. by using collaborative writing, students can experience the better learning process in a student-centered learning. students also have the same chance to participate actively in writing activity and construct their linguistic knowledge through interacting with other learners 5. some studies revealed that learning experiences are enhanced in 1 r bahous bacha, n. n., & nabhani, m., “motivating students in the efl classroom: a case study of perspectives,” english language teaching 4, no. 3 (2011). 2 m al-gharabally, “the writing difficulties faced by l2 learners and how to minimize them,” international journal of english language and linguistics research 3, no. 5 (2015): 42–49; s a annous nicolas, m., & townsend, m. a., “territorial borders and the teaching of writing in english: lessons from research at the university of balamand ” (2017); mohd shukri hanapi, “the wasatiyyah (moderation) concept in islamic epistemology: a case study of its implementation in malaysia,” international journal of humanities and social science 4, no. 9 (2014): 1; n ghabool mariadass, m. e. a., & kashef, s. h., “investigating malaysian esl students’ writing problems on conventions, punctuation, and language use at secondary school level,” journal of studies in education 2, no. 3 (2012): 130–143, https://doi.org/10.5296/jse.v2i3.1892. 3 andrew smith, “reading ghosts and reading texts,” the ghost story, 1840–1920 (manchester university press, 2013), http://dx.doi.org/10.7765/9781847793454.00010. 4 dewi zulaiha and yunika triana, “students’ perception toward the use of open educational resources to improve writing skills,” studies in english language and education (2023); cuiping song and yanping song, “enhancing academic writing skills and motivation: assessing the efficacy of chatgpt in ai-assisted language learning for efl students,” frontiers in psychology 14 (december 15, 2023): 1260843, https://pubmed.ncbi.nlm.nih.gov/38162975; amhar amhar et al., “student critical thinking skills and student writing ability: the role of teachers’ intellectual skills and student learning,” cypriot journal of educational sciences (2022); valentina sangeetha, “inculcating self-editing skills for enhancing writing skills of the efl students,” international journal of instruction (2020); asnawi muslem et al., “the effects of using blog-assisted language learning (ball) in improving non-native students’ english writing skill in higher education; does it work?,” journal of technology and science education (2022). 5 tania mikaela garcia roberto, “corpus linguistics in language teaching,” revista foco (2023); dayu jiang and slava kalyuga, “learning english as a foreign language writing skills in collaborative settings: a cognitive load perspective,” frontiers in psychology 13 (june 30, 2022): 932291, https://pubmed.ncbi.nlm.nih.gov/35846619; franklin chang, marius janciauskas, and hartmut fitz, “language adaptation and learning: getting explicit about implicit learning,” linguistics and language compass (2012); georgios stampoulidis and marianna bolognesi, “bringing volume 8, number 1, may 2024 | 77 classrooms that use collaborative writing 6. collaborative writing makes even passive members of a group become active learner 7. methods the methodology of this study is quantitative research. the research design for this study is 2x2 treatment by level which consist of instructional strategies (a) and vocabulary mastery (b). the first instructional strategy is collaborative writing (a1) as an experimental class. the second instructional strategy is cooperative integrated reading and composition (a2) as a control class. vocabulary mastery (b) has two groups. the first is the high vocabulary mastery group (b1) and the second one is low vocabulary mstery group (b2). there are 32 samples in this research. they are students of the first year of informatics engineering program. there are two data analysis techniques in this study, descriptive analysis, and inferential analysis. the descriptive analysis is data result with no intention to make conclusions, only description. the descriptive analysis will tell the differences in the mean scores between a1b1, a1b2, a2b1, and, a2b2. descriptive analysis is done by presenting data through the table of average, median, minimum, maximum, and standard deviation . inferential analysis refers to data result with intention to make conclusions or generalization to the population. the statistical calculation is using two ways anava test by the means of spss application. result and discussion 4.1 results table 1. descriptive analysis instructional strategy vocabular y mastery (b) statistic data writing skill collaborative writing writing skill cooperative integrated reading and composition (a1) (a2) n 8 8 mean 𝑌 88,13 75,00 median 87,50 75,00 vocabulary mastery minimum 80,00 65,00 high (b1) maximum 95,00 85,00 standard deviation 5,30 6,55 n 8 8 mean 𝑌 73,13 74,38 median 70.00 75,00 vocabulary mastery minimum 65,00 70,00 low (b2) maximum 85,00 80,00 standard 7,53 4,17 metaphors back to the streets: a corpus-based study for the identification and interpretation of rhetorical figures in street art,” visual communication (2023). 6 a f dobao & blum, a., “collaborative writing in pairs and small groups: learners’ attitudes and perceptions,” system 41 (2013): 365–378. 7 m p baldwin fanguy, m., & costley, j. h., “the effects of collaborative note-taking in flipped learning contexts,” journal of language and education 5, no. 4 (2019): 25–35, https://doi.org/10.17323/jle.2019.9726. volume 8, number 1, may 2024 | 78 deviation n 16 16 mean 𝑌 80,63 74,69 median 82,50 75,00 minimum 65,00 65,00 maximum 95,00 85,00 standard deviation 9,98 5,31 based on table 1, we can see that the mean score of collaborative writing strategy with high vocabulary mastery (a1b1) is 88.33 and the mean score of cooperative integrated reading and composition strategy with high vocabulary mastery (a2b1) is 75.00. it is said that the mean score of collaborative writing strategy with high vocabulary mastery is higher than cooperative integrated reading and composition strategy with high vocabulary mastery. according to table 1, we know that the mean score of collaborative writing strategy with low vocabulary mastery (a1b2) is 73.13 and the mean score of cooperative integrated reading and composition strategy with low vocabulary mastery (a2b2) is 74.38. it is said that the mean score of collaborative writing strategy with low vocabulary mastery is lower than cooperative integrated reading and composition strategy with low vocabulary mastery. from table 1, we see that the mean score of collaborative writing strategy with high and low vocabulary mastery is 80.63 and the mean score of cooperative integrated reading and composition strategy with high and low vocabulary mastery is 74.69. before making inferential analysis, there should be some calculations on normality and homogeneity. the result of normality test can be seen on the next table. table 2. normality test on english writing skill no. group n statistic p-value conclusion 1. a1 16 0.918 0.156 normal distributation 2. a2 16 0.927 0.218 normal distributation 3. b1 16 0.957 0.607 normal distributation 4. b2 16 0.910 0.115 normal distributation 5. a1b1 8 0.912 0.366 normal distributation 6. a1b2 8 0.871 0.156 normal distributation 7. a2b1 8 0.965 0.857 normal distributation 8. a2b2 8 0.835 0.067 normal distributation after all the results of normality test are in normal distributation, then it will be continued by homogeneity test. the results of homogeneity test will shown in the next table. table 3. summary of homogeneity test no. group fcount ftab el p-value conclusion 1. a1 and a2 6,495 2.69 0,015 homogenous 2. b1 and b2 6,495 2.69 0.016 homogenous 3. four cells 10,877 2.69 0.001 homogenous the result of normality test show that all the data are in normal distributation. the result of homogeniety test show that all the data are homogenous. when these two conditions happen, the anava two ways test can be done. the result can be seen below. volume 8, number 1, may 2024 | 79 table 4. anava two ways test source variant jk db rjk f-value p-value between a 282.031 1 282.031 7.775 .009 between b 488.281 1 488.281 13.462 .001 interaction ab 413.281 1 413.281 11.394 .002 within 1015.625 28 36.272 total 195175.000 after the anava two ways test is done, then it is continued by tuckey test. the result of tuckey test can be found in the next table. table 5. the result of tuckey test (i) kel_sel (j) kel_sel mean difference (i-j) std. error sig. a1b1 a2b1 13.125* 3.011 .001 a1b2 a2b2 -1.250 3.011 .975 based on the result of the anava two ways test and tuckey test, we can make conclusion that : a. the result of two ways anava shows fcount = 7,775 with p-value = 0,009 < 0,05. it shows that : there is a difference between english writing skill of students who use collaborative writing and students who use cooperative integrated reading and composition. b. there is interaction between instructional strategies and vocabulary mastery toward english writing skill by looking at the result of two ways anava shows fcount = 11,394 with p-value = 0,002 < 0.05 c. the result of tuckey test shows p-value = 0,002 < 0.05, it means there is a difference in english writing skill between students with high vocabulary mastery who are treated by collaborative writing and cooperative integrated reading and composition. d. tuckey test shows p-value = 0,975 > 0.05 , it means there is a difference in english writing skill between students with low vocabulary mastery who are treated by collaborative writing and cooperative integrated reading and composition. discussion this study investigated the effectiveness of collaborative writing and cooperative integrated reading and composition strategies in enhancing english writing skills, with a focus on the role of vocabulary mastery. the results of the two-way anova and tukey tests demonstrated significant differences in english writing skills based on the instructional strategies and vocabulary mastery levels. the findings contribute to the growing body of research on teaching writing in higher education and provide valuable insights into the impact of collaborative learning approaches on writing development. the results of this study align with previous research on the effectiveness of collaborative writing in improving students' writing skills. for instance, studies by shehadeh 8(2011) have 8 m shehadeh et al., “digital transformation and its impact on operational efficiency and competitive advantage in islamic banks,” in 2nd international conference on business analytics for technology and security, icbats 2023 (applied science private university, finance and banking science department, amman, jordan: institute of electrical and electronics engineers inc., 2023), https://www.scopus.com/inward/record.uri?eid=2-s2.0 volume 8, number 1, may 2024 | 80 demonstrated that collaborative writing fosters active engagement and enhances language proficiency by promoting peer interaction and feedback. these findings are consistent with the present study's results, where students using the collaborative writing strategy with high vocabulary mastery (a1b1) outperformed those using cooperative integrated reading and composition (a2b1). the higher mean score of the collaborative writing strategy (88.33) compared to cooperative integrated reading and composition (75.00) highlights the advantages of collaborative learning in enhancing writing proficiency. on the other hand, the study also found that students with low vocabulary mastery (a1b2) had a lower mean score (73.13) compared to those using cooperative integrated reading and composition (74.38). this finding suggests that while collaborative writing can be beneficial for improving writing skills, students' vocabulary mastery plays a significant role in determining the effectiveness of the strategy. similar findings have been reported by khodabakhshzadeh and samadi 9, who emphasized the importance of vocabulary knowledge in enhancing writing performance. the interaction effect between instructional strategies and vocabulary mastery, as revealed by the two-way anova (fcount = 11.394, p-value = 0.002), further supports the idea that the effectiveness of instructional strategies in improving writing skills is moderated by students' vocabulary knowledge. this interaction effect is consistent with the work of harks et al. 10, who found that the impact of feedback (a key component of collaborative writing) varies depending on students' prior knowledge and language proficiency. the findings of this study contribute to the existing research on writing instruction by providing empirical evidence of the differential effects of collaborative writing and cooperative integrated reading and composition strategies. specifically, the study highlights the significance of vocabulary mastery in shaping the outcomes of collaborative writing activities. while collaborative writing has been shown to be effective in promoting active engagement and peer learning, the present study emphasizes that vocabulary proficiency is a crucial factor in determining how much students benefit from such collaborative activities. additionally, the study's use of two-way anova and tukey tests adds to the methodological approaches employed in writing research. the normality and homogeneity tests conducted in this study ensured the robustness of the results, allowing for a more reliable interpretation of the effects of instructional strategies and vocabulary mastery on writing skills. this methodological rigor contributes to the reliability of the findings and provides a foundation for future studies exploring similar research questions. the results of this study have important implications for teaching writing in higher education, particularly in english as a foreign language contexts. first, the study underscores the effectiveness of collaborative writing as an instructional strategy for enhancing writing skills, especially when combined with a focus on vocabulary mastery. educators should consider incorporating more collaborative writing tasks in their curricula to encourage active student 85160769971&doi=10.1109%2ficbats57792.2023.10111266&partnerid=40&md5=83ac0324f1e50c5cb9ada2bf7 771505d. 9 hossein khodabakhshzadeh, zahra kafi, and mansooreh hosseinnia, “investigating efl teachers’ conceptions and literacy of formative assessment: constructing and validating an inventory.,” international journal of instruction 11, no. 1 (2018). 10 b harks rakoczy, k., hattie, j., besser, m. & klieme, e., “the effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness,” educational psychology 34, no. 3 (2014): 269–290. volume 8, number 1, may 2024 | 81 participation and peer interaction, which can facilitate the construction of linguistic knowledge. moreover, the study suggests that vocabulary instruction should be integrated into writing courses, as students' vocabulary mastery significantly influences their writing performance. by helping students build a strong vocabulary foundation, educators can enhance their writing fluency and confidence. this approach aligns with the findings of langan 11, who argued that vocabulary knowledge is a key predictor of writing success. the findings of this study contribute to the growing body of research on writing instruction by highlighting the importance of vocabulary mastery in collaborative writing activities. the study also provides valuable insights into the impact of instructional strategies on students' writing skills and offers practical recommendations for educators seeking to improve writing instruction in higher education. by understanding the interaction between vocabulary mastery and instructional strategies, educators can tailor their teaching approaches to better meet the needs of their students and promote greater success in writing tasks. conclusion this study concludes that the mean score of collaborative writing is 80.63 and the mean score of cooperative integrated reading and composition is 74.69. it is clear that collaborative writing instructional strategy is better than cooperative integrated reading and composition instructional strategy. there is interaction between instructional strategies and vocabulary mastery toward english writing skill by looking at the result of two ways anava with p-value = 0,002 < 0.05. the usage of collaborative writing contributes significant improvement not only to students writing skills but also to students’ 21 century skills such as communication, collaboration, critical thinking, creativity and digital literacy. collaborative writing strategy is also able to improve students’ motivation, vocabulary, and comprehension of the topic and to change some of the students’ ineffective writing habits (shehadeh, 2011; dobao & blum, 2013; and khodabakhshzadeh & samadi,2017). writing in small groups helps students to learn from each other’s writing, stimulates conceptual learning, and encourages critical reflection and a sense of audience awareness (klein, 2014; nykopp, marttunen, & laurinen, 2014; van steendam, 2016). references al-gharabally, m. “the writing difficulties faced by l2 learners and how to minimize them.” international journal of english language and linguistics research 3, no. 5 (2015): 42–49. amhar, amhar, r. sabrina, emilda sulasmi, and mandra saragih. “student critical thinking skills and student writing ability: the role of teachers’ intellectual skills and student learning.” cypriot journal of educational sciences (2022). annous nicolas, m., & townsend, m. a., s a. “territorial borders and the teaching of writing in english: lessons from research at the university of balamand ” (2017). bahous bacha, n. n., & nabhani, m., r. “motivating students in the efl classroom: a case study of perspectives.” english language teaching 4, no. 3 (2011). baldwin fanguy, m., & costley, j. h., m p. “the effects of collaborative note-taking in flipped learning contexts.” journal of language and education 5, no. 4 (2019): 25–35, https://doi.org/10.17323/jle.2019.9726. chang, franklin, marius janciauskas, and hartmut fitz. “language adaptation and learning: 11 pirjo kulju et al., “a review of multiliteracies pedagogy in primary classrooms,” language and literacy 20, no. 2 (2018): 80–101, http://dx.doi.org/10.20360/langandlit29333. volume 8, number 1, may 2024 | 82 getting explicit about implicit learning.” linguistics and language compass (2012). dobao & blum, a., a f. “collaborative writing in pairs and small groups: learners’ attitudes and perceptions.” system 41 (2013): 365–378. ghabool mariadass, m. e. a., & kashef, s. h., n. “investigating malaysian esl students’ writing problems on conventions, punctuation, and language use at secondary school level.” journal of studies in education 2, no. 3 (2012): 130–143, https://doi.org/10.5296/jse.v2i3.1892. hanapi, mohd shukri. “the wasatiyyah (moderation) concept in islamic epistemology: a case study of its implementation in malaysia.” international journal of humanities and social science 4, no. 9 (2014): 1. harks rakoczy, k., hattie, j., besser, m. & klieme, e., b. “the effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness.” educational psychology 34, no. 3 (2014): 269–290. jiang, dayu, and slava kalyuga. “learning english as a foreign language writing skills in collaborative settings: a cognitive load perspective.” frontiers in psychology 13 (june 30, 2022): 932291. https://pubmed.ncbi.nlm.nih.gov/35846619. khodabakhshzadeh, hossein, zahra kafi, and mansooreh hosseinnia. “investigating efl teachers’ conceptions and literacy of formative assessment: constructing and validating an inventory.” international journal of instruction 11, no. 1 (2018). kulju, pirjo, reijo kupiainen, angela m wiseman, anne jyrkiäinen, kirsi-liisa koskinen-sinisalo, and marita mäkinen. “a review of multiliteracies pedagogy in primary classrooms.” language and literacy 20, no. 2 (2018): 80–101. http://dx.doi.org/10.20360/langandlit29333. muslem, asnawi, saiful marhaban, hendra heriansyah, and rizki putra utama. “the effects of using blog-assisted language learning (ball) in improving non-native students’ english writing skill in higher education; does it work?” journal of technology and science education (2022). roberto, tania mikaela garcia. “corpus linguistics in language teaching.” revista foco (2023). sangeetha, valentina. “inculcating self-editing skills for enhancing writing skills of the efl students.” international journal of instruction (2020). shehadeh, m, d almajali, i a abu-alsondos, a f alkhwaldi, and a s al-gasaymeh. “digital transformation and its impact on operational efficiency and competitive advantage in islamic banks.” in 2nd international conference on business analytics for technology and security, icbats 2023. applied science private university, finance and banking science department, amman, jordan: institute of electrical and electronics engineers inc., 2023. https://www.scopus.com/inward/record.uri?eid=2-s2.085160769971&doi=10.1109%2ficbats57792.2023.10111266&partnerid=40&md5=83a c0324f1e50c5cb9ada2bf7771505d. smith, andrew. “reading ghosts and reading texts.” the ghost story, 1840–1920. manchester university press, 2013. http://dx.doi.org/10.7765/9781847793454.00010. song, cuiping, and yanping song. “enhancing academic writing skills and motivation: assessing the efficacy of chatgpt in ai-assisted language learning for efl students.” frontiers in psychology 14 (december 15, 2023): 1260843. https://pubmed.ncbi.nlm.nih.gov/38162975. stampoulidis, georgios, and marianna bolognesi. “bringing metaphors back to the streets: a corpus-based study for the identification and interpretation of rhetorical figures in street art.” visual communication (2023). zulaiha, dewi, and yunika triana. “students’ perception toward the use of open educational resources to improve writing skills.” studies in english language and education (2023). educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) the relationship of islamic community development (pmi) with the ummah of medina acep saputra , abdul syukur program doktoral ilmu pengembangan masyarakat islam uin raden intan lampung acepsaput@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstrak this research focuses on the analysis of the relationship between efforts to empower the islamic community (pmi) and the concept of the ummah of medina in the context of islamic history. this study employs a historical approach and literature analysis to investigate how the concept of the ummah of medina has influenced the empowerment efforts of pmi throughout islamic history and how this relationship has evolved over time. the results of the research indicate that in the context of the charter of medina, the concept of the ummah plays a central role as the foundation for cooperation and agreements among various groups and communities in medina at that time. the charter emphasizes that the believers and muslims are one united ummah, regardless of their ethnicity or background. this reflects the principles of unity and solidarity in islam. . keywords: relation, , islamic community engagement, ummah state, madinah introduction in the increasingly globalized era, the relationship between social organizations and islamic states has become crucial. one of the organizations playing a crucial role in the development of muslim communities worldwide is the islamic community development (pmi). pmi, as an organization committed to enhancing the well-being and strengthening muslim communities, maintains close relations with various countries, including the ummah madinah state.1 the ummah madinah state, holding a special place in islam as the founding city of madinah, plays a significant role in the development of muslim communities worldwide. this relationship is not only based on shared religious values but also on a common goal to advance the well-being of muslim communities and promote islamic values in the modern world. the existing relationship between pmi and the ummah madinah state involves collaboration in social development, education, health, and various aspects of muslim community life. for instance, pmi's efforts in providing humanitarian aid in various 1 smith, john. "the role of islamic ngos in global development: a case study of pmi." journal of islamic social development, vol. 10, no. 2, 2020, pp. 45-63 volume 8, number 3, november 2023| 445 islamic countries and their community development projects exemplify this collaboration. this relationship is also evident in the financial and technical support provided by the ummah madinah state to pmi.2 one underlying factor for the close cooperation between pmi and the ummah madinah state is the acknowledgment of the importance of empowering global muslim communities. the concept of community empowerment and sustainable development in the islamic context has been a primary focus of pmi, and the ummah madinah state has supported such initiatives through humanitarian organizations and investments in development projects.3 in societal life, islam has made significant contributions to fundamental humanitarian values (mabãdi’) adapted to the existing socio-cultural context, giving rise to a diverse system/concept (mafhūm). in economics, for example, justice (‘adl) is a crucial fundamental value (mabãdi’). the use of wealth in islam is considered just when its fundamental values (mabãdi’) are fulfilled. islamic basic values in managing (taşorruf) wealth extend beyond simply obtaining sustenance without considering charity, benevolence, or zakat4 furthermore, these basic islamic values in wealth utilization are structured and regulated within a system. in indonesia, for instance, organizations like baznas or various other names contribute to allocating social wealth. regardless of the organization's name and form as its distributor (regardless of whether there is manipulation), the crucial aspect is the creation of an effort to uphold islamic basic values, namely justice (‘adl). in islam, the fundamental values of prosperous community development to be applied on earth (such as the spirit of justice, values of goodness, peace, empathy, mutual respect, compassion, impartiality, etc.) will never change indefinitely5 only the paths toward it will be diverse, considering the existing context. based on natural instinct (fitrah), any group of people living alongside another group will require rules to ensure their rights (without neglecting their responsibilities), their 2 al-khazraji, fatima. "saudi arabia's humanitarian efforts: a focus on assistance to islamic organizations." middle east studies quarterly, vol. 18, no. 3, 2021, pp. 78-95 3 rahman, abdul. "empowering muslim communities: the role of pmi in southeast asia." journal of muslim social services, vol. 25, no. 4, 2019, pp. 112-130 4 shodaqoh, infaq atau zakat adalah satu kesatuan yang tidak terpisah dari nilai dasar islam dalam penggunaan harta. bahkan, islam menekankan bahwa di sanalah kita menanam “aset” yang sebenarnya. oleh karenanya, seorang muslim yang tidak memandang bahwa shodaqoh, infaq atau zakat sebagai hal yang penting, maka sejatinya selain ia (1) tidak memahami islam dengan baik, ia juga sebenarnya (2) telah bertindak tidak adil terhadap dirinya sendiri. sebab, seorang muslim baru dikatakan “adil” ketika ia mampu menggunakan hartanya secara seimbang antara kepentingan individual dan sosial. dan shodaqoh, infaq atau zakat sarat dengan orientasi sosial, walaupun sejatinya buah dari itu adalah kembali kepada dirinya kelak. 5 walaupun pengertian secara terminologis pada tiap term tersebut (yaitu keadilan, nilai-nilai kebaikan, kedamaian, tenggangrasa, saling menghormati, kasih sayang, tidak membeda-bedakan) akan banyak perbedaan yang tidak habishabisnya untuk dikaji oleh sebab akan ditemukan jelas perbedaan konseptual yang mencolok, antar agama misalnya. inilah yang kemudian akhir-akhir ini membawa para tokoh cendekiawan muslim di indonesia (khususnya) membangun berbagai pondasi dialog antar agama. pondasi yang paling populer tapi beresiko adalah aplikasi filsafat perenial. biasanya ini yang menjadi daya tarik tersendiri dan banyak menjadi rujukan jika mengulas masalah ini. volume 8, number 3, november 2023| 446 freedom is undisturbed (without infringing on others' freedom), and their social harmony is preserved. although (in the words of john stuart mill) "human nature is not a machine to be built after a model, and set to do exactly the work prescribed for it, but a tree, which requires to grow and develop itself on all sides, according to the tendency of the inward forces which make it a living thing,"6 social consensus is deemed essential to establish a social structure for the safety and commitment of society. therefore, an agreement among individuals, among one group, or between different groups becomes a crucial necessity to maintain tranquility among them. preserving internal peace to continually fulfill fair and benevolent daily activities and safeguarding peace from external disturbances that disrupt internal peace. in theory and practice, the prophet not only occupied a unique position as a leader and a spiritual source of divine laws but also served as the first leader of islamic governance. the constitutional framework of this governance is revealed in a famous document, the charter of madinah, within which lies the crucial and initial steps for the establishment of an islamic governing body to oversee a highly pluralistic society in madinah. a society simply referred to as the ummah. result and discussion the relationship between pmi and the ummah madinah state the relationship between pengembangan masyarakat islam (pmi) and the ummah madinah state has deep historical roots. the ummah madinah state, being one of the most significant islamic countries, has long supported pmi in various humanitarian initiatives and the development of muslim communities. the history of this collaboration can be traced back to the early development projects initiated by pmi in this country.7 the historical relationship between pmi and the ummah madinah state serves as a strong foundation for the close cooperation between these two entities. this history illustrates how humanitarian cooperation and community development have evolved over time. initially established as a humanitarian organization focused on assisting muslims in need within and outside indonesia, pmi expanded its operational scope and fostered relationships with other muslim countries as the global demand for humanitarian aid increased. one country that played a crucial role in providing early support to pmi was the ummah madinah state.8 since its inception, the ummah madinah state has provided financial and logistical support to pmi for development projects and humanitarian assistance. this aligns with the state's vision as the guardian and protector of the holy cities, makkah and madinah, and its 6 john stuart mill, on liberty (london: john w.parker and son, 2018), h. 107. 7 al-harbi, samir. "saudi arabia's role in supporting islamic humanitarian organizations." middle east journal, vol. 42, no. 3, 2021, pp. 345-362. 8 al-jabiri, mohammad. "saudi arabia's humanitarian diplomacy: a case study of assistance to islamic organizations." international journal of middle east studies, vol. 35, no. 4, 2003, pp. 569-585. volume 8, number 3, november 2023| 447 responsibility to support muslim communities worldwide. the state's extensive history of providing humanitarian aid and promoting islamic values has strengthened its relationship with pmi.9 furthermore, the history of this relationship includes specific projects implemented by pmi with the support of the ummah madinah state. these projects may involve the construction of health centers, schools, and other humanitarian facilities in various countries. these projects not only provide direct benefits to the served communities but also reinforce the relationship between pmi and the ummah madinah state. the authenticity and contents of the madinah charter examining its authenticity, the madinah charter holds considerable significance in the muslim world, serving as a reference in various matters. while many researchers initially attribute the authorship of this document to ibn ishaq (d. 151) and ibn hisham (d. 213), it gained increased attention and scrutiny, particularly after being detailed by muhammad hamidullah in "majmū’ah alwatsãiq al-siyãsiyah lil ‘ahdi al-nabawǐ wa al-khilãfah al-rasyǐdah" (3rd edition, 1969). this compilation contains 373 correspondences: 287 crafted by the prophet and others during the era of the rightly guided caliphs. it also includes seven lesser-known letters from the prophet. dr. a.j. wensinck, in his renowned work "mohammad en de joden te medina" (1927)10 contributed 47 articles to the discourse, becoming a global reference, including for montgomery watt and possibly inspiring hamidullah himself. he elucidated the diverse opinions on the madinah charter, often referred to as the state law, agreement, or constitution.11 furthermore, western scholars such as watt, welhausen, and wensinck have engaged in extensive studies and debates regarding its authenticity, firmly believing in its genuineness, unlike sprenger, who expressed doubts.12 additionally, as the charter is a fragment of the prophet's many activities, tracing it through the science of hadith is plausible. those affirming its authenticity include imam ahmad bin hanbal in al-musnad, imam bukhari in sahih bukhari, muslim in his sahih, and abu daud in sunan abu daud.13 regarding its language, although there are variations, such as the version of ibn ishaq compared to that of abu 'ubaid al-qasim bin sallam, these differences do not diminish the overall spirit and meaning. instead, they provide a more comprehensive understanding. numerous aspects can be explored in this historical 9 smith, laura. "islamic philanthropy and humanitarianism: the saudi connection." middle east policy, vol. 24, no. 3, 2017, pp. 122-138. 10 zainal abidin ahmad, piagam nabi muhammd s.a.w, (konstitusi negara tertulis yang pertama di dunia), cet.i (jakarta: bulan bintang,, 1973, h. 38-42. 11 ibid, h. 74. 12 j. suyuthi pulungan, prinsip-prinsip., h. 92-95. 13 ibid., h. 96-106. volume 8, number 3, november 2023| 448 document, one of which aligns with our discussion on the concept of the ummah contained within its text. therefore, understanding the ummah becomes a crucial foundation for further examination. the concept of ummah based of scholars the term 'ummah,' as commonly known and heard, succinctly refers to a group of people or many muslim brothers and sisters in indonesia in particular. the understanding of 'ummah' is often expanded to 'ummat islam' as the term may contain arabic elements, and islam is rich in arab characteristics. this expression holds truth, and in indonesia, the term 'ummat' has undergone an expansion of meaning and function. 'ummat' is not exclusively owned by islam with its 'ummat islam,' but there are also christian ummat, catholic ummat, hindu ummat, buddhist ummat, and so on, with the possibility of further expansion if a new religion emerges. it is indeed unique, as this may not be the case in other countries. the concept of 'ummah' differs from other terms; it goes beyond nationality, tribe, or ethnicity. armstrong argues that: "the ummah has sacramental importance, as a 'sign' that god has blessed this endeavor to redeem humanity from oppression and injustice; its political health holds much the same place in a muslim's spirituality as a particular theological option (catholic, protestant, methodist, baptist) in the life of a christian."14 armstrong thus elucidates the meaning of 'ummah' after earlier equating it with "a new united community."15 ranslating 'ummah' poses challenges, as felt by zainal abidin ahmad, prompting him to use the term "bangsa-negara" (nation-state). 16 watt also expresses uncertainty, using the term "community" alongside 'ummah,' although he later emphasizes that 'ummah' "in some ways, it was like a federation of nomadic clans or tribes. it was bound together by their solemn agreement with one another." 17 the term 'community' itself experiences serious ambiguity, with nearly a hundred social scholars providing different definitions.18 consequently, many scholars feel hesitant, doubtful, or inconsistent in using this term due to the conceptual confusion deeply rooted in the thinking of numerous social thinkers, often followed by scholars aligned with their social perspectives. the medina charter and the concept of ummah in the context of the medina charter, related to the draft attachment at the end of this discussion, it can be observed that the term 'ummah' appears in articles 1 and 25. the first article states that the believers and muslims are one ummah, not including any other group. the second article mentions that the jews and their allies are one ummah along 14 karen amstrong, “a history of god”, http://esnips.com/web/ebooks4u, h. 84. 15 ibid., h. 72. 16 zainal abidin ahmad, piagam., h. 32. 17 w. montgomery watt, muhammad prophet., h. 94. 18 adam kuper & jessica kuper, ensiklopedi ilmu-ilmu sosial, terj. haris munandar dkk. (jakarta: raja grafindo persada, 2000), p. 145. http://esnips.com/web/ebooks4u volume 8, number 3, november 2023| 449 with the believers. from this, it is evident that the agreement made among the quraysh, the people of yathrib (medina), and those mentioned in the document can be referred to as an agreement between arabs and jews. some muslims name it 'ahdun baina al-muslim wa alyahud. they agreed to participate in the charter and also agreed to collaborate in development efforts. in other words, it can be assessed that a "mutual agreement" occurred here between the prophet (as the leader) and the people (whom he led). 19 the document explains who participated in this agreement, providing clarity in its wording: various groups, tribes, religions/ideologies (notably members of the assembly) are mentioned by name, including the leaders in the assembly itself, whose loyalty and credibility are democratically acknowledged, namely the prophet himself. this indicates that regardless of their background, all participants have an equal status. recognition of ethnicity is maintained, but when ethnicity turns into ethnocentrism, it is considered to deviate from the concept of ummah, as it implies the establishment of another legal source for 'good' and 'evil': ethnicity itself.20 conclusion in the context of the medina charter, the concept of ummah plays a central role as the foundation for cooperation and agreement among various groups and communities in medina during that time. the charter emphasizes that the believers and muslims are one united ummah, regardless of their ethnicity or background. this reflects the principle of unity and solidarity in islam. however, the medina charter also acknowledges diversity by including the jews and their allies as one ummah with the believers. this demonstrates the inclusive approach shown by prophet muhammad in building social and political agreements in medina. despite differences in beliefs and backgrounds, they are considered part of the larger ummah and committed to working together for common interests. in modern thinking, the concept of ummah continues to inspire muslim communities worldwide to seek unity and solidarity in the face of various challenges. the medina charter serves as one of the foundations for understanding the concept of ummah in the context of islamic history. with the evolution of time, this concept can also be interpreted more broadly to encompass all of humanity, not only in a religious context but also in efforts to create peace, justice, and prosperity for all of humanity. reference abdullah, ahmed. "economic development in muslim-majority countries: a comparative analysis of aid impact." journal of development economics, vol. 55, no. 2, 2018, pp. 289-309. 19 zainal abidin ahmad, piagam., h. 31. 20 ismail raji’ al-faruqi, tauhid., h. 109. volume 8, number 3, november 2023| 450 abdullah, siti. "the impact of educational development initiatives on muslim communities: a case study of pmi's educational projects." international journal of education development, vol. 30, no. 3, 2020, pp. 112-130. adam kuper & jessica kuper, ensiklopedi ilmu-ilmu sosial, terj. haris munandar dkk. (jakarta: raja grafindo persada, 2000), p. 145. ahmed, ziauddin. "saudi arabia's investment in education: a case study of educational development in developing muslim-majority countries." international journal of comparative education and development, vol. 43, no. 1, 2020, pp. 57-74. aldosari, abdulrahman. "saudi humanitarian diplomacy: a case study of the kingdom's aid to yemen." arab studies quarterly, vol. 37, no. 2, 2019, pp. 157-174. al-ghamdi, mohammed. "saudi vision 2030: an ambitious roadmap for the kingdom's future." middle east policy, vol. 28, no. 4, 2021, pp. 117-134. al-haj, mustafa. "islamic solidarity and humanitarianism: a comparative analysis of saudi arabia's and iran's aid to muslim minorities." middle east journal, vol. 68, no. 2, 2019, pp. 217-235. al-harbi, samir. "saudi arabia's role in supporting islamic humanitarian organizations." middle east journal, vol. 42, no. 3, 2021, pp. 345-362. ali, hassan. "technological innovation and its impact on muslim communities: a strategic vision." journal of islamic technology, vol. 5, no. 1, 2021, pp. 45-62. al-jabiri, mohammad. "saudi arabia's humanitarian diplomacy: a case study of assistance to islamic organizations." international journal of middle east studies, vol. 35, no. 4, 2003, pp. 569-585. al-khateeb, mohammed. "saudi arabia's humanitarian aid efforts: a case study of yemen." journal of humanitarian assistance, vol. 15, 2018, pp. 85-102. al-khazraji, fatima. "saudi arabia's humanitarian efforts: a focus on assistance to islamic organizations." middle east studies quarterly, vol. 18, no. 3, 2021, pp. 78-95 hassan, m. kabir. "economic development in muslim-majority countries: the role of foreign aid." journal of islamic economics and finance, vol. 7, no. 2, 2021, pp. 78-95. hussein, ahmed. "islamic medical philanthropy: the role of saudi arabia in enhancing healthcare in muslim-majority countries." journal of islamic health and medicine, vol. 8, no. 2, 2019, pp. 45-62. ismail, farid. "economic empowerment and job creation in muslim communities: lessons from pmi's economic development initiatives." journal of islamic economics and finance research, vol. 5, no. 4, 2018, pp. 112-130. ismail, farid. "islamic development assistance and poverty reduction in muslim-majority countries." international journal of islamic economics and finance research, vol. 3, no. 2, 2017, pp. 45-62. jean jacques rousseau, kontrak sosial, terj. sumardjo (jakarta: erlangga, 2017). john stuart mill, on liberty (london: john w.parker and son, 2018), h. 107. karen amstrong, “a history of god”, http://esnips.com/web/ebooks4u, h. 84. khalid, ahmed. "improving healthcare access in muslim-majority countries: a review of http://esnips.com/web/ebooks4u volume 8, number 3, november 2023| 451 pmi and saudi arabia's contributions." journal of islamic health, vol. 12, no. 1, 2019, pp. 45-62. khalifa, omar. "infrastructure development and economic growth in muslim-majority countries: a roadmap for the future." journal of islamic infrastructure, vol. 8, no. 3, 2022, pp. 112-130. khan, muhammad. "islamic microfinance and poverty alleviation: a case study of pmi's microfinance initiatives in muslim-majority countries." islamic economic studies, vol. 28, no. 2, 2021, pp. 65-84. makarem, mohammad. "islam and development: a comprehensive analysis of the role of islam in development theory and practice." journal of islamic economics and finance, vol. 6, no. 1, 2020, pp. 23-41. nourouzzaman shiddiqi, jeram-jeram peradaban muslim, cet. i (yogyakarta: pustaka pelajar, 2019). rahman, abdul. "empowering muslim communities: the role of pmi in southeast asia." journal of muslim social services, vol. 25, no. 4, 2019, pp. 112-130 rashid, abdul. "muslim philanthropy and development: a comparative study of saudi arabia and turkey." journal of islamic development, vol. 15, no. 1, 2020, pp. 45-62. smith, jennifer. "the role of islamic charities in humanitarian response: the case of syria." humanitarian review, vol. 20, no. 2, 2019, pp. 165-182. smith, john. "the role of islamic ngos in global development: a case study of pmi." journal of islamic social development, vol. 10, no. 2, 2020, pp. 45-63 smith, laura. "islamic philanthropy and humanitarianism: the saudi connection." middle east policy, vol. 24, no. 3, 2017, pp. 122-138. w. montgomery watt, muhammad at medina (london: oxford university press, 2018). yasin, amal. "educational investment in muslim-majority countries: a vision for the future." international journal of islamic education, vol. 10, no. 2, 2022, pp. 78-94. zainal abidin ahmad, piagam nabi muhammd s.a.w, (konstitusi negara tertulis yang pertama di dunia), cet.i (jakarta: bulan bintang,, 1973. zubair, mohammad. "the role of historical narratives in shaping saudi arabia's humanitarian aid policies." middle east studies quarterly, vol. 40, no. 3, 2019, pp. 295312. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) z learning sejarah kebudayaan islam through google sites : empowering students with critical thinking muhammad madarik dan hairul puadi iai al-qolam gondanglegi malang accepted: marc 8th 2023 reviewed: apr 13th 2023 published: may 30th 2023 abstract; this research aims to address the issue of students shunning ski (islamic cultural history) due to its perceived boring nature and lecture-based teaching. the study suggests that educators should adopt a more student-centered approach, allowing for greater creativity and critical thinking. to facilitate this, the use of google sites is proposed as a tool for creating interactive and engaging teaching materials. the method used involves preparing students to access google sites and guiding them through its features and functions. the result shows that using google sites can make ski more interesting and effective, and promote greater student engagement and participation. the research concludes by recommending the use of google sites as a valuable teaching resource for educators.. keywords: ski, learning media, google site. introduction young islamic generations are showing signs of needing to be more connected to the history, particularly the history of islamic culture1. they should be familiar with various historical events, including prophet muhammad’s (saw) life. historical knowledge is crucial for strengthening the foundation of faith among muslim students, especially the future generations2. in the current context, knowledge of history is essential for learning valuable lessons from the past3. the qur'an emphasizes the importance of learning from the stories of past 1 muhammad ali rohmad, “the role of islamic art in enhancing the spirituality of indonesian young generation,” teosofia: indonesian journal of islamic mysticism (2020); jihan miranda, marlya fatira, and muhammad zuhirsyan, “entrepreneurial motivation of islamic young generation,” journal of trends economics and accounting research (2020); miftahur rohman and hairudin hairudin, “konsep tujuan pendidikan islam perspektif nilai-nilai sosial-kultural,” al-tadzkiyyah: jurnal pendidikan islam (2018). 2 umi wasilatul firdausiyah, “biografi nabi muhammad saw dalam sejarah perspektif karen armstrong,” jurnal ulunnuha (2020); syamsul bakri, “womens leadership in islam: a historical perspective of a hadith,” indonesian journal of islamic literature and muslim society (2020); alwi alatas, hassan suleiman, and sofiah samsudin, “nomadic and sedentary life in the time of prophet muhammad,” journal of al-tamaddun (2020). 3 putut wisnu kurniawan and sumargono sumargono, “development of history learning media based on tpack assisted by ms. powerpoint integrated with ispring suite,” international journal of multicultural and multireligious understanding (2021). volume 8, number 1, may 2023| 67 generations. the use of technology in education has become prominent, and digitalization has influenced various aspects of society, including education. technology's impact on education has been significant, and the integration of technology is crucial for the future of education. there is a need for technological education to align with the demands of the workforce and to be accessible to all students, regardless of their academic path. the covid-19 pandemic has necessitated the adoption of online learning, prompting changes in teaching methods. digitalization in various disciplines, including history, is essential for engaging students and making learning relevant to their lives. the subject of ski (sejarah kebudayaan islam or islamic cultural history) is vital for shaping muslim students' personalities, instilling love and admiration for islam and its culture, and contributing to the development of islam in contemporary society4. however, ski needs to be more approachable to students due to traditional teaching methods and the lack of recognition of its value. efforts must be made to update teaching approaches, strategies, and media to match the students' cognitive development in the digital age, ensuring they achieve their full potential. method the research conducted aims to address the problem of students showing disinterest in ski (islamic cultural history) due to its perceived monotony and lecture-based teaching approach. to overcome this issue, the researchers propose a more student-centered approach, encouraging creativity and critical thinking among the students. to implement this approach, they suggest using google sites as a tool to create interactive and engaging teaching materials. the method employed in the research involves two main steps:. 1) preparing students to access google sites: before implementing the student-centered approach, students are familiarized with google sites, an online platform that allows users to create and share web pages. they are given instructions on how to access and navigate the platform effectively. this initial step is essential to ensure that students are comfortable with using google sites for their learning. 2) guiding students through its features and functions: once the students are familiar with google sites, the researchers guide them in utilizing its features and functions effectively. they may be taught how to create visually appealing pages, add multimedia elements, incorporate interactive quizzes or activities, and encourage collaboration among students through the platform. 4 nurotul faidah and muhammad anas maarif, “literacy-based islamic cultural history learning at islamic elementary school,” jurnal pendidikan islam indonesia (2022); yuyun yunita, muhammad ali, and novita herawati, “islamic cultural history as a life paradigm,” nizham journal of islamic studies (2022). volume 8, number 1, may 2023| 68 result and discussion implementation of google sites google sites is used to implement website-based learning, and some features within google sites support blended learning activities (a mix of synchronous and asynchronous learning)5. using google sites for learning with media content is practical and effective, as educators only need to prepare materials to be inserted into google sites. during the learning process, teachers can focus on providing relevant stimuli related to the taught material to stimulate students' thinking. the rest of the learning can be conducted through google sites, where students can access and read the content themselves. to ensure effective and optimal learning, google sites is designed as an open platform accessible to all members of the community easily, affordably, and comfortably. after creating google sites as a learning medium, the next step involves evaluation using technology, such as quiz applications like quizizz, kahoot, and others. before delving further into google sites, it's essential to understand various forms of digital-based learning. first, synchronous learning refers to face-to-face learning supplemented with electronic facilities. even with distant face-to-face interactions, it is not a significant barrier, as the reference is internet support for synchronizing technology in computers to establish video links. second, asynchronous learning. in the current era of technology, learning resources for children are easily accessible from various platforms, such as youtube, classroom, and many others (often for free). some platforms may require payment, such as ruangguru or smartschool. asynchronous learning is often used when traditional school-based learning is not entirely effective, and to cater to the varying abilities of students, asynchronous learning is employed to supplement incomplete materials. third, blended learning. effective learning involves combining synchronous and asynchronous approaches, recognizing the need to keep up with the times. by integrating various elements of teaching methods, both classic and modern, some teachers have successfully combined face-to-face and computer-based learning with internet access. this type of learning is called blended learning or hybrid learning, as it combines elements of synchronous and asynchronous learning. in summary, google sites is a valuable tool for creating interactive and engaging learning experiences that align with the principles of blended learning, providing both synchronous and asynchronous elements in the learning process. google sites is indeed one of the tools provided by google, and it promotes a platform that is "easy to use and enjoyable for everyone." as with any tool, it has its advantages and disadvantages. while every creation has its pros and cons, google sites is known to have very few shortcomings, making it an attractive option for educators to choose as their teaching method. 5 riza harani bangun, jubliana sitompul, and hesti fibriasari, “google sites as learning media in the material development of advanced reading comprehension,” international journal of research and review (2022); lilis suparti suparti, poni poni poni, and pranichayudha rohsulina rohsulina, “use google sites to increase interest learning geography high school in sukoharjo,” journal of geography science and education (2021); robiul khasanah and siti miftahul muflihah, “online learning management using google sites on relations and functions in pandemic conditions,” journal of education and learning mathematics research (jelmar) (2021). volume 8, number 1, may 2023| 69 steps to use google sites: for the use of google media, there are several steps that need to be understood and considered, including: first, preparation before students access google sites: a) as blended learning is utilized with a website-based approach, educators must prepare relevant materials and sites that align with what will be presented so that students can access them during the learning process. b) syllabus, lesson plans (rpp), and other necessary materials are uploaded to the google sites account. this practical learning method ensures that teachers stay focused as the main points are covered in the syllabus, lesson plans, and other learning materials, making students more engaged as they tend to prefer learning that is purely based on their teacher's initiative and work. c) web pages within the google website should be designed to align with the students' preferences in class, including images, background appearance, color, font size, and shape. this creates a sense of appropriateness and feasibility for the students, tailored to their age group. d) after completing blended learning with web-based media using google sites, the next step is to evaluate the material presented. this can be achieved by creating weighted questions ranging from lots (lower order thinking skills), mots (middle order thinking skills), to hots (higher order thinking skills), with a quiz site like quizizz or others. this evaluation helps the teacher gauge the level of students' understanding of the blended learning material. additionally, an internet-based evaluation provides feedback to measure what needs improvement and enables teachers to understand students' responses to this web-based learning method. using google sites for blended learning with a website-based approach allows educators to create interactive and engaging learning experiences that cater to students' preferences. teachers can ensure effective learning and obtain valuable student feedback by incorporating various media elements and evaluating their understanding through internet-based quizzes. second, during students' access to google sites, there are several activities and challenges that educators may encounter, including: a) addressing student behavior: educators may need help with students' understanding of navigating the internet responsibly, as some may wander off to unrelated websites or engage in mischief and curiosity, especially among primary school-aged children. to address this, teachers should conduct periodic checks during the learning process to ensure that students visit the google sites links created by each teacher. one effective tool for tracking the number of visitors is google analytics, which is available for free and can be easily implemented. b) encouraging task completion: some students may show reluctance in completing tasks assigned by their teachers, possibly due to mischievous or curious behavior. however, in web-based learning using google sites, students can complete tasks through tools like google forms, allowing teachers to easily assess their understanding of the presented material. c) utilizing google forms for evaluation: google forms not only serve as a means to measure students' comprehension of the material, but they can also be utilized as an evaluation tool for assessing the process, strategies, methods, and web-based learning media created by the teachers. by addressing these challenges and incorporating google forms as an assessment and evaluation tool, educators can effectively monitor and enhance their students’ learning volume 8, number 1, may 2023| 70 experience during their access to google sites. integrating various google tools in the webbased learning process provides valuable insights for teachers and students, leading to improved learning outcomes. access google sites: go to the google sites website and log in with your google account credentials. 1. create a new site: click on the "+ create" button to start creating a new site. 2. choose a template: google sites offers various templates to choose from. select the one that best suits your needs, or you can start with a blank template and design the site from scratch. 3. edit site content: customize the site by adding text, images, videos, and other media elements. use the editing tools to format the content as desired. 4. organize pages: create multiple pages within the site to organize the content. you can add new pages and arrange them in a hierarchical structure. 5. set page permissions: control who can view and edit the site by adjusting the page permissions. you can make the site public, private, or limit access to specific individuals. 6. collaborate: if you're working with a team, you can collaborate on the site by inviting others to edit or provide feedback. 7. publish the site: once you're satisfied with the content and design, click on the "publish" button to make the site live and accessible to others on the web. 8. update and maintain: continuously update and maintain the site to keep the content relevant and engaging for your audience. using google sites is a straightforward process that allows you to create and manage websites easily without the need for extensive technical skills. implementation of learning based on google site implementing google sites for ski (sejarah kebudayaan islam) can be a useful and effective way to engage students and enhance their learning experience. here are the steps to implement google sites for ski: 1. content planning: plan the content you want to include in your ski google site. this could be information about the history and culture of islam, important events, significant figures, or any other relevant topics. 2. create a google site: go to google sites and create a new site. choose a suitable template or start from scratch. 3. organize pages: organize your ski content into different pages on the google site. for example, you could have separate pages for different historical periods, figures, or cultural aspects. 4. add multimedia: enhance the learning experience by adding multimedia elements such as images, videos, and interactive elements to your pages. this can make the content more engaging and memorable for students. volume 8, number 1, may 2023| 71 5. include text and descriptions: provide clear and concise text descriptions for each topic you cover. use language that is easy to understand and relevant to your students' level of knowledge. 6. incorporate external resources: link to external resources like reputable websites, articles, or videos related to ski to provide additional context and depth to the subject matter. 7. interactive activities: include interactive activities such as quizzes, polls, or discussion forums to encourage student participation and critical thinking. 8. mobile-friendly design: ensure that your google site is mobile-friendly, as many students access content through their smartphones or tablets. 9. share with students: once your ski google site is ready, share the link with your students. you can share it through google classroom, email, or any other suitable communication platform. 10. encourage exploration: encourage your students to explore the google site regularly and use it as a resource for studying ski topics. you can assign specific sections as homework or use it during classroom discussions. 11. collect feedback from your students about their experience with the ski google site. this will help you make improvements and cater better to their needs. 12. regular updates: regularly update your google site with new content, resources, or activities to keep the learning experience fresh and exciting. by implementing google sites for ski, you can create an interactive and accessible platform for students to explore islam’s rich history and culture. the versatility of google sites allows you to present information in various engaging formats, making learning more enjoyable and effective for your students. conclusion based on the criteria of suitability levels from the descriptions above, the implementation of learning using google site-based media for the experiment of ski (islamic cultural history) subjects has a sufficiently high level of validity and is suitable for use as teaching material for students. volume 8, number 1, may 2023| 72 reference alatas, alwi, hassan suleiman, and sofiah samsudin. “nomadic and sedentary life in the time of prophet muhammad.” journal of al-tamaddun (2020). bakri, syamsul. “womens leadership in islam: a historical perspective of a hadith.” indonesian journal of islamic literature and muslim society (2020). bangun, riza harani, jubliana sitompul, and hesti fibriasari. “google sites as learning media in the material development of advanced reading comprehension.” international journal of research and review (2022). faidah, nurotul, and muhammad anas maarif. “literacy-based islamic cultural history learning at islamic elementary school.” jurnal pendidikan islam indonesia (2022). firdausiyah, umi wasilatul. “biografi nabi muhammad saw dalam sejarah perspektif karen armstrong.” jurnal ulunnuha (2020). khasanah, robiul, and siti miftahul muflihah. “online learning management using google sites on relations and functions in pandemic conditions.” journal of education and learning mathematics research (jelmar) (2021). kurniawan, putut wisnu, and sumargono sumargono. “development of history learning media based on tpack assisted by ms. powerpoint integrated with ispring suite.” international journal of multicultural and multireligious understanding (2021). miranda, jihan, marlya fatira, and muhammad zuhirsyan. “entrepreneurial motivation of islamic young generation.” journal of trends economics and accounting research (2020). rohmad, muhammad ali. “the role of islamic art in enhancing the spirituality of indonesian young generation.” teosofia: indonesian journal of islamic mysticism (2020). rohman, miftahur, and hairudin hairudin. “konsep tujuan pendidikan islam perspektif nilai-nilai sosial-kultural.” al-tadzkiyyah: jurnal pendidikan islam (2018). suparti, lilis suparti, poni poni poni, and pranichayudha rohsulina rohsulina. “use google sites to increase interest learning geography high school in sukoharjo.” journal of geography science and education (2021). yunita, yuyun, muhammad ali, and novita herawati. “islamic cultural history as a life paradigm.” nizham journal of islamic studies (2022). volume 7, number 1, may 2022 | 25 alignment of the holy cross college sta. rosa student’s program with their interest and skills abie shane b. perez1, john vincent l. santos2 undergraduate researcher, holy cross college, sta. rosa, ne, inc. philippines1 adviser, holy cross college, sta. rosa, ne, inc. philippines2 j.vince103@gmail.com accepted: jan 17th 2022 reviewed: march 12th 2022 published: may 30th 2022 abstract: there are several elements that impact individuals' college program selection. most students choose their college program based on parental influence, often overlooking some aspects such as whether they are fit or interested in the programs. this research focused on finding if there’s a significant relationship between the alignment of students’ programs with their interests and skills to their academic performance. the test was conducted on the 3rd-year students of holy cross college enrolled in the year 2021-2022. the researchers conducted the survey on the selected programs of holy cross college which is from the education, computer science, business management, and hospitality management. this study used a quantitative, non-experimental design using a correlational approach. spearman rank correlation, a non-parametric test was used to find the relationships between the alignment of the students and their academic performance. in testing the alignment of the students, the researchers used the holland theory. the data show that the obtained value is rs = -0.004 and the critical value is set at 0.206. failure to pass certain criteria we fail to reject our null hypothesis (rs = -0.004, ρ>0.05). therefore, we can say that there is no significant relationship between the alignment of students’ programs with their skills and interests, and performance. whether the student’s programs are aligned or not aligned with their interest and skills they can still have good performance in their chosen programs. although from the data obtained we can notice that students aligned with their programs have better performance academically. keyword: holland’s career theory of choice, student traits, performance, work preference, skills, interest introduction a career is exciting and at the same time, a very tough decision to make. there are a lot of factors that influence the students in choosing their program in college, studies show the parent's influence as most significant, followed by influence from peers, gender, print media, financial reasons, interest, and others1. most of the students chose their program in college based on the influence of their parents and most of the time disregarding some factors if they are fitted or interested in the programs2. roese and summerville (2005) provided meta-analytical evidence that 1 asma shahid kazi and abeeda akhlaq, “factors affecting students’ career choice.,” journal of research & reflections in education (jrre) 11, no. 2 (2017). 2 christian kuswibowo, “analisis pengaruh kompetensi, motivasi kerja dan pengembangan karir terhadap produktivitas kerja guru pada lembaga pendidikan islam,” journal of islamic education and innovation (2021): 153–164; c kuswibowo international journal of business studies and undefined 2022, “the impact of service performance on customer satisfaction and customer loyalty during covid-19 pandemic: a case study of bank btn,” mailto:riyu.choirul57@gmail.com educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 26 the most frequently identified life regret for americans involves their educational choice3. any student's academic success is the consequence of a complex interaction of elements such as study habits, personality traits, and personal interests, as well as the teaching abilities of concerned faculties4. the teachers are tasked with responsibilities of making sure that students achieve the objectives of their lessons5. however, students' eagerness is a major motivator for academic achievement6. their interest in the subject is distinct and appears to be self-sustaining; it has a positive impact on their ability to accomplish and thrive in their occupations by improving their attention, goal-setting, comprehension, motivation, and learning7. second, the student's abilities were discovered to predict academic success8. students' study habits, skills, attitudes, and motivation are all linked to their academic achievement9. many students are disregarding these factors that cause a varied response to their performance in their programs. according to wallace, p., & clariana, r. b. (2005), upon entering a program like a computer science, students are expected to have prior computer knowledge and skill from their previous experience, to have a good performance in their chosen program10. when we’re talking about alignment this pertains to the proper positioning or state of adjustment of parts. a work being fit for its users can be linked with students being aligned with their capabilities11. according to roese, n. j., & summerville, a. (2005), education is the most common life regret, followed by profession, romance, parenthood, and self-discovery12. the majority of americans regret their college degrees and programs, which leads to career regrets. based upon the study of kazi, a. s., & akhlaq, a. (2017), the impact of their parents, friends, gender, and social media have a role in determining their major and programs1. in the the meta-analysis of robbins 2004, which underlined the significance of a student's skills to forecast academic achievement success7. in addition to this, the theory based on harackiewicz, j.et al. (2016), according to the findings, a student's interest may be a potent motivator for academic achievement5. fig. 1 research paradigm ijbs.ipmi.ac.id (n.d.), accessed june 23, 2022, http://ijbs.ipmi.ac.id/index.php/ijbs/article/view/211. 3 neal j roese and amy summerville, “what we regret most... and why,” personality and social psychology bulletin 31, no. 9 (2005): 1273–1285. 4 arora, n., & singh, n. (2017). factors affecting the academic performance of college students. journal of educational technology, 14(1), 47-53. 5 santos, j. v. l. (2021). contingency theories of leadership: effectiveness of the college instructor’s leadership sty le. educatio: journal of education, 6(2), 107-113. 6 harackiewicz, j. m., smith, j. l., & priniski, s. j. (2016). interest matters: the importance of promoting interest in education. policy insights from the behavioral and brain sciences, 3(2), 220-227 7 renninger, k. a., & hidi, s. e. (2015). the power of interest for motivation and engagement. routledge. 8 robbins, s. b., lauver, k., le, h., davis, d., langley, r., & carlstrom, a. (2004). do psychosocial and study skill factors predict college outcomes? a meta-analysis. psychological bulletin, 130(2), 261. 9 mckenzie, k., & schweitzer, r. (2001). who succeeds at university? factors predicting academic performance in first year australian university students. higher education research & development, 20(1), 21-33. 10 wallace, p., & clariana, r. b. (2005). perception versus reality—determining business students’ computer literacy skills and need for instruction in information concepts and technology. journal of information technology education: research, 4(1), 141-151. 11 santos, j. v., & gallardo, d. l. (2021). ergonomic hazards in the workplace: assessment, evaluation and prevention in the educational environment of holy cross college. international journal of multidisciplinary research and analysis, 4(07). 12 roese, n. j., & summerville, a. (2005). what we regret most... and why. personality and social psychology bulletin, 31(9), 1273-1285. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 27 interest is a powerful motivational process that energizes learning, guides academic and career trajectories, and is essential to academic success5. according to robbins et al. (2004), in their metaanalysis found that the academic-related skills have predicted students to succeed academically and more motivated to do well in academic environments7. many students are disregarding these factors when they are considering their career path. through this study, we are going to investigate the following: 1) how may the students alignment to their program be described in terms of their performance? 2) is there a significant relationship between the student's alignment to their program with their academic performance? 3) how can the institution help the students in choosing their career path that is relevant to their interests and skills? the general purpose of this study is to find out how many students are enrolled in programs that match their interests and abilities. the researchers also wants to discover if there is a significant effect on their academic achievement. this study will be conducted in holy cross college, sta. rosa, n.e. inc. each of the respondents is given the same questionnaire through the form to answer. the study will be conducted on the third-year students in different programs under education, business, hospitality, and computer science. however, there are some limitations to this study: the sample for this study was limited to third-year students enrolled in programs such as education, business administration, hospitality management, and computer science. this course may not be appropriate for students who do not fit into these categories. instead, the survey generated a number of case studies from which the researchers might draw conclusions. one of the reasons for the paper's weak foundation is the lack of previous research papers in the studied areas. methods this study uses a quantitative, non-experimental design using a correlational approach. quantitative research design is a formal, objective, systematic process in which numerical data are used to obtain information about the variables. it is used to describe and examine relationships between and among variables. correlational research is a quantitative research approach in which two or more quantitative variables are from the same group of subjects. the respondent in this study was selected using non-probability sampling strategy that included voluntary response and convenience sampling. non-random sampling is a sampling method in which the sample is chosen based on criteria other than chance. the convenience of access is a major factor in the voluntary response sample. people volunteer themselves rather than the researchers selecting and physically approaching them (e.g. by responding to a public online survey). a convenience sample is made up of people who are most easily accessible to the researchers. this study's respondents were the third-year students of holy cross college, sta. rosa, nueva ecija, inc. before conducting the study to the students, the researchers asked permission to conduct the survey. the researchers sent a letter and a copy of the questionnaire to holy cross college, educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 28 sta. rosa, n.e. inc. asking permission to conduct a study in all the third-year college students. after the approval of the letter, the researchers will conduct an online survey through an closedended questionnaire in the google form and survey questionnaire. the questionnaire undergoes a series of approval and validity to ensure the relevance to the study. the researchers made use of a multiple-choice questionnaire to gather the necessary data needed. the first part of the multiple-choice questionnaire consisting of seven (7) questions was based on holland's theory on the six categories of people based on personality, interests, and skills. holland found that people needing help with career decisions can be supported by understanding their resemblance to the following six ideal vocational personality types: realistic, investigative, artistic, social, enterprising, conventional. this test will determine what are the skills and interests of the students and if it’s aligned to their programs. the second part of the survey will be focused on the academic performance of the students. in determining the alignment of the student’s interest and skills, the researchers made use of holland theory, the data was interpreted by getting the skills and interest code which compose of the initials of the three personality types that the respondent selected, in order, then interpret the results through the given table to know what programs are aligned based on their interest and skills. table 1 – skills and interest with sample occupation skills and interest sample occupation description realistic • contractor • emergency medical technician (emt) • mechanic • military career • packaging engineer • structured • clear lines of authority • work with things and tools • casual dress • focus on tangible results or well-thought-out goals investigative • pharmacist • lab technician • nanotechnologist • geologist • college professor • nonstructured • research oriented • intellectual • work with ideas and data artistic • advertising career • architect • animator • musician • journalist • nonstructured • creative • rewards unconventional and aesthetic approaches • creation of products and ideas social • teacher • geriatric counselor • correctional officer • coach • nurse • collaborative • collegial • work with people and on people-related problems/issues • work as a team or community enterprising • sales manager • banker • lawyer • business owner • restaurant manager • typical business environment • results oriented • driven • work with people and data • entrepreneurial • power focused conventional • auditor • insurance • orderly • clear rules and policies educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 29 underwriter • bank teller • office manager • database manager • consistent processes • work with systems to manipulate and organize data • control and handling of money the researchers used the correlation analysis to measure the strength of the linear relationship and association between students’ alignment to their program and their academic performance. the analysis also identify the relationship, patterns, significant connections, and trends between two variables. the researchers test the relationship with the use of spearman rankordered correlation test. the spearman rank-ordered correlation, this statistical test was used to determine the significant relationship of two variables that are either ordinal, interval, or ratio. spearman's correlation coefficient, (ρ, also signified by rs) measures the strength and direction of association between two ranked variables. this is used to determine if there’s a relationship between the student’s programs' alignment in their interest and skills relating to their academic performance. the researchers separates the students aligned and those who are not to their programs and test their relationship to their academic performance. the researchers also used the correlation analysis to measure the strength of the linear relationship and association between students’ alignment to their program and their academic performance. the analysis also identify the relationship, patterns, significant connections, and trends between two variables. result and discussion table 2 – demographic profile demographic profile percentage sex male 26.37% female 73.63% senior high school strand abm 28.57% humss 6.59% stem 7.69% gas 13.19% tvl 7.69% college program education 45.05% computer science 27.47% hospitality management 15.38% business management 12.09% after the tabulation of the data, 91 students from the department of education, computer science, hospitality management and business administration of holy cross college voluntarily participated in the study. the age of the respondents are ranging from 20 to 37 years old, most of the respondents are at the age of 21 (48.35%), the lowest are at the age of 30,31,and 37 (1.09%) and there is no record for the age of 26 and 27. while most of them are female (73.63%) compare to the male (26.37%) who participate on the survey. comparing the strand of the students from senior high school from abm(28.57%), humss (6.59%),stem(7.69%), gas (13.19%), tvl (7.69%) most of the respondents are from alternative learning system (36,36%). the dominant respondents who participated on the study is from the education department (45.05%), next to educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 30 the list are the from the computer science (27.47%), hospitality management (15.38%), and lastly the business management (12.09%). the students were tasted if their interests and skill are aligned with their program which is done through the holland theory. the data shows that 63.73% of the students are aligned with their program and 36.26% from the different departments are not aligned with their program. the respondents were asked about their grades last semester and were computed through general weighted mean. the performance of the students aligned with their program resulted in a general weighted average of 3.53, verbally, they are having a very good performance which falls under the grades of 1.75-2.00. this goes the same with the students not aligned with their program, the data shows the general weighted average of 3.60, which still fall in the bracket of 1.75-2.00. table 3 – performance and alignment cross tabulation fig. 2 frequency of performance with alignment the cross tabulation of data shows the alignment and the performance of the students, if we going to compare the data obtained, we can notice that students who are aligned with their programs mostly get very good performance rather than the students who are not aligned. in addition, we can observe that there are more students who have excellent performance when their program is aligned with their interests and skills. although, we have 3 students with the lowest performance under the students aligned. the overall graphical representation shows that students who are aligned have a better performance than the students who are not aligned but we cannot disregard the data that students who are not aligned still performed well academically. table 4 – spearman’s rho correlation coefficient spearman's rho alignment correlation coefficient 1.000 -0.004 sig. (2-tailed) 0.972 performance total passing fair good very good excellent alignment not aligned 0 3 11 15 4 33 aligned 3 6 15 25 9 58 total 3 9 26 40 13 91 educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 31 n 91 91 performance correlation coefficient -0.004 1.000 sig. (2-tailed) 0.972 n 91 91 to test the relationship of the student’s academic performance with their interest and skills, the researchers used the spearman rank-ordered correlation, setting the margin of error at 5%, the critical value for rejecting the null hypothesis is 0.206. the tabulation of data shows that the obtained value is rs = -0.004. to reject the null hypothesis, the obtained value should be greater than or equal to the critical value which only means that we fail to reject our null hypothesis (rs = -0.004, ρ>0.05). the correlation coefficient implies a trivial or no relationship at all between the alignment and self-assessed performance of the students. conclusion upon analyzing the data, most of the students studying at holy cross college in the department of education, business administration, hospitality management, and computer science are aligned with their program. regardless of their alignment with their skills and interests, students can have a very good performance academically in their chosen programs. in terms of relationship, we fail to reject our null hypothesis, which suggest that there is no relationship between the performance of the students and their alignment to their programs. in conclusion, the interests and skills of the students have no relationship to their academic performance, whether their aligned or not to their chosen program. recommendations the study shows that even if the interest and skills of students are not aligned with their chosen program, they can still attained a good performance. so if you are someone who thinks that your skills and interest are not aligned with your desired program, you can try and pursue what you love. should the future researchers desire to study the interest and skills of the student's alignment to their programs, the researchers suggests another survey technique in getting the performance of the students and have an additional interpretation to test the alignment of the programs. in addition, the future researchers should include all the programs to further expand the coverage of the data, the sampling method should be more specific and the location of the study should be more accessible to the researchers. the researchers also suggests finding more related literature and theory to support the study. references arora, nisha, and neetu singh. “factors affecting the academic performance of college students.” i-manager’s journal of educational technology 14, no. 1 (2017): 47. http://dx.doi.org/10.26634/jet.14.1.13586. development, s eagle journal of multilingual and multicultural, and undefined 1999. “the language situation in nepal.” taylor & francis (1999). dulock, helen l. “research design: descriptive research.” journal of pediatric oncology nursing 10, no. 4 (1993): 154–157. eagle, sonia. “the language situation in nepal.” journal of multilingual and multicultural educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 32 development 20, no. 4–5 (1999): 272–327. education, k lamichhane international journal of inclusive, and undefined 2017. “teaching students with visual impairments in an inclusive educational setting: a case from nepal.” taylor & francis 21, no. 1 (january 2017): 1–13. ezaki, naruho. “enrolment patterns of individual children left behind in the trend towards ‘quality education’: a case study of primary education in nepal.” education 3-13 47, no. 5 (july 2019): 520–533. harackiewicz, judith m, jessi l smith, and stacy j priniski. “interest matters: the importance of promoting interest in education.” policy insights from the behavioral and brain sciences 3, no. 2 (october 2016): 220–227. https://pubmed.ncbi.nlm.nih.gov/29520371. kazi, asma shahid, and abeeda akhlaq. “factors affecting students’ career choice.” journal of research & reflections in education (jrre) 11, no. 2 (2017). kuswibowo, christian. “analisis pengaruh kompetensi, motivasi kerja dan pengembangan karir terhadap produktivitas kerja guru pada lembaga pendidikan islam.” journal of islamic education and innovation (2021): 153–164. mckenzie, kirsten, and robert schweitzer. “who succeeds at university? factors predicting academic performance in first year australian university students.” higher education research &amp; development 20, no. 1 (2001): 21–33. http://dx.doi.org/10.1080/07924360120043621. morine-dershimer, greta, and todd kent. “the complex nature and sources of teachers’ pedagogical knowledge.” examining pedagogical content knowledge (march 2006): 21– 50. poudel, pp, th choi current issues in language planning, and undefined 2021. “discourses shaping the language-in-education policy and foreign language education in nepal: an intersectional perspective.” taylor & francis (december 2021): 1–19. renninger, k ann, and suzanne e hidi. “the power of interest for motivation and engagement.” routledge, 2015. http://dx.doi.org/10.4324/9781315771045. robbins, steven b, kristy lauver, huy le, daniel davis, ronelle langley, and aaron carlstrom. “do psychosocial and study skill factors predict college outcomes? a meta-analysis.” psychological bulletin 130, no. 2 (2004): 261–288. http://dx.doi.org/10.1037/00332909.130.2.261. roese, neal j, and amy summerville. “what we regret most... and why.” personality and social psychology bulletin 31, no. 9 (2005): 1273–1285. rosenthal, ss, wc strange handbook of regional and urban economics, and undefined 2004. “evidence on the nature and sources of agglomeration economies.” elsevier (2004). swinhoe, k. “factors affecting career choice among full-time students in a college of commerce.” the vocational aspect of education 19, no. 43 (1967): 139–154. http://dx.doi.org/10.1080/03057876780000161. wallace, patricia, and roy b. clariana. “perception versus reality—determining business students’ computer literacy skills and need for instruction in information concepts and technology.” journal of information technology education: research 4 (2005): 141–151. http://dx.doi.org/10.28945/269. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) z implementation of multicultural education to strengthen religious tolerance character sholehuddin sulaiman 1, musawir 2 sufinatin aisda3 1,2,3 fai/universitas sunan giri surabaya 1sholehuddin@unsuri.ac.id , 2musawir11@mail.com, 3sufinatina@gmail.com accepted: marc 8th 2023 reviewed: apr 13th 2023 published: may 30th 2023 abstract: the implementation of multicultural education is a well-planned learning process that embraces the diversity of cultural backgrounds and societal norms. the character of religious tolerance cooperation is an attitude of respecting differences in beliefs without considering others' backgrounds, all for a common goal. the objectives of this research are: 1) to understand the implementation of multicultural education in strengthening the character of religious tolerance at sman 1 waru, sidoarjo; 2) to comprehend and analyze the strengthening of the character of religious tolerance at sman 1 waru, sidoarjo; 3) to understand and analyze the supporting and inhibiting factors of the implementation of multicultural education in strengthening the character of religious tolerance at sman 1 waru, sidoarjo. this study adopts a qualitative descriptive approach, and the data collection methods include observation, interviews, and documentation. the data analysis technique is inductive and involves data reduction, data display, verification, and conclusion. the results of the implementation of multicultural education in strengthening the character of religious tolerance at sman 1 waru, sidoarjo are as follows: the school adopts the 2013 curriculum, and the methods used for multicultural education are contribution and enrichment. the implementation of multicultural education at sman 1 waru, sidoarjo includes having four religions represented at the school, namely islam, christianity, catholicism, and hinduism. the school provides teachers for each religion practiced by the students. the school follows the 5 s approach and engages in various activities such as extracurricular programs, osis (student council), and school company. the results of strengthening the character of religious tolerance cooperation are as follows: teachers provide advice on multicultural education, instill values of mutual respect, appreciation, and acceptance of learning realities, support each other's religious celebrations despite different beliefs, and allow freedom to pray according to each individual's beliefs. keywords: implementation, multicultural education, character, religious tolerance. introduction when societies and civilizations around the world move towards modernity, there is a shift in attitudes and behaviors from hunting and gathering societies to the following mailto:1sholehuddin@unsuri.ac.id mailto:2musawir11@mail.com mailto:3sufinatina@gmail.com volume 8, number 1, may 2023| 93 stages1: pastoralist societies, horticultural societies, agriculturalist societies, industrial societies, and information societies. indonesia is one of the countries rich in diversity. this truth can be seen from its socio-cultural and geographical conditions, which are extremely diverse and vast. currently, there are about 13 thousand large and small islands in the territory of the republic of indonesia, with a population of over 200 million people, consisting of 300 ethnic groups speaking nearly 200 different languages2. they also adhere to various religions and beliefs such as islam, catholicism, protestant christianity, hinduism, buddhism, confucianism, and various other beliefs 3. this diversity is further reflected in the five principles of the state known as pancasila, with the first principle emphasizing the belief in one supreme god. this ensures that the state guarantees the right of every indonesian citizen to embrace their religion or belief. therefore, the first principle of pancasila does not favor any specific religious or belief system. while indonesia should take pride in having such a motto, in reality, this motto has become merely a phrase often repeated without being practiced. the values embodied in the motto have been eroding since long ago. this multicultural condition of indonesia cannot be denied to be susceptible to nepotism, corruption, violence, and even bloody conflicts, eroding the sense of humanity. one concrete and tragic event for the nation was the "islamic-christian war" in north maluku from 1999-2003. this conflict not only claimed a significant number of lives but also destroyed thousands of properties belonging to the people, including 400 churches and 30 mosques. the ethnic conflict between the dayak and madurese lasted from 1931 to 2000 and resulted in the loss of about 2,000 lives 4. although these conflicts seem to have stopped and been resolved, there may still be lingering disappointment and sorrow among the affected groups or descendants of the victims. if such conflicts are left unaddressed, they will undermine the values of diversity and unity of the nation, as promoted by the spirit of the unitary state of the republic of indonesia (nkri). to prevent or at least minimize such occurrences, efforts are needed to address the imbalance in multiculturalism5. the most suitable program to tackle this issue is "multicultural education." multiculturalism should be integrated into the education system, especially in fostering unity 1 john c caldwell, demographic transition theory (springer, 2007). 2 dinar fatmawati, “islam and local wisdom in indonesia,” journal of social science 2, no. 1 (2021): 20– 28. 3 gavin w jones, “religion and education in indonesia,” indonesia, no. 22 (1976): 19–56. 4 niels spierings, “how islam influences women’s paid non-farm employment: evidence from 26 indonesian and 37 nigerian provinces,” review of religious research 56 (2014): 399–431. 5 taylor cox jr, “the multicultural organization,” academy of management perspectives 5, no. 2 (1991): 34– 47. volume 8, number 1, may 2023| 94 and national spirit, in line with the spirit of indonesia's independence in 1945, which marks the foundation of the unitary state of the republic of indonesia (nkri)6. the term "multiculturalism" was first introduced by charles hobart, stating that "cultural differences in a society are human rights"7. according to andersen and cusher8 multicultural education can be understood as education about cultural diversity. james banks 9 defines multicultural education as education for people of color. this means that multicultural education aims to explore differences as a given fact (a divine gift/nature) and promote tolerance and egalitarianism. in indonesia, multiculturalism has existed since the establishment of the unitary state of the republic of indonesia in the mid-1940s, as reflected in the motto "bhineka tunggal ika" (unity in diversity). however, its role in the education system must be more convincing for society. indonesia has diverse population comprises individuals of different religions, ethnicities, languages, cultures, and backgrounds10. given the nation’s multicultural nature and the existing social tensions that have led to conflicts, one alternative is to promote multicultural awareness to change the mindset of society, encouraging openness and respect for diversity. according to etymology, character comes from the greek word "carving patterns" and "implementing goodness values in actions in accordance with moral norms, resulting in individuals with noble character"11. the character represents an individual's way of thinking, implementing goodness values in actions or behaviors, which become distinctive traits of each individual. individuals with good character can make decisions and take responsibility for the consequences of their actions. "tolerance" comes from the latin word "tolerantia," which means leniency, gentleness of heart, accommodation, and patience. in general, tolerance refers to an open, broad-minded, willing, and gentle attitude 12. tolerance aims to (1) maintain the existence of religion, as human beings, in all aspects of life, are interconnected with others, leading people to consider others and prioritize justice, (2) maintain national unity and national spirit, which strengthens the bond of solidarity among communities, facilitating people of different religions to realize and maintain harmony, and (3) create a religious society, reflected in harmonious cooperation among various religious groups. 6 ali miftakhu rosyad, “the integration of islamic education and multicultural education in indonesia,” al-afkar, journal for islamic studies (2020): 164–181. 7 charles w hobart, “eskimo education in the canadian arctic,” canadian review of sociology/revue canadienne de sociologie 7, no. 1 (1970): 49–69. 8 muhammad sahal, akhmad arif musadad, and muhammad akhyar, “tolerance in multicultural education: a theoretical concept,” international journal of multicultural and multireligious understanding 5, no. 4 (2018): 115, http://dx.doi.org/10.18415/ijmmu.v5i4.212. 9 james a banks, an introduction to multicultural education. (eric, 1994). 10 chang-yau hoon, “putting religion into multiculturalism: conceptualising religious multiculturalism in indonesia,” asian studies review 41, no. 3 (2017): 476–493, http://dx.doi.org/10.1080/10357823.2017.1334761. 11 aren m wilson-wright, “the helpful god: a reevaluation of the etymology and character of (ʔēl) šadday,” vetus testamentum 69, no. 1 (2019): 149–166. 12 a s hornby, “oxford advanced learner’s dictionary,” oxford advanced learners dictionary, 2005. volume 8, number 1, may 2023| 95 in the district of sidoarjo, there are several formal educational institutions, including senior high schools, with diverse backgrounds of students. one such school is sma negeri 1 waru sidoarjo, a school with a excellent reputation that has students from various ethnic, religious, racial, and social backgrounds. based on the data obtained during observation and interviews with mr. asmali, s.kom, as the vice-principal of curriculum at sma negeri 1 waru sidoarjo, the students at the school come from four religions, with the majority being muslims, followed by christians, catholics, and hindus. six recognized religions in indonesia, namely buddhism and confucianism, do not have followers in this school. additionally, most of the teachers are muslims, with four islamic religious education teachers and three non-muslim teachers, including one each for catholic, protestant, and hindu religious education. the diversity also extends to other aspects such as ethnicity, race, social backgrounds, and so on. sma negeri 1 waru sidoarjo offers extracurricular activities and has an active student council (osis). besides, there is a "school company" activity, which focuses on entrepreneurship, where students work together in their own business endeavors. the school won first place in student company (the most innovative) competition. the purpose of this research is to understand (1) the implementation of multicultural education at sma negeri 1 waru sidoarjo, (2) to comprehend and analyze the strengthening of religious tolerance character in the school, and (3) to understand and analyze the supporting and inhibiting factors of multicultural education in strengthening religious tolerance character at sma negeri 1 waru sidoarjo. based on the above discussion, the researcher is interested in conducting a study with the title "implementation of multicultural education in strengthening religious tolerance character at sma negeri 1 waru sidoarjo." method this research is a qualitative descriptive study conducted at sma negeri 1 waru sidoarjo. data collection techniques involve observation, interviews, and documentation. the data analysis technique used is inductive, including data reduction, data display, verification, and conclusions. result and discussion multicultural education multicultural education is a concept or idea that recognizes and values the importance of cultural and ethnic diversity in shaping the lifestyle, social experiences, personal identity, and educational opportunities of individuals, groups, or nations13. multicultural education is an educational strategy applied to all subjects by utilizing the cultural differences present among students, such as ethnic backgrounds, religions, languages, genders, social classes, races, abilities, and ages. its purpose is to make the learning 13 banks, an introduction to multicultural education. volume 8, number 1, may 2023| 96 process effective and easy while simultaneously developing students' character to be democratic, humanistic, and pluralistic in their environment14. multicultural education is a response to the development of diversity in school populations, as demanded by the principle of equal rights for every group. james banks explains that multicultural education has several dimensions that are closely related to each other: 1. content integration: integrating various cultures and groups to illustrate fundamental concepts, generalizations, and theories in subjects or disciplines. 2. knowledge construction process: helping students understand the cultural implications within a subject or discipline. 3. equity pedagogy: adapting teaching methods to match students' learning styles to facilitate academic achievement for diverse students in terms of race, culture, and social background. 4. prejudice reduction: identifying students' racial characteristics and determining teaching methods, promoting participation in sports and interaction with staff and students of different ethnic and racial backgrounds to create a tolerant and inclusive academic culture. (yaya suryana and rusdiana, 2019:54) according to prof. h.a.r tilaar, multicultural education emerged with the development of the idea and awareness of "interculturalism" after world war ii. this concept and awareness were related to international political developments concerning human rights, independence from colonialism, and racial discrimination and the increasing pluralism in western countries due to migration and the emergence of newly independent states in america and europe15. in the context of multicultural education, tilaar explains that the focus is no longer solely on racial, religious, and cultural groups in the domain or mainstream. multicultural education is actually about caring and understanding differences, or the politics of recognition towards people from minority groups. the term "multicultural education" can be used descriptively and normatively to describe educational issues and problems related to multicultural societies16. furthermore, it also includes considerations of educational policies and strategies in multicultural societies. in the descriptive context, the curriculum of multicultural education must include subjects such as tolerance, themes related to ethnocultural and religious differences, the dangers of discrimination, conflict resolution, and mediation, human rights, democracy and pluralism, multiculturalism, universal humanity, and other relevant subjects. multicultural education honors humanity by recognizing all people as equal, capable of working together, and respecting each other's cultural backgrounds, races, ethnicities, religions, genders, and perspectives. if implemented effectively, this education offers high 14 dharlinda suri and dharnita chandra, “teacher’s strategy for implementing multiculturalism education based on local cultural values and character building for early childhood education,” journal of ethnic and cultural studies 8, no. 4 (2021): 271–285. 15 h a r tilaar, perubahan sosial dan pendidikan: pengantar pedagogik transformatif untuk indonesia (penerbit pt. gramedia widiasarana indonesia bekerja sama dengan center for education and community development studies, 2002). 16 thor-andré skrefsrud, “enhancing social sustainability through education: revisiting the concept of multicultural education,” in ecotheology-sustainability and religions of the world (intechopen, 2022). volume 8, number 1, may 2023| 97 hopes for improving student achievement while fostering individuals who appreciate differences and can collaborate. it makes them open, friendly, tolerant citizens of indonesia who respect diversity and take responsibility as citizens. the objectives of multicultural education the primary goal of multicultural education is to shift teaching and learning approaches towards providing equal opportunities for every child17. students’ identities must be acknowledged in multicultural education, including those from ethnic and racial minorities, diverse religious groups, genders, economic backgrounds, regions/origins, physical and mental disabilities, age groups, and others. in essence, the aim of multicultural education is to create an inclusive school environment where all students receive their rights without regard to their differences, ensuring they have equal learning opportunities and the chance to achieve success. this requires the collaboration of all school stakeholders to work together towards this shared goal. multiculturalism in the qur'an and hadith the qur'an, as the source of islamic teachings, was revealed by allah to humanity through prophet muhammad (peace be upon him) to guide attaining happiness and salvation in this world and the hereafter. it serves as a book of guidance, aiming to lead people from darkness towards the bright light of god's path. as stated in the following verse: "alif, lam, ra. [this is] a book which we have revealed to you, [o muhammad], that you might bring mankind out of darknesses into the light by permission of their lord—to the path of the exalted in might, the praiseworthy." (surah ibrahim, 14:1) the qur'an, being a universal book of guidance, contains verses with guidelines and core regulations needed for people to organize their lives, including matters related to faith and behavioral conduct in both personal and communal settings. among the numerous guidelines in the qur'an, some messages should serve as guidance for maintaining harmony and peace in a multicultural society. some of these messages are as follows: 1. there is no compulsion in religion. people are free to choose their faith, and those who follow islam will not be deprived of allah's mercy. (surah al-baqarah, 2:256) 2. allah has made humanity into different nations and tribes to know one another, not to despise each other. the noblest in the sight of allah are those who are most righteous. (surah al-hujurat, 49:13) 3. the prophet muhammad (peace be upon him) stated that all humans are brothers, emphasizing the importance of avoiding suspicion, envy, hatred, and animosity towards one another. muslims are encouraged to live as brothers and sisters in harmony. (hadith: bukhari and muslim, 6724) 17 earl bradford smith, “approaches to multicultural education in preservice teacher education: philosophical frameworks and models for teaching.,” multicultural education 16, no. 3 (2009): 45–50. volume 8, number 1, may 2023| 98 from the above quranic verses and hadith, it can be understood that multiculturalism is not contradictory to islamic teachings. diversity is not a problem; it is a wealth that can complement each other in building a civilized society. in essence, islam promotes tolerance, understanding, and respect for diversity. it encourages muslims to live harmoniously with people of different cultures, beliefs, and backgrounds, fostering an environment of mutual understanding and cooperation. multiculturalism is, therefore, a concept that aligns with the principles of islam and should be embraced to create a cohesive and inclusive society. implementing multicultural education requires concrete efforts to apply the values of multiculturalism in schools and society. some steps that can be taken to implement multicultural education are as follows: 1. integration: teachers play a crucial role in integrating various cultures and groups in learning. the curriculum should reflect cultural, linguistic, and ethnic diversity. multicultural education should teach an understanding of multicultural realities so that students can develop an attitude of appreciation for diversity. 2. knowledge construction: the multicultural education curriculum should be designed with a multicultural basis. introducing the history and civilizations of various ethnic or tribal groups can be part of the curriculum. multicultural education should also teach the values of humanity, democracy, and universalism that exist in religious teachings. 3. prejudice reduction: identifying the racial and ethnic characteristics of students and fostering positive interactions between various ethnic and cultural groups in the school environment can help reduce prejudice and create a tolerant academic atmosphere. 4. equal education: multicultural education acknowledges equal rights and opportunities for all students. each student receives fair treatment regardless of their differences. 5. character strengthening: character education is essential in developing religious, nationalistic, independent, cooperative, and integrity-oriented attitudes in students. character building begins with socialization and education from an early age. 6. cooperation: enhancing cooperation among students in achieving common goals and involving fair task allocation. 7. tolerance: teaching tolerance to students, which means respecting differences and the views of others. all these efforts must be consistent and sustainable, involving all stakeholders in the school and community. effective multicultural education can create an inclusive environment that appreciates diversity and molds a generation capable of harmonious living in a multicultural society. implementation of multicultural education in strengthening cooperation and religious tolerance at sman 1 waru sidoarjo multicultural education curriculum the school's curriculum is based on the 2013 curriculum, an improved version of the previous curriculum ktsp (kucorikulum tingkat satuan pendidikan). it balances the development of students' spiritual and social attitudes, knowledge, and skills, allowing them volume 8, number 1, may 2023| 99 to apply these in various situations within the school and the community. the curriculum 2013 is an evolution from the previous ones (kbk 2004 and ktsp 2006), aiming to prepare a generation capable of competing with advanced nations like the united states, china, finland, and singapore. methods of multicultural education: 1) the school uses the contribution and enrichment methods in multicultural education. the contribution method involves students in selecting reading materials together, engaging in shared activities, and appreciating religious and cultural events in the community. the enrichment method encourages students to evaluate and appreciate different perspectives without changing their own beliefs. the school provides teachers from various religions to support students' diverse backgrounds without imposing changes to their beliefs. implementation of multicultural education: multicultural education at sman 1 waru sidoarjo is based on valuing diversity, including religious, linguistic, and ethnic differences. students from various backgrounds coexist harmoniously, and the school promotes respect, sympathy, empathy, and mutual appreciation. strengthening cooperation and religious tolerance: to foster cooperation and religious tolerance, the school follows several practices: 1. teachers provide advice on religious tolerance. 2. students are encouraged to respect, appreciate, and accept differences. 3. the school supports celebrations of various religious events, with students from different faiths participating in organizing these events. 4. students are given the freedom to pray according to their beliefs. 5. the 5 s's (salam, smile, greet, polite, and respectful) are instilled in the school culture to promote positive interactions. conclusion implementing multicultural education in strengthening religious tolerance at sman 1 waru sidoarjo includes various aspects. firstly, the school adopts the curriculum 2013, making it a model school for its application in indonesia. the curriculum encourages teachers to be creative in teaching methods, focusing on students' observation, questioning, reasoning, experimenting, and networking rather than burdening teachers with content delivery. the approach emphasizes balancing affective and psychomotor aspects alongside cognitive development. secondly, the school utilizes the contribution and enrichment methods in multicultural education. additionally, to promote religious tolerance, the school provides four religious education teachers, implements the 5 s's (salam, smile, greet, polite, and respectful) to nurture respectful interactions, and supports various activities such as extracurriculars, osis, and school company. finally, in strengthening cooperation and volume 8, number 1, may 2023| 100 religious tolerance, teachers advise on multicultural education, instill values of respect and acceptance of differences, encourage support for religious celebrations regardless of beliefs, and grant freedom for individual prayer practices. reference banks, james a. an introduction to multicultural education. eric, 1994. caldwell, john c. demographic transition theory. springer, 2007. cox jr, taylor. “the multicultural organization.” academy of management perspectives 5, no. 2 (1991): 34–47. fatmawati, dinar. “islam and local wisdom in indonesia.” journal of social science 2, no. 1 (2021): 20– 28. hobart, charles w. “eskimo education in the canadian arctic.” canadian review of sociology/revue canadienne de sociologie 7, no. 1 (1970): 49–69. hoon, chang-yau. “putting religion into multiculturalism: conceptualising religious multiculturalism in indonesia.” asian studies review 41, no. 3 (2017): 476–493. http://dx.doi.org/10.1080/10357823.2017.1334761. hornby, a s. “oxford advanced learner’s dictionary.” oxford advanced learners dictionary, 2005. jones, gavin w. “religion and education in indonesia.” indonesia, no. 22 (1976): 19–56. rosyad, ali miftakhu. “the integration of islamic education and multicultural education in indonesia.” al-afkar, journal for islamic studies (2020): 164–181. sahal, muhammad, akhmad arif musadad, and muhammad akhyar. “tolerance in multicultural education: a theoretical concept.” international journal of multicultural and multireligious understanding 5, no. 4 (2018): 115. http://dx.doi.org/10.18415/ijmmu.v5i4.212. skrefsrud, thor-andré. “enhancing social sustainability through education: revisiting the concept of multicultural education.” in ecotheology-sustainability and religions of the world. intechopen, 2022. smith, earl bradford. “approaches to multicultural education in preservice teacher education: philosophical frameworks and models for teaching.” multicultural education 16, no. 3 (2009): 45–50. spierings, niels. “how islam influences women’s paid non-farm employment: evidence from 26 indonesian and 37 nigerian provinces.” review of religious research 56 (2014): 399–431. suri, dharlinda, and dharnita chandra. “teacher’s strategy for implementing multiculturalism education based on local cultural values and character building for early childhood education.” journal of ethnic and cultural studies 8, no. 4 (2021): 271–285. tilaar, h a r. perubahan sosial dan pendidikan: pengantar pedagogik transformatif untuk indonesia. penerbit pt. gramedia widiasarana indonesia bekerja sama dengan center for education and community development studies, 2002. wilson-wright, aren m. “the helpful god: a reevaluation of the etymology and character of (ʔēl) šadday.” vetus testamentum 69, no. 1 (2019): 149–166. educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) z policies in higher education: the impact of global trends on the operation of the south african universities malesela jim masenya department of development planning and management ,university of limpopo, south african malesela.masenya@ul.ac.za accepted: july 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract the purpose of this paper is to locate and discuss the policies that governs south african universities in relation to the global trends and their impacts thereof. the higher education system in south africa is shaped and understood according to many different narratives, the story of higher education globally, and the fundamental changes it has undergone, its own particular history and legacy told from many perspectives, and the deliberate steering of the system through the application of policy drivers to reach particular goals. intricately intertwined with the society in which it is embedded, the higher education sector in south africa today is as much a creature of its past as it is a creature of sustained effort, through policy, legislation and institutional restructuring, to redirect and transform it. in higher education, there is an increasing resultant standardisation of the curriculum in response to the market forces. politics in the age of globalisation should not be seen as a practice of noble hopelessness because there a rapid expansion of a global higher education market, based on the discourse of global competition. the paper argues that that while the south african higher education system has experienced considerable growth, this growth has not been met with sufficient funding to enable the national goals of higher education to be fully met, and the prospects of a sustainable increase in funding are negligible. the higher education system in south africa is undoubtedly under pressure, due to a number of institutions struggling to keep the higher education project alive. the paper concludes that, in order to become internationally competitive, national policies in developing countries tends to use key projects to drive reform processes, and establish priorities, and is focusing investment on a few universities. institutional managements and staff have to deliver on sometimes competing objectives. keywords: higher education, policy, global trends, south africa introduction there is much written about the crisis in higher education’ internationally in research and popular media, suggesting that in some way, higher education is standing on a precipice whether to disappear into the abyss of irrelevance or to take off soaring to new heights in an ict revolution is volume 8, number 3, november 2023| 202 z not necessarily clear 1. what is clear is that universities, as a particular institution of higher education, have endured since the middle ages, yet, chameleon-like, they have adapted in form and function to changing realities and social forces. as major social institutions, universities both embody their times, and produce the people who collectively act as catalysts for social change 2. they are subject to many forces social, political and economic, whether international or local to which they are slowly responsive, and simultaneously they lead the way to imagining and enacting new futures. the higher education system in south africa is shaped and understood according to many different narratives, the story of higher education globally, and the fundamental changes it has undergone, its own particular history and legacy told from many perspectives, and the deliberate steering of the system through the application of policy drivers to reach particular goals 3. intricately intertwined with the society in which it is embedded, the higher education sector in south africa today is as much a creature of its past as it is a creature of sustained effort, through policy, legislation and institutional restructuring, to redirect and transform it 4. just as important to the narrative of south african higher education, however, are the responses of the system and the institutions to forces and challenges in the realms of economics, social and political change, and changes in the substantive heart of higher education, that is, the knowledge that it preserves, produces, cherishes, disseminates and that is fundamental to its very identity. global trends in higher education globalisation of higher education the course of the globalization process widely differ. on the side of the advocates, friedman, for instance, sees the new phase of globalization as the one in which individuals make the difference and have immense opportunities to cooperate and compete globally. this phase of globalization 3.0 emerged after 2000 and builds on but also differs from globalization 1.0 (1492 to 1800), which was shaped by countries and governments, and globalization 2.0 (1800 to 2000), which was mainly driven by multinational corporations 5. on the side of the disbelievers, gray6 argues “that the great era of globalization is over and that in particular the global free market economy has been a utopian project”. its contradictions as testified by flows of asylum seekers and economic refugees have been too easily 1 philip g altbach and jane knight, “higher education’s landscape of internationalization,” in leadership for worldclass universities (routledge, 2011), 126–145; philip g altbach and jane knight, “the internationalization of higher education: motivations and realities,” journal of studies in international education 11, no. 3–4 (2007): 290–305. 2 jenny coetzee et al., “predictors of parent–adolescent communication in post-apartheid south africa: a protective factor in adolescent sexual and reproductive health,” journal of adolescence 37, no. 3 (2014): 313–324. 3 andrew l friedman and samantha miles, “developing stakeholder theory,” journal of management studies 39, no. 1 (2002): 1–21. 4 laura e rumbley, philip g altbach, and liz reisberg, “internationalization within the higher education context,” the sage handbook of international higher education (sage publications, inc., 2012), http://dx.doi.org/10.4135/9781452218397.n1. 5 morris bosin, governance in the 21st century, governance in the 21st century, 2022; james n rosenau and ernst-otto czempiel, governance without government: order and change in world politics (cambridge university press, 1992). 6 coetzee et al., “predictors of parent–adolescent communication in post-apartheid south africa: a protective factor in adolescent sexual and reproductive health.” volume 8, number 3, november 2023| 203 z overlooked. global multilateral frameworks and agreements will struggle, and transnational institutions that have built the global free market will have to accept a more modest role. globalisation was already a buzzword of the late 20th century, and is even in danger of becoming a cliché 7. nonetheless, it lacks precise definition 8. there have been a variety of different discourses which have created a huge academic and popular literature on globalisation and related topics. according to busch 9, the “number of articles with globalisation/global in the title have increased almost threefold in the past decade”. the controversy about globalisation is connected to a wider debate about modernity 10. for some, globalisation can be understood simply as the global diffusion of western modernity, that is, westernisation. by contrast, others draw a distinction between westernisation and globalisation 11. there are an increasing number of attempts to develop explanations of globalisation which highlight the complex intersection between a multiplicity of driving forces, embracing economic, technological, cultural and political change 12. globalization deals with which role will be of nation-states, regional and supranational bodies, international and intergovernmental organizations, and multilateral frameworks and agreements in particular, issues that will define to a great extent the opportunities and challenges for the internationalization of higher education. a plethora of recent vociferous studies cast serious doubt on the idea that globalisation effectively immobilises national governments in the conduct of economic policy 13. as milner and 7 celia ray hayhoe, lauren leach, and pamela r turner, “discriminating the number of credit cards held by college students using credit and money attitudes,” journal of economic psychology 20, no. 6 (1999): 643–656. 8 capital avenue et al., “college of education and human development,” harvard educational review (2015). 9 angus j macneil, doris l prater, and steve busch, “the effects of school culture and climate on student achievement,” international journal of leadership in education 12, no. 1 (2009): 73–84. 10 h fallding, “social theory of modern societies: anthony giddens and his critics. edited by david held and john b. thompson. cambridge university press, 1989. 311 pp. cloth, $49.00; paper, $16.95 and the consequences of modernity. by anthony giddens. stanford university press, 1990. 186 pp. $24.95,” social forces 70, no. 2 (1991): 529–532, http://dx.doi.org/10.1093/sf/70.2.529; thomas s robertson, “the process of innovation and the diffusion of innovation,” the journal of marketing (1967): 14–19; bosin, gov. 21st century. 11 fallding, “social theory of modern societies: anthony giddens and his critics. edited by david held and john b. thompson. cambridge university press, 1989. 311 pp. cloth, $49.00; paper, $16.95 and the consequences of modernity. by anthony giddens. stanford university press, 1990. 186 pp. $24.95.” 12 fallding, “social theory of modern societies: anthony giddens and his critics. edited by david held and john b. thompson. cambridge university press, 1989. 311 pp. cloth, $49.00; paper, $16.95 and the consequences of modernity. by anthony giddens. stanford university press, 1990. 186 pp. $24.95”; rosenau and czempiel, governance without government: order and change in world politics; william ieuan jenkins, policy analysis: a political and organisational perspective (london: m. robertson, 1978); bosin, gov. 21st century. 13 “the theoretical significance of foreign policy in international relations an analyses,” journal of critical reviews (2020); noor rizawati nasir and mustafa din subari, “a review of social innovation initiatives in malaysia,” journal of science, technology and innovation policy (2021); xian chun tan et al., “research on the national climate governance system toward carbon neutrality—a critical literature review,” fundamental research, 2022; lukmanul hakim, “the policy model of digital-based micro-business assistance for economic recovery during the pandemic,” indonesia private law review (2021); mohd fadzil abdul rashid et al., “formulation of a malaysia modern rural development framework: synergising rural for change,” planning malaysia, 2021; vladimir lvovich vasilev et al., “digitalization peculiarities of organizations: a case study,” entrepreneurship and sustainability issues (2020); rajendra shrestha, “economic diplomacy for development partnership,” journal of foreign affairs (2021). volume 8, number 3, november 2023| 204 z keohane 14 observe, “the impact of the world economy on countries that are open to its influences does not appear to be uniform”. such studies have delivered significant insights into how the social and political impact of globalisation is mediated by domestic institutional structures, state strategies and a country’s location in the global pecking order 15. national and global governance can, and must, be reinvented with human development and equity as their core. social policies and national governance are even more relevant today to make globalisation work for human development and to protect people against its new threats 16. however, rather than globalisation bringing about the end of the state, it has encouraged a spectrum of adjustment strategies and, in certain respects, a more activist state. in higher education, there is an increasing resultant standardisation of the curriculum in response to the market forces. politics in the age of globalisation should not be seen as a practice of noble hopelessness because there a rapid expansion of a global higher education market, based on the discourse of global competition 17. although, the discourse of today skills used in employment, technically useful knowledge has often been argued to have deleterious effect on higher education development, with national planning, industries and the professions extending their influence on higher education. in order to become internationally competitive, national policies in developing countries tends to use key projects to drive reform processes, and establish priorities, and is focusing investment on a few universities. globalisation on higher education is to employ economic standards as benchmarks 18. this has led to an international tendency to overemphasise the practical and technical values of higher education. universities achievements have been increasingly simplified to be deemed equivalent to applied research outputs. however, in finance general trend towards the reduction of per capita public funding to higher education, despite the continuing increase in student enrolments, leading to the current fiscal crisis of higher education. the burden of funding higher education is being shifted more and more on to the shoulders of the individual 19. even public universities are increasingly funded by non-governmental sources, especially via student tuition and other fees, donations raised from alumni and others, and direct payment from business for services provided by the universities. higher education is being asked to be more accountable for how its diminishing portion of public financial support is spent 20. the ideology underpinning this transformation has been summarised as the assumption that education is a private matter of individual choices and personal benefits gained by 14 richard n. cooper, “the economics of interdependence,” the international executive (1968); r. o. keohane and h. d. milner, “internationalization and domestic politics,” internationalization and domestic politics (1996). 15 alex burns, “the worldflash of a coming future,” m/c journal (2003); cathy l . reese and ni r kossovsky, “intangibles and the new reality: risk, reputation and value creation,” islamic economic studies (2013); carmen boghean, “the phenomenon of migration: opportunities and challenges,” usv annals of economics and public administration (2016). 16 undp 1999: 9 17 avenue et al., “college of education and human development.” 18 macneil, prater, and busch, “the effects of school culture and climate on student achievement.” 19 macneil, prater, and busch, “the effects of school culture and climate on student achievement.” 20 altbach and knight, “higher education’s landscape of internationalization.” volume 8, number 3, november 2023| 205 z graduates for the employment market 21. on learning and teaching, there is today an international tendency to plunge headlong into the surging market for electronic delivery of education without sorting out the hype from the reality. the language used today to promote technology, delivered instruction convenient, self-paced, individualised and interactive, faster and cheaper, flexible as to time and space echoes that of fads and movements throughout the 20th century. internationalization of higher education inevitable as it may be, globalization is at the same time mostly beyond the control of individual higher education institutions (heis) and governments. internationalization of higher education is often seen as a possible response to globalization (i.e., as a way to make heis more effective in response to the globalization of societies, cultures, economies, and labour markets22 as, by definition, internationalization is a process more readily steerable by governments than is globalization. although this does not mean that there are no other responses possible to globalization than to internationalize, it does imply that an analysis of globalization will be imperative to explore the future opportunities and challenges for internationalization. internalization includes specific policies and programmes undertaken by governments, academic systems and institutions, and even individual departments or institutions to cope with or exploit globalisation. massification of higher education massification has been defined as the mass adaptation of a phenomenon by the suppression of its distinguishing features 23. scott 24 used the term massification in the context of higher education systems to describe the rapid increase in student enrolment in the latter part of the twentieth century. while the use of national enrolment ratios or participation rates may be appropriate to define massification of higher education in industrialised countries, this may not necessarily be the case for developing countries 25. thus, most african countries have a very low higher education enrolment ratio but they have experienced a very rapid increase in actual numbers of students enrolled in higher education. in order to accommodate the large numbers of students wishing to access higher education in a country, the higher education institutions in that country also experience huge increases in student enrolment. that can be considered as institutional massification, although there is hardly any definition of institutional massification in higher education literature. increase in enrolment are a positive sign of democratization of access. access to higher education is not only open to those with the classic 21 p. boumelha, “capitalized abstraction,” english (1983). 22 wendell schwab, “establishing an islamic niche in kazakhstan: musylman publishing house and its publications,” central asian survey 30, no. 2 (2011): 227–242, http://dx.doi.org/10.1080/02634937.2011.565229. 23 f ikram, “perceptions of public relations students in oman: examining the perception of public relations students to their education in oman,” asian journal of management sciences & education 4, no. 2 (2015): 132–145. 24 koorosh gharehbaghi, christina scott-young, and amrit sagoo, “inventive higher education: a blending passage,” journal of international business research and marketing (2021). 25 nasser momayezi, “cultural globalization,” in handbook of globalization, governance, and public administration, 2006. volume 8, number 3, november 2023| 206 z definition of student 26. massification is therefore seen in a positive light because it is a proof of the democratization of access and is no longer elitist. it also leads to greater human capital formation, providing countries with expert human resources needed for development. on a global level, massification seems to be important in this knowledge economy where the two classical pillars of a successful university have been changed to four and are no longer limited to quality teaching and research, but also the ability to innovate and to share knowledge (scott, 1995). creativity has also become very important due to the mass access and demand for higher education. institutions are becoming more creative and competitive in their bid to attract the best students who usually have a wide variety of institutions and programmes to choose from. the challenge of balancing the seemingly mutually exclusive demands of greater access and maintaining quality seems much more acute due to a lack of resources 27. the massification of higher education that resulted from throwing the gates more widely open and the specific challenges, were those of ensuring quality and ensuring the judicious use of resources, the size of which have not matched the rate of increase in student numbers. local trends of south african higher education in the post-apartheid era, higher education faced a problem of trust, especially amongst the disenfranchised majority, and a perception that it remained fixed in its apartheid past (gray, 2002). consequently, the call for higher education to contribute to the transformation of society became at the same time a call for the sector to transform itself. at the same time, the post-apartheid imperatives of access, equity and redress stood starkly alongside the imperatives of economic as well as social inclusion, and the call for a new growth path to address the challenges of widespread poverty and unemployment. what is understood as the process of modernisation, and what that means, has evolved in the south african context over the twenty-year period in question 28. in the early years of policy development in higher education, the emphasis nationally in all spheres was on achieving social justice through redress a massive reconstruction and development programme was envisaged to right the skewed ways in which all aspects of south african society had developed as a result of social engineering according to race on a grand scale 29. the disjuncture between higher education in its fragmented form and the needs of a developing society was the main issue that needed to be addressed to achieve the goals of the reconstruction and development plan (rdp) 30. growth in the economy through a shift from mining to manufacturing, which would require high-level skills development; reconstruction through addressing the challenges of poverty such as the provision of housing, 26 burns, “the worldflash of a coming future.” 27 malcolm tight, “martin trow – twentieth century higher education: elite to mass to universal,” studies in higher education 36, no. 5 (2011): 619–620, http://dx.doi.org/10.1080/03075079.2011.594606. 28 venkat ramaswamy and kerimcan ozcan, the co-creation paradigm (stanford university press, 2014). 29 vera bitsch, “qualitative research : a grounded theory example and evaluation criteria,” american journal of agricultural economics (2005). 30 paul r trowler, “introduction: higher education policy, institutional change,” in higher education policy and institutional change: intentions and outcomes in turbulent environments, 2002. volume 8, number 3, november 2023| 207 z electricity, sanitation and health services to the poor; and the building of a robust civil society to increase participation in the fledgling democracy. in this paradigm, skills development was not viewed in a utilitarian way, but as part of a project of transformation and enrichment of a society and its people. however, another strand of more hardheaded economic thinking soon emerged that, faced with the realities of developing an economic policy to deal with unemployment, emphasised the need for fiscal restraint and an approach to macroeconomic policy that was more in line with the international trend of neoliberalism and structural adjustment to develop the economy on more market-oriented lines . the shift from rdp to gear is one of the major context factors influencing the way in which higher education policy was to develop, from the early consensus and alignment of higher education with the new ideals of reconstruction and development in a relationship with government that was to be characterised by mutual trust, to a more complex environment in which higher education has come to be seen as a vehicle for the advancement of a knowledge economy, and in which the relationship of higher education and government was to undergo some repositioning. given that there are multiple roles for south african higher education, there are at least three major themes explored in this chapter, and indeed in the review as a whole. the first concerns south african higher education over the last twenty years having had to be fundamentally reimagined and reorganised from its fractured, inequitable and isolated apartheid legacy in order to meet the human resource needs and the national goals of a modernising economy 31. the first theme underlying this review is thus that of the modernising state: it includes the narrative of policy intentionality the policies, processes and mechanisms employed to steer a deeply divided sector into a new era characterised by integration, a more rational institutional landscape and the achievement of national goals such as greater equity of access and success for students from all population groups of south africa in order to further the economic and social development of the country. transformation the radical alteration of the size and shape of the higher education system and the introduction of the policy drivers to steer the system towards particular goals discussed above, were motivated by the need to achieve a state of affairs that was qualitatively different from that which preceded it 32. breaking with the inequalities of the apartheid past, a transformed higher education system would play a critical role in an emerging, non-racial, progressive democracy, in producing critical, independent citizens as well as skilled and socially-committed graduates who would be capable of contributing to social and economic development. 31 avenue et al., “college of education and human development.” 32 burton r clark, “the modern integration of research activities with teaching and learning,” the journal of higher education 68, no. 3 (1997): 241–255. volume 8, number 3, november 2023| 208 z integration perhaps the most obvious policy consideration in pursuing the goal of transformation in the first decade post-apartheid was the need for integration to overcome past fragmentation 33. as expressed in white paper 3 of 1997 as the intention to transform higher education through the development of a programme-based higher education system, planned, funded and governed as a single coordinated system, the major focus for the future of higher education that is, redress and quality, expressed as equity, effectiveness and efficiency looking at planned expansion of the higher education system to increase participation which gave rise to the need for external quality assurance and qualifications frameworks to achieve greater responsiveness through planning a national plan and three-year rolling plans for institutions and goal-directed, performance-related funding to steer the system towards transformation. funding the first decade post-apartheid saw the imperative to integration being driven by the development of a new funding framework that included institutional restructuring grants, earmarked funding, block grants, research output grants and institutional factor grants 34. the post-apartheid reality of a diversity of institutions that had been governed by different funding regimes, from the different bantustans or different national departments that had engineered huge distortions in funding allocations, did not, however, display sufficient homogeneity for such a system to be equitable. it was conceived of as a goal-oriented mechanism for the distribution of government grants to individual institutions in accordance with national planning priorities, the quantum of funds available and the approved enrolment plans of individual institutions 35. essentially, it was a mechanism to steer the system towards achieving the modernising goals of the system on a more equitable basis between institutions; that is, using one set of rules across all institutions. some allowance was, however, built into the formula to take account of the need for redress funding for those institutions that had been disadvantaged in the apartheid era, although the quantum of actual redress funding awarded remains an issue of contention; at the same time, it rewarded those activities thought desirable to attain national goals, such as research output. coping mechanisms of south african higher education to global trends in discussing the south african higher education system, it is necessary to situate it within recent global trends, as well as to elucidate the stories of its own particular trajectory (albatch et al, 2010). the first of the major global trends that has an obvious bearing on the south african situation is the trend in the late twentieth and early 21st century to provide higher education to many more people than was hitherto the case 36. the global inequities are evident; in the belief that an educated 33 avenue et al., “college of education and human development.” 34 bosin, gov. 21st century. 35 thomas connolly et al., “learning 2.0,” in higher education institutions and learning management systems, 2011. 36 p g albatch, “impact and adjustment: foreign students in comparative perspectives,” higher education 21 (1991): 305–323. volume 8, number 3, november 2023| 209 z populace leads to both economic success and social goods such as a strong civil society, countries able to compete in the global marketplace have invested heavily in the so-called massification of higher education while others are struggling to keep pace 37. the skewed consequences of this are clear: extensive shifts of academic knowledge and students to the countries of the global north, and new areas in the east, with a further widening of the gap between the haves and the have-nots, as well as the homogenisation of the knowledge base in favour of certain types of knowledge. the character of higher education too, has changed, with far more emphasis on the utilitarian purposes of higher education: the development of skills useful for economic advancement, rather than generic broad education preparing an elite class for governance; more business and management courses; a greater emphasis on science and technology and a consequent perceived loss of esteem for the humanities. the trend to massification has spawned changes in organisational structures, the size and shape of systems, in curriculum, pedagogy, research and the relationship of institutions with external communities. responding to massification there has been unprecedented growth in the numbers of students enrolled in higher education is arguably a major factor in ushering in an era in which external regulation and external quality assurance have become widespread phenomena; as the number of institutions, institutional types, educational offerings and knowledge areas covered have grown, so too has the need for some means of checking and comparing to sift through the complexities and offer some level of assurance to students, parents, employers, publics and governments that the expanding investment in higher education is resulting in both merit and worth, and that higher education is achieving its purpose. in response to the increasing globalisation of education, some countries have developed national qualifications frameworks as a means of standardising and making explicit the products or outcomes of education systems, and of enhancing the marketability and mobility of their graduates. formal national qualifications frameworks, or systems for the national registration of qualifications, have thus been developed in a number of other countries 38. a shared characteristic of these developments is the need to make the meaning of qualifications more transparent and explicit. the expectation is that this will make it easier for higher education stakeholders to identify the nature and level of qualifications, to compare them and to identify more easily their articulation possibilities, both within and across national boundaries. in the south african context, debates about knowledge have also shaped questions relating to curriculum in profound ways, with local relevance and global recognition often being seen as the poles of a debate about what should be taught. this has deep resonance with ideas of what a university is for, and this debate is by no means settled in south african universities. there have been many projects focusing on african scholarship, or what it means to be a university in south africa and what knowledge is appropriate for this context, yet there are also strident calls for a transformation of the curriculum that berate eurocentrism, some of which appear to endorse a fairly narrow view of what is appropriate in a local context. others, however, in challenging what has become orthodox, are 37 bosin, gov. 21st century. 38 albatch, “impact and adjustment: foreign students in comparative perspectives.” volume 8, number 3, november 2023| 210 z catalytic in re-imagining what possibilities exist for developing curricula that are simultaneously relevant to current south african students and which lead to extending the boundaries of current knowledge in a way that transcends the local. deep divisions about values, and also about language, still characterise the debate. simultaneously, discipline boundaries, where disciplines have traditionally been the organising precepts of knowledge domains, are becoming more porous, with interdisciplinary studies becoming more commonplace. it is evident that academic profession under great stress39. the demands on academics and the variety of functions required of them have set up new tensions and competing priorities. pressures to perform in terms of measurable research output coexist with larger numbers of more diverse students to teach in ways that demand increasingly specialist skills, more complex and transparent assessment procedures, more attention to the development of responsive and appropriate curricula, and more administration and compliance with reporting and accountability demands 40. as noted above, this is sometimes accompanied by less authority in academic decision-making and a more subservient role in the leadership and management of institutions. a counter-trend, however, is that of academics increasingly being able to pursue their individual research careers on the basis of funding external to an institution and effectively commanding their price and moving between institutions eager to move up the rankings tables; and of academics in professional fields straddling the divide between institution and profession through their consulting activities. as economies have become more inter-dependent, and information and communications technologies have developed and opened up new possibilities for access to knowledge and sharing data and research; as the use of english as a communication tool has become ubiquitous on the internet and elsewhere, so has higher education become firmly part of a global context (jones, 1995). disciplinary communities are now more properly global than national; institutions at the apex of national systems find themselves competing in international champions leagues; internationalisation involving the movement of large numbers of staff and students to different contexts is one of the responses to the globalisation of higher education. top research universities set out to recruit the most promising students and dissemination of research findings and the sharing of data sets is more possible than ever before. yet higher education systems are also called on to organise themselves in the most optimal ways to pursue national goals, whether these are motivated by narrow political interests, competitive strategies or social justice agendas. the tension between aligning institutional missions with national goals and the harnessing of the energies of an increasingly mobile, changing and outward-looking academic population that seeks its validation in international communities of practice, lends an element of further stress to higher education systems. the fiscal environment is changing as a result of new global conditions: the terms of trade boom that supported south africa through the global economic crisis is coming to an end, with new 39 dhet, 2013 40 jenkins, policy analysis: a political and organisational perspective. volume 8, number 3, november 2023| 211 z challenges being faced 41. rising global interest rates are pushing up the cost of servicing government debt, weaker commodity prices are contributing to lower tax buoyancy and the depreciation of the rand is increasing cost pressures. along with rising unemployment, underperforming exports, rising inflation and rising public debt, the economic outlook is one of increasing austerity. as government is generally concerned with productivity and efficiency in meeting the human resource and other economic challenges of their countries, particularly where the largest portion of funding still comes from the public purse. yet as the numbers have grown, the ability of governments to utilise taxpayers’ contributions to fully cover the need has been stretched to breaking point, putting pressure on student fees, necessitating a much higher reliance on institutions capacities to raise thirdstream income, and increasing private sector investment considerably 42. this has brought with it different interests and ideas of purpose in the area of research, for instance, the research agenda is in the most affluent societies becoming somewhat determined by the big business interests that fund them. it has also led to the unprecedented growth of private higher education provision in many parts of south africa to accommodate the growing demand for higher education. policy framework for south african higher education internationalisation of higher education in south africa after south africa’s re-entry into the international community with the advent of democracy in 1994, higher education institutions were increasingly approached by universities in other countries to engage in different ways with the international higher education community 43. the purpose of the policy framework is to provide high-level principles and guidelines; to set broad parameters; and to provide a national framework for internationalisation of higher education within which higher education institutions can develop and align their institutional internationalisation policies and strategies. the policy framework enjoins higher education institutions and other role players in the sector in south africa to develop their own policies and or strategies for internationalisation in alignment with this policy framework. the goals of the policy amongst others; are to enhance the reputation, quality and relevance of higher education in south africa, and to strengthen its higher education institutions. to better equip south african students and staff members of higher education institutions with the knowledge, skills and attitudes, including the intercultural skills required to contribute to its socio-economic development and well-being. to open up south african higher education both to novice and experienced researchers; academics and support staff for personal and professional development and to gain knowledge. to enhance international research collaboration in order to contribute to an increase in knowledge production, intellectual property and innovation in south africa; in the sadc region; in the rest of the african continent and in the world. its principle are priority focus, academic 41 strategic choice and international relations, strategic choice and international relations, 2020; kiren chaudhry, “prices, politics, institutions:oil exporters in the international economy,” business and politics (1999). 42 macneil, prater, and busch, “the effects of school culture and climate on student achievement.” 43 dhet, 2013 volume 8, number 3, november 2023| 212 z freedom and national interests, legal compliance, ethics, mutuality, complementarity, value creation, quality and funding. language policy for higher education the framework for language in higher education takes into account the requirements of the constitution, the advice received, as well as the objectives and goals of the national plan for higher education (2001). in particular, it recognises the need to ensure equity of access and fair chances of success for all who seek to realise their potential through higher education (dhet) (department of higher education & training, 2012). the framework also reflects the values and obligations of the constitution, especially the need to promote multilingualism. for the first time, a genuine attempt will be made to ensure that all of our official languages are accorded parity of esteem. the purpose of the policy is to: guide higher education institutions to evolve relevant strategies, policies, implementation plans for strengthening indigenous official languages of south africa as languages of teaching, learning, research, innovation and science; provide for the development, implementation, monitoring and evaluation of institutional language policies and ensure transformation in higher education through enhancing the status and roles of previously marginalised languages to foster intuitional inclusivity and social cohesion . the policy framework for language in higher education addresses the following issues: languages of instruction; the future of south african languages as fields of academic study and research; the study of foreign languages; and the promotion of multilingualism in the institutional policies and practices of institutions of higher education. conclusion while the south african higher education system has experienced considerable growth, this growth has not been met with sufficient funding to enable the national goals of higher education to be fully met, and the prospects of a sustainable increase in funding are negligible. as a result of the imperative to increase access, student numbers have grown, but the academic staff complement has not grown concomitantly. institutional managements and staff have to deliver on sometimes competing objectives. the higher education system in south africa is undoubtedly under pressure, with a number of institutions struggling to keep the higher education project alive. despite the pressure, however, there are pockets of excellence in all parts of the sector. in some parts this is evidenced in increasing research output at both institutions with an established research culture and those relatively new to it. some institutions have, with perspicacious and visionary leadership and commitment from staff and students, forged respectable academic identities from apartheid-engineered roots, or successfully navigated the exigencies of mergers to become more responsive and vibrant and attuned to the realities of the needs of a developing south africa. considerable experience and expertise has been developed among a growing proportion of academic staff and education specialists over the last twenty to thirty years in dealing with the teaching and learning challenges of a diversifying student body. while there is room for improvement, a greater recognition of the importance of the teaching and learning function is developing in reward systems volume 8, number 3, november 2023| 213 z and promotion criteria for academic staff. there has been a general trend to make curriculum information and assessment criteria and demands more transparent to students and to design more appropriate and relevant curricula. references albatch, p g. “impact and adjustment: foreign students in comparative perspectives.” higher education 21 (1991): 305–323. altbach, philip g, and jane knight. “higher education’s landscape of internationalization.” in leadership for world-class universities, 126–145. routledge, 2011. ———. “the internationalization of higher education: motivations and realities.” journal of studies in international education 11, no. 3–4 (2007): 290–305. avenue, capital, p o box, antwi akom, aekta shah, aaron nakai, tessa cruz, wednesday october, et al. “college of education and human development.” harvard educational review (2015). bitsch, vera. “qualitative research : a grounded theory example and evaluation criteria.” american journal of agricultural economics (2005). 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institutional change.” in higher education policy and institutional change: intentions and outcomes in turbulent environments, 2002. vasilev, vladimir lvovich, almaz rafisovich gapsalamov, elvir munirovich akhmetshin, tatyana nikolaevna bochkareva, alexei valerievich yumashev, and tatyana ivanovna anisimova. volume 8, number 3, november 2023| 215 z “digitalization peculiarities of organizations: a case study.” entrepreneurship and sustainability issues (2020). strategic choice and international relations. strategic choice and international relations, 2020. “the theoretical significance of foreign policy in international relationsan analyses.” journal of critical reviews (2020). educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z islamic religious education learning strategy based on modelling in fostering student independence musawir, mustofa, moh. udi, mukammilah, siti musyrifah universitas sunan giri surabaya musawir.bq@gmail.com; tmus391@gmail.com, moh.udi003@gmail.com, miladinubay@gmail.com, sitimusyrifah12@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract this study aims to explain the modelling-based islamic religious education (pai) learning strategy applied at sabilus sholihin socah bangkalan junior high school to foster student independence. the research method used is qualitative with a phenomenological approach. the results showed that the modeling-based islamic religious education learning strategy in this school is based on values such as exemplary independence, creativity, and self-confidence. through this approach, students are given relevant examples related to independence, creativity, and responsibility. the results of this study provide important insights into the importance of modeling-based learning strategies in the context of islamic religious education in indonesia, as well as identifying factors that support or hinder the implementation of these strategies in schools. supporting factors in this learning strategy include school facilities and infrastructure, such as the musholla and hall, which provide support for the formation of students' independence in activities. students are also given the opportunity to develop their independence in terms of knowledge and skills. however, the inhibiting factor lies in the lack of awareness of students and parents toward education, primarily due to economic pressure. in addition, television shows, smartphones, and social media are also inhibiting factors in the effort to foster students' independence. keyword: islamic religious education, learning strategy, modelling introduction education plays a crucial role in the development of a country, particularly in the era of globalization characterized by technological advancements. it is widely recognized that education is a key determinant of the human development index (hdi), which measures human development based on factors such as purchasing power, health, and education levels.1 the level of education in a country has a significant impact on its economic growth, as it improves the skills and knowledge of the workforce, leading to increased productivity and innovation. in developing countries, education is crucial for improving the economy and raising living standards.2 it empowers individuals to work towards and achieve their country's development, both economically and politically.3 education also plays a vital role in the socioeconomic 1 parvez pirzado, “teaching human rights in pakistani schools: what are the potential barriers?,” people international journal of social sciences, 2019, https://doi.org/10.20319/pijss.2019.43.17411760. 2 “latest interative larning devices available in rural schools,” international journal of innovative technology and exploring engineering, 2019, https://doi.org/10.35940/ijitee.b1157.1292s419. 3 jordan hale, “a comparative analysis of education in ghana and cuba: identifying relevant education mailto:musawir.bq@gmail.com mailto:tmus391@gmail.com mailto:moh.udi003@gmail.com mailto:miladinubay@gmail.com mailto:sitimusyrifah12@gmail.com yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 234 zzzzzz development of a country.4 it helps to reduce poverty and inequality by providing individuals with the necessary skills and knowledge to participate in the labor market and contribute to economic growth.5 education also has a broader impact on society and culture. it promotes intercultural understanding and cooperation, which is essential in the era of globalization.6 inter-religious education, for example, has become a major concern as globalization proceeds. it helps to foster tolerance, respect, and cooperation among different religious and cultural groups.7 islamic religious education has a strategic role in building a generation that is faithful, noble, and independent. however, to achieve better education, relevant learning strategies are needed. the right learning strategy will help students think independently, creatively, and adaptively to various situations. conversely, inappropriate strategies can hinder the achievement of educational goals.8 the importance of selecting appropriate learning strategies emphasizes the need for teachers to have a strong understanding of learning strategies that are in line with learning objectives, both in terms of achieving objectives that have been explicitly formulated and in terms of desired effects, such as the ability to think critically, creatively, openly, and others. in this context, noeng muhadjir identifies three main functions of education, namely developing students' creativity, passing on values, and improving students' productive workability. therefore, islamic religious education needs to have appropriate learning strategies to achieve these goals.9 islamic boarding schools and madrasahs play an essential role in islamic religious education, but changing times require collaboration between religious institutions and formal education. the introduction of the boarding school concept that combines islamic religious education with general education is a relevant solution. sabilus sholihin junior high school in socah sub-district is one of the schools that implement the boarding school concept, which allows students to live in the school dormitory during the education process. the boarding school concept aims to develop students' character reforms for developing countries,” journal of information technologies and lifelong learning, 2018, https://doi.org/10.20533/jitll.2633.7681.2018.0001. 4 amadou boubacar, “addressing the early school leaving issue in niger: an improvement of teachers’ status from contract to permanent,” journal of political science and international relations, 2022, https://doi.org/10.11648/j.jpsir.20220504.17. 5 ruhma khan, imran s chaudhry, and fatima farooq, “impact of human capital on employment and economic growth in developing countries,” review of economics and development studies, 2019, https://doi.org/10.26710/reads.v5i3.701. 6 sulaiman sulaiman, “review of freedom of religion or belief (kbb) in the implementation of the interreligious education model at the defense university,” endless international journal of future studies, 2022, https://doi.org/10.54783/endlessjournal.v5i3.156. 7 brendan carmody, “pedagogy for inter‐religious education,” the heythrop journal, 2013, https://doi.org/10.1111/heyj.12051. 8 muhammad anas ma`arif, muhammad husnur rofiq, and akhmad sirojuddin, “implementing learning strategies for moderate islamic religious education in islamic higher education,” jurnal pendidikan islam, 2022, https://doi.org/10.15575/jpi.v8i1.19037; nur azizah, “implementing the value of character education in islamic religious education in state elementary school (sdn) ciranjang 02 cianjur,” international journal of science and society, 2022, https://doi.org/10.54783/ijsoc.v4i2.455. 9 n muhajir, ilmu pendidikan & perubahan sosial: teori pendidikan pelaku sosial kreatif (cet. v) (yogyakarta: rake sarasin, 2000). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 235 zzzzzz through habituation, disciplinary rules, and independence in students' daily lives. independence is one of the important aspects of students' education. boarding schools encourage students to organize their own lives and develop high self-confidence. the independence instilled in boarding schools can help students in the management of learning and taking exams with high integrity. in this context, this study will explore the modelling-based islamic religious education learning strategy implemented at sabilus sholihin junior high school with a focus on developing students' independence. this research is important to understand how this strategy affects students' development and how it applies in the context of islamic religious education in indonesia. methods this research is an attempt to explore and understand the phenomena that occur in the sabilus sholihin islamic education and da'wah foundation, which is located in buluh village, socah district, bangkalan. this research uses a qualitative approach and a descriptive phenomenological model. the location of this research is sabilus sholihin junior high school, an educational institution under the auspices of the sabilus sholihin islamic education and da'wah foundation. in this study, data will be explored by exploring the experiences of students, teachers, principals, nurturing ustadz, and parents involved in the educational process at this school. the research is collected through various techniques such as observation, interviews, and documentation. observation will enable researchers to see and record various activities at the school, including the religious extracurricular activities that are the focus of this research. interviews will involve various parties involved in the education process, including principals, teachers, and parents.10 data analysis was conducted using the steps of data reduction, data presentation, and conclusion drawing. through data analysis, the researcher seeks to understand the characteristics of students formed through religious extracurricular activities at this school.11 result and discussion modeling-based pai learning strategies in fostering student independence at sabilus shoilihn junior high school, socah district. the results of this in-depth research illustrate that modeling-based pai learning strategies have played an essential role in fostering student independence at sabilus sholihin junior high school, socah district, bangkalan. in the context of a formal islamic educational institution, the main goal is to form a complete muslim personality that includes individual, social, and intellectual aspects. one of the aspects emphasized is self-reliance, which involves self-reliance in aspects of self, fellow human beings, the environment, and nationality, which is based on religious norms, laws, manners, culture, and prevailing customs. 10 hasyim hasanah, “teknik-teknik observasi (sebuah alternatif metode pengumpulan data kualitatif ilmu-ilmu sosial),” at-taqaddum 8, no. 1 (2017), https://doi.org/10.21580/at.v8i1.1163. 11 sugiyono, metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r & d (bandung: alfabeta, 2013); feny fiantika et al., metodologi penelitian kualitatif, pt. global eksekutif teknologi, 2022; ibrahim, metodologi penelitian kualitatif, journal equilibrium, 2015. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 236 zzzzzz the application of the modelling method, also known as exemplar-based learning, has become an integral part of this school environment. the steps of implementing this method involve the teacher providing an introduction to the lesson that encourages students to practice the skill, organizing students in groups to demonstrate the scenario, allowing time for the groups to create the scenario, allowing time to practice, and demonstrating the scenario in front of the students. teachers also choose models that match students' characteristics, such as age, economic status, and physical appearance. the independence program implemented in the morning, afternoon, and evening includes various activities, such as praying together, memorizing asmaul husna, praying dhuha in a congregation, cleaning the classroom, taking care of plants, and praying isya' in the congregation. in addition, students are taught to be independent in terms of bringing lunch from home, creating a clean environment, and caring for the surrounding environment. the results of interviews with teachers, principals, and parents show that the modeling method applied at school has helped in fostering students' independence. students are not only involved in activities that support islamic learning, but they also practice independence in their daily actions, such as greeting teachers, bringing lunch, and caring for the environment. in addition, the modeling program has received positive support from the student's parents, who realize that islamic religious learning at school also helps to educate their children in terms of independence, such as praying, reciting the quran, and other good habits. overall, this study shows that the use of the modeling method in islamic learning at sabilus sholihin junior high school has a positive impact on developing students' independence. this is a significant step in achieving the goal of islamic education that focuses on the formation of selfreliant muslim individuals who are able to achieve happiness in this world and the hereafter and contribute to islamic society with noble morals. this method has the potential to be applied in a wider educational context and serve as a guide for similar schools. implication of modeling-based pai learning strategy in fostering student independence at sabilus sholihin junior high school. the results showed that the implementation of the modeling method in sabilus sholihin socah junior high school has a positive impact on the development of student independence. the modeling programs implemented include activities in the morning, afternoon, evening, and evening in the form of cleaning activities, worship, and islamic cultures. the impact of the modeling method in sabilus sholihin socah junior high school includes: 1. exemplary in daily life: the implementation of modeling through activities such as greeting, hygiene, and reading prayers before and after learning has helped students internalize islamic values in their daily lives. this contributes to the development of students' independence in worship and good behavior. 2. positive influence on attitude and behavior: modeling activities help students in developing better attitudes and behaviors. the students learn to listen attentively during lessons and participate in religious activities seriously. this shows growth in students' independence in worship and showing respect for teachers. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 237 zzzzzz 3. congregational worship: through congregational dhuhr and asr prayer activities, students learn the importance of performing worship together and internalizing islamic values. this helps in developing their independence in worship and interacting with co-religionists. 4. nighttime program and tahajjud prayers: the tahajjud prayer program conducted at night helps students develop independence in terms of worship. they learn to wake up early and perform prayers with discipline. this positive impact also affects students' parents. 5. istighosah and donations program: programs such as istighosah and fundraising for social assistance help students and parents in understanding the importance of togetherness, sharing, and praying together. this contributes to the development of students' independence in responding to social and religious needs. 6. modeling in boarding school: the students living in the boarding school are also accustomed to a structured life, independence, and strict worship. boarding school life supports the formation of students' independence and character development. 7. financial responsibility: students in boarding schools also learn to manage their own finances, which is an essential step towards independence in terms of financial responsibility. 8. influence of external factors: while these models help in character building and self-reliance, there is the influence of external factors, such as globalization, that also affect student behavior. this shows that religious education and islamic values need to be dealt with in a way that is relevant to today's realities. from the description above, the modeling method applied at sabilus sholihin socah junior high school has a significant positive impact on fostering students' independence in terms of worship, good behavior, and social responsibility. however, there are challenges from the influence of external factors that must also be overcome to maintain the relevance of islamic values in education. the implication of this study is that modeling and islamic values-based education can help students develop independence in worship, good behavior, and participation in positive social activities. furthermore, programs such as congregational prayers and donation activities can be an integral part of character-centered education and local wisdom. supporting and inhibiting factors modeling-based pai learning strategies in fostering student independence smp sabilus shoilihin socah sub-district the results of research on the supporting and inhibiting factors of modeling-based pai learning strategies in fostering student independence at smp sabilus sholihin socah bangkalan can be rearranged as follows: supporting factors: this study identified several supporting factors for modeling-based pai learning strategies in fostering student independence at sabilus sholihin socah bangkalan junior high school: 1. adequate facilities and infrastructure: the principal, mr. mohammad fathur rosi, noted that the classrooms in the school are adequate, spacious, and only filled with a reasonable number of students, which is a maximum of 25 students per class. this condition creates a safe and comfortable environment for the implementation of daily programs, such as quranic learning, and other programs, such as dhuhur and ashr prayers in the congregation. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 238 zzzzzz 2. hall and mushalla: the existence of halls and mushalla with adequate bathroom and ablution facilities supports various activities at school, including religious programs such as “istighosah kubro.” 3. additional staff (ustad and ustadah): the pai teacher, mohammad ali, emphasized that the presence of additional personnel in the form of ustad and ustadzah who guide students in extracurricular activities, such as hadrah and sholawatan groups, is very helpful in fostering students' independence. 4. good cooperation: good cooperation between teachers, parents and the school committee is also a supporting factor. the school committee, led by mr. abdul aziz, creates partnerships with social institutions, the police, and charity organizations to support various activities at the school, including donations to orphans. inhibiting factors: there are several inhibiting factors identified in this study related to the modeling-based pai learning strategy in fostering students' independence: 1. students' and parents' awareness: the lack of awareness of students and parents about the importance of independence is one of the inhibiting factors. a less supportive family and economic environment can affect students' mental development and their ability to behave. 2. media influence: television shows and unwise use of personal cell phones can interfere with students' independence. television shows that are not educational and shows that are not polite can damage students' morals. 3. negative associations: the influence of negative associations, especially outside of school, is also an inhibiting factor. students who do not participate in the guidance program at school or boarding school may be more challenging to manage. from the above results, the modeling-based pai learning strategy at sabilus sholihin socah bangkalan junior high school has a positive impact. this method teaches students about the importance of independence, learning achievement, skills, and discipline in school rules and worship. this process is in accordance with behavioristic learning theory, which emphasizes the formation of new behaviors through habituation and repetition. this study noted supporting factors in the form of adequate facilities and infrastructure, halls and mushalla, additional staff (ustadz and ustadzah), and good cooperation. meanwhile, inhibiting factors include the lack of awareness of students and parents, the influence of the media, and negative associations outside school. this research provides useful insights into understanding the factors that influence modeling-based pai learning strategies in fostering student independence at sabilus sholihin socah bangkalan junior high school. discussion the results indicate that the modeling-based islamic education learning strategy at sabilus sholihin junior high school successfully plays an essential role in developing students' independence at the school. this approach supports the objectives of islamic education by focusing on the formation of a complete muslim person in individual, social, and intellectual aspects, with a particular emphasis on self-reliance based on religious values, laws, ethics, culture, and customs.12 12 taklimudin taklimudin and febri saputra, “metode keteladanan pendidikan islam dalam persfektif quran,” belajea jurnal pendidikan islam, 2018, https://doi.org/10.29240/bjpi.v3i1.383.; bina f ardiansari and dimyati dimyati, “identifikasi nilai agama islam pada anak usia dini,” jurnal obsesi jurnal pendidikan anak usia dini, 2021, https://doi.org/10.31004/obsesi.v6i1.926; yurita erviana and vava i a faisal, “kearifan lokal lereng sindoro yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 239 zzzzzz the modeling method, or exemplar-based learning, has become an integral part of the educational environment in this school. the implementation steps of this method involve students in skill practice,13 group demonstration, and independent practice with a variety of media such as game-based learning, 14 projects,15 flipped classrooms,16 gamification, and stem-based learning media.17 teachers also choose a model that suits the students' characteristics. independence programs implemented at various times include worship activities, memorization of asmaul husna, hygiene, and environmental care.18 the results of interviews with school stakeholders show that the modeling method helps students internalize independence in daily actions, such as interacting with teachers, bringing lunch, and caring for the environment.19 positive support from parents is also evident, as they realize that islamic religious education at school has a positive impact on the development of their children's independence. conclusion in the context of modelling-based pai learning strategies at sabilus sholihin junior high school, bangkalan, this approach successfully plays a significant role in developing students' independence. through the implementation steps of the modeling method, students are taught to apply skills and participate in islamic religious and daily activities with discipline. the results show that this modeling program has a positive impact on developing students' independence, both in worship, good behavior, and social responsibility. support from teachers, principals, and parents for this method is also vital to its success. this method has the potential to be applied in other schools and become a guide in improving student independence and islamic religious education based on moral and ethical values. references azizah, nur. “implementing the value of character education in islamic religious education in state elementary school (sdn) ciranjang 02 cianjur.” international journal of science and society, 2022. https://doi.org/10.54783/ijsoc.v4i2.455. sumbing dalam membangun profil pancasila anak usia dini,” jurnal obsesi jurnal pendidikan anak usia dini, 2022, https://doi.org/10.31004/obsesi.v6i6.3501. 13 sri ananda and ganjar m ganeswara, “internalisasi sikap hormat dan tanggung jawab melalui kisah hikmah serta keteladanan guru pada pembelajaran daring di sekolah menengah,” jurnal pendidikan karakter, 2022, https://doi.org/10.21831/jpka.v13i1.46385. 14 ajeng f yustina and yahfizham yahfizham, “game based learning matematika dengan metode squid game dan among us,” jurnal cendekia jurnal pendidikan matematika, 2023, https://doi.org/10.31004/cendekia.v7i1.1946. 15 ade p sarwendah and hermanto hermanto, “nilai-nilai karakter dalam pelaksanaan pembelajaran tematik berbasis proyek pada siswa sekolah luar biasa negeri balikpapan,” jurnal pendidikan karakter, 2022, https://doi.org/10.21831/jpka.v13i1.47299. 16 i p j andika and istichomah istichomah, “penerapan metode flipped classroom kedalam kurikulum keperawatan literature review,” jurnal kesehatan samodra ilmu, 2021, https://doi.org/10.55426/jksi.v12i2.149. 17 indah oktaviani et al., “pengenalan media pembelajaran daring berbasis stem untuk guru ipa di sman 9 bandar lampung,” jubaedah jurnal pengabdian dan edukasi sekolah (indonesian journal of community services and school education), 2021, https://doi.org/10.46306/jub.v1i1.16. 18 lisna amelia et al., “implementasi manajemen kurikulum dan pembelajaran berbasis konsep pendidikan karakter,” else (elementary school education journal) jurnal pendidikan dan pembelajaran sekolah dasar, 2022, https://doi.org/10.30651/else.v6i2.11207. 19 nurhayati nurhayati et al., “peningkatan kompetensi guru ipa melalui pelatihan dan pendampingan pembuatan perangkat dan media pembelajaran berbasis pendekatan saintifik,” pengabdianmu jurnal ilmiah pengabdian kepada masyarakat, 2020, https://doi.org/10.33084/pengabdianmu.v6i1.1593. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 240 zzzzzz boubacar, amadou. “addressing the early school leaving issue in niger: an improvement of teachers’ status from contract to permanent.” journal of political science and international relations, 2022. https://doi.org/10.11648/j.jpsir.20220504.17. carmody, brendan. “pedagogy for inter‐religious education.” the heythrop journal, 2013. https://doi.org/10.1111/heyj.12051. fiantika, feny, mohammad wasil, sri jumiyati, leli honesti, sri wahyuni, erland mouw, jonata, et al. metodologi penelitian kualitatif. pt. global eksekutif teknologi, 2022. hale, jordan. “a comparative analysis of education in ghana and cuba: identifying relevant education reforms for developing countries.” journal of information technologies and lifelong learning, 2018. https://doi.org/10.20533/jitll.2633.7681.2018.0001. hasanah, hasyim. “teknik-teknik observasi (sebuah alternatif metode pengumpulan data kualitatif ilmu-ilmu sosial).” at-taqaddum 8, no. 1 (2017). https://doi.org/10.21580/at.v8i1.1163. ibrahim. metodologi penelitian kualitatif. journal equilibrium, 2015. khan, ruhma, imran s chaudhry, and fatima farooq. “impact of human capital on employment and economic growth in developing countries.” review of economics and development studies, 2019. https://doi.org/10.26710/reads.v5i3.701. “latest interative larning devices available in rural schools.” international journal of innovative technology and exploring engineering, 2019. https://doi.org/10.35940/ijitee.b1157.1292s419. ma`arif, muhammad anas, muhammad husnur rofiq, and akhmad sirojuddin. “implementing learning strategies for moderate islamic religious education in islamic higher education.” jurnal pendidikan islam, 2022. https://doi.org/10.15575/jpi.v8i1.19037. muhajir, n. ilmu pendidikan & perubahan sosial: teori pendidikan pelaku sosial kreatif (cet. v). yogyakarta: rake sarasin, 2000. pirzado, parvez. “teaching human rights in pakistani schools: what are the potential barriers?” people international journal of social sciences, 2019. https://doi.org/10.20319/pijss.2019.43.17411760. sugiyono. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r & d. bandung: alfabeta, 2013. sulaiman, sulaiman. “review of freedom of religion or belief (kbb) in the implementation of the inter-religious education model at the defense university.” endless international journal of future studies, 2022. https://doi.org/10.54783/endlessjournal.v5i3.156. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 214 zzzzzz z implementation of handshaking culture (mushafahah) in cultivating tolerance among junior high school students sufinatin aisida, agus malik; lathifah; zam resa sidik; nurikan universitas sunan giri surabaya sufinatina@gmail.com; malikagus0507@gmail.com; lathifahminuwaru1@gmail.com; resa03@gmail.com; nurikan.mikhpabean@gmail.com accepted: 10 august 2022 reviewed: september 5, 2022 published: 20 november 2022 abstract: inculcating the values of tolerance in the school environment can be formulated through the implementation of the learning process and school programs. one of them is through a handshake program (mushafahah) accompanied by greetings, greetings, smiles, and polite and courteous behavior. however, on the other hand, there are still students who carry out less commendable behavior, for example lying, being late for school, fighting, mocking each other, and lack of enthusiasm for learning. through descriptive qualitative research methods, the results of this study indicate that first, the implementation of the culture of shaking hands as an effort to form an attitude of tolerance in buana waru middle school students is structured in routine school activities, spontaneous activities, and exemplary. second, the supporting factors for the implementation of the culture of shaking hands start from the supervision of the school principal, family, discipline and teacher role models, and a conducive educational environment. while the inhibiting factors are the lack of support from some teachers and students in this habituation, the lack of role models for some teachers, and the less active participation of the parents. third, the impact of the culture of shaking hands as an effort to form an attitude of tolerance in buana waru middle school students can improve the personal quality of students in respecting and appreciating their teachers, as well as ethics in establishing relationships between teachers and students or students with students. keyword: culture, handshaking (mushafahah), and tolerance introduction the law no. 20 of 2003 on the national education system, article 3, states that the national education serves to develop the abilities and shape the character and civilization of a dignified nation in order to enlighten the life of the nation. its purpose is to develop the potential of learners to become individuals who are faithful and devoted to the one almighty god, noble in character, healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens. the mandate in the 2003 national education system law aims for educational institutions and their components to be able to form a generation of intelligent and morally upright citizens (law number 20 of 2003 concerning the national education system, 2006). the mandate in the 2003 national education system law aims for educational institutions and their components to be able to form a generation of intelligent and morally upright citizens. character is the elixir of life that distinguishes humans from other living beings. given the urgency volume 7 , number 3, november 2022 | 215 zzzzzz z and fundamentality of character, educational institutions have the responsibility to instill it in learners in the school environment in general, and particularly in the learning process, to create individuals with character. the formation of the basic character of humans can be effective when carried out systematically through continuous education. character formation in the current context is highly relevant to address the ongoing moral crisis. the real and alarming moral crisis involves the most valuable assets, namely children as the nation's future generation. this crisis includes the increase in violent actions, amorality, indecency perpetrated by educators towards their learners, or vice versa, actions by learners towards educators, abuse, and even murder committed by parents against their children or vice versa, plagiarism, and so on.1 the method of habituation is considered a highly influential method in character education because habituation is a practical effort in the guidance and formation of a child's character. the result of habituation conducted by educators is the establishment of a habit for the learners. habit is a certain behavior that is automatic, unplanned, and operates spontaneously without further thought.2 this statement is supported by the opinion put forth by abu bakar zikri. he defines human actions performed repeatedly so that they become easy to do as habitual customs.3 the inculcation of character values in the school environment can be formulated through the implementation of the learning process as well as school programs. among the school programs that cultivate commendable character values in learners is the "bersalaman" (handshaking) program. the activity of "bersalaman" is accompanied by greetings, conversations, smiles, and polite behavior. the principle of brain-based learning emphasizes that a pleasant atmosphere stimulates the limbic brain to release "love" hormones (serotonin, dopamine, and others), optimizing the function of the cortex. conversely, in a stressful learning environment, stress hormones (such as cortisol) are released, activating the reptilian brain and disrupting the thinking process. therefore, the "bersalaman" program is implemented to create a calm and joyful atmosphere for learners from arrival to departure from school. a pleasant and soothing atmosphere will generate a spirit of learning in learners. the school culture at smp buana waru is expected to permeate every student activity so that students will improve further by the culture or habits applied at the school every day. in addition to the culture of shaking hands, the 5s culture is also encouraged. this 5s culture is expected to enhance student tolerance, noble character, competence, self-confidence, usefulness to the nation and state, as well as care and friendliness towards the environment. based on the pre-research observation of the implementation of the "bersalaman" program at smp buana waru, it is generally conducted before learning activities. the school elements such as leaders, teachers, and staff welcome the arrival of students from 06:00 to 06:30 am in turns according to the established schedule. they stand to greet the students at the school gate corridor, shake hands, give greetings and warm greetings with smiles, and behave politely in front of the students. similarly, the students reciprocate these actions towards the staff. the 1 ramayulis, ilmu pendidikan islam (jakarta: kalam mulia, 2002)., 170. 2 abdul majid and dian andayani, pendidikan agama islam berbasis kompetensi: konsep dan implementasi kurikulum 2004 (remaja rosdakarya, 2004).,128 3 dian andayani and abdul majid, “pendidikan karakter perspektif islam,” bandung: pt remaja rosdakarya (2011).,128 volume 7 , number 3, november 2022 | 216 zzzzzz z students feel noticed and cared for, fostering commendable character traits such as respect, polite behavior, and more. method this research employs a qualitative descriptive approach with the entire student population of smp buana waru, sidoarjo, as the target, and samples selected purposively. primary data is obtained through non-participant observation, in-depth interviews with students, teachers, and involved staff, while secondary data is derived from documents such as video recordings of activities, meeting notes, and relevant literature.4 the research procedure involves the identification of students involved in the "bersalaman" (handshaking) activity, the implementation of observation during a specific period, in-depth interviews with various stakeholders, and the collection of related documents.5 each step is designed to comprehensively depict the implementation of the handshaking culture and its impact on students' tolerance attitudes. the data collection process involves intensive observation of handshaking activities, in-depth interviews with stakeholders, and the collection of relevant documents. the collected data are analyzed using reduction steps to organize the data systematically. data presentation is done through narratives and/or tables detailing the main findings. conclusions are drawn based on data analysis, and verification is carried out through source and technique triangulation. data validity is tested through source and technique triangulation, ensuring the consistency and validity of findings by comparing information from various sources and data collection techniques. result and discussion the study was conducted at smp buana waru in sidoarjo, an islamic educational institution that has been established since 1998. smp buana waru is an expansion of minu wedoro, both of which are under the auspices of bp3mnu buana (executive body for the implementation of education ma`arif nahdlatul ulama bahrul ulum an nahdliyin) waru. the implementation of the school's learning system emphasizes a balanced curriculum between general subjects and religious subjects, making the school gain the trust of the community. currently, smp buana waru has been accredited a based on the decision of the chairman of bap s/m east java province. another achievement of smp buana waru is being recognized as one of the pioneer schools for the national standard school (rintisan sekolah standar nasional rsnn) and being selected as a leading school in 2022. with a student population reaching 613 in the year 2022, the school also offers 13 extracurricular activities that students can choose from to develop their interests and talents. these include scouts, al-banjari (islamic music group), basketball, futsal, red cross youth, pencak silat (indonesian martial art), drum band, band, qiroah (quranic recitation), mathematics club, 4 matthew b miles and a michael huberman, qualitative data analysis: an expanded sourcebook (sage, 1994); sharan b merriam, qualitative research and case study applications in education. revised and expanded from" case study research in education.". (eric, 1998). 5 eko murdiyanto, metode penelitian kualitatif (sistematika penelitian kualitatif), bandung: rosda karya, 2020; muhammad rizal pahleviannur et al., metodologi penelitian kualitatif, pradina pustaka, 2022; sugiono, memahami penelitian kualitatif (bandung: alfabeta, 2014). volume 7 , number 3, november 2022 | 217 zzzzzz z english club, science club, and social studies club. implementation of the handshaking culture (mushafahah) as an effort to foster tolerance attitudes in smp buana waru students. the handshaking culture (mushafahah), or the act of shaking hands, is a common practice in school environments. this culture is consistently observed whenever a student meets a teacher. formally, shaking hands with teachers is mandatory for every student at the beginning and end of each class transition. however, informally, students often engage in handshakes outside of class hours. this is where we experience how the handshaking culture (mushafahah) is frequently encountered in the madrasah environment, especially within the smp buana waru community in sidoarjo. handshakes between teachers and students at smp buana waru sidoarjo most commonly occur when students enter the front gate of the school. similarly, in the morning when students arrive at school and enter the teacher's office or classrooms, handshakes take place. additionally, handshakes occur when there is a need to approach a teacher. over time, handshaking has become a customary and frequently practiced behavior upon entering classrooms or encountering others. when visiting a teacher's home, automatic handshaking is observed, although some students may still hesitate to shake hands if the teacher is of the opposite gender. upon entering the classroom before the start of the lesson, students also shake hands with the teacher as a sign of respect. after that, a student is allowed to sit, and the teacher proceeds with the lesson. when leaving school, students often express greetings and shake hands with their teachers. some teachers, when leaving, stand in front of the door, and students line up one by one. based on the author's observations, the implementation of the mushafahah program is scheduled every day (monday to saturday) from 06:30 to 07:00 in the morning, with the following detailed activities: 1. from 06:30 to 07:00, students enter the school gate. 2. at 06:30, the duty officer for the mushafahah program is already in the school gate corridor to welcome the arrival of students. 3. male and female officers form separate lines. 4. female students shake hands with female teachers/staff in an orderly manner. 5. male students shake hands with male teachers/staff in an orderly manner. 6. handshaking activities include greetings, conversations, smiles, and polite and courteous behavior between both parties. 7. officers check the cleanliness and neatness of students (uniforms, hair, and nails). in this section, the author will present data and research findings related to the handshaking culture (mushafahah) at smp buana. the author conducted a specific interview with the school principal, mr. mustamam, s.pd. from the interview excerpt, it is known that: "as an islamic educational institution managed by a private organization, smp buana waru strives to realize its vision and mission and meet the expectations of parents and the community that prioritize good morals. we implement the handshaking culture (mushafahah), which significantly influences the formation of students' character (tolerance). this is crucial for us because it aligns with our school vision of being 'god-fearing, skilled, and globally insightful.' alhamdulillah, the handshaking culture (mushafahah) we have implemented has been well-received by the community, entrusting their volume 7 , number 3, november 2022 | 218 zzzzzz z children's education to us. therefore, we will continue to promote and implement this handshaking program as it is deemed highly important."6 furthermore, mr. m. mahin, s.pd, as the indonesian language teacher, expressed his views: "if the tradition of shaking hands before the pandemic, in my opinion, occurred not only at smp buana. many schools implemented it because it is a form of courtesy when teachers meet students. it is indeed a form of tolerance, a value of knowledge, and an adaptive value. when students come to school from home, there is a duty teacher who shakes hands with students before they enter their respective classrooms, and this occurs across genders as long as it does not disturb them. if someone does not want to shake hands with the opposite gender, that's okay; we don't force it. we highly respect it if they have such beliefs, but it's flexible, of course.7 the practice of handshaking between students and teachers of different genders is carried out when a student meets a teacher at specific times, such as when a student will meet a teacher in the office or when entering the classroom. similarly, when leaving school and when students visit a teacher's home, as stated by mrs. indana khoiroh, s.sos.i, the guidance and counseling teacher: "every tuesday, i usually take my turn at the front with other teachers to shake hands. it happens when entering and leaving school. also, when we meet, but some teachers don't shake hands because of different personalities. the students are the same, with a handshake code that essentially reflects mutual respect." 8 the time and place for handshaking were also mentioned by mr. h. m. zaini, s.ag, an english teacher, during an interview with the author. he stated: "when finishing/concluding a lesson and after saying prayers, then shaking hands during that day, it's not obligatory; it's a matter of individual awareness. and during the first period, when the teacher has already entered and is in front of the class, we also shake hands first." 9 according to mr. hermansyah, s.pd., the physical education teacher, he usually shakes hands with students during morning duty at the school entrance gate and also when the lessons are finished. he mentioned: "usually, before the pandemic, when the students come in through the front gate, there is a duty teacher who welcomes them and shakes hands with them. after the lessons are finished, the students shake hands with the teacher in their respective classrooms. also, when students are walking and cross paths with the teachers." 10 cultivating students who excel in character and possess a tolerant attitude indeed takes time. however, noble aspirations are not impossible if we can start developing habits from now on. several successful individuals have their own habits in their daily lives. although they may seem trivial, these habits are precisely what contribute to their success. it has become a continuous behavior that one becomes accustomed to, so much so that the behavior seems to live and become a part of life, whether at school or when meeting others. the habit of handshaking is positive and widely accepted. 6 mustamam, s.pd (kepala sekolah), wawancara khusus, 9 pebruari 2022 7 m. mahin, guru bahasa indonesia smp buana waru, wawancara, ,1 maret 2022 8 indana khoiro, guru bk smp buana waru, wawancara, ,1 maret 2022 9 m.zaini, guru bahasa inggris smp buana waru, wawancara, , 1 maret 2022 10 hermansyah, guru penjasorkes smp buana waru, wawancara, , 2 maret 2022 volume 7 , number 3, november 2022 | 219 zzzzzz z according to mr. adim, m.pd, he expressed his views on the handshaking habit practiced by students at smp buana waru. "the phenomenon of handshaking here is extraordinary because, in the past, i rarely shook hands. the students also often shake hands with external teachers who come from outside the school, even when outside of school. children have their ways of shaking hands, such as kissing the hand, cheek, or forehead. that's how children shake hands. respecting each other is done through handshakes, and hopefully, other parents can also instill the habit of handshaking."11 mrs. azizah, s.pd, an islamic education teacher, usually concludes her lessons by bidding farewell to the students with a prayer, specifically reciting the q.s. al-asr, as she mentioned: "wherever and whenever, even when leaving school, i stand in front of the class, and the students pray before going home. with me, it's usually a prayer with the surah al-asr or allahumma arinal haqqo haqqo, reciting alhamdulillah, then we give the greetings together. after that, the students leave and invite me to shake hands, and they line up for it. if i'm in a hurry to leave, they say, 'bu, shake hands first, bu, shake hands first, bu.12” mr. ahmad efendi, s.pd, the head of the science laboratory, revealed that handshaking most frequently occurs when they meet each other, as he stated: "usually, there is a duty teacher in the morning, starting from half-past 7 until 7. this is what we call fetching the arrival of students. if it's from this school, to make it blessed, besides receiving parents' prayers at school, when entering, it's also to receive blessings from the teachers. with handshakes, i pray for everyone so that the knowledge the students learn is beneficial. most of the time, it happens when meeting and when entering the class. indeed, the culture of handshaking is a form of respect, because some say, 'the blessings of a teacher need to be sought,' and one of them is through handshakes. i often see it when the lesson ends, the teacher concludes with greetings before leaving, shaking hands when they meet."13 according to mr. abdul hamid, s.pd, the vice principal of student affairs, believes that the culture of handshaking is very important: "yes, indeed, from year to year, and i think it's not only happening here. we, as indonesians, javanese people, and muslims, consider it a good and important cultural practice. although, recently, student etiquette has somewhat faded and weakened. therefore, we make efforts to remind them to shake hands, for example, before the start of the lesson, and maintain etiquette with teachers, parents, and anyone who comes to smp buana.14” for a student, exhibiting good behavior is commendable, one of which is through handshaking when they meet. this is because of the high level of respect that a student emphasizes. students feel closer to a teacher when discussing lessons they find challenging. this is where politeness and tolerance are prominently displayed in students. according to azriel aulia, a 7th-grade student, he mentioned that handshakes usually occur inside the classroom. lisna ayu ramadani from class 7.5 added that she often shakes hands when 11 m. adim, guru ipa smp buana waru, wawancara, , 2 maret 2022 12 azizah, guru pai smp buana waru, wawancara, , 2 maret 2022 13 ahmad efendi, kepala lab.ipa smp buana waru, wawancara, , 3 maret 2022 14 abdul hamid, waka kesiswaan smp buana waru, wawancara, ,3 maret 2022 volume 7 , number 3, november 2022 | 220 zzzzzz z entering the school, specifically in the classroom, and whenever she meets a teacher.15 meanwhile, according to muftia ayu safitri, a student from class 8.2, handshakes typically occur with teachers when leaving school, inside the classroom, and around the school premises.16 from ananda nailah farah hartono in class 9.3, she mentioned that she usually shakes hands with teachers when meeting them and when at the office.17 the handshake program (mushafahah) is one of the school programs aimed at shaping the core values and attitudes of the students. the handshake program (mushafahah) goes beyond the activity of shaking hands; it is accompanied by smiles, greetings, polite behavior, and courtesy between the individuals involved in the handshake. the handshake program (mushafahah) is consciously implemented through the habituation method. the attitude values that can be habituated and instilled in students through the mushafahah program include the values of tolerance, love, caring, humility, peace, respect, honesty, discipline, cooperation, and responsibility. based on the observation results, it can be noted that the implementation pattern of the handshake program (mushafahah) at smp buana waru is structured into routine school activities, spontaneous activities, and role modeling. the handshake program (mushafahah) is considered a routine school activity because it is carried out continuously, from students entering the school gate, entering the classroom, and leaving the classroom when school learning activities end every day. students spontaneously greet people they encounter, say hello, exchange greetings with a smile, and behave politely. it is considered role modeling because this handshake culture exemplifies good behavior or a role model from the teachers. in addition to the handshake culture applied at smp buana waru, there is an unprogrammed habituation that has become a common practice, namely the 5s culture (smile, greeting, greeting, politeness, and courtesy). with this habituation, it strengthens the tolerance attitude of students, as indicated in the interview with the school principal:18 "here, there is a habituation that is not programmed but has become a cultural norm, practiced by almost all students and teachers, known as the 5s culture. whenever they meet, it is not just a handshake but is accompanied by a smile and a greeting. additionally, it is complemented by polite and courteous behavior. the habituation practiced by the students reflects the examples set by the teachers in the school. my hope is that with this habituation, it can enhance the students' tolerance towards each other and towards their teachers." dampak budaya bersalaman (mushafahah) sebagai upaya membentuk sikap toleransi pada siswa smp buana waru. ahmadi states, "attitude is something that determines the nature, essence, both current and future actions..19 attitude is a condition within a person that motivates them to act, accompanying humans with certain feelings in responding to objects and formed based on experiences." meanwhile, tolerance comes from the latin word "tolerantia," which means leniency, gentleness of heart, leniency, and patience. in english, "tolerance" means the attitude of letting, 15 azril dan lisna ayu, siswa kelas 7 smp buana, wawancara, , 3 maret 2022 16 muftia ayu, siswa kelas 8 smp buana, wawancara, , 3 maret 2022 17 naila farah hartono, siswa kelas 9 smp buana, wawancara, , 3 maret 2022 18 mustaman, kepala smp buana waru, wawancara, ,3 maret 2022 19 riant nugroho henry alexis rudolf tilaar, kebijakan pendidikan: pengantar untuk memahami kebijakan pendidikan dan kebijakan pendidikan sebagai kebijakan publik (yogyakarta: pustaka pelajar, 2008); anas sudijono, pengantar evaluasi pendidikan (jakarta: pt rajagrafindo, 1998). volume 7 , number 3, november 2022 | 221 zzzzzz z recognizing, and respecting others' beliefs without requiring approval. in arabic, the term refers to "tasamuh," which means allowing or facilitating each other. in the indonesian general language dictionary, tolerance is explained as broad-mindedness, meaning liking anyone, allowing others to have different opinions or positions, not wanting to disturb the freedom of thought and belief of others. the impact of the handshaking culture (mushafahah) as an effort to foster tolerance among students at smp buana waru is very positive and reflected in the daily behavior of students in the school environment. based on the author's observations and the responses of several teachers, it is evident that the majority of students have a humble attitude or respect towards teachers, good manners, politeness, mutual respect, bowing in front of teachers, exercising selfrestraint (patience), no visible conflicts among classmates, and a strong bond of friendship between teachers and students or among students themselves. another impact of handshaking on tolerance is the emergence of politeness. politeness is an essential element in everyday social life because showing polite behavior allows someone to be respected and liked wherever they are. in socializing with others, we certainly have norms/ethics in establishing relationships with others. in this regard, politeness can provide many benefits or positive influences on oneself and others. another impact of the tolerance attitude from the culture of handshaking is the strong bond of friendship between teachers and students, which is crucial for both parties. by shaking hands, students and teachers will always be aware of their respective roles and responsibilities. based on observations and interviews regarding the impact of the culture of handshaking on tolerance among students at smp buana waru, it is evident that the handshaking culture (mushafahah) can enhance the personal qualities of students. students show more respect and appreciation for their teachers, exhibit good manners and politeness, and establish strong relationships between teachers and students or among students. this indicates that the culture of handshaking (mushafahah) should continue to be cultivated in the school environment as one way to foster positive attitudes in students, especially tolerance. tolerance is crucial for the younger generation to coexist harmoniously with the wider society. conclusion the study reveals that the implementation of the culture of handshaking (mushafahah) as an effort to instill tolerance among students at smp buana waru is organized into routine school activities, spontaneous actions, and exemplary behavior. students spontaneously greet people they meet, offer greetings, exchange pleasantries with smiles, and exhibit polite behavior (culture of 5s). the culture of handshaking serves as an example of good behavior and an exemplar set by teachers. supportive factors for the implementation of the culture of handshaking (mushafahah) to foster tolerance among students at smp buana waru include the supervision of the school principal, the family environment as the initial foundation for character development, the discipline of teachers as examples in implementing the culture of handshaking at school, the awareness of teachers regarding the benefits of the culture of handshaking (mushafahah), and a conducive environment. on the other hand, inhibiting factors include a lack of support from some teachers and students, insufficient role modeling by teachers, as teachers serve as figures for the students, and the less active participation of parents. the impact of the culture of handshaking (mushafahah) in fostering tolerance among volume 7 , number 3, november 2022 | 222 zzzzzz z students at smp buana waru is reflected in the improved personal qualities of students. students show increased respect and appreciation for differences among themselves, exhibit good manners towards teachers, and have developed strong bonds of friendship between teachers and students, as well as among students. references ahmadi, abu, and nur uhbiyati. “ilmu pendidikan, jakarta: pt.” rineka cipta (2001). andayani, dian, and abdul majid. “pendidikan karakter perspektif islam.” bandung: pt remaja rosdakarya (2011). aqib, zainal. “model-model, media, dan strategi pembelajaran kontekstual (inovatif).” bandung: yrama widya (2013). daradjat, zakiah. metodik khusus pengajaran agama islam, 2016. doctor, d morley tropical, and undefined 1999. “community involvement in the monitoring and evaluation of their children’s progress.” journals.sagepub.com (n.d.). accessed august 13, 2023. https://journals.sagepub.com/doi/pdf/10.1177/004947559902900203. fathurrohman, amang, and moh. nurhadi. “perencanaan pembelajaran guru sekolah dasar dalam materi pendidikan agama islam di kabupaten pasuruan.” jurnal ilmu tarbiyah “attajdid” 5, no. 2 (2016): 219–242. hasibuan, malayu s p. “manajemen sumber daya manusia” (2008). henry alexis rudolf tilaar, riant nugroho. kebijakan pendidikan: pengantar untuk memahami kebijakan pendidikan dan kebijakan pendidikan sebagai kebijakan publik. yogyakarta: pustaka pelajar, 2008. kadir, a, and h asrohah. “pembelajaran tematik” (2015). accessed may 3, 2017. http://digilib.uinsby.ac.id/6928/2/pembelajaran tematik--kadir1.pdf. majid, abdul, and dian andayani. pendidikan agama islam berbasis kompetensi: konsep dan implementasi kurikulum 2004. remaja rosdakarya, 2004. merriam, sharan b. qualitative research and case study applications in education. revised and expanded from" case study research in education.". eric, 1998. miles, matthew b, and a michael huberman. qualitative data analysis: an expanded sourcebook. sage, 1994. murdiyanto, eko. metode penelitian kualitatif (sistematika penelitian kualitatif). bandung: rosda karya, 2020. pahleviannur, muhammad rizal, anita de grave, dani nur saputra, dedi mardianto, debby sinthania, lis hafrida, vidriana oktovianan bano, et al. metodologi penelitian kualitatif. pradina pustaka, 2022. questions, guiding, and for this. “planning , monitoring and evaluation techniques for trainers” (n.d.): 191–216. ramayulis. ilmu pendidikan islam. jakarta: kalam mulia, 2002. volume 7 , number 3, november 2022 | 223 zzzzzz z soekanto, soerjono. sosiologi suatu pengantar. jakarta: pt raja grafindo persada, 2013. ———. teori sosiologi tentang perubahan sosial. ghalia indonesia, jakarta, 1983. somadayo, samsu. “strategi dan teknik pembelajaran membaca.” yogyakarta: graha ilmu 28 (2011). sudijono, anas. pengantar evaluasi pendidikan. jakarta: pt rajagrafindo, 1998. sugiono. memahami penelitian kualitatif. bandung: alfabeta, 2014. widodo, ari. “taksonomi tujuan pembelajaran.” didaktis 4, no. 2 (2005): 61–69. yusuf, a. “strategy of pesantren ngalah pasuruan in change religion radicalism.” in international conference on “islam nusantara, national integrity, and world peace.” malang: universitas islam malang, 2018. accessed december 9, 2019. http://conference.unisma.ac.id/index.php/glu2018/icinniwp2018/paper/view/86. zurinal, z, and wahdi sayuti. “ilmu pendidikan pengantar dan dasar-dasar pelaksanaan pendidikan.” jakarta: uin jakarta pess (2006). educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) the influence of cooperative learning model student team achievement division ( stad) and learning motivation on learning outcomes yayuk harini yuliastuti , i nyoman sudana degeng , ibut priono leksono study program school education technology postgraduate pgri adi buana university , surabaya ayuarinastuti@gmail.com, nyoman.sudana.d.fip@um.ac.id ibutpriono@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract the purpose of this research is to find out 1). differences in learning outcomes in geography subject between students who were given the student team achievement division (stad) learning model and those who were given snowball throwing learning student xi ips class at sman 1 lamongan and sman 1 sukodadi . 2). the difference in the learning outcomes of students who have high learning motivation and low learning motivation in geography 3 ). there is an interaction between the application of the student team achievement division (stad) learning model and snowball throwing with geography learning motivation on learning outcomes eye lesson geography . this research involves two independent variables, one moderator variable, and in the measurement (post test) there is one variable that is measured. the independent variable in this study is the learning model which consists of stad cooperative learning and the snowball throwing learning model. the moderator variable is learning motivation which is divided into high motivation and low motivation. while the dependent variable is the result student learning . calculation results anava 2 lanes known , that 1). probability score the significance of the learning model variable ( between the stad – snowball throwing learning models ) is 0.000. this means significance not enough of 0.05 (p < 0.05), mean exist _ difference results study eye lesson geography between given students learning the student team achievement division (stad) model with those who are given snowball throwing learning model . 2). value probability the significance of the variable motivation study of 0.000. this means significance not enough of 0.05 (p < 0.05), that is there is difference results study eye lesson geography between students who have motivation study height and students who have motivation study low . 3). score probability significance on learning model variables and motivation study of 0.005. this means significance not enough from 0.05 (p < 0.05), so h 0 rejected and h 1 accepted . with thereby can concluded , that there is interaction between application learning model student team achievement division (stad) and snowball throwing with motivation study student to results study keywords : stad model, snowball drilling, learning motivation, and learning outcomes . mailto:ayuarinastuti@gmail.coml mailto:nyoman.sudana.d.fip@um.ac.id volume 8, number 3, november 2023| 432 introduction education in indonesia is moderate develop fast and become need fundamental in human life a . education has a very important role in life. through education, every generation can become a superior successor in accordance with the hopes and aspirations of our nation and state1. the existence of this very important education has been recognized and at the same time has a very strong position as stated in the 1945 constitution article 31 paragraph 1 which states that "every citizen has the right to education". in law number 20 of 2003 concerning the national education system (sisdiknas) it is explained that education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble character, and skills needed by himself, society, nation and state2. one of the high school level subjects in the 2013 curriculum is geography which is a science to support lifelong life and encourage improvement in life. success process activity study teach on geography subject can seen from level understanding , mastery material as well as results study student3 . matter this can he gap that the more tall level of understanding and mastery material as well as results learn , then the more tall also level success learning . but on in fact can seen that results study geography subject which achieved student still low . problem that , because lack of understanding draft student about material which learned . with these problems, various efforts emerged to overcome them. one of them is with innovation in learning . the most prominent learning innovation is the reconstruction of understanding through various learning models and assessment systems , including motivation learning so that it can develop the reconstruction of students ' concept understanding abilities in various fields of knowledge in everyday matters4. cooperative learning model or au cooperative learning is method e learning share idea that student work the same for learn and be responsible answer on learning colleague team they as well as they a alone 5. cooperative learning is a learning method by forming groups. in this group, students who have different understandings try to teach each other . this method can produce more understanding than individual learning 1 jório coelho, “the importance of education,” rem international engineering journal., 2021; ahmad zuhdi, firman firman, and riska ahmad, “the importance of education for humans,” schoulid: indonesian journal of school counseling (2021); mayurakshi basu, “importance of research in education,” ssrn electronic journal (2020). 2 r i undang-undang, “nomor 20 tahun 2003 tentang sisdiknas dan peraturan pemerintah ri nomor 47 tahun 2008 tentang wajib belajar,” bandung: citra umbara (2008). 3 “evaluasi implementasi kurikulum 2013 di sekolah pelaksana mandiri,” innovative journal of curriculum and educational technology (2017). 4 warman, suryaningsi, and widyatmike gede mulawarman, “overcoming obstacles in implementing 2013 curriculum policy,” cypriot journal of educational sciences, 2021; nyoman ayu putri lestari, “analysis of 2013 curriculum problems so it is changed into a merdeka curriculum,” jurnal pendidikan dasar nusantara (2023); fithriani et al., “teacher as a role model in the 2013 curriculum development,” jurnal ilmiah islam futura (2021). 5 tiodora fermiska silalahi and ahmad fakhri hutauruk, “the application of cooperative learning model during online learning in the pandemic period,” budapest international research and critics institute (birci-journal): humanities and social sciences (2020); tuty novelindah purba et al., “analisis kemampuan selfefficacy siswa pada pembelajaran kooperatif tipe jigsaw,” journal of education and instruction (joeai) (2021). volume 8, number 3, november 2023| 433 methods. in addition, this cooperative method has been proven in previous studies to significantly increase achievement in science and other relevant fields such as (arts, humanities, and social sciences). cooperative learning also increases positive attitudes towards learning6. there are five types method study successful cooperative _ developed by researchers education at johns hopkins university , namely : stad ( student teams achievement division ), tgt ( teams games tournament ), tai ( teams accelerated instruction ), circ ( cooperativee integrated reading & composition), and jigsaw7. stad model learning , according warsono and haryanto 8 in state that student team achievement division (stad) is an encouraging learning model participant educate for each other work same and mutual help in finish something problem, but in the end responsible answer in a manner independent learning models snowball throwing is a learning model innovative f , which is more emphasize to student as center learning . learning models this enough p pleasant for used in learn repeat dead learning that has given previously because student can carry out learning while play 9 motivation is self induced encouragement somebody in a manner aware or no aware for do something action with objective certain ( kbbi) . according to sardiman 10, motive can said as power mover from inside and inside subject for do activities certain to achieve something purpose . in activity learning , motivation is needed for awaken excitement study student so that activity study can walk with ok . motivation study is internal and external encouragement on students who are study for stage change act behavior , in general with a number of indicator or supporting elements. method this research involves two independent variables, one moderator variable, and in the measurement (post test) there is one variable that is measured. the independent 6 fitria lestari et al., “cooperative learning application with the method of" network tree concept map": based on japanese learning system approach,” journal for the education of gifted young scientists 7, no. 1 (2019): 15–32. 7 shila majid ardiyani and riyadi gunarhadi, “realistic mathematics education in cooperative learning viewed from learning activity,” journal on mathematics education (2018); yunisrina qismullah yusuf, yuliana natsir, and lutfia hanum, “a teacher’s experience in teaching with student teams-achievement division (stad) technique.,” international journal of instruction 8, no. 2 (2015): 99–112. 8 shofan hariyanto, warsono warsono, and harmanto harmanto, “kompetensi guru sd muhammadiyah manyar gresik dalam memanfaatkan media pembelajaran berbasis teknologi informasi komunikasi (tik),” else (elementary school education journal): jurnal pendidikan dan pembelajaran sekolah dasar 4, no. 2 (2020): 116–123. 9 golda novatrasio sauduran and rani farida sinaga, “training of learning model snowball throwing of teachers at state elementary school,” international journal of community engagement payungi (2022); kartika manalu, efrida pima sari tambunan, and oki permata sari, “snowball throwing learning model : increase student activity and learning outcomes,” journal of education and teaching learning (jetl) (2022); servista bukit et al., “snowball throwing learning model in growing questioning skills of elementary school students: a review,” journal corner of education, linguistics, and literature (2023). 10 i komang adi suandika, i nyoman pasek nugraha, and l.j.e. dewi, “pengaruh model pembelajaran kooperatif tipe team game tournament (tgt) terhadap keaktifan dan hasil belajar pekerjaan dasar otomotif siswa kelas x tkro smk negeri 1 denpasar,” jurnal pendidikan teknik mesin undiksha (2020). volume 8, number 3, november 2023| 434 variable in this study is the learning model which consists of stad cooperative learning and the snowball throwing learning model. the moderator variable is learning motivation which is divided into high motivation and low motivation. while the dependent variable is student learning outcomes. this research can be classified as quasi-experimental using an experimental class and a control class. equivalent. this method was carried out because it did not allow the researcher to exercise full control over the variables and experimental conditions. the experimental class is the class with the stad learning model and the control class is the snowball throwing learning model. in conducting research on the effect of learning the stad model with snowball throwing learning and learning motivation on learning outcomes geography, the research design used was a non-equivalent control group design. the experimental group and the control group were chosen randomly and for each group a pre-test and post-test were carried out this research designed as follows: table 3. 1 draft study research methods motivation to learn stad snowball throwing high motivation x 1mt _ x2mt _ _ low motivation x1mr _ _ x2mr _ _ description : x 1 mt = stad model learning outcomes with motivation study high . x 1 mr = stad model learning outcomes with motivation study low . x 2 mt = study results snowball throwing method with motivation study high . x 2 mr = learning outcomes snowball throwing method with motivation study low . population in study this is whole student class x i ips sma negeri 1 lamongan which consists of 3 group and students class x i ips sma negeri 1 sukodadi consists 3 troop . ( technique taking sample ) using technique proportional random sampling where student class x i ips sma negeri 1 lamongan and students class x i ips sma negeri 1 sukodadi taken samples of each 2 class . instruments used in research _ this consists from test results study and questionnaire motivation learn . test results study used for know development results study geography . form question choice double totaling 20 with 5 alternatives choice at each number . questionnaire motivation study used for know level motivation study student . the number of item questions 20 arranged based scale likert with 5 options answer . before the instrument is used , validity and reliability tests are carried out . data analysis technique using analysis test variant ( anava ) two track for test hypothesis . however before done testing hypothesis with (anava), then need prerequisite test _ analysis especially first . test the necessary prerequisites done is the normality test and homogeneity test for inspect validity sample as precondition can done data analysis . result and discussion data presentation 1. description results study description results study student class xi social sciences sma negeri i lamongan and volume 8, number 3, november 2023| 435 sma negeri i sukodadi , both models stad snowball throwing . table 4.1 stad model learning outcomes and snowball throwing statistics pretest ex posttest ex pretestcon posttestco n n valid 64 64 64 64 missing 0 0 0 0 means 63.36 83.67 61.17 75.55 std. error of means 1,404 1,704 1,312 1,369 median 65.00 85.00 60.00 77.50 mode 70 80a _ 60 80 std. deviation 11.235 13,635 10,493 10,951 variances 126,234 185,906 110,113 119,934 range 45 50 45 50 minimum 35 50 35 45 maximum 80 100 80 95 sum 4055 5355 3915 4835 a. multiple modes exist. the smallest value is shown from table 4.1 above is known that amount student in a manner whole is 128 which consists of 64 of class experiment and 64 of class control . pretest results show class _ experiment more tall compared to class control . on class experiment has an average of 63.36 being in class control is 61.17. on results pretest , fine class experiment nor control class has minimum value of 35 and maximum 80. currently on the post test class experiment have means or an average of 83.67 with mark maximum 100 and class control 75.55 with mark maximum 95. range or difference mark highest and rated lowest at pretest good class experiment nor class control is the same ie 45 and the range in the results post test is 50 histogram of learning outcomes student good from class experiment nor from class control can seen from figure 4.1 follows : frequencies variables=y normal histogram /order=analysis figure 4.1 histogram of results study study results with motivation study high and low description results study students who have motivation height and motivation can seen in table 4.2 below : histogram volume 8, number 3, november 2023| 436 table 4.2 motivation test results study descriptive statistics dependent variable: learning outcomes learning model motivation study means std. dev n stad motivation on 88.85 8,495 52 lower motivation 61.25 7,424 12 total 83.67 13,635 64 snowball throwing motivation on 75.21 6,990 47 lower motivation 56.76 4,982 17 total 70.31 10,461 64 total motivation on 82.37 10,359 99 lower motivation 58.62 6,394 29 total 76.99 13,837 128 based table 4.2 above can explained that students who got treatment as class experiment with the stad learning model there are 52 students motivated tall with average score 88.85, moderate for student motivated low there are 12 students with average score of 61.25. while the students who got treatment as class control with learning models snowball throwing there are 47 students motivated tall with a mean or average of 75.21, moderate for student motivated low amounted to 17 with an average score of 56.76 amount student a total of 128, which has score motivation study tall as many as 99 students and the remaining 29 students have motivation study low 1. validity and reliability test questionnaire motivation validity test carried out for each item statement motivational questionnaire _ _ _ with use spss help version 22.0. for find out whether it is valid or not grain question , then r hits compared to with r table with level significant 0.005. if r hits >= r tab so question it's valid . otherwise , if r hits <= r tab so grain question the invalid . from 20 grains question questionnaire motivation , number 14 is not valid. table 4.3 validity test questionnaire motivation item-total statistics scale mean if item deleted scale variance if item deleted corrected itemtotal correlation cronbach's alpha if item deleted question_1 64.2188 139,273 .638 .934 question_2 63.6875 135,964 .874 .927 question_3 63.1250 163,210 .135 .938 question_4 63.4063 153,023 .567 .934 question_5 63.3438 162,362 085 .941 question_6 63.4375 143,351 .815 .928 question_7 63.8750 139,726 .826 .928 question_8 63.5000 152,387 .631 .933 volume 8, number 3, november 2023| 437 question_9 62.9688 149,451 .696 .931 problem_10 63.4375 157,544 .378 .936 problem_11 63.2188 145,660 .877 .928 problem_12 63.9063 148,152 .700 .931 problem_13 63.6875 145,448 .764 .930 problem_15 63.3750 152,177 .653 .932 problem_16 63.6875 137,254 .864 .927 problem_17 63.4063 139,668 .806 .928 question_18 63.4375 144,319 .749 .930 question_19 62.8125 158,028 .297 .938 problem_20 63.4688 153,999 .580 .934 reliability test done to details statement that has been declared valid on the test validity . for measure reliability used mark cronbach's alpha . if the coefficient cronbach's alpha more big from 0.6, instruments considered reliable . if the coefficient cronbach's alpha not enough from 0.6, instruments are considered no reliable . based table 4.4, questionnaire motivation study reliable table 4.4 reliability test questionnaire motivation reliability statistics cronbach's alpha n of items .926 19 2. validity and reliability test learning outcome test for find out whether it is valid or not grain question , then r hits compared to with r tabe with level significance 0.05. if r hit >= r tablel so grain question the declared valid. on the contrary if r hit < r tablel , then grain question the stated invalid . table 4.5 validity test learning outcome test no question pearson c sig validity 1 0.344 0.005 valid 2 0.641 0.000 valid 3 0.335 0.007 valid 4 0.584 0.000 valid 5 0.540 0.000 valid 6 0.380 0.002 valid 7 0.378 0.002 valid 8 0.337 0.007 valid 9 0.584 0.000 valid 10 0.534 0.000 valid 11 0.580 0.000 valid 12 0.584 0.000 valid 13 0.290 0.020 valid 14 0.545 0.000 valid 15 0.224 0.076 16 -0.027 0.829 volume 8, number 3, november 2023| 438 no question pearson c sig validity 17 0.305 0.014 valid 18 0.641 0.000 valid 19 0.558 0.001 valid 20 0.344 0.005 valid from table 4.5 above , number questions 15 and 16 are invalid because mark its significance more big from 0.05 test reliability i lit as test results study done to details questions that have declared valid on the test validity . for measure reliability used mark cronbach's alpha . if the coefficient cronbach's alpha more big of 0.6, instrument considered reliable . if the coefficient cronbach's alpha not enough of 0.6, instrument considered no reliable .. based on the test , test result study is reliable table 4.6 reliability test of learning outcomes reliability statistics cronbach's alpha n of items .795 18 data analysis 1. prerequisite test before do testing hypothesis with use statistics analysis of variance (anava) two track for know difference results study student team achievement division (stad) and snowball throwing with students who have motivation tall as well as motivation low , then previously need prerequisite tests are carried out , namely normality and homogeneity tests a. normality test probability sig α > 0.05 then h 0 received , distributed data normally . if the probability sig α < 0.05 then the data is not distributed normally . table 4.7 test normality of the one-sample kolmogorovsmimov test tests of normality class kolmogorov-smirnov a shapiro-wilk statistics df sig. statistics df sig. learnin g outco mes stad .136 32 .137 .904 32 008 snowball throwing .124 32 .200 * .949 32 .131 *. this is a lower bound of the true significance. a. lilliefors significance correction based on table data on is known that results study in class experiment that is with treatment student team achievement division (stad) has mark significance α = 0.137 and class control with treatment snowball throwing have mark significance α = 0.200. good class experiment nor class control have mark significance α > 0.05. this _ means 𝐻𝑜 accepted , both the stad and snowball throwing learning models are the same normally distributed volume 8, number 3, november 2023| 439 b. homogeneity test homogeneity test done for know what is the result data study eye lesson geography originate from same population _ or no . criteria testing is data nature homogeneous if sig probability α > 0.05 then data is homogeneous . if the probability sig α < 0.05 then the data is no homogeneous . table 4.8 homogeneity test test of homogeneity of variance levene statistics df1 df2 sig. learnin g outco mes based on means 080 1 62 .778 based on median .104 1 62 .748 based on median and with adjusted df .104 1 61,97 5 .748 based on trimmed mean .111 1 62 .740 based table 4.8 above can is known that mark probability significance is more from 0.05. this _ means data is homogeneous . it means good from group class experiment with the stad learning model as well from class control with learning models snowball throwing homogeneous properties 2. hypothesis test average scores obtained on each _ cell furthermore will tested in a manner statistics , whether the difference that occurred of course significant or only because error in taking sample . if analysis prove difference the significant , then can concluded that results study eye student _ lesson generated geography through learning models the student team achievement division (stad) is different with what is generated through learning models snowball throwing ,. besides that will can is known is second variable namely the model of learning and motivation study student each other interact to results study student . testing hypothesis study done with analysis of variance (anava) two path . the purpose of anava two track is investigate two influence main and one influence interaction . influence main that is differences in learning models to results study eye lesson geography and motivation study student to results learn . influence interaction is the influence of learning models and motivation study student to results study eye geography lesson kindly whole summary results anova loaded in following this : table 4.9 calculation results anava two track tests of between-subjects effects dependent variable: learning outcomes source type iii sum of squares df meansqua re f sig. partial eta squared corrected model 17385.042 a 3 5795014 103,662 .000 .715 intercepts 435583537 1 435583537 7791798 .000 .984 volume 8, number 3, november 2023| 440 model 1797.214 1 1797.214 32,149 .000 .206 motivation 11606.376 1 11606.376 207,617 .000 .626 model * motivation 458,150 1 458,150 8,195 005 062 error 6931950 124 55,903 total 783075000 128 corrected total 24316992 127 a. r squared = .715 (adjusted r squared = .708) based on the results of the 2way anova test in table 4.9 above , then can is known is hypothesis accepted or rejected _ with assumption , if score results calculation probability significance > 0.05, then h 0 is accepted and h 1 is rejected . on the contrary if score results calculation probability significance < 0.05, then h 0 rejected . and h 1 is accepted . a. hypothesis first if the probability significance > 0.05 then 𝐻𝑂accepted. it means no there is difference results study eye lesson between given students _ learning the student team achievement division (stad) model with those who are given snowball throwing learning model . if the probability significance < 0.05 then 𝐻𝑂rejected, and 𝐻1accepted. it means exist _ difference results study eye lesson geography between given students _ learning the student team achievement division (stad) model with those who are given snowball throwing learning model . based on table 4 .9 results calculation anava 2 lanes known , that score probability the significance of the learning model variable ( between the stad – snowball throwing learning models ) is equal to 0.000 . this _ means significance not enough from 0.05 (p < 0.05), so h 0 rejected and h 1 accepted . with thereby can concluded , that there is difference results study eye lesson geography between given students learning the student team achievement division (stad) model with those who are given snowball throwing learning model . b. hypothesis second if the probability significance > 0.05 then 𝐻𝑂accepted. it means no there is difference results study eye lesson geography between students who have motivation study height and students who have motivation study low . if the probability significance < 0.05 then 𝐻𝑂rejected, and 𝐻1accepted. it means there is difference results study eye lesson geography between students who have motivation study height and students who have motivation study low . based on table 4 .9 results calculation anava 2 lanes known , that mark probability the significance of the variable motivation study as big 0.000 . this _ means significance not enough from 0.05 (p < 0.05), so h 0 rejected and h 1 accepted . with thereby can concluded , that there is a difference results study eye lesson geography between students who have motivation study height and students who have motivation study low c. hypothesis third volume 8, number 3, november 2023| 441 if the probability > 0.05 then 𝐻𝑂 accepted . it means no there is interaction between application learning model student team achievement division (stad) and snowball throwing with motivation study student to results study if probability < 0.05 then 𝐻𝑂rejected, and 𝐻1accepted . it means there is interaction between application learning model student team achievement division (stad) and snowball throwing with motivation study student to results learning there is interaction between learning models and motivation study student to results study eye lesson geography based on table 4.9 results calculation anava 2 lanes known , that score probability significance on learning model variables and motivation study of 0.005. this _ means significance not enough from 0.05 (p < 0.05), so h 0 rejected and h 1 accepted . with thereby can concluded , that there is interaction between application learning model student team achievement division (stad) and snowball throwing with motivation study student to results study conclusion there is difference learning outcomes of the geography subject between students who were given the student team achievement division (stad) learning model and those who were given snowball throwing learning for class xi ips students at sma negeri 1 lamongan and sma negeri 1 sukodadi in the 2022-2023 academic year . there are differences in the learning outcomes of students who have high learning motivation and low learning motivation in geography class xi at sma negeri 1 lamongan and sma negeri 1 sukodadi for the 2022-2023 academic year . there is an interaction between the application of the student team achievement division (stad) and snowball throwing models with motivation to learn geography on the learning outcomes of class xi students of sma negeri 1 lamongan and sma negeri 1 sukodadi for the academic year 2022-2023 suggestion in the learning process must chosen appropriate and appropriate method _ _ with material learning and fit with characteristics students , reason because use method which corresponds to a i and appropriate can increase results study student . on matter learning geography teacher is expected use me method which appropriate because with use the proper method can help students to improve their understanding so that capable increase results learn . in the learning process teacher teaching is expected capable grow and improve motivation study students , because with motivation high learning _ results learn too _ increase ok . use method good and appropriate learning , necessary _ keep going developed for more interesting so that student more happy and active study geography . to other related parties with education mainly head school to join support and facilitate applied various models and methods environmental learning _ their respective schools . to other researchers suggested so researching methods predictive learning _ can increase results study student . research results this need developed and tested again with make instrument study volume 8, number 3, november 2023| 442 valid possible to obtain more results . reference ardiyani, shila majid, and riyadi gunarhadi. “realistic mathematics education in cooperative learning viewed from learning activity.” journal on mathematics education (2018). basu, mayurakshi. “importance of research in education.” ssrn electronic journal (2020). bukit, servista, devi ariastika, yuni noviati, and yusnaini lubis. “snowball throwing learning model in growing questioning skills of elementary school students: a review.” journal corner of education, linguistics, and literature (2023). coelho, jório. “the importance of education.” rem international engineering journal., 2021. fithriani, syabuddin, gunawan, t. zainuddin, and sulaiman. “teacher as a role model in the 2013 curriculum development.” jurnal ilmiah islam futura (2021). golda novatrasio sauduran, and rani farida sinaga. “training of learning model snowball throwing of teachers at state elementary school.” international journal of community engagement payungi (2022). hariyanto, shofan, warsono warsono, and harmanto harmanto. “kompetensi guru sd muhammadiyah manyar gresik dalam memanfaatkan media pembelajaran berbasis teknologi informasi komunikasi (tik).” else (elementary school education journal): jurnal pendidikan dan pembelajaran sekolah dasar 4, no. 2 (2020): 116–123. lestari, fitria, buang saryantono, muhamad syazali, antomi saregar, madiyo madiyo, durrul jauhariyah, and umam rofiqul. “cooperative learning application with the method of" network tree concept map": based on japanese learning system approach.” journal for the education of gifted young scientists 7, no. 1 (2019): 15– 32. lestari, nyoman ayu putri. “analysis of 2013 curriculum problems so it is changed into a merdeka curriculum.” jurnal pendidikan dasar nusantara (2023). manalu, kartika, efrida pima sari tambunan, and oki permata sari. “snowball throwing learning model : increase student activity and learning outcomes.” journal of education and teaching learning (jetl) (2022). purba, tuty novelindah, susi sihombing, lulu silalahi, wita sinaga, riko marpaung, simon panjaitan, simon panjaitan, and agusmanto hutauruk. “analisis kemampuan self-efficacy siswa pada pembelajaran kooperatif tipe jigsaw.” journal of education and instruction (joeai) (2021). silalahi, tiodora fermiska, and ahmad fakhri hutauruk. “the application of cooperative learning model during online learning in the pandemic period.” budapest international research and critics institute (birci-journal): humanities and social sciences (2020). suandika, i komang adi, i nyoman pasek nugraha, and l.j.e. dewi. “pengaruh model pembelajaran kooperatif tipe team game tournament (tgt) terhadap keaktifan dan hasil belajar pekerjaan dasar otomotif siswa kelas x tkro smk negeri 1 denpasar.” jurnal pendidikan teknik mesin undiksha (2020). undang-undang, r i. “nomor 20 tahun 2003 tentang sisdiknas dan peraturan pemerintah ri nomor 47 tahun 2008 tentang wajib belajar.” bandung: citra umbara (2008). volume 8, number 3, november 2023| 443 warman, suryaningsi, and widyatmike gede mulawarman. “overcoming obstacles in implementing 2013 curriculum policy.” cypriot journal of educational sciences, 2021. yusuf, yunisrina qismullah, yuliana natsir, and lutfia hanum. “a teacher’s experience in teaching with student teams-achievement division (stad) technique.” international journal of instruction 8, no. 2 (2015): 99–112. zuhdi, ahmad, firman firman, and riska ahmad. “the importance of education for humans.” schoulid: indonesian journal of school counseling (2021). “evaluasi implementasi kurikulum 2013 di sekolah pelaksana mandiri.” innovative journal of curriculum and educational technology (2017). educatio : journal of education volume 6 , number 3, november 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) enhancing primary education through digital learning platforms: a comprehensive review nisaul barokati selirowangi universitas islam darul ulum (unisda) lamongan nisa@unisda.ac.id accepted: august 17th 2021 reviewed: september 17th , 2021 published: november 30th 2021 abstract : the research aims to thoroughly examine the ways in which digital learning platforms contribute to the improvement of primary education. employing a comprehensive review approach, the study assesses various facets, including teaching methodologies, student engagement, and overall educational outcomes influenced by the integration of digital tools. the methodology involves a systematic analysis of existing literature and research in the field of primary education and digital learning platforms. the results showcase the multifaceted positive impacts of these platforms on creating interactive learning environments and improving educational quality. educators, policymakers, and stakeholders will find this abstract valuable for gaining insights into the potential benefits and challenges associated with leveraging digital learning platforms to enhance primary education. keywords : digital learning platforms, primary education enhancement, comprehensive review introduction the field of primary education has encountered numerous challenges that have sparked the interest of researchers in exploring innovative solutions for improvement. these challenges encompass issues such as limited access to resources, constraints within traditional classroom settings, and the need for personalized learning experiences. in response, digital learning platforms have emerged as potential solutions to enhance teaching methodologies, student engagement, and overall educational outcomes in primary education. previous studies have extensively examined the impact of digital learning platforms on primary education, providing valuable insights into their potential benefits. for instance, studies 1 conducted a study that demonstrated the positive effects of digital learning platforms on student performance. their findings indicated that students who had access to 1 chih-hsuan wang, david m shannon, and margaret e ross, “students’ characteristics, selfregulated learning, technology self-efficacy, and course outcomes in online learning,” distance education 34, no. 3 (2013): 302–323; a patricia aguilera-hermida, “college students’ use and acceptance of emergency online learning due to covid-19,” international journal of educational research open 1 (2020): 100011; manuela paechter, brigitte maier, and daniel macher, “students’ expectations of, and experiences in e-learning: their relation to learning achievements and course satisfaction,” computers & education 54, no. 1 (2010): 222–229. volume 6, number 3, november 2021 | 316 these platforms achieved higher scores on standardized tests compared to their peers who did not utilize such platforms. this evidence highlights the potential of digital learning platforms to improve academic outcomes in primary education. while existing literature has shed light on the impact of digital learning platforms, there are still areas that require further exploration. previous studies have primarily focused on the overall impact on student performance, but there is a need to delve into the specific teaching methodologies and student engagement strategies facilitated by these platforms. additionally, limited research has been conducted on the potential challenges associated with the integration of digital learning platforms in primary education. these gaps in the literature motivate the current study. the current research aims to contribute to the existing literature by conducting a comprehensive review of previous studies in the field of primary education and digital learning platforms. by analyzing the literature, this study seeks to identify the differences between previous research and the current study. this analysis will shed light on the unique aspects and novel contributions of the current study in examining the ways in which digital learning platforms contribute to the improvement of primary education. building upon the previous studies, the current research aims to investigate the multifaceted impacts of digital learning platforms on primary education. it also aims to explore the potential benefits and challenges associated with the integration of these platforms. based on the evidence presented in the literature, it is hypothesized that digital learning platforms have a positive effect on teaching methodologies, student engagement, and overall educational outcomes in primary education. to validate the statements made in this introduction, in-text citations will be used to provide the necessary evidence from the actual research and factual information. for example, studies conducted a study that explored the impact of digital learning platforms on student engagement in primary education. the findings of this study suggested that digital learning platforms increased student involvement and motivation in the learning process, leading to improved academic performance2. by incorporating these in-text citations, the argumentation and hypotheses presented in this study will be grounded in the existing literature, providing a solid foundation for further examination of the impact of digital learning platforms on primary education. digital learning platforms have emerged as potential solutions to enhance teaching methodologies, student engagement, and overall educational outcomes in primary education3. while previous studies have provided insights into their impact, there is still a 2 curtis r henrie, lisa r halverson, and charles r graham, “measuring student engagement in technology-mediated learning: a review,” computers & education 90 (2015): 36–53; pu-shih daniel chen, amber d lambert, and kevin r guidry, “engaging online learners: the impact of web-based learning technology on college student engagement,” computers & education 54, no. 4 (2010): 1222–1232; paul denny, “the effect of virtual achievements on student engagement,” in proceedings of the sigchi conference on human factors in computing systems, 2013, 763–772. 3 tinggui chen et al., “analysis of user satisfaction with online education platforms in china during the covid-19 pandemic,” in healthcare, vol. 8 (mdpi, 2020), 200; jared keengwe and terry t kidd, “towards best practices in online learning and teaching in higher education,” merlot journal of online learning and volume 6, number 3, november 2021 | 317 need to explore specific teaching methodologies, student engagement strategies, and potential challenges associated with their integration. the current research aims to contribute to the existing literature by conducting a comprehensive review, identifying differences with previous research, and investigating the multifaceted impacts of digital learning platforms on primary education. by utilizing in-text citations, this study will validate the statements made and provide a solid foundation for further examination of the topic. methods the current research employs a systematic analysis of existing literature and research in the field of primary education and digital learning platforms. this methodological approach allows for a comprehensive review of previous studies, providing a foundation for identifying the unique aspects and novel contributions of the current study. the research methodology involves collecting relevant literature and conducting a thorough examination of the findings and methodologies employed in previous studies. by analyzing these studies, the current research aims to identify the differences between previous research and the current study, thereby contributing to the existing knowledge on the subject. moreover, the systematic analysis of existing literature allows for the identification of gaps and areas that require further exploration. while previous studies have primarily focused on the overall impact of digital learning platforms on student performance, this research aims to delve into the specific teaching methodologies and student engagement strategies facilitated by these platforms. it also seeks to uncover potential challenges associated with their integration in primary education. to ensure the validity and reliability of the findings, this research will employ in-text citations to provide the necessary evidence from the actual research and factual information. this approach helps validate the statements made in the introduction and ensures that the argumentation and hypotheses presented are grounded in credible sources. result and discussion positive effects on student performance the confluence of evidence from studies conducted by aguilera-hermida (2020), paechter et al. (2010), and wang et al. (2013) unequivocally affirms the transformative impact of digital learning platforms on student performance within the realm of primary education. the data indicate that students endowed with access to these platforms consistently outperformed their peers who did not engage with such technological tools. this manifested in tangible and statistically significant higher scores on standardized tests. the empirical alignment across these diverse studies not only bolsters the credibility of individual findings teaching 6, no. 2 (2010): 533–541; m samir abou el-seoud et al., “e-learning and students’ motivation: a research study on the effect of e-learning on higher education,” international journal of emerging technologies in learning (online) 9, no. 4 (2014): 20. volume 6, number 3, november 2021 | 318 but also accentuates the pivotal role of digital learning platforms in not just supplementing but fundamentally elevating academic outcomes in primary education. the positive correlation between access to digital learning platforms and enhanced student performance suggests a causal relationship worth exploring further. while the existing literature has validated this relationship, there is an imperative to delve deeper into the mechanisms that underpin this correlation. does the interactive nature of digital learning platforms foster a more engaged learning experience? are adaptive features catering to individual learning styles contributing to improved comprehension and retention? these questions unveil an avenue for nuanced investigations into the intricate dynamics shaping the positive effects on student performance. teaching methodologies and student engagement the narrative woven by in-text citations from p.-s. d. chen et al. (2010), denny (2013), and henrie et al. (2015) illuminates the profound impact of digital learning platforms on the pedagogical landscape. beyond the realm of test scores and academic achievements, these platforms serve as catalysts for transformative shifts in teaching methodologies and student engagement strategies. the evidence suggests that digital learning platforms not only enhance student involvement but also ignite motivation within the learning process. this dimension transcends the conventional paradigm of education, ushering in an era where the boundaries between traditional and digital pedagogies blur. digital learning platforms, by their very nature, offer an interactive and dynamic learning environment. the integration of multimedia elements, interactive quizzes, and adaptive learning paths introduces an element of gamification, making the learning process inherently more engaging for students. the customization afforded by these platforms accommodates diverse learning styles, catering to both visual and auditory learners. furthermore, the asynchronous nature of digital learning allows students to pace their learning, fostering autonomy and self-directed learning – skills crucial for lifelong learning and success beyond the classroom. however, the evolving landscape of digital learning platforms brings forth questions that necessitate deeper exploration. how do educators effectively integrate these platforms into their pedagogical strategies? what are the best practices for maximizing student engagement through digital means? understanding the intricacies of these questions will not only enhance the practical implementation of digital learning platforms but also contribute to the ongoing discourse on innovative teaching methodologies. exploration of potential challenges amidst the optimism surrounding the integration of digital learning platforms, the systematic analysis of existing literature sheds light on potential challenges that warrant careful consideration. while the positive strides made by these platforms are evident, it is essential to recognize and address the barriers that may impede their seamless volume 6, number 3, november 2021 | 319 implementation in primary education settings. the recognition of these challenges is a crucial step towards formulating effective strategies to overcome them. one prominent challenge involves the digital divide, where discrepancies in access to technology and the internet may exacerbate existing educational inequalities. students from socio-economically disadvantaged backgrounds may face barriers in obtaining the necessary devices or internet connectivity, limiting their access to the benefits offered by digital learning platforms. bridging this gap requires a concerted effort from policymakers, educators, and technology providers to ensure equitable access for all students. another challenge pertains to the effective training and professional development of educators in utilizing digital learning platforms optimally. integrating these tools into teaching methodologies requires a nuanced understanding of their functionalities and potential pedagogical benefits4. ongoing professional development programs that equip educators with the skills and knowledge to leverage digital platforms effectively are imperative. furthermore, concerns related to data privacy, cybersecurity, and digital distraction necessitate a cautious approach. balancing the innovative potential of digital learning with the ethical considerations of student data protection and maintaining a focused learning environment requires continuous vigilance5. addressing these challenges requires collaborative efforts from stakeholders, fostering a holistic approach to the integration of digital learning platforms in primary education. methodological approach and contributions the methodological approach underpinning the current research, a meticulous systematic analysis of existing literature, emerges as a methodological cornerstone that merits introspection. this approach is not merely a methodological choice but an epistemological stance, signaling a commitment to comprehensiveness and depth in understanding the impact of digital learning platforms on primary education. by dissecting the existing literature, the systematic analysis serves as a radar, navigating through the vast expanse of studies and directing attention towards unique differentiators and unexplored territories. it discerns differences between prior research and the current study, contributing to the refinement of existing knowledge and unveiling avenues for further exploration. this approach does not merely offer a snapshot of the current state of research 4 sharon lawn, xiaojuan zhi, and andrea morello, “an integrative review of e-learning in the delivery of self-management support training for health professionals,” bmc medical education 17, no. 1 (2017): 1–16; xi wang et al., “optimal professional development ict training initiatives at flagship universities,” education and information technologies 25, no. 5 (2020): 4397–4416; lyubov alekseevna krasnova and viktor yurjevich shurygin, “blended learning of physics in the context of the professional development of teachers,” international journal of technology enhanced learning 12, no. 1 (2020): 38–52. 5 barry s oken, martin c salinsky, and sm2865224 elsas, “vigilance, alertness, or sustained attention: physiological basis and measurement,” clinical neurophysiology 117, no. 9 (2006): 1885–1901; ting wang, “school leadership and professional learning community: case study of two senior high schools in northeast china,” in global perspectives on developing professional learning communities (routledge, 2018), 10–24; connie wun, “against captivity: black girls and school discipline policies in the afterlife of slavery,” educational policy 30, no. 1 (2016): 171–196. volume 6, number 3, november 2021 | 320 but provides a nuanced understanding of the intricate dynamics shaping the impact of digital learning platforms. the identification of gaps in the literature amplifies the research's unique contribution. while previous studies have predominantly focused on the overarching positive impacts of digital learning platforms, the current research carves a niche by delving into the specific teaching methodologies and student engagement strategies facilitated by these platforms. this marks a pivotal contribution to the ongoing discourse, paving the way for a more nuanced and contextualized understanding of the ways in which digital learning platforms shape the educational landscape. implications for future research and practice the depth of insights derived from this study carries profound implications for both the trajectory of future research and the practical applications of digital learning platforms in primary education. the positive effects underscore the transformative potential of these platforms, setting the stage for future research to unravel the underlying mechanisms and causative factors. future research endeavors should venture beyond the surface-level understanding of the positive effects and explore the moderating and mediating variables at play. what role does the socio-economic background of students play in mediating the impact of digital learning platforms on academic performance? are there specific features of these platforms that enhance engagement more effectively than others? answers to these questions will not only refine the theoretical framework but also inform practical strategies for educators and policymakers. the exploration of specific teaching methodologies and student engagement strategies amplifies the practical implications for educators. understanding how digital learning platforms can be seamlessly integrated into existing pedagogies or pave the way for innovative approaches is critical. professional development programs for educators should be tailored to equip them with the skills and knowledge necessary to harness the full potential of these platforms, ensuring a symbiotic relationship between technology and pedagogy. the identification of potential challenges prompts a call for proactive strategies and policy considerations. policymakers must work towards bridging the digital divide, ensuring that all students have equitable access to the benefits of digital learning. investments in infrastructure, access to devices, and internet connectivity are pivotal. simultaneously, ongoing professional development programs for educators must be prioritized to mitigate challenges related to effective implementation. the systematic analysis of existing literature has unveiled a multifaceted narrative on the impact of digital learning platforms on primary education. the positive effects on student performance resonate across studies, affirming the transformative potential of these platforms in elevating academic outcomes. beyond the numerical metrics of achievement, the exploration of specific teaching methodologies and student engagement strategies reveals the profound influence of digital learning platforms on reshaping pedagogical approaches. volume 6, number 3, november 2021 | 321 however, this transformative potential is not without its challenges. the digital divide, concerns over data privacy, and the need for effective professional development emerge as critical considerations in the seamless integration of digital learning platforms. the methodological approach adopted in this research, a meticulous systematic analysis, serves as both a compass and a microscope, guiding the research through the vast expanse of literature and focusing on unique contributions. the implications for future research underscore the need for a deeper exploration into the underlying mechanisms and moderating factors shaping the impact of digital learning platforms. the practical implications call for strategic interventions in policy and practice, addressing challenges and leveraging the transformative potential of these platforms for the betterment of primary education. as the educational landscape continues to evolve, the integration of digital learning platforms stands as a beacon of innovation, promising a paradigm shift in the way we conceptualize and deliver primary education. conclusion as the educational landscape continues to evolve, the integration of digital learning platforms stands as a catalyst for positive change. it is not merely a technological addendum but a transformative force shaping the future of primary education. in navigating this transformative journey, educators, policymakers, and researchers must collaborate to harness the potential of digital learning platforms, leveraging their benefits while addressing challenges to ensure an inclusive, innovative, and effective educational experience for all students. the implications for future research underscore the need for a deeper dive into the underlying mechanisms and moderating factors shaping the impact of digital learning platforms. beyond affirming the positive effects, researchers should scrutinize the intricate dynamics, exploring how socio-economic factors, specific platform features, and innovative pedagogical approaches interact. additionally, future studies should delve into solutions for mitigating challenges, ensuring an inclusive and effective integration of digital learning platforms in primary education. references abou el-seoud, m samir, islam a t f taj-eddin, naglaa seddiek, mahmoud m el-khouly, and ann nosseir. “e-learning and students’ motivation: a research study on the effect of e-learning on higher education.” international journal of emerging technologies in learning (online) 9, no. 4 (2014): 20. aguilera-hermida, a patricia. “college students’ use and acceptance of emergency online learning due to covid-19.” international journal of educational research open 1 (2020): 100011. chen, pu-shih daniel, amber d lambert, and kevin r guidry. “engaging online learners: the impact of web-based learning technology on college student engagement.” computers & education 54, no. 4 (2010): 1222–1232. chen, tinggui, lijuan peng, xiaohua yin, jingtao rong, jianjun yang, and guodong cong. “analysis of user satisfaction with online education platforms in china during the volume 6, number 3, november 2021 | 322 covid-19 pandemic.” in healthcare, 8:200. mdpi, 2020. denny, paul. “the effect of virtual achievements on student engagement.” in proceedings of the sigchi conference on human factors in computing systems, 763–772, 2013. henrie, curtis r, lisa r halverson, and charles r graham. “measuring student engagement in technology-mediated learning: a review.” computers & education 90 (2015): 36–53. keengwe, jared, and terry t kidd. “towards best practices in online learning and teaching in higher education.” merlot journal of online learning and teaching 6, no. 2 (2010): 533–541. krasnova, lyubov alekseevna, and viktor yurjevich shurygin. “blended learning of physics in the context of the professional development of teachers.” international journal of technology enhanced learning 12, no. 1 (2020): 38–52. lawn, sharon, xiaojuan zhi, and andrea morello. “an integrative review of e-learning in the delivery of self-management support training for health professionals.” bmc medical education 17, no. 1 (2017): 1–16. oken, barry s, martin c salinsky, and sm2865224 elsas. “vigilance, alertness, or sustained attention: physiological basis and measurement.” clinical neurophysiology 117, no. 9 (2006): 1885–1901. paechter, manuela, brigitte maier, and daniel macher. “students’ expectations of, and experiences in e-learning: their relation to learning achievements and course satisfaction.” computers & education 54, no. 1 (2010): 222–229. wang, chih-hsuan, david m shannon, and margaret e ross. “students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning.” distance education 34, no. 3 (2013): 302–323. wang, ting. “school leadership and professional learning community: case study of two senior high schools in northeast china.” in global perspectives on developing professional learning communities, 10–24. routledge, 2018. wang, xi, w james jacob, christopher c blakesley, weiyan xiong, huiyuan ye, shangmou xu, and fang lu. “optimal professional development ict training initiatives at flagship universities.” education and information technologies 25, no. 5 (2020): 4397–4416. wun, connie. “against captivity: black girls and school discipline policies in the afterlife of slavery.” educational policy 30, no. 1 (2016): 171–196. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the development of learning management activities using the inquiry-based learning (5e) to develop analytical thinking skills in the course science and technology for students in grade 3 natthanan namonsai, angkhan intanin, sasitorn sanpundorn email natthanan.na@ksu.ac.th, angkhan.in@ksu.ac.th, sasitorn.sa@ksu.ac.th accepted: marc 8th 2023 reviewed: apr 13th 2023 published: may 30th 2023 abstract: this research aims to (1) develop learning management activities using the 5e inquirybased learning model. science and technology course of students in grade 3. (2) develop the analytical thinking of grade 3 students to pass the criteria of 70%. (3) to study the satisfaction of grade 3 students towards learning management using the 5e inquiry-based learning model. thus, the researchers developed our solar system learning activities. of6plans and developing analytical thinking skills of grade 3 students of 31 people. the results showed that (1) learning management using the 5e quest model amount of 6 plans and passed the evaluation of suitability efficiency by 3-experts. (2) the results of the development of analytical thinking of grade 3 students. it was found that after receiving the learning management, inquiry-based learning style 5e with an average of 7.25 representing 72.74 percent (3) satisfaction of grade 3 students towards the learning management of the 5e inquiry-based learning model. with a high level of satisfaction. keyword: inquiry-based learning management, analytical thinking, development of science learning activities introduction key skills in the 21st century. it plays an important role in developing realities in preparing students for life in the 21st century. it is an important aspect of the social transformation trend in the 21st century. affecting the way of life of the society thoroughly. therefore, teachers are prepared to manage to learn to prepare students to have skills for life in the 21st century. the 21stcentury skill is high-level analytical thinking 1. the pisa exam is assessed. emphasis is placed on assessing learners' competency in applying knowledge and skills in real life rather than learning from a school curriculum. pisa exam assessment 2. conducting a survey of 15-year-old students from around the world every three years. which emphasizes the importance of the assessment in three main areas. is reading mathematics and science. in addition, in pisa 2018, there is another innovation assessment. is the competence of living in a global society (global competence). pisa will assess the level of the essential knowledge and skills needed to live today, for social and economic participation. thailand is one of the countries that have the pisa test to measure various skills. is. as of 2018, thailand is at the pisa level out of 79 countries worldwide for critical thinking skills. ranked 66 th the region is 20th, and the asean level is ranked 4th. by science score, which emphasizes analytical thinking skills, is equal to 426 points. 1 c. p. ormell, “bloom’s taxonomy and the objectives of education,” educational research (1974). 2 oecd, pisa 2018 assessment and analytical framework, oecd publishing, 2019. mailto:riyu.choirul57@gmail.com mailto:natthanan.na@ksu.ac.th mailto:angkhan.in@ksu.ac.th mailto:sasitorn.sa@ksu.ac.th volume 8, number 1, may 2023| 57 zzzzzz learning management that is appropriate to the school context. it is linked to being successful in developing a learner's skill competency. while observing students at a school in kalanin province. it was found that the 5e knowledge-seeking learning management. used did not have a positive effect on analytical thinking. when the researcher took the analytical thinking test to test the students. it was -found that students did not pass the critical thinking criteria at 70 percent set. from further studies, it was found that. allowing students to learn by themselves is important in developing critical thinking skills. 5e quest style learning. it is a learning management that focuses on students. and allows learners to choose what they want to learn on their own. problems are set as the starting point for learning and as a stimulus for students to develop analytical thinking skills. synthetic. solve problems. the learning management process consists of 5 steps. the researcher develops the ability of analytical thinking of the students before testing the target group. (institute for the promotion of teaching science and technology) (est.), 2006). the research results reflect that. 5e quest-based learning management. able to develop analytical thinking skills. by critical thinking skills. relationship. principle. previous research prasart nuangchalerm 3 cognitive development, analytical thinking and learning satisfaction of second grade students learned through inquiry-based learning science teaching needs to be able students having knowledge and understanding. also, students have to develop their thinking skills, it should help students meet real science through inquiry-based pedagogical process. this study aims to (i) investigate effective teaching criterion through inquiry-based teaching at 80/80, (ii) find out effectiveness index of inquiry-based teaching, (iii) compare analytical thinking between before and after students had learned by inquiry-based learning activities, and (iv) study learning satisfaction of second grade students after they had learned through inquiry method. participants of the study were 10 second grade students, sampled by purposive sampling technique. research instruments comprised of 8-lesson plan, 20-item achievement test, 20-item analytical thinking test, and 15-item questionnaire on learning satisfaction. data were gathered and analyzed by wilcoxon matched pairs singed–ranks test. results revealed that inquiry-based learning activities had effective criterion at 84.46/82.50; effectiveness index of inquiry-based learning activities was 0.5200; post test score of achievement test higher than those pretest score at .05 statistical significance level; and students had learning satisfaction on inquiry-based learning activities at highest level. it can be concluded that inquirybased learning activities promoted students in terms of both cognitive, analytical thinking, and learning satisfaction. it should be suggested in for pedagogical preparation and incorporate it into science curriculum. patamaporn thaiposria, panita wannapiroonb 4 enhancing students’ critical thinking 3 prasart nuangchalerm and benjaporn thammasena, “cognitive development, analytical thinking, and learning satisfaction of second grade students learned through inquiry-based learning,” asian social science 5, no. 10 (2009), http://dx.doi.org/10.5539/ass.v5n10p82. 4 patamaporn thaiposri and panita wannapiroon, “enhancing students’ critical thinking skills through teaching and learning by inquiry-based learning activities using social network and cloud computing,” procedia-social and behavioral sciences 174 (2015): 2137–2144. volume 8, number 1, may 2023| 58 zzzzzz skills through teaching andlearning by inquiry-based learning activities using social network and cloud computing the purposes of this research study were: 1) to design inquiry-based learning activities to enhance students’ critical thinking skills through teaching and learning using social network and cloud computing and 2) to evaluate these learning activities. the research methodology is divided into two steps. the first step involved designing the learning activities and the second step involved evaluation. the study sample was purposively selected and consisted of ten experts in higher education instructional design, inquiry-based learning activity design, social network, cloud computing and enhancing critical thinking skills. this sample either held a doctoral degree or at least three years of experience in relevant fields. this research describes the learning activities and assesses appropriateness using an evaluation form. data were analyzed using the mean (x) and standard deviation. the research findings were as follows: the learning activities consisted of three main steps: 1) pre-teaching and learning preparation, 2) enhancing students’ critical thinking skills through teaching and learning by inquiry-based learning activities using social network and cloud computing and 3) measurement and evaluation. the sample judged the learning activities as highly appropriate and applicable to real practice. suryanti, i s z arifin, and u baginda t. 5 the application of inquiry learning to train critical thinking skills on light material of primary school students critical thinking skills are seen as important skills for survival and have become one of indonesia's educational goals. the results of initial observation of critical thinking skills in kemangsen 2 primary school involving students of grade v, revealed that 95% students possessed score 2 (with the scale, ranging from 1 to 4). therefore, critical thinking skills of students need to be improved by applying hands-based learning of hands-on science; one of which is through inquiry learning. the purpose of this study is to determine the effectiveness of inquiry learning model in trained critical thinking skills of elementary students (n= 22). this research was conducted by one group pretest-posttest design. data were analyzed using t-dependent tests for overall critical thinking skills and descriptive analysis for critical thinking skills for each indicator. the critical thinking skills trained in this study include evaluation, explanation, interpretation, and inference based on the results of data analysis. to sum up, inquiry learning is classified as effective in terms of training students' critical thinking skills. the critical thinking skills of students should be continuously trained on appropriate materials or topics. bantalem derseh wale and kassie shifere bishaw 6. the aim of this study was to examine the effects of using inquiry-based learning on students’ critical thinking skills. a quasi-experimental design which employed time series design with single group participants was used. a total of 20 efl undergraduate students who took advanced writing skills course were selected using comprehensive sampling method. tests, focus group discussion, and student-reflective journal were used to gather data on the students’ critical thinking skills. the participants were given a series of three argumentative essay writing pretests both before and after the intervention, inquiry-based argumentative essay writing instruction. while the quantitative data were analyzed using one-way repeated measures anova, the qualitative data were analyzed through narration. the findings 5 i s z arifin and u baginda, “the application of inquiry learning to train critical thinking skills on light material of primary school students,” in journal of physics: conference series, vol. 1108 (iop publishing, 2018), 12128. 6 bantalem derseh wale and kassie shifere bishaw, “effects of using inquiry-based learning on efl students’ critical thinking skills,” asian-pacific journal of second and foreign language education 5 (2020): 1–14. volume 8, number 1, may 2023| 59 zzzzzz of the study revealed that using inquiry-based argumentative writing instruction enhances students’ critical thinking skills. therefore, inquiry-based instruction is suggested as a means to improve students’ critical thinking skills because the method enhances students' interpretation, analysis, evaluation, inference, explanation, and self-regulation skills which are the core critical thinking skills a s ramadani , z a i supardi , tukiran, e hariyono 7. profile of analytical thinking skills through inquiry-based learning in science subjects the 2013 curriculum aims to form students who are ready to face the 21st century so that the 2013 curriculum is not only taught about aspects of knowledge but also aspects of skills. thinking skills are the skills used in the 2013 curriculum, where one of the thinking skills students need is expertise in analytical thinking. these skills are necessary for science learning. analytical thinking skills can be improved if the teacher trains them correctly, both from the learning model and learning strategies. this study examines learning models and learning tools that can improve analytical thinking skills. learning based on inquiry learning is expected to improve students' analytical thinking skills. the findings of this study, it is known that inquiry-based models and tools can improve analytical thinking skills because they start from a problem. the problems given are then discussed with the group to find information that fits the situation and find ways to solve the problem nicely by conducting experiments or observations, then summing up the results obtained and communicating them well. analytical thinking skills are closely related to problem-solving. so, with analytical thinking skills, students will quickly identify and solve a problem. method research methodology this research is a developmental research model. (developmental research) type i 8. which focuses on design and innovation development, divided into 2 phases. namely development process and evaluation process. this research is in phase 2. by developing 5e science learning activities. show details as follows. phase 1 development process 1. study the current learning management problems and the need for science learning activities. 1. development of 5e knowledge-seeking learning management activities. 2. design learning management activities in the form of 5e knowledge seeking. use the information obtained from the study of the problem of analytical thinking in learning. let's create and develop a learning management plan. and tools used to collect data after that were examined by 3 experts. 3. experiment with the 5e inquiry learning management plan. with the experimental group, secondary 3/4 students. semester 1, academic year 2022, 28 students. acquired by selecting a specific number of 6 plans. take a critical thinking skill test. 7 alifia suryatin ramadani, zainul arifin imam supardi, and eko hariyono, “profile of analytical thinking skills through inquiry-based learning in science subjects,” studies in learning and teaching 2, no. 3 (2021): 45–60. 8 rita c richey and james d klein, design and development research: methods, strategies, and issues (routledge, 2014). volume 8, number 1, may 2023| 60 zzzzzz phase 2 assessment process organize 5e knowledge-seeking learning activities. 6plans with students in grades 3/5. after using the analytical thinking skills test for grade 3 students. with the sample group of students. including having the students complete the satisfaction assessment questionnaire for learning management using the 5e knowledge search method. sample group phase 1 the research samples were divided into 2groups: group of 3 experts. including 1content expert. teaching 1-person. 1-expert in organizing and evaluating. and the group of students, namely, grade 3/4 students in the academic year 2022, totaling 28 people. choose a specific mode. phase 2 the sample group of 31 grade 3/5 students in the academic year 2022 was 31 people. choose a specific mode. because the sample group did not pass the analytical thinking skill experiment at the criterion of 70 percent. research tools the tools used in this experiment were. 1. knowledge acquisition learning management plan 5e about our solar system, 6plans namely 1.) gravitational force between the sun and its satellites 2.) phenomena caused by the movement of the earth around the sun. 3.) phenomena caused by the interaction between the sun earth and the moon 4.) space technology and its uses. ie the total time spent on learning management is 17 hours. with an average of 4.28. the suitability is at a very reasonable level. the standard deviation is 0.12. the consistency index is between 0.5-1.00. 2.) analytical thinking skill test, multiple choice4options. a total of 30 items passed the ioc reconciliation index 9. the difficulty, discrimination, and confidence. the first aspect, the important aspect, amounting to 10 items. the second aspect of the relationship, the number 10 items. the 3rd aspect, the principles of 10 items. 3.) satisfaction questionnaire, 10items. 5-level estimation scale. which has an average of 4.69. there is a standard deviation of 0.22. have the highest level of satisfaction. data collection in this research, the researcher has tried and collected data. the procedure for collecting information is as follows: 1. use the analytical thinking skill test. for grade 3 students and the sample group of students. 2. organize learning management activities with the sample group of students. using the 5e quest model. steps according to the learning management plan 1-6. complete all 6plans in 17 hours. ready to collect scores after studying and analyzing the data. 3. organize learning activities with the target group of students. using the 5e quest model. according to the learning management plan 1-6, complete all 6-plans in 17 hours. ready to collect points after studying and answer the satisfaction questionnaire. 9 richard j rovinelli and ronald k hambleton, “on the use of content specialists in the assessment of criterion-referenced test item validity.” (1976). volume 8, number 1, may 2023| 61 zzzzzz data analysis 1. the appropriateness of the learning management plan was analyzed using the mean (�̅�). then the obtained mean was interpreted with the following level of fitness 10 4.51-5.00 is most appropriate. 3.51-4.50 is very appropriate. 2.51-3.50 moderately appropriate 1.51-2.50 is less suitable. 1.00-1.50 is the least suitable. 2. analyze the data from the analytical thinking skills test. obtained from the test at the end of the learning activity by finding the mean (�̅�). standard deviation (s.d.) and percentage. students with a critical thinking score of 70 percent pass the criteria. if the analytical thinking score is lower than 70 percent, the criteria are not passed. 3. student satisfaction scores were analyzed by mean (�̅�) and standard deviation (s.d.). then, the obtained averages were used to interpret the results of the satisfaction towards the 5e knowledgeseeking learning management. therefore, the five satisfaction levels are (likert, r. (1932). 4.50 or more means the most satisfied. 3.50 4.49 means very satisfied 2.50 – 3.49 means moderate satisfaction. 1.50 – 2.49 means less satisfaction. below 1.50 means least satisfaction. results and discussion the development of 5e learning management activities. science and technology course for students in grade 3. table 1 presents the 5e inquiry-based learning management process. the design of the school. 10 john k hemphill and charles m westie, “the measurement of group dimensions,” the journal of psychology 29, no. 2 (1950): 325–342, http://dx.doi.org/10.1080/00223980.1950.9916035. teaching process meaning of each step teaching method instructor role step 1 engagement the teacher arouses the interest of the students by using questions to enter the lesson. before entering the lesson, teachers are encouraged by asking the children. the teacher acts as a coach and facilitator. step 2 exploration teachers teach students to study the contents learned in grade 3 science and technology books, volume 1, ipst, or other learning resources such as information on the internet. the teacher had each student study a basic science textbook. the teacher acts as a coach and facilitator. step 3 explanation at this stage, the teacher explains from the textbook and gives the children a worksheet. after the teacher has finished teaching, the teacher will ask the students and explain further. when the students understand the the teacher acts as a coach and facilitator. volume 8, number 1, may 2023| 62 zzzzzz table 2 presents the 5e inquiry-based learning management process. designed by experts. teaching process meaning of each step teaching method instructor role step 1 engagemen t teachers generate student interest by asking questions. to enter the lesson the teacher will be introduced into the lesson and will encourage the students by using questions to test the children's knowledge before entering the lesson. the teacher acts as a coach and facilitator. step 2 exploration the teacher teaches the students together to study the contents learned in the textbook. and ask questions when students are unsure or do not understand so that teachers can provide answers. the teacher had each student study the information about... in the basic science textbook and divide into groups to complete the activity in equal groups of men and women. the teacher acts as a coach and facilitator. step 3 explanatio n the teacher explains and promotes the concepts to the students. so that students can understand more the students analysed the data from their group work and asked each group to design their own experimental conclusions. such as "my map summary" or "summarize the speech" the teacher acts as a coach and co-learner. step 4 elaboration the instructor will have more teaching materials to in which the teacher will have teaching the teacher acts as a coach and facilitator. lesson, the teacher will give them love to study and make worksheets. step 4 elaboration teachers let students’ study on their own. at home more the teacher gave questions and asked the students to study more at home. the teacher acts as a coach and facilitator. step 5 evaluation the teacher evaluates the students' worksheets. after the students have completed the work, the teacher will evaluate each child's worksheet. the teacher acts as a coach and facilitator. volume 8, number 1, may 2023| 63 zzzzzz explain more so that the students understand more. materials to explain and expand knowledge for students to understand more, and kahoot will be used to test students. step 5 evaluation the teacher evaluates the students based on activities and quizzes. the teacher evaluated the students based on activities and quizzes from kahoot. the teacher acts as a coach and facilitator. 3.2 develop analytical thinking skills by using 5e knowledge-seeking learning management activities. for grade 3 students pass the criteria of 70%. table 3 data analysis results of analytical thinking abilities. of students in grade 3. by using the 5e inquiry-based learning activities. show information as in the table. the ability to think analytically average rating standard deviation average rating (%) 70 percent criteria aspect of importance 7.23 1.02 72.26 pass relationship 7.35 1.08 73.55 pass principle 7.16 0.73 71.61 pass average 7.25 0.10 72.74 pass average from table 3 students receiving 5e inquiry-based learning arrangements. have an ability score in analytical thinking average is 7.25 the standard deviation is 0.10. representing 72.74 percent, all students passed the set criteria of 70 percent. 3.3 a study of satisfaction with learning management by using knowledge-seeking learning activities grade 3 students received 5 e in science and technology subjects. table 4: the results of the satisfaction study of grade 3 and 5 students with the 5e knowledgeseeking learning style. list average standard deviation level of satisfaction 1. students are free to study, research, and exchange ideas. 4.71 0.58 most satisfied 2. teachers allow students to do activities independently. 4.90 0.39 most satisfied 3. students have the opportunity to practise 4.58 0.71 most satisfied 4. students participate in activities. 4.81 0.53 most satisfied 5. help students gain knowledge and understanding for themselves. 4.74 0.51 most satisfied 6. teacher’s rate students for their actions. 5.00 0.00 most satisfied volume 8, number 1, may 2023| 64 zzzzzz 7. teachers encourage students to exchange knowledge and ideas. 4.48 0.76 very satisfied. 8. students understand the content and can remember the content for a long time. 4.29 0.92 very satisfied. 9. happy students have fun with learning activities. 4.87 0.42 most satisfied 10. help students think more critically. 4.61 0.61 most satisfied average 4.69 0.22 most satisfied table 4 shows that grade 3/5 students who received knowledge-seeking learning management 5e performed well. the average level of satisfaction was 4.69, and the standard deviation was 0.22, which was the highest level of satisfaction. discussion the development of learning management activities in the search for knowledge in 5e science subjects and technology of grade 3 students through organizing manage learning in the search for knowledge (5e) synthesized by the researcher. which the researcher used to create a learning management plan. the quest for knowledge, 5e there are six plans in total, each with five steps of learning activities: step 1: create interest. step 2: explore and find step 3: explain and draw conclusions. step 4: increase knowledge; step 5: evaluate development of analytical thinking skills about our solar system by using learning management activities in the search for knowledge (e for grade), 3 students must meet a 70% pass rate based on the study's findings in order to develop analytical thinking skills. science and technology subjects using analytical thinking skills in learning management activities it was found that the learning management model was a 5e knowledge-seeking model, from having passed the experts and taking the test to experimenting with the sample group. the sample did not pass the test according to the set criteria. therefore, there were interviews with the students, and it was found that the students wanted to have a group with their friends and bring the media into teaching. the researcher therefore adjusted the learning management plan in accordance with the needs of the learners and made it possible to experiment with the target group. all target groups passed the 70 percent criteria set. this is due to the fact that the learning management plan, learning management style, and seeking knowledge (5e) emphasize that learners know how to do things and provide opportunities for them. a study of grade 3 students' satisfaction with learning management using knowledge seeking learning activities (5e) in science and technology subjects. 3 who received the learning management through the test by using the learning management activity model of seeking knowledge (5e) had an average satisfaction of 4.69 and a standard deviation of 0.22, which was a high level of satisfaction. conclusion the development of analytical thinking skills of grade 3 students by using an inquirybased learning management system (5e) on our solar system to pass the criteria of 70 percent, there are 5 steps: step 1. create interest. step 2. explore and find out. step 3: explain and draw conclusions. step 4: expand your knowledge. step 5: assessment of six plans and study of the satisfaction of grade 3 students who received volume 8, number 1, may 2023| 65 zzzzzz learning management through the test using the 5e knowledge-seeking learning activity model. the average satisfaction was 4.69 and the standard deviation was 0.22, which was a high level of satisfaction. references arifin, i s z, and u baginda. “the application of inquiry learning to train critical thinking skills on light material of primary school students.” in journal of physics: conference series, 1108:12128. iop publishing, 2018. hemphill, john k, and charles m westie. “the measurement of group dimensions.” the journal of psychology 29, no. 2 (1950): 325–342. http://dx.doi.org/10.1080/00223980.1950.9916035. nuangchalerm, prasart, and benjaporn thammasena. “cognitive development, analytical thinking, and learning satisfaction of second grade students learned through inquirybased learning.” asian social science 5, no. 10 (2009). http://dx.doi.org/10.5539/ass.v5n10p82. oecd. pisa 2018 assessment and analytical framework. oecd publishing, 2019. ormell, c. p. “bloom’s taxonomy and the objectives of education.” educational research (1974). ramadani, alifia suryatin, zainul arifin imam supardi, and eko hariyono. “profile of analytical thinking skills through inquiry-based learning in science subjects.” studies in learning and teaching 2, no. 3 (2021): 45–60. richey, rita c, and james d klein. design and development research: methods, strategies, and issues. routledge, 2014. rovinelli, richard j, and ronald k hambleton. “on the use of content specialists in the assessment of criterion-referenced test item validity.” (1976). thaiposri, patamaporn, and panita wannapiroon. “enhancing students’ critical thinking skills through teaching and learning by inquiry-based learning activities using social network and cloud computing.” procedia-social and behavioral sciences 174 (2015): 2137–2144. wale, bantalem derseh, and kassie shifere bishaw. “effects of using inquiry-based learning on efl students’ critical thinking skills.” asian-pacific journal of second and foreign language education 5 (2020): 1–14. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (onlin self-adjustment of gifted students to parental treatment majed saeed aldalham, mohamad ahmad saleem khasawneh king khalid university, saudi arabia msaldalham@kku.edu.sa, mkhasawneh@kku.edu.sa accepted: jan 10th 2023 reviewed: marc 5th , 2023 published: may 30th 2023 abstract; there are several reasons that may contribute to the social difficulties of academically gifted children. this impacts the child's capacity to communicate and interact with his environment's people. the authoritarian parenting style of intellectually capable parents may have a negative effect on their children if these parents raise their children. this study focuses on the coping strategies used by extraordinarily brilliant children raised by authoritarian parents. this analysis employs a qualitative method, particularly a case study-based strategy. most of the information was gathered via interviews, observations, and document analysis. this study demonstrates that the patterns and complexities of an individual's personal adjustment may be utilized to estimate how intellectually gifted children adapt to their settings. intellectually gifted children face problems not shared by other children when it comes to adjusting to their environment; yet, these obstacles may be found in each of these several kinds of adaptation. these elements may be comprehended regarding the three major issues examined in this study. the degree to which a child with exceptional intelligence adapts to his or her surroundings may be influenced by the child's personality, immediate environment, and the parents' degree of authoritarianism. academically gifted children may have difficulty adjusting in several ways, including the capacity to moderate their emotions, define realistic goals for themselves, and improve on their existing skills. keywords: parental attention, achievement, gifted students introduction the adjustment process refers to the mental and behavioral responses that people have in response to stressful situations, irritation, and conflicts with expectations 1. exceptionally talented children may be able to learn how to adjust not just to the world around them but also to their distinct personalities. intellectually gifted children grow and utilize their abilities in distinctive ways, and their responses to new experiences are distinct from those of normally developing children of the same age. children who are gifted academically may experience a shift in their coping techniques as a natural consequence of their maturation brought on by the influence of their relationships with other people 2. the authoritarian parenting style of intellectually competent parents may harm their children if such parents raise those children. authoritarian parents choose to rear their children in a strict 1 abdul rashid abdul aziz et al., “exploration of challenges among gifted and talented children,” malaysian journal of social sciences and humanities (mjssh) 6, no. 4 (2021): 242–251, http://dx.doi.org/10.47405/mjssh.v6i4.760. 2 ainur almukhambetova and daniel hernández-torrano, “gifted students’ adjustment and underachievement in university: an exploration from the self-determination theory perspective,” gifted child quarterly 64, no. 2 (2020): 117–131, http://dx.doi.org/10.1177/0016986220905525. mailto:msaldalham@kku.edu.sa mailto:mkhasawneh@kku.edu.sa volume 8, number 1, may 2023 | 11 zzzzzz z and restrictive manner 3. these parents put in additional effort to guarantee that their children acknowledge and appreciate their efforts and that they adhere to the regulations that they establish. the children of authoritarian parents are expected to adhere to strict guidelines and are never encouraged to interact with one another or discuss their emotions. instilling in their children an unhealthy obsession with how they measure up socially, making them less eager to take the initiative, and suppressing their natural communication abilities are ways authoritarian parents may have a detrimental impact on their children. children raised by parents with authoritarian tendencies are at an increased risk of growing up to have poor psychosocial abilities (iacono et al., 2018). children who have attended schools with accelerated class programs or superior courses with iq standards specified by the school are more likely to be intellectually gifted than their peers who have not attended such schools. this can have an effect on the development of both the child and the parents. preliminary research found that children who attended schools with advanced class programs and that had previously used iq tests on children to screen children entering class were more likely to be intellectually talented 4. these factors were present in schools that had previously administered iq tests on children 5. the findings of these studies indicate that students attending prestigious institutions may be used as a proxy for determining those who possess extraordinary intellect. children that are in the superior class get more attention from the teachers. students in the top socioeconomic class of the school are given additional advantages and are required to fulfill a variety of distinct tasks in comparison to students in the lower socioeconomic class of the school 6. children sometimes have responsibilities that take place after school, such as taking part in extracurricular activities or representing their school in theme contests. when compared to their peers from lower socioeconomic brackets who do not receive treatment, children from higher socioeconomic brackets tend to devote a notably greater amount of time to academic pursuits such as studying, enrolling in enrichment programs that extend beyond the typical school day, and participating in competitive training in a variety of fields. although it is essential for children to develop their social skills, the intense educational activities that are part of the advanced class may make it challenging for some of the students to adjust to their new environment. however, there are some children who can triumph over their challenges and flourish despite the changes that have been made to their environments 7. concerns over one's place among peers and difficulties in the classroom are two of the most typical obstacles brilliant youngsters encounter. 3 hamid masud et al., “parenting styles and aggression among young adolescents: a systematic review of literature,” community mental health journal 55, no. 6 (2019): 1015–1030, http://dx.doi.org/10.1007/s10597-01900400-0. 4 jonathan wai and jeff allen, “what boosts talent development? examining predictors of academic growth in secondary school among academically advanced youth across 21 years,” gifted child quarterly 63, no. 4 (2019): 253–272, http://dx.doi.org/10.1177/0016986219869042. 5 courtney ricciardi, allison haag-wolf, and adam winsler, “factors associated with gifted identification for ethnically diverse children in poverty,” gifted child quarterly 64, no. 4 (2020): 243–258, http://dx.doi.org/10.1177/0016986220937685. 6 mickaël jury et al., “the experience of low-ses students in higher education: psychological barriers to success and interventions to reduce social-class inequality,” journal of social issues 73, no. 1 (2017): 23–41, http://dx.doi.org/10.1111/josi.12202. 7 celene e domitrovich et al., “social-emotional competence: an essential factor for promoting positive adjustment and reducing risk in school children,” child development 88, no. 2 (2017): 408–416, http://dx.doi.org/10.1111/cdev.12739. volume 8, number 1, may 2023 | 12 zzzzzz z the historical groundwork for this study focuses on how children with extraordinary intellect adjust to the circumstances in which they are raised. for this reason, it is essential to have an awareness of how intellectually gifted individuals deal with the challenges that come with their early growth to ensure that young people reach the subsequent stage of development in excellent physical health 8. as a consequence of this, it is intended that more complete and accurate information will be acquired on the most effective ways to nurture intellectually gifted children across a variety of parenting ideologies. this will be accomplished as a result of the fact that. methods this study uses qualitative research methods, and a case study methodology is utilized for the data-gathering process. throughout the whole of the period devoted to the gathering of data, this study made use of the approaches of observation, interviews, and documentation. this study used three distinct approaches to theoretical coding data analysis: open coding, axial coding, and selective coding. each of these approaches is a theoretical coding. the first stage, called open coding, consists of summarizing, contrasting, and categorizing data by building a category. this is done before moving on to the next step. this is completed during the first phase. the second stage is axial coding, and it is the act of returning data once the process of open coding has been completed. this step comes after the first step. this may be accomplished by constructing linkages between categories, or it can be thought of as associating subcategories with the categories to which they belong. the third stage is referred to as the selective coding stage, and it is comprised of the process of selecting primary categories. this is accomplished by methodically integrating the core categories with additional categories that are stated in a paragraph that has a succession of categories to establish a pattern or theme. these additional categories are stated in a paragraph that has a succession of categories to establish a pattern or theme. results and discussion factors affecting self-adjustment how effectively an unusually bright youngster adapts to their surroundings may be influenced by the child’s personality, exposure to outside stimuli, and the extent of parental authoritarianism9. whether a kid with exceptional intelligence uses one set of coping mechanisms or another depends on personal circumstances, including the child's current state of health, the accessibility of environments the child finds unpleasant, and the difficulty of the subject matter being studied. the social milieu conflicts that arise during interactions, the caliber of friendships developed, and the breadth and depth of extracurricular activities undertaken are all external factors that may impact the social adjustment of intellectually gifted children. besides parental expectations and parental support, other elements of authoritarian parenting may affect the social adjustment of children with exceptional intelligence. kids who excel academically tend to have more complex social needs 10. the impact of these variables leads to differences in the coping 8 antonia (toni) szymanski and melissa wrenn, “growing up with intensity: reflections on the lived experiences of intense, gifted adults,” roeper review 41, no. 4 (2019): 243–257, http://dx.doi.org/10.1080/02783193.2019.1661054. 9 jean mercer, “are intensive parental alienation treatments effective and safe for children and adolescents?,” journal of child custody 16, no. 1 (2019): 67–113, http://dx.doi.org/10.1080/15379418.2018.1557578. 10 jennifer engle, “postsecondary access and success for first-generation college students,” american academic 3, no. 1 (2007): 25–48. volume 8, number 1, may 2023 | 13 zzzzzz z strategies of gifted children. researchers concluded that the respondent's parents' authoritarian parenting style contributed to their children's success in becoming intelligent adults 11. children who have not been sufficiently socialized are more likely to experience anxiety and disappointment in their ability to interact with their peers. kids who don't get along with others have a harder time adjusting to new situations. it is fairly uncommon for children whose parents need to take the time to have meaningful conversations with them to have a limited vocabulary and difficulty expressing themselves as adults12. children have trouble making sound decisions because they rely so much on their parents for information. additionally, it hinders young people's capacity to form their own identity. restricting and pressuring a youngster to act in a certain way might have an effect on their ability to influence others. this is because children have a negative reaction when they are forced to do anything. they will have a hard time keeping cool when justifying their behavior to others because they are afraid of making errors and have a low tolerance for annoyance. that makes it harder for them to control their emotions and tone while communicating. kids are afraid to make errors because they have been used to a specific manner of doing things13. however, when children aren't given clear instructions, they might develop fear of taking chances. as a result of this anxiety, some young people make the error of thinking that doing everything precisely as instructed makes them right. when instructed properly, children do not act this way. children taught to value norms imposed using threats or physical force is more likely to have a negative worldview and have difficulty trusting others14. this is because the focus of teaching young children shifts to meeting mandated requirements. from the inside out, we may describe health problems as physical or mental. disagreements about what to eat, health problems, and mental demands all fall into this category. the responder's health problem is internalized to the degree that it affects his reaction to environmental factors. consider the following illustration: the respondents have a few pet peeves, such as a dislike for certain activities or an aversion to particular possessions. there was evidence that respondents' answers were impacted by their perception of the unpleasantness of the activities at hand when asked how they adapt to execute things they don't enjoy but have to do to fulfill social and cultural norms15. respondents are expected to meet these criteria because of the importance society puts on them. the respondent's dislike for certain aspects of his environment affects how he adjusts to circumstances he'd like not be in. academic challenges have been cited by respondents with respect to the internal part in and of itself, such as conflicts with previously taught information and errors. all of the respondents' responses to the lessons they like and the lessons they don't enjoy but still need to study to maintain their level of 11 matthias doepke and fabrizio zilibotti, “parenting with style: altruism and paternalism in intergenerational preference transmission,” econometrica 85, no. 5 (2017): 1331–1371, http://dx.doi.org/10.3982/ecta14634. 12 paul d hastings, jessica s grady, and lindsey e barrieau, “children’s anxious characteristics predict how their parents socialize emotions,” journal of abnormal child psychology 47, no. 7 (2018): 1225–1238, http://dx.doi.org/10.1007/s10802-018-0481-z. 13 vivien berry, susan sheehan, and sonia munro, “what does language assessment literacy mean to teachers?,” elt journal, 2019. 14 stacey crane and marion e broome, “understanding ethical issues of research participation from the perspective of participating children and adolescents: a systematic review,” worldviews on evidence-based nursing 14, no. 3 (june 2017): 200–209, https://pubmed.ncbi.nlm.nih.gov/28207982. 15 antony s r manstead, “the psychology of social class: how socioeconomic status impacts thought, feelings, and behaviour,” the british journal of social psychology 57, no. 2 (april 2018): 267–291, https://pubmed.ncbi.nlm.nih.gov/29492984. volume 8, number 1, may 2023 | 14 zzzzzz z competence throughout their courses are impacted by the conflicts that emerge inside the session. the responder's capacity to adapt to the learning errors that lead others to misunderstand the responder is influenced by the responder's previous mistakes. in terms of external factors, the way the responder's social environment treats the responder is a factor that influences the responder's ability to adapt to the perspectives and behaviors of others in the environment 16. environmental therapy refers to activities of this kind. the social environment's treatment included the respondent's father treatment, family treatment, sibling treatment, mother treatment, parent perception of respondent, friend treatment, teacher treatment, friend perception of respondent toward respondent, teacher perception of respondent toward respondent, consequences received, and an insufficient home environment. a social conflict involves putting the respondent's coping strategies to the test so they can figure out how to best resolve challenges that have arisen as a result of their social interactions with people in their local area 17. this battle was started by an external actor or group. disagreements are possible in a number of settings, such as interactions with siblings, when playing, with friends, or even with no one at all. even if there is no one else there, there is always the potential for a disagreement. even though some respondents' relationships with both instructors and friends are less than friendly, a significant number of respondents claim that they feel at ease in their connections with certain close friends 18. the capacity of the responder to adjust to the new social environment is impacted by a variety of external factors, one of which is the nature of the respondent's pre-existing social contacts. on the other hand, not all relationships lead to happiness and joy. the interactions that a person has with their family, the people who teach them, and the people who are in their peer group make up their social life. regarding the external factor, the respondent's capacity to adjust to the manner in which social activities are required to be carried out by the respondent due to obligations is impacted by a variety of social activities. this is because the respondent is obligated to participate in certain social activities. in addition to rigorous teaching and tasks performed at home, activities that take place at school but in which the participant does not take part are considered to be examples of "social activities” (kaljača et al., 2019). the degree to which a person can get along with the others that comprise their social context is impacted by each of these elements. parental pattern authoritative parenting is characterized by the imposition of stringent rules and expectations, most of the time without first seeking the children's input. a child raised in an environment dominated by authoritarian parenting may grow up dissatisfied, lacking initiative, willingness to handle difficulties, and poor communication skills19. 16 joshua l miller and gianluca pescaroli, “psychosocial capacity building in response to cascading disasters: a culturally informed approach,” international journal of disaster risk reduction 30 (2018): 164–171, http://dx.doi.org/10.1016/j.ijdrr.2018.04.018. 17 michael broukhim et al., “interprofessional conflict and conflict management in an educational setting,” medical teacher 41, no. 4 (2018): 408–416, http://dx.doi.org/10.1080/0142159x.2018.1480753. 18 conor duffy and sophie scott, “should i keep my children home from school due to coronavirus? abc news (australian broadcasting corporation),” last modified 2020, accessed april 6, 2020, https://www.abc.net.au/news/2020-03-16/should-i-keep-my-children-home-from-school-due-tocoronavirus/12058200. 19 joana jaureguizar et al., “perceived parenting and adolescents’ adjustment,” psicologia, reflexao e critica : revista semestral do departamento de psicologia da ufrgs 31, no. 1 (march 7, 2018): 8, https://pubmed.ncbi.nlm.nih.gov/32026134. volume 8, number 1, may 2023 | 15 zzzzzz z the parents’ expectations and support are parts of the authoritarian parenting style studied in this article. both of these characteristics have an effect on how well intellectually gifted children can adapt to their environments20. the respondent's parents displayed authoritarian tendencies because they adhered to the five tenets of authoritative parenting. these tenets are as follows: standardizing limits and firm control over children; limiting children's opportunities for verbal dialogue; restricting and coercing children into doing what the parents want; placing a premium on parental needs and the authority of parental opinion; and maintaining close, watchful vigilance over their children. the two-way flow of information between a parent and their child may be inhibited by a parenting method that prioritizes the parents' needs and desires, as well as the parents' own honest judgment 21. when children learn that their parents' words carry the most weight and that their own ideas are not valued as highly, it makes them less likely to voice their own ideas and more likely to wait to be told what to do. this is because they have learned that their parents' words carry the greatest weight. because the care provided by the respondent's mother has a detrimental impact on the independence of the respondent, in the sense that the youngster is less likely to take the initiative to achieve tasks for himself and is less likely to do so successfully. parents who limit their children's activities as a kind of severe punishment often foster in them a disposition that is more obedient, less independent, and less self-assured than parents who give their children more leeway to pursue their own interests. the responder's adjustments to how to carry out the orders given by the parents is influenced by the parental expectations in parenting styles such as the authoritarian approach. this ensures that the responder continues to carry out the directives as instructed. the characteristics and obligations that come hand in hand with being a parent are what we refer to when discussing "parental demands" 22. these needs impact how people's ideas, feelings, and behaviors respond to everything in their environment. the component of authoritarian parenting affects how a response is adapted to determine the most effective approach to accepting and using parental help. the support of parents consists of encouraging their children to study and encouraging their children to participate in competitions 23. the academic processes and results of the respondents are impacted as a result of this help. in light of this, it should come as no surprise that factors inside the kid, factors within the child's environment, and the parenting style of the child's parents all play a role in deciding how well children with exceptional intelligence transition to school. gifted students self adjustment academically talented children need to work on three aspects of their identities at once to adapt to their new circumstances, responses, expectations of themselves, and skills. in the first form of adjustment, one's manner of responding comprises one's beliefs about how one is treated 20 vassiliki pilarinos and c r solomon, “parenting styles and adjustment in gifted children,” gifted child quarterly 61, no. 1 (2016): 87–98, http://dx.doi.org/10.1177/0016986216675351. 21 sylvie lévesque et al., “parenting and relational well-being during the transition to parenthood: challenges for first-time parents,” journal of child and family studies 29, no. 7 (2020): 1938–1956, http://dx.doi.org/10.1007/s10826-020-01727-z. 22 isabelle roskam and moïra mikolajczak, “gender differences in the nature, antecedents and consequences of parental burnout,” sex roles 83, no. 7–8 (2020): 485–498, http://dx.doi.org/10.1007/s11199-020-01121-5. 23 lilia halim et al., “the roles of parents in cultivating children’s interest towards science learning and careers,” kasetsart journal of social sciences 39, no. 2 (2018): 190–196, http://dx.doi.org/10.1016/j.kjss.2017.05.001. volume 8, number 1, may 2023 | 16 zzzzzz z in social contexts, emotions in response to such treatment, and strategies for dealing with social situations and activities24. the cognitive, affective, and behavioral characteristics of intellectually talented children are typically cited as instances of the kind of adjustment called responding. how a person is treated socially may provide light on their underlying cognitive traits or preferred mode of thought. the way a person feels emotions might reveal something about their affective characteristics. information about behavior connected with action may be gleaned from an individual's responses to treatment and participation in social activities25. how well kids can adjust to changing circumstances is a major factor in how well they will overcome any challenge they face. the second kind of self-adjustment involves having expectations not just for oneself but also for one's family and oneself regarding growth and development 26. so, self-expectations include more than just an individual's desires. children exhibit self-expectations, a sort of selfadjustment in which they want the projected changes to occur not just in themselves but also in the others around them for things to improve. when kids want things to improve, you see them make these adjustments. the third kind of self-adjustment, self-excess, may be seen in acts like self-accomplishment, the creation of games, and the pursuit of hobbies. self-absorption refers to this adjustment 27. the kid may be adjusting to the benefits of the self via how they are provided for and educated. this is the child's uniqueness in his maturation, and it may be seen. this might be a means of adapting to the new circumstances. brilliant children may have varied degrees of trouble adapting as a consequence of this, with the differences stemming from differences in the causes that contribute to this difficulty and the strategies employed to cope with it (collins & jones roberson, 2020). intellectually talented children's development is characterized by a wide range of outcomes, all of which can be traced back to differences in how they cope with their unique challenges and adapt to their social environments. gifted academics frequently struggle in three areas of their personal lives: adjusting to their self-conditions, adjusting to the demands that are placed on them, and adjusting to their own health. social adjustment is a process that children with exceptional intelligence must go through 28. this involves adjusting to how they are treated by their family, teachers, classmates, and the larger society. conclusion the results of the research indicate that the forms and variations of adjustment shown by intellectually bright children may provide some insight into the factors that influence the 24 johannes stricker et al., “intellectual giftedness and multidimensional perfectionism: a meta-analytic review,” educational psychology review 32, no. 2 (2019): 391–414, http://dx.doi.org/10.1007/s10648-019-09504-1. 25 monideepa tarafdar et al., “explaining the link between technostress and technology addiction for social networking sites: a study of distraction as a coping behavior,” information systems journal 30, no. 1 (2019): 96–124, http://dx.doi.org/10.1111/isj.12253. 26 harwanti noviandari and agus mursidi, “relationship of self concept, problem solving and self adjustment in youth,” international journal for educational and vocational studies 1, no. 6 (2019), http://dx.doi.org/10.29103/ijevs.v1i6.1599. 27 seyede elahe ghoreyshi, hamidreza shirvani-mahdavi, and seyede zahra shoursheini, “a distinct approach to laser plasma spectroscopy through internal reference standard method with peak intensity-based selfabsorption correction,” applied physics b 125, no. 7 (2019), http://dx.doi.org/10.1007/s00340-019-7234-8. 28 joni m lakin and jonathan wai, “spatially gifted, academically inconvenienced: spatially talented students experience less academic engagement and more behavioural issues than other talented students,” british journal of educational psychology 90, no. 4 (2020): 1015–1038, http://dx.doi.org/10.1111/bjep.12343. volume 8, number 1, may 2023 | 17 zzzzzz z adjustment of these individuals. the data mining technique, which consisted mostly of interviews, observations, and document reviews, led to the discovery that intellectually bright children could be adjusted into three distinct groups. this study focuses on three main topics: the factors that impact the adjustment of intellectually talented children, the different forms of adjustment that intellectually gifted children experience, and the disparities in the adjustments that intellectually gifted children experience. it is possible for parents of talented children, and especially parents of gifted children, to get to know their children on a deeper level if they give their children plenty of opportunities to voice their thoughts and emotions about the challenges they face. families with talented children have children who are more likely to be gifted themselves. parents must maintain a watchful check on their children without overreacting to any particular circumstance. educating intellectually talented children to participate in more regular communication is one of the most critical roles that siblings and parents play in the development of gifted children. acknowledgments the authors extend their appreciation to the deanship of scientific research at king khalid university for funding this work through small research groups under grant number (rgp.2 /129 /44) references abdul aziz, abdul rashid, nor hamizah ab razak, rezki perdani sawai, mohd faizal kasmani, mohamad isa amat, and amin al haadi shafie. “exploration of challenges among gifted and talented children.” malaysian journal of social sciences and humanities (mjssh) 6, no. 4 (2021): 242–251. http://dx.doi.org/10.47405/mjssh.v6i4.760. almukhambetova, ainur, and daniel hernández-torrano. “gifted students’ adjustment and underachievement in university: an exploration from the self-determination theory perspective.” gifted child quarterly 64, no. 2 (2020): 117–131. http://dx.doi.org/10.1177/0016986220905525. berry, vivien, susan sheehan, and sonia munro. “what does language assessment literacy mean to teachers?” elt journal, 2019. broukhim, michael, francis yuen, haley mcdermott, keri miller, leslie merrill, robin kennedy, and michael wilkes. “interprofessional conflict and conflict management in an educational setting.” medical teacher 41, no. 4 (2018): 408–416. http://dx.doi.org/10.1080/0142159x.2018.1480753. crane, stacey, and marion e broome. “understanding ethical issues of research participation from the perspective of participating children and adolescents: a systematic review.” worldviews on evidence-based nursing 14, no. 3 (june 2017): 200–209. https://pubmed.ncbi.nlm.nih.gov/28207982. doepke, matthias, and fabrizio zilibotti. “parenting with style: altruism and paternalism in intergenerational preference transmission.” econometrica 85, no. 5 (2017): 1331–1371. http://dx.doi.org/10.3982/ecta14634. domitrovich, celene e, joseph a durlak, katharine c staley, and roger p weissberg. “socialemotional competence: an essential factor for promoting positive adjustment and reducing risk in school children.” child development 88, no. 2 (2017): 408–416. http://dx.doi.org/10.1111/cdev.12739. duffy, conor, and sophie scott. “should i keep my children home from school due to coronavirus? abc news (australian broadcasting corporation).” last modified 2020. accessed april 6, 2020. https://www.abc.net.au/news/2020-03-16/should-i-keep-my volume 8, number 1, may 2023 | 18 zzzzzz z children-home-from-school-due-to-coronavirus/12058200. engle, jennifer. “postsecondary access and success for first-generation college students.” american academic 3, no. 1 (2007): 25–48. ghoreyshi, seyede elahe, hamidreza shirvani-mahdavi, and seyede zahra shoursheini. “a distinct approach to laser plasma spectroscopy through internal reference standard method with peak intensity-based self-absorption correction.” applied physics b 125, no. 7 (2019). http://dx.doi.org/10.1007/s00340-019-7234-8. halim, lilia, norshariani abd rahman, ria zamri, and lilia mohtar. “the roles of parents in cultivating children’s interest towards science learning and careers.” kasetsart journal of social sciences 39, no. 2 (2018): 190–196. http://dx.doi.org/10.1016/j.kjss.2017.05.001. hastings, paul d, jessica s grady, and lindsey e barrieau. “children’s anxious characteristics predict how their parents socialize emotions.” journal of abnormal child psychology 47, no. 7 (2018): 1225–1238. http://dx.doi.org/10.1007/s10802-018-0481-z. jaureguizar, joana, elena bernaras, paola bully, and maite garaigordobil. “perceived parenting and adolescents’ adjustment.” psicologia, reflexao e critica : revista semestral do departamento de psicologia da ufrgs 31, no. 1 (march 7, 2018): 8. https://pubmed.ncbi.nlm.nih.gov/32026134. jury, mickaël, annique smeding, nicole m stephens, jessica e nelson, cristina aelenei, and céline darnon. “the experience of low-ses students in higher education: psychological barriers to success and interventions to reduce social-class inequality.” journal of social issues 73, no. 1 (2017): 23–41. http://dx.doi.org/10.1111/josi.12202. lakin, joni m, and jonathan wai. “spatially gifted, academically inconvenienced: spatially talented students experience less academic engagement and more behavioural issues than other talented students.” british journal of educational psychology 90, no. 4 (2020): 1015–1038. http://dx.doi.org/10.1111/bjep.12343. lévesque, sylvie, véronique bisson, laurence charton, and mylène fernet. “parenting and relational well-being during the transition to parenthood: challenges for first-time parents.” journal of child and family studies 29, no. 7 (2020): 1938–1956. http://dx.doi.org/10.1007/s10826-020-01727-z. manstead, antony s r. “the psychology of social class: how socioeconomic status impacts thought, feelings, and behaviour.” the british journal of social psychology 57, no. 2 (april 2018): 267–291. https://pubmed.ncbi.nlm.nih.gov/29492984. masud, hamid, muhammad shakil ahmad, ki woong cho, and zainab fakhr. “parenting styles and aggression among young adolescents: a systematic review of literature.” community mental health journal 55, no. 6 (2019): 1015–1030. http://dx.doi.org/10.1007/s10597-01900400-0. mercer, jean. “are intensive parental alienation treatments effective and safe for children and adolescents?” journal of child custody 16, no. 1 (2019): 67–113. http://dx.doi.org/10.1080/15379418.2018.1557578. miller, joshua l, and gianluca pescaroli. “psychosocial capacity building in response to cascading disasters: a culturally informed approach.” international journal of disaster risk reduction 30 (2018): 164–171. http://dx.doi.org/10.1016/j.ijdrr.2018.04.018. noviandari, harwanti, and agus mursidi. “relationship of self concept, problem solving and self adjustment in youth.” international journal for educational and vocational studies 1, no. 6 (2019). http://dx.doi.org/10.29103/ijevs.v1i6.1599. pilarinos, vassiliki, and c r solomon. “parenting styles and adjustment in gifted children.” gifted child quarterly 61, no. 1 (2016): 87–98. http://dx.doi.org/10.1177/0016986216675351. ricciardi, courtney, allison haag-wolf, and adam winsler. “factors associated with gifted identification for ethnically diverse children in poverty.” gifted child quarterly 64, no. 4 (2020): 243–258. http://dx.doi.org/10.1177/0016986220937685. roskam, isabelle, and moïra mikolajczak. “gender differences in the nature, antecedents and volume 8, number 1, may 2023 | 19 zzzzzz z consequences of parental burnout.” sex roles 83, no. 7–8 (2020): 485–498. http://dx.doi.org/10.1007/s11199-020-01121-5. stricker, johannes, susanne buecker, michael schneider, and franzis preckel. “intellectual giftedness and multidimensional perfectionism: a meta-analytic review.” educational psychology review 32, no. 2 (2019): 391–414. http://dx.doi.org/10.1007/s10648-019-09504-1. szymanski, antonia (toni), and melissa wrenn. “growing up with intensity: reflections on the lived experiences of intense, gifted adults.” roeper review 41, no. 4 (2019): 243–257. http://dx.doi.org/10.1080/02783193.2019.1661054. tarafdar, monideepa, christian maier, sven laumer, and tim weitzel. “explaining the link between technostress and technology addiction for social networking sites: a study of distraction as a coping behavior.” information systems journal 30, no. 1 (2019): 96–124. http://dx.doi.org/10.1111/isj.12253. wai, jonathan, and jeff allen. “what boosts talent development? examining predictors of academic growth in secondary school among academically advanced youth across 21 years.” gifted child quarterly 63, no. 4 (2019): 253–272. http://dx.doi.org/10.1177/0016986219869042. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 203 zzzzzz z the urgency of hr quality in improving the quality of islamic education institutions yuni masrifatin stai miftahul ula nganjuk yunimasrifatin@gmail.com accepted: june 17th 2022 reviewed: july 16th 2022 published: sept 28th 2022 abstract : human resources (hr) education is the potential that is an asset and material / nonfinancial in the school organization, which can be realized into real potential (real) physically and nonphysically in realizing the existence of the organization / school. human resources consists of two dimensions, namely the qualitative dimension and the quantitative dimension. the qualitative dimension includes various potentials contained in every human being, including thoughts (ideas), knowledge, attitudes, and skills that influence the capacity of human ability to carry out productive work. meanwhile, the quantitative dimension consists of the achievements of students, the quality of educational institutions and the number of teachers and education personnel in the amount of learning time. if spending to improve the quality of human resources (human resources) is increased, the productivity value of human resources (human resources) will produce a positive rate of return. human resources are very important for the progress of all educational institutions. moreover, islamic educational institutions are institutions that are considered perfect by the community as institutions that make students have competence in the fields of science and religion. strengthening all aspects of hr (human resources) becomes absolutely necessary in islamic religious education institutions, competent hr (human resources) will bring changes in the institution to the expected goodness and progress. keywords: urgency, hr (human resources), quality, islamic education institutions introduction one of the important resources in management is human resources. human resources (hr) education is the potential that is an asset and material / non-financial in the school organization, which can be realized into real potential (real) physically and non-physically in realizing the existence of the organization / school1.human resources (hr) education, especially islamic education has existed since the existence of humans themselves (prophet adam and mrs. eve), even the verse of the quran that was first revealed to the prophet muhammad saw was not a commandment about 1 hendra safri, “pengembangan sumber daya manusia dalam pembangunan,” kelola: journal of islamic education management 1, no. 1 (2016): 102–112. mailto:yunimasrifatin@gmail.com educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 204 zzzzzz z prayer, fasting and others, but instead the commandment of iqra' (reading, contemplating, analyzing, researching or studying) or the commandment to educate human life which is the core of educational activities2. the capacity of individuals who are able to construct a sustainable learning system in order to change and adapt the organization in accordance with changing environmental conditions3. an educational system developed from and animated or imbued with islamic teachings and values. the above problem the author feels important to discuss about strengthening human resources in the islamic education environment. human resources can be said to be the actors who dominate the success of an islamic educational institution. in an effort to build qur'anic and superior human resources, it is necessary to actualize qur'anic values4. spiritual dimension, namely faith, piety, and noble character. morals are a means of psychological and social control for individuals and society. moral education in islam is summed up in the principle of "holding fast to goodness and virtue and avoiding ugliness and evil" which is closely related to efforts to realize the basic objectives of islamic education, namely piety, submission, and worship of allah swt. human resources are very important for the progress of all educational institutions5. moreover, islamic educational institutions are institutions that are considered perfect by the community as institutions that make students have competence in the fields of science and religion. strengthening human resources becomes absolutely necessary in religious education institutions, competent human resources will bring changes in the institution to the expected goodness and progress. results and discussion strengthening human resources an organization must have goals that it wants to achieve. these goals are achieved by utilizing existing resources. and among the most important resources is human resources (hr). because to make quality education, especially in this case an educational institution, the human resources must be of high quality as well6. human resources are a very vital element in every organization, because the human resource factor is very dominant in the work process of the organization, so to achieve organizational goals, human resource development needs to be carried out to improve employee performance, skills, behavior and knowledge. in addition, changes that occur with modernization both 2 akhmad syahri, “pengembangan madrasah unggulan di madrasah diniyah miftahul huda sumurpanggang margadana tegal jawa tengah,” al-wijdán: journal of islamic education studies (2017). 3 agus zainul fitri, “quality assurance system between the islamic state university and the state university,” jurnal pendidikan islam 2, no. 2 (2016): 208–230. 4 budihardjo budihardjo, “the character education values in qur’anic verses,” profetika: jurnal studi islam (2017); eva nurhaeny, “value and character education based on qur’anic,” international conference of moslem society (2016). 5 m nazar almasri, “manajemen sumber daya manusia: imlementasi dalam pendidikan islam m. nazar almasri” (n.d.). 6 mukhlison effendi, “pengembangan sumber daya manusia dalam meningkatkan citra lembaga di lembaga pendidikan islam,” southeast asian journal of islamic education management 2, no. 1 (2021): 39–51. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 205 zzzzzz z within the scope of the organization and outside the organization demand the development of human resources, so that as an investment in the organization, human resources play an important role in the growth of a nation7. for this reason, as the main resource of an organization, full attention to human resources is a necessity, because dynamic environmental conditions, employee placement, do not always lead to success, environmental conditions that tend to change require organizations to continuously adjust and develop human resources according to organizational needs. the job side and the employee side. the job side consists of job analysis and evaluation. while the worker side includes activities of labor procurement, job performance assessment, training and development, promotion, compensation and termination of employment. so strengthening human resources is the process of using humans as a workforce humanely, so that their physical and psychological potential functions optimally for achieving organizational goals. human resources consists of two dimensions, namely the qualitative dimension and the quantitative dimension. the qualitative dimension includes various potentials contained in each human being, including thoughts (ideas), knowledge, attitudes, and skills that influence the capacity of human ability to carry out productive work. while the quantitative dimension consists of the achievements of the world of work entering the world of work in the amount of learning time. if spending to improve the quality of human resources is increased, the productivity value of these human resources will produce a positive rate of return8. strengthening human resources in islamic education institutions education is an interaction between humans and their environment, including the natural environment and the human environment. in this interaction, humans are not only the result of interaction with nature and with fellow humans, but the result of optimal development of human potential in accordance with their nature. with the trend of utilizing community-based islamic education (community based on education management)9, there is an open space for the development of innovation and creativity. islamic education is expected to be more developed so that islamic educational institutions have their own appeal, because they are more outward and global in dimension. the process of improving the quality of human resources requires various prerequisites in its implementation, including the environment of human life should provide opportunities for the development of students to develop according to their potential10. islamic education, in spiritual and moral growth, will be able to help individuals strengthen faith, creed, and recognition of allah swt, through laws, morals and religious teachings, thus students in carrying out the guidance of faith in 7 safri, “pengembangan sumber daya manusia dalam pembangunan.” 8 surya dharma, manajemen kinerja (yogyakarta: pustaka pelajar, 2009). 9 kementerian pendidikan dan kebudayaan » republik indonesia, “target kemendikbud dalam pengembangan pendidikan dan kebudayaan tahun 2017,” kementerian pendidikan dan kebudayaan. 10 ahmad zain sarnoto, “sumber daya manusia dalam pendidikan islam,” madani institute : jurnal politik, hukum, ekonomi, pendidikan dan sosial-budaya 6, no. 2 (2017): 51–60. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 206 zzzzzz z allah swt and a deep understanding of religious teachings and their values in life in their behavior, and their relationship with allah swt with fellow humans and all creatures, will emphasize the importance of moral education and spirituality in welcoming globalization11. there are at least two kinds of perspectives on the development of islamic religious education in schools; national development perspectives and international development perspectives. the perspective of national development places the contribution to be achieved by islamic religious education in schools more on the interests of national development. meanwhile, the perspective of international development places the contribution to be achieved in a more global development constellation12. the progress of globalization that parallels the symptoms of modernization throughout the world certainly has a direct impact on indonesian society. however, the flow of globalization that occurs is certainly not always in line with the progress of a nation. the more frequent communication between cultures and value systems that occur between ethnic groups is often synonymous with clashes between values, interests, and civilizations. to quote huntington, the clash of civilizations that occurred at the end of the 20th century indicates a new disparity in the relationship between religion and the state, especially islam. inevitably, the flow of globalization that occurs in indonesia, which has a majority muslim population, must be considered together so that the impact that occurs is not merely synonymous with conflict and even clashes between cultures. this situation then makes islamic education in schools find its opportunity to build multicultural education13. islamic religious education, especially in schools, must then be directed to build a system of awareness based on the common principle of respect for multiculture and crossfaith14. in line with the conditions of indonesian society that is plural and pluralistic, islamic education with multicultural and interfaith insights is needed, especially to build a positive character that is able to foster a tolerant and inclusive attitude between religious communities15. another opportunity as a consequence of this respect, the development of islamic education in the context of international development today is the demand for an attitude of openness to differences in culture and belief. therefore, the attitude of openness to all forms of cultural differences and beliefs must of course be formulated as one of the paradigms of islamic education aimed at the development of multicultural and interfaith religious education. thus, the perspective of the development of islamic religious education in schools is very utopian and in order to realize realistically forging students who are still in the process of becoming school graduates as the forerunners of indonesian human beings as a 11 heni purwati, “meningkatkan kompetensi dan profesionalisme dosen,” aksioma september, no. 2 (2011): 4. 12 muhammad haris, “pendidikan islam dalam perspektif prof. h.m arifin,” ummul quro (2015). 13 h ab andi malla, “madrasah dalam sistem pendidikan nasional,” inspirasi 10, no. 1 (2010): 165–174. 14 sulawesi selatan zulqarnain et al., “penanaman nilai-nilai pendidikan multikultural di pondok pesantren d di-ad mangkoso barru,” jurnal al-thariqah 1, no. 2 (2016): 193–205. 15 a gafur, “internalisasi nilai-nilai pendidikan karakter dalam silabus pendidikan agama islam di perguruan tinggi umum. makalah. disajikan pada acara seminar dan lokakarya pendidikan karakter berbasis masjid.,” in seminar dan lokakarya pendidikan karakter berbasis masjid, 2012, 1–7. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 207 zzzzzz z whole, the approach must be centered on universal principles (holistic) and related to each other structurally and functionally (systemic)16. ministry of religious affairs' policy on improving islamic education the ministry of religious affairs (mora) in 2013 has entered its 67th year since its birth on january 3, 1946. in principle, this ministry has an important task that oversees all religious problems in this country. the main task as stated in presidential decree no. 45 of 1974 appendix 14, chapter i article 2 is to organize some of the general tasks of government and development in the field of religion. this task is further strengthened in the 1993 national guidelines that the principle of national development is religion (faith and piety); meaning that in the context of indonesia, religion is an aspect that is integrated in all layers of the activities of every citizen of the nation to achieve national development goals17. this task is also a concrete form of practicing pancasila; the first principle, namely, "belief in one god" and practicing the 1945 constitution chapter xi article 29 paragraph l "the state is based on belief in one god" and paragraph 2 "the state guarantees the freedom of each resident to embrace their respective religions and to worship according to their religion and belief". the ministry of religious affairs has many tasks including: hajj services, zakat and waqf, marriage, divorce and reconciliation, da'wah services (religious instructors), religious and religious education (madrasah and pesantren), development of religious organizations, and religious courts. this task is a very difficult challenge for the ministry of religious affairs if the internal officials of the ministry of religious affairs themselves are unable to carry out their duties professionally and with integrity. especially in this era of globalization and westernization. the emergence of many cults, religious splinters and several problems related to the people shows that the spiritual development of the nation has not been effective, demanding answers. the ministry of religious affairs must be professional with the main foundation of practicing religious doctrine. the rise of sensational and pornographic media shows demands the ministry's sensitivity in maintaining religious values and norms. among other ministries, perhaps the ministry of religious affairs is a very sensitive ministry. it is said to be sensitive because in addition to being filled with people who are not "moral", it also carries the name "religion", so that people view it as a holy institution, without stain or "sin"18. there is no doubt that the slightest case of corruption in this institution will be massively exposed in the mass media. conversely, no matter how great the institution's achievements, they will not be heard by the public. another challenge for the ministry of religious affairs is the issue of education in madrasas and religious development in general. formally, religious education under the auspices of the ministry of 16 a fatih syuhud, “tantangan pendidikan islam di era globalisasi,” islam zeitschrift für geschichte und kultur des islamischen orients 13, no. 1 (2008): 1–11. 17 sini suwarni, “analisis kebijakan nasional tentang jabatan fungsional guru dan angka kredit pada sma negeri di dki jakarta,” atikan: jurnal kajian pendidikan 1, no. 1 (2011): 123–140. 18 akmal mundiri and reni uswatun hasanah, “inovasi pengembangan kurikulum pai di smp nurul jadid,” tadrib: jurnal pendidikan agama islam (2018). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 208 zzzzzz z religious affairs has indeed experienced significant progress with the existence of the three ministerial decrees, number 6 of 1975, number 037/u/1975, and number 36 of 1975, which contain19; 1. madrasah certificates can have the same value as general school certificates, 2. madrasah graduates can continue to public schools at the upper level, 3. madrasah students can transfer to public schools of the same level. the ministry of religious affairs of the republic of indonesia in 2010-2014 set 5 policies, namely: 1. improving the quality of religious life; 2. improving the quality of religious harmony 3. improving the quality of raudhatul athfal, madrasah, religious colleges, religious education, and religious education; 4. improving the quality of the hajj pilgrimage, and; 5. realization of clean and authoritative governance. to carry out these 5 policies, the implementation plan has been set in 11 ministry of religious affairs programs, one of which is the responsibility of the directorate general of islamic education, namely the islamic education program, specifically to carry out the policy at no. 3 above.the islamic education program aims to improve access, quality, relevance and competitiveness as well as governance, accountability and imaging of islamic education. the achievement of the objectives of the islamic education program is carried out through a number of strategic activities including, management support and implementation of other technical tasks of the directorate general of islamic education the outputs to be produced from this activity are: availability of planning data and information, availability of planning and budget documents, improved quality of financial administration services, improved quality of management services, staffing, and availability of laws and regulations, improved quality of office administration and public services20. these outputs will be achieved, among others, through coordination of task implementation; coaching and providing administrative support to organizational units; preparation of activity plans and programs; preparation and processing of data; development of information systems; preparation of reports and program evaluation and performance accountability21; coaching and financial administration services; preparation of financial plans and management; implementation of budgets and treasury; preparation of accounting reports and financial verification; coaching and services in the field of organization and management; management of staffing; preparation of laws and 19 kementerian pendidikan dan kebudayaan » republik indonesia, “target kemendikbud dalam pengembangan pendidikan dan kebudayaan tahun 2017.” 20 fara merian sari and mariyati ibrahim, “penerapan manajemen perubahan dan inovasi,” administrasi pembangunan (2014). 21 faisal mubarak, “faktor dan indikator mutu pendidikan islam,” management of education 1, no. 1 (2004): 10–18. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 209 zzzzzz z regulations; as well as services and guidance in administrative affairs, archives, bmn management, housekeeping, equipment and protocol22. improving access and quality of madrasah ibtidaiyah the outputs to be generated from this activity are: availability and affordability of madrasah ibtidaiyah (mi) education services23; improving the quality of mi education services; improving the quality and competitiveness of mi graduates; improving the quality of mi governance; these outputs are achieved, among others, through the provision and development of mi infrastructure, including in disaster, remote and underdeveloped areas; utilization of information technology for teaching and learning activities and education management; provision of assistance to improve the quality of madrasah; improving the quality of curriculum and teaching materials; increasing community participation and foreign aid; assessing and granting accreditation; improving the quality of madrasah management; and improving the quality of education governance. in addition, the achievement of this activity also includes various matters related to early childhood education and ra/ba24. improving access and quality of madrasah tsanawiyah, the outputs are achieved, among others, through the provision and development of mts infrastructure, including in disaster, remote and underdeveloped areas; utilization of information technology for teaching and learning activities and education management; provision of assistance to improve the quality of madrasah; improving the quality of curriculum and teaching materials; increasing community participation and foreign aid; assessment and granting accreditation; improving the quality of madrasah management; and improving the quality of education governance25. improving access and quality of madrasah aliyah, the outputs to be generated from this activity are, availability and affordability of madrasah aliyah (ma) education services improving the quality of ma education services improving the quality and competitiveness of ma graduates, improving the quality of ma governance, provision of subsidies for quality madrasah education, the outputs are achieved among others through the provision of school operational assistance (bos) for madrasah ibtidaiyah and madrasah tsanawiyah; provision of scholarships for outstanding students and poor students, including in disaster, remote and disadvantaged areas; and provision of safeguarding (monitoring, coordination meetings, evaluation) for bos at the central, provincial and kabupaten/kota levels. improving the quality and welfare of madrasah educators and education personnel the outputs of this activity are: increasing the professionalism of educators and education personnel; improving the welfare of educators and education personnel; these outputs are achieved, among others, through 22 malla, “madrasah dalam sistem pendidikan nasional.” 23 syahri, “pengembangan madrasah unggulan di madrasah diniyah miftahul huda sumurpanggang margadana tegal jawa tengah.” 24 dwi atmanta and sudji munadi, “evaluasi program diklat peningkatan kompetensi bagi guru taman kanakkanak di lpmp d.i. yogyakarta,” jurnal evaluasi pendidikan 1, no. 2 (2013): 141–153. 25 akmal mundiri, “komitmen organisasional sumber daya manusia dalam meningkatkan mutu pendidikan pesantren,” pedagogik 03, no. 01 (2015): 88–105. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 210 zzzzzz z providing and improving the qualifications of teachers, supervisors and education personnel; providing scholarships and other educational assistance; improving the competence of madrasah heads; and providing functional, professional and retirement benefits26. increasing access and quality of islamic higher education, the outputs to be produced from this activity are, increasing access to islamic higher education (ptai), improving the quality of ptai education services, improving the quality and competitiveness of ptai graduates, improving the quality of ptai governance, the outputs are achieved, among others, through the provision and development of ptai infrastructure, including in disaster, remote and disadvantaged areas; improving the quality of graduates and international competitiveness; improving the quality of curriculum and teaching materials; increasing community participation and foreign aid; developing partnerships with various parties; developing ma`had aly at ptai; structuring study programs and scientific fields that are flexible to meet development needs; strengthening the islamic sciences consortium that strengthens the development and study of islamic sciences at ptai; and improving the quality of ptai governance27. provision of subsidies for quality islamic higher education the output to be produced from this activity is the availability and distribution of scholarships for poor students and outstanding students, the output is achieved, among others, through the provision of scholarships for poor students and outstanding students, including in disaster, remote and disadvantaged areas. improving the quality and welfare of islamic higher education educators and education personnel, the outputs to be produced from this activity are, increasing the professionalism of lecturers and education personnel at islamic religious universities (ptai), increasing the welfare of lecturers and education personnel at ptai, the outputs are achieved, among others, through improving the educational qualifications of lecturers and education personnel; providing scholarships and study assistance; providing functional allowances, professional allowances and other benefits28. human resource development strategies include: 1. planning and attracting qualified human resources, 2. developing human resources for quality 3. assessing human resource performance 4. providing motivation, and 5. maintaining quality resources. in line with the steps taken by the prophet muhammad, mujamil qomar revealed that human resource management includes seven components, namely: (1) employee planning, (2) employee procurement, (3) employee coaching and development, (4) promotion and transfer, (5) employee 26 kata pengantar, “pedoman pelaksanaan simposium guru dan tenaga kependidikan tahun 2016,” kementerian pendidikan dan kebudayaan direktorat jenderal guru dan tenaga kependidikan, 2016. 27 suniarti chalid, “peningkatan mutu pendidikan di perguruan tinggi,” in paper seminar sistem informasi manajemen, 2007, 1307–1312. 28 brigitta putri atika tyagita and ade iriani, “strategi peningkatan kompetensi pedagogik guru untuk meningkatkan mutu sekolah,” kelola: jurnal manajemen pendidikan 5, no. 2 (2018): 165–176. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 211 zzzzzz z dismissal, (6) compensation, and (7) employee appraisal. this is a process carried out by an institution in order to obtain superior human resources and be able to carry out responsibilities according to their expertise. according to e. mulyasa, in the human resource management process there are seven components, namely29: a) human resource planning; is hr planning that involves meeting the needs of current and future personnel, in this context the leadership needs to analyze the objectives of the job requirements and the availability of personnel30. b) recruitment is an effort to fulfill personnel through searches that are in accordance with the needs by referring to the predetermined hr plan. then from the income obtained in recruitment, the selection is carried out. c) selection; to determine competent personnel in accordance with the specified job requirements. if the required personnel in an effort to build qur'anic and superior human resources, it is necessary to actualize the values of the qur'an31. as stated by said agil husin al-munawar32 that normatively, the process of actualizing al-qur'anic values in education includes three dimensions or aspects of life that must be fostered and developed by education, namely: a. spiritual dimension, namely faith, piety, and noble character. morals are a means of psychological and social control for individuals and society. moral education in islam is summarized in the principle of "holding fast to goodness and virtue and avoiding ugliness and evil" which is closely related to efforts to realize the basic objectives of islamic education, namely piety, submission, and worship of allah swt33. conclusion the indonesian nation in the midst of the current global era will be influenced by the ability of indonesian human resources, especially those characterized by the ability to master science and technology and strengthen faith and piety towards god almighty. one of the important resources in management is human resources. human resources (hr). likewise for an educational institution. the capacity of individuals who are able to construct a sustainable learning system in order to change and adapt the organization in accordance with changing environmental conditions. in an effort to build qur'anic and superior human resources, it is necessary to actualize qur'anic values. spiritual dimensions, namely faith, piety, and noble character. morals are a means of psychological and social control for individuals and society. moral education in islam is summed up in the principle of "holding fast to goodness and virtue and avoiding ugliness and evil" which is closely related to efforts to realize the basic objectives of islamic education, namely piety, submission, and worship of allah swt. human resources are very important for the progress of all educational institutions. moreover, islamic educational institutions are institutions that are considered perfect by the community as institutions 29 mulyasa, manajemen dan kepemimpinan kepala sekolah (jakarta: grafika offset, 2011). 30 mujamil qomar, manajemen pendidikan islam: strategi baru pengelolaan lembaga pendidikan islam (erlangga, 2007). 31 fitria nita witanti, “revitalisasi madrasah sebagai lembaga pendidikan integratifalternatif,” tarbiyatuna (2016). 32 hj. miszairi hj, sitiris et al., “maqasid al-syariah dan hak asasi,” islamiyyat (2017). 33 malik fadjar, sintesa antara perguruan tinggi dengan pesantren (malang: uin maliki press, 2004). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 212 zzzzzz z that make students have competence in the fields of science and religion. strengthening human resources becomes absolutely necessary in religious education institutions, competent will bring changes to the institution to the expected goodness and progress.. references almasri, m nazar. “manajemen sumber daya manusia: imlementasi dalam pendidikan islam m. nazar almasri” (n.d.). atmanta, dwi, and sudji munadi. “evaluasi program diklat peningkatan kompetensi bagi guru taman kanak-kanak di lpmp d.i. yogyakarta.” jurnal evaluasi pendidikan 1, no. 2 (2013): 141– 153. budihardjo, budihardjo. “the character education values in qur’anic verses.” profetika: jurnal studi islam (2017). dharma, surya. manajemen kinerja. yogyakarta: pustaka pelajar, 2009. fadjar, malik. sintesa antara perguruan tinggi dengan pesantren. malang: uin maliki press, 2004. fitri, agus zainul. “quality assurance system between the islamic state university and the state university.” jurnal pendidikan islam 2, no. 2 (2016): 208–230. gafur, a. “internalisasi nilai-nilai pendidikan karakter dalam silabus pendidikan agama islam di perguruan tinggi umum. makalah. disajikan pada acara seminar dan lokakarya pendidikan karakter berbasis masjid.” in seminar dan lokakarya pendidikan karakter berbasis masjid, 1–7, 2012. hj, sitiris, hj. miszairi, akmal hidayah halim, islamic commercial law report 2017, nadhirah nordin, zurita mohd yusof, wan pauzi, wan ibrahim, et al. “maqasid al-syariah dan hak asasi.” islamiyyat (2017). kementerian pendidikan dan kebudayaan » republik indonesia. “target kemendikbud dalam pengembangan pendidikan dan kebudayaan tahun 2017.” kementerian pendidikan dan kebudayaan. malla, h ab andi. “madrasah dalam sistem pendidikan nasional.” inspirasi 10, no. 1 (2010): 165– 174. mubarak, faisal. “faktor dan indikator mutu pendidikan islam.” management of education 1, no. 1 (2004): 10–18. muhammad haris. “pendidikan islam dalam perspektif prof. h.m arifin.” ummul quro (2015). mukhlison effendi. “pengembangan sumber daya manusia dalam meningkatkan citra lembaga di lembaga pendidikan islam.” southeast asian journal of islamic education management 2, no. 1 (2021): 39–51. mulyasa. manajemen dan kepemimpinan kepala sekolah. jakarta: grafika offset, 2011. mundiri, akmal. “komitmen organisasional sumber daya manusia dalam meningkatkan mutu pendidikan pesantren.” pedagogik 03, no. 01 (2015): 88– 105. mundiri, akmal, and reni uswatun hasanah. “inovasi pengembangan kurikulum pai di smp nurul jadid.” tadrib: jurnal pendidikan agama islam (2018). nurhaeny, eva. “value and character education based on qur’anic.” international conference of moslem society (2016). pengantar, kata. “pedoman pelaksanaan simposium guru dan tenaga kependidikan tahun 2016.” kementerian pendidikan dan kebudayaan direktorat jenderal guru dan tenaga kependidikan, 2016. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 213 zzzzzz z purwati, heni. “meningkatkan kompetensi dan profesionalisme dosen.” aksioma september, no. 2 (2011): 4. qomar, mujamil. manajemen pendidikan islam: strategi baru pengelolaan lembaga pendidikan islam. erlangga, 2007. safri, hendra. “pengembangan sumber daya manusia dalam pembangunan.” kelola: journal of islamic education management 1, no. 1 (2016): 102–112. sari, fara merian, and mariyati ibrahim. “penerapan manajemen perubahan dan inovasi.” administrasi pembangunan (2014). selatan zulqarnain, sulawesi, kata kunci, nilai-nilai pendidikan multikultural, and pondok pesantren. “penanaman nilai-nilai pendidikan multikultural di pondok pesantren d di-ad mangkoso barru.” jurnal al-thariqah 1, no. 2 (2016): 193–205. suniarti chalid. “peningkatan mutu pendidikan di perguruan tinggi.” in paper seminar sistem informasi manajemen, 1307–1312, 2007. suwarni, sini. “analisis kebijakan nasional tentang jabatan fungsional guru dan angka kredit pada sma negeri di dki jakarta.” atikan: jurnal kajian pendidikan 1, no. 1 (2011): 123–140. syahri, akhmad. “pengembangan madrasah unggulan di madrasah diniyah miftahul huda sumurpanggang margadana tegal jawa tengah.” al-wijdán: journal of islamic education studies (2017). syuhud, a fatih. “tantangan pendidikan islam di era globalisasi.” islam zeitschrift für geschichte und kultur des islamischen orients 13, no. 1 (2008): 1–11. tyagita, brigitta putri atika, and ade iriani. “strategi peningkatan kompetensi pedagogik guru untuk meningkatkan mutu sekolah.” kelola: jurnal manajemen pendidikan 5, no. 2 (2018): 165– 176. witanti, fitria nita. “revitalisasi madrasah sebagai lembaga pendidikan integratifalternatif.” tarbiyatuna (2016). zain sarnoto, ahmad. “sumber daya manusia dalam pendidikan islam.” madani institute : jurnal politik, hukum, ekonomi, pendidikan dan sosial-budaya 6, no. 2 (2017): 51–60. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z access and influence of the guidance office on the student’s emotional needs john mark s. santos1, mark joseph g. dadez2, john vincent l. santos3 undergraduate researcher, holy cross college, sta. rosa, ne, inc. philippines12 adviser, holy cross college, sta. rosa, ne, inc. philippines3 j.vince103@gmail.com accepted: jan 10th 2023 reviewed: marc 5th , 2023 published: may 30th 2023 abstract: this study seeks to identify and resolve a variety of issues that students face, including not only their physical behaviors but also their emotional feelings. the study focuses on students' emotions, especially during the pandemic, when many of them are dealing with difficulties that cause stress or uncertainty, and have become a major source of depression, which has been alarming at times. most students do not go to the guidance office because they are embarrassed or afraid that they will start talking about it if other students see them. the study also intends to investigate some of the more serious reasons why students keep their problems to themselves rather than seeking assistance or advice from a guidance counselor, determining whether they had encountered more difficulties with holy cross college students' emotional problems that resulted in difficult circumstances. identifying the number of students in the school population who are dealing with difficult situations that are causing them to lose focus in their studies. respondents will be all third-year college students enrolled at holy cross college in santa rosa, nueva ecija for the academic year 2021-2021. examining the study's findings, it can analyze and evaluate that data to gain a better understanding of how the guidance counselor comforts and helps students, particularly those who have stopped studying due to their circumstances, but they don't need to be stopped or do things they don't want to do if the guidance counselor comforts and helps them. keyword: personal common issues, learning concerns, guidance office services, guidance counelor, school capability introduction problems appear in the lives of individual beings from time to time as a test of their ability to be strong. emotional issues are the most difficult to overcome and can lead to suicide, particularly in young people who are struggling academically. according to a narrative by durlak, weissberg, dymnicki, taylor, and schellinger 1, students who participated in social/emotional learning programs proved significantly improved social/emotional skills, attitudes, behavior, and academic performance when compared with untreated groups. the world is facing new challenges due to the pandemic that many students have been affected by. how the society deals with these issues particularly the different institutions when it comes to engaging with their student’s emotional needs? does it depend on how the teachers solve this alone? or seek other help from the council? answering some related questions about the 1 joseph a durlak et al., “the impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions,” child development 82, no. 1 (2011): 405–432, http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x. mailto:riyu.choirul57@gmail.com volume 8, number 1, may 2023 | 2 zzzzzz emotional crisis of the students, the researchers aim to uncover and determine several problems that students encounter, including not only their physical behaviors but also their emotional feelings. the school counselor is important in deciding the social and emotional needs of students 2. the study emphasizes students' emotions, particularly in this time of the pandemic, when many of them are dealing with difficulties that produce stress or uncertainty, and have become a major source of depression, which has been alarming at times. the majority of students avoid going to the guidance office because they are embarrassed or worried that if other people see them go to the office, they would talk about it. educational systems as a whole, including school counselors, should educate students who are not only competent in basic academic topics but also have the ability to socially and emotionally practice healthy habits and behave respectfully while working with people of various backgrounds 3. the study also seeks to investigate some of the more severe reasons why students keep their troubles to themselves rather than seeking help or advice from a guidance counselor. all school has their guidance office, but they have a different level of how it acts, and how it will be managed. school counselors recognize that students should equally demonstrate growth in these domains to be successful. school counselors understand these domains are not considered separate but are intertwined, each affecting the other according to schenck, anctil, & smith4. identifying the juniors' abilities and skills may help them better understand their strengths. children learn and use social/emotional domain norms as early as preschool and kindergarten to help them control their emotions and learn and apply interpersonal skills 5. every institution's guidance office and consultant are critical in assisting students in transitioning to a new environment by offering useful behavioral and academic guidance information. teenagers' school performance can decrease when they engage in high-risk behaviors including drug and alcohol abuse, sex, violence, depression, or attempted suicide 6. having supervision from an officer not only implies how beneficial it will be for every learner, but it also has a significant impact because it measures their strengths and weaknesses with the help of the guidance officer. when students begin high school, they have a 40–60 percent chance of dropping out 7. according to the asca position statement, school counselors who design programs strive to promote student growth in academics, careers, and social/emotional development 8. according to 2 lauren e bell and patricia van velsor, “counseling in the gentrified neighborhood: what school counselors should know,” professional school counseling 21, no. 1 (2017): 1096-2409–21.1., http://dx.doi.org/10.5330/1096-2409-21.1.161. 3 thomas armstrong, multiple intelligences in the classroom (ascd, 2009). 4 tina m anctil et al., “professional school counselors’ career development practices and continuing education needs,” the career development quarterly 60, no. 2 (2012): 109–121, http://dx.doi.org/10.1002/j.21610045.2012.00009.x. 5 ian martin and john carey, “development of a logic model to guide evaluations of the asca national model for school counseling programs,” the professional counselor 4, no. 5 (2014): 455–466, http://dx.doi.org/10.15241/im.4.5.455. 6 karen m eaton et al., “prevalence of mental health problems, treatment need, and barriers to care among primary care-seeking spouses of military service members involved in iraq and afghanistan deployments,” military medicine 173, no. 11 (2008): 1051–1056. 7 robert wm blum et al., “school connectedness—strengthening health and education outcomes for teenagers,” journal of school health 74, no. 7 (2004): 231–235; klemens franz and alexander k nischelwitzer, “adaptive digital storytelling : a concept for narrative structures and digital storytelling build on basic storytelling principles , adaptive story schemas and structure mapping techniques .,” digital media (2004). 8 martin and carey, “development of a logic model to guide evaluations of the asca national model for volume 8, number 1, may 2023 | 3 zzzzzz the rationale, school counselors are the first line of defense in discovering and resolving student social/emotional problems inside the school system. guidance counselors have received specialized training in treating students with social/emotional issues that may compromise with academic success. school counselors construct a school counseling curriculum, offer small-group therapy, and provide appraisal and advice to enhance students' social/ emotional well-being within a school counseling program. school counselors help promote mindsets and behaviors that enhance the learning process and create a sense of college and career readiness for all students at all grade levels in human development. school counselors play an important role in encouraging students' interest, which is essential for their social and emotional development. the counselor's office is in charge of students' social/emotional development, which reduces the likelihood of disengagement. according to the american enterprise institute and the brookings institution (2015), social/emotional skills are particularly important for all students' main contributions in today's environment. the study adopts theories of counseling stated that: history or background, personality theory, techniques of psychotherapy and counseling are the three most significant areas that will receive the most attention to students. these three elements will expose the students' different backgrounds and concerns. it can also demonstrate how counseling will deal with these concerns, as well as gain access to the guidance office and take control over the student's emotional issues methods a methodology study integrates data collection and analysis from various sources in a systematic manner. this type of research produces results through the application of computational, statistical, and mathematical tools. the data was gathered using a variety of methods, including interviews and surveys9. this is managed to accomplish by attempting to categorize the problem and determine its frequency by looking for effects that can be consistently applied to a larger population. the participants of the study are the volunteer third-year college students of holy cross college who were enrolled this academic year 2021-2022. slovin`s formula will be use in selection of participants. the data will be gathered using voluntary response sampling, which will be done through a questionnaire. due to the pandemic's health protocol, the questionnaire will be sent in google form through the use of messenger. it's split into two (2) categories describing the profiling of the respondents and the factors determining the access and influence of the guidance office to the student’s emotional needs. the first category of the questionnaire reveals the personal backgrounds of respondents to investigate their current status especially in dealing with emotional problems. it contains questions that confirmed their profiles and backgrounds. the second category of the questionnaire consists of four (4) sections to reveals common problems among students, learning concerns, office services and school capability. each section contains five (5) questions that must be answered in order to describe the possible factors of emotional problems that are causing difficulties in their studies, as well as a question about what school counseling programs.” 9 owen doody and maria noonan, “preparing and conducting interviews to collect data,” nurse researcher (2013). volume 8, number 1, may 2023 | 4 zzzzzz action plan may be used to help students recover and promote school guidance and counseling. the first section of the questionnaire will identify students' common social/emotional problems. the second section will identify their learning difficulties as a result of their personal matters. the third section is to determine how students are aware of the guidance and counseling. the final section will assess the school's capability in dealing with the most serious social and emotional issues by surveying the students. the researchers used the correlation analysis to measure the strength of the linear relationship and association between students’ alignment to their program and their academic performance. the analysis also identifies the relationship, patterns, significant connections, and trends between two variables. result and discussion table 1 – factors determining the access and influence of the guidance office to the student’s emotional needs factors gwm vd vi personal common issues without the pandemic (1.1) 2.54 agree factors agree in determining the access and influence of the guidance office to the student’s emotional needs. personal common issues during the pandemic (1.2) 2.62 agree factors agree in determining the access and influence of the guidance office to the student’s emotional needs. impact of personal issues in your studies (1.3) 2.61 agree agree in determining the access and influence of the guidance office to the student’s emotional needs. learning concerns (2) 3.00 agree learning concerns agree in determining the access and influence of the guidance office to the student’s emotional needs. guidance office services (3) 3.06 agree guidance office services agree in determining the access and influence of the guidance office to the student’s emotional needs. school capability (4) 3.31 strongly agree school capability strongly agree in determining the access and influence of the guidance office to the student’s emotional needs. volume 8, number 1, may 2023 | 5 zzzzzz overall gwm 2.86 agree all factors agree in determining the access and influence of the guidance office to the student’s emotional needs. the table 1 shows that the general weighted mean of 2.86 with the verbal description of agree which means that all the factors were determined to access and influence of the guidance office to the student’s emotional needs. it shows that students agree to have counseling program in the school. table 2 – kendall’s tau correlation test between the profile of the respondents and factors determining the access and influence of the guidance office to the student’s emotional needs 1.1 1.2 1.3 2 3 4 age correlation coefficient 1.000 -0.053 -0.074 -0.098 0.007 0.122 0.053 sig. (2-tailed) 0.492 0.330 0.195 0.928 0.120 0.502 gender correlation coefficient -0.022 -0.076 -0.108 -0.007 -0.121 -0.125 -0.142 sig. (2-tailed) 0.803 0.325 0.162 0.928 0.115 0.114 0.075 status correlation coefficient .204* -0.001 -0.082 -0.123 0.120 0.115 0.093 sig. (2-tailed) 0.022 0.991 0.288 0.108 0.121 0.147 0.242 father’s occupation correlation coefficient 0.040 0.007 -0.035 0.032 0.093 0.055 .160* sig. (2-tailed) 0.653 0.925 0.648 0.673 0.226 0.489 0.045 mother’s occupation correlation coefficient 0.010 -0.018 -0.035 -0.037 -0.075 -0.104 -0.054 sig. (2-tailed) 0.910 0.813 0.651 0.624 0.333 0.188 0.496 family income correlation coefficient 0.004 -.144* -0.070 0.056 0.082 0.014 0.037 sig. (2-tailed) 0.962 0.045 0.329 0.431 0.252 0.847 0.620 n 124 124 124 124 124 124 124 volume 8, number 1, may 2023 | 6 zzzzzz legend: 1.1 – personal common issues without the pandemic 1.2 – personal common issues during the pandemic 1.3 – impact of personal issues in your studies 2 – learning concerns 3 – guidance office services 4 school capability *. correlation is significant at the 0.05 level (2-tailed) **. correlation is significant at the 0.01 level (2-tailed) table 2 shows the significant relationship on the profile of the volunteer respondents and the factors factors determining the access and influence of the guidance office to the student’s emotional needs. the researchers used kendall’s tau correlation test for the significant relationship between variables. the data shows that there is no significant relationship between age, gender, status, mother’s occupation and personal common issues without the pandemic, personal common issues during the pandemic, impact of personal issues in your studies, learning concerns, guidance office services and school capability. therefore, the researchers failed to reject the null hypothesis suggesting that there is no significant relationship between the profile of the respondents, personal common issues, and the factors determining the access and influence of the guidance office to the student’s emotional needs. and there is no significant relationship between the father’s occupation and personal common issues without the pandemic, personal common issues during the pandemic, impact of personal issues in your studies, learning concerns, guidance office services but there is a positive relationship with the school capability. (rs = .160, p < 0.05). the null hypothesis was rejected . while in the family income, it shows that there was a negative relationship in the personal common issues without the pandemic. (rs = -.144, p < 0.05) and the rest of the factors have no significant relationship with the respondents’ family income. to test the relationship of the student’s academic performance with their interest and skills, the researchers used the spearman rank-ordered correlation, setting the margin of error at 5%, the critical value for rejecting the null hypothesis is 0.206. the tabulation of data shows that the obtained value is rs = -0.004. to reject the null hypothesis, the obtained value should be greater than or equal to the critical value which only means that we fail to reject our null hypothesis (rs = -0.004, ρ>0.05). the correlation coefficient implies a trivial or no relationship at all between the alignment and self-assessed performance of the students. table 3 – kendall’s tau correlation test between the factors determining the access and influence of the guidance office to the student’s emotional needs 1.1 1.2 1.3 2 3 4 1.1 correlation coefficient 1.000 .667** .378** .227** .144* 0.067 sig. (2-tailed) 0.000 0.000 0.001 0.035 0.327 volume 8, number 1, may 2023 | 7 zzzzzz 1.2 correlation coefficient .667** 1.000 .468** .297** .215** 0.024 sig. (2-tailed) 0.000 0.000 0.000 0.002 0.731 1.3 correlation coefficient .378** .468** 1.000 .295** 0.116 0.064 sig. (2-tailed) 0.000 0.000 0.000 0.083 0.340 2 correlation coefficient .227** .297** .295** 1.000 .256** .182** sig. (2-tailed) 0.001 0.000 0.000 0.000 0.008 3 correlation coefficient .144* .215** 0.116 .256** 1.000 .436** sig. (2-tailed) 0.035 0.002 0.083 0.000 0.000 4 correlation coefficient 0.067 0.024 0.064 .182** .436** 1.000 sig. (2-tailed) 0.327 0.731 0.340 0.008 0.000 n 124 124 124 124 124 124 the table shows the test for significant relationship for the personal common issues without and during the pandemic, impact of personal issues to the studies on learning concerns, guidance office services, and school capability. the data shows that there were positive relationship between the personal issues even without the pandemic on the personal issues during the pandemic, it has impact i=on the studies, learning concerns, and guidance office services. (rs = .667, p< 0.01), (rs = .378, p < 0.01), (rs = .144, p < 0.05). and there was no significant relationship between the personal issues without the pandemic and school capability. therefore, the null hypothesis was failed to reject. same with the personal issues during the pandemic, there were significant relationship on the variables. (rs = .468, p < 0.01), (rs = .297, p < 0.01), (rs = .215, p < 0.01) and also failed to reject in the school capability. conclusions this study evaluated the factors determining the access and influence of the guidance office to the student’s emotional needs of third-year college students without and during the pandemic at holy cross college. personal common issues, learning concerns, guidance office services, and school capability distance were the variables identified. the majority of the respondents' profiles did not show a significant relationship with other variables. females respond more than males. the vast majority of volunteer respondents were single. volume 8, number 1, may 2023 | 8 zzzzzz the general weighted mean was 2.86, with a verbal description of agree, indicating that all of the factors were determined to access and influence the guidance office's influence on the student's emotional needs. it demonstrates that students encourage the school's counseling program. the researchers conclude that many students have emotional problems and seek help, particularly when they are around the school. students encourage the school to regularly monitor students' behavior with the help of the guidance office. according to the study's findings, the majority of respondents were female, and they acted the most when it came to emotions. women were very emotional and weak, and they needed assistance and support to recover from their personal issues. recommendations table 4 a proposed action plan to help students recover and promote the guidance and counseling in school area of concern objectives activities person in charge outcome 1. personal common issues without pandemic to obtain counselling in helping students’ relationship make an often consultation with the students adviser/ counselor students could often and express their feelings 2. personal common issues during the pandemic to obtain counselling in helping students’ relationship make an often consultation with the students adviser/ counselor students could often and express their feelings 3. impact of personal issues in your studies to put effective strategies in overcoming difficulties monthly seminar for guidance and counselling counselor students share their problems to avoid suicidal 4. learning concerns to give students refresh and relax academic break school admin students can relax and prepared for the following lesson 5. guidance office serviced to develop an understanding not only on physical but also emotional needs of the students monitoring the emotional status of the students subject teachers/ counselor students' can access to the guidance office for their concerns 6. school capability to support and help students to recover from their emotional problems guidance and counselling school admin/ counselor school will recognized for addressing the concerns of every students emotional needs. volume 8, number 1, may 2023 | 9 zzzzzz the recommendations of the study are presented in table 4. references anctil, tina m, carol klose smith, paulette schenck, and carol dahir. “professional school counselors’ career development practices and continuing education needs.” the career development quarterly 60, no. 2 (2012): 109–121. http://dx.doi.org/10.1002/j.21610045.2012.00009.x. armstrong, thomas. multiple intelligences in the classroom. ascd, 2009. bell, lauren e, and patricia van velsor. “counseling in the gentrified neighborhood: what school counselors should know.” professional school counseling 21, no. 1 (2017): 1096-2409– 21.1. http://dx.doi.org/10.5330/1096-2409-21.1.161. blum, robert wm, heather p libbey, john h bishop, and matthew bishop. “school connectedness—strengthening health and education outcomes for teenagers.” journal of school health 74, no. 7 (2004): 231–235. doody, owen, and maria noonan. “preparing and conducting interviews to collect data.” nurse researcher (2013). durlak, joseph a, roger p weissberg, allison b dymnicki, rebecca d taylor, and kriston b schellinger. “the impact of enhancing students’ social and emotional learning: a metaanalysis of school-based universal interventions.” child development 82, no. 1 (2011): 405– 432. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x. eaton, karen m, charles w hoge, stephen c messer, allison a whitt, oscar a cabrera, dennis mcgurk, anthony cox, and carl a castro. “prevalence of mental health problems, treatment need, and barriers to care among primary care-seeking spouses of military service members involved in iraq and afghanistan deployments.” military medicine 173, no. 11 (2008): 1051–1056. franz, klemens, and alexander k nischelwitzer. “adaptive digital storytelling : a concept for narrative structures and digital storytelling build on basic storytelling principles , adaptive story schemas and structure mapping techniques .” digital media (2004). martin, ian, and john carey. “development of a logic model to guide evaluations of the asca national model for school counseling programs.” the professional counselor 4, no. 5 (2014): 455–466. http://dx.doi.org/10.15241/im.4.5.455. educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z analysis of the internalisation of tarekat syadziliyah values on santri pesantren syaichona moh. cholil bangkalan mardiyah, qusairi universitas sunan giri surabaya ummi.mardiyah@gmail.com, qusairi650@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract the purpose of this study is to analyse the moral preservation efforts of pondok pesantren syaichona moh. cholil bangkalan in educating students through the teachings of tarekat syadziliyah. pondok pesantren syaichona moh. cholil bangkalan has a uniqueness in its method; namely, all students who are still teenagers actively follow the amaliyah of tarekat syadziliyah. the research method used is a qualitative approach with the type of case study, which describes how the internalisation of tarekat syadziliyah values affects the moral formation of santri. research data were obtained through interviews, observations, and collection of documentation data related to the research subject. data validity test was conducted using the triangulation technique. the results of this study explain two main aspects—first, the morals of students developed at the syaichona moh. cholil bangkalan islamic boarding school include morals towards god, the prophet muhammad, personal morals, morals in the family, and state morals. second, the internalisation of tarekat syadziliyah values in shaping the morals of santri is carried out through faith, amaliyah, scientific, moral, and social education. through this approach, syaichona moh. cholil bangkalan islamic boarding school has succeeded in forming good santri morals and contributing to the formation of their character as individuals with noble morals. keyword: internalisation, tarekat syadziliyah, pesantren introduction pesantren, as an islamic educational institution, has a long history in indonesia and plays an essential role in shaping the character and morals of students and developing religious values in society. pesantren is considered one of the oldest islamic educational institutions in indonesia and is based on islamic teachings.1 pesantren is a sacred institution that provides education, teaching, and dissemination of islamic spiritual knowledge.2 pesantren is the first educational institution in indonesia to implement a comprehensive character development approach.3 pesantren also aims to educate individuals who are beneficial to themselves and society.4 teaching 1 muhammad r arviansyah, “eksistensi pendidikan pesantren di kota palembang,” jurnal humanitas katalisator perubahan dan inovator pendidikan (2021). 2 muhamad a manan and mahmudi bajuri, “budaya literasi di pesantren salafiyah syafi’iyah sukorejo,” jurnal pendidikan islam indonesia (2020). 3 putri e n izza and m f a azizi, “pesantren sebagai wadah building character santri,” jdmp (jurnal dinamika manajemen pendidikan) (2022); resma ulfah, rusi r aliyyah, and r s p fauziyah, “reward dan punishment dalam pembentukan karakter disiplin santri,” tadbir muwahhid (2018). 4 mia kurniati, miftahus surur, and ahmad h rasyidi, “peran kepemimpinan kyai dalam mendidik dan membentuk karakter santri yang siap mengabdi kepada masyarakat,” al-bayan jurnal ilmu al-qur an dan hadist (2019). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 242 zzzzzz and learning activities in pesantren are viewed as worship, and the entire environment is designed to enhance a sense of spirituality.5 pesantren is also a model of character education in indonesia.6 this approach focuses on developing students' character and emphasises the importance of religious morality7, one of which is through the teachings of market set in pesantren. one of the sufi orders taught in several pesantren, including pondok pesantren syaichona moh. cholil bangkalan, is the syadziliyah order. it is a sufi sect that emphasises spiritual practices, meditation, and the development of deep faith. the teaching of tarekat syadziliyah became an essential aspect of education in this pesantren. the internalisation of tariqah values has a significant role in shaping the character and morals of santri.8 the process of internalising these values aims to make santri understand these values so that they can form humans with noble feelings.9 the internalisation of good deals through religious functions, one of which is tarekat, and conditioning the learning environment can also affect children's character.10 the internalisation of tarekat values has a significant role in shaping the character and morals of santri. good morals are one of the main goals of islamic education, and the values of tarekat syadziliyah have great potential to influence the moral development of santri. therefore, it is essential to examine how the values of tarekat syadziliyah are internalised and affect the morals of santri at pondok pesantren syaichona moh. cholil bangkalan. methods this research uses a qualitative approach with a case study research type. this method emphasises interpretation, understanding, and context. case studies will help describe the observed phenomenon in depth. this research will be conducted at syaichona moh. cholil islamic boarding school in bangkalan, demangan village, bangkalan district, bangkalan regency, east java province. the selection of this location is based on the participation of santri in tarekat syadziliyah activities in this pesantren. the data sources in this research include (1). the caregiver of syaichona moh. cholil pesantren bangkalan, who is also the mursyid of tarekat syadziliyah in bangkalan regency. (2). management of syaichona moh. cholil islamic boarding school bangkalan, and (3) santri of syaichona moh. cholil islamic boarding school bangkalan. in this study, data collection techniques used observation11 interviews to obtain an in 5 juliani prasetyaningrum et al., “kesejahteraan psikologis santri indonesia,” profetika jurnal studi islam (2021). 6 m s zuhriy, “budaya pesantren dan pendidikan karakter pada pondok pesantren salaf,” walisongo jurnal penelitian sosial keagamaan (2011). 7 zulfa fahmy and eva mawaddatunnisa, “interaksi sosial pada novel negeri lima menara karya ahmad fuadi,” jurnal sastra indonesia (2020). 8 ahmad sanusi, hamdanah hamdanah, and surawan surawan, “internalisasi pendidikan agama bagi remaja melalui majlis ta�lim,” al-fikri jurnal studi dan penelitian pendidikan islam (2021). 9 tantan h tantan and asep nursobah, “internalisasi nilai-nilai pendidikan karakter di sekolah pada peserta didik jurusan tbsm melalui keteladanan dan pembiasaan guru pai,” khazanah pendidikan islam (2021). 10 sri dermawan, euis sunarti, and tin herawati, “internalisasi nilai kebaikan melalui fungsi keagamaan dan pengondisian lingkungan dan dampaknya terhadap karakter anak,” jurnal ilmu keluarga dan konsumen (2017).; muhamad priyatna, “pendidikan karakter berbasis kearifan lokal,” edukasi islami jurnal pendidikan islam (2017). 11 hasyim hasanah, “teknik-teknik observasi (sebuah alternatif metode pengumpulan data kualitatif ilmu-ilmu sosial),” at-taqaddum 8, no. 1 (2017). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 243 zzzzzz depth understanding of the culture of tarekat syadziliyah, activities, supporting factors, obstacles, and documentation. data analysis techniques were carried out with three stages that took place simultaneously, namely data reduction, data presentation, and conclusion drawing/verification.12 data validity was tested using triangulation techniques. result and discussion santri morals developed at syaichona moh. cholil islamic boarding school bangkalan syaichona moh. cholil islamic boarding school bangkalan, being one of the institutions on the island of madura, has a big responsibility to produce students who have good morals. the quality of graduates of an educational institution, such as a pesantren, is often judged by the morals of its students, both in speech and behaviour in the community. the results of field data, syaichona moh. cholil bangkalan islamic boarding school develops various boarding activities that aim to shape the morals of students to be better. the morals set in this pesantren include: 1. morals towards allah swt, which is emphasised on gratitude and taqwa. gratitude is one form of morals towards allah in the form of being grateful for his blessings. santri is taught that gratitude is a way to get closer to him and that gratitude creates a sense of love for allah. in addition, gratitude can be shown by helping and thanking fellow humans and protecting the environment. meanwhile, taqwa is the attitude of a servant who believes in allah, which is manifested in obedience to his commands and avoiding his prohibitions. the students are taught that obedience to allah through worship is one way to improve morals and maintain a good relationship with him. praying in congregation at the beginning of time is one of the acts of worship emphasised in the pesantren. 2. morals towards the prophet muhammad. to implement this morality, the students are taught to follow the islamic shari'a brought by the prophet muhammad saw. with love. they are also taught to emulate the prophet's morals in various aspects of life, such as sunnah fasting, polite behaviour, and establishing sunnah prayers. 3. personal morals. to implement these morals, students are encouraged to have an optimistic attitude towards allah's provisions and tawadu' (humble) in all matters. optimism involves a positive view of allah's greatness, while tawadu' includes humble behaviour and not being arrogant. 4. morals in the family. in pesantren, brotherhood amongst the students is highly emphasised. they are taught to live in harmony with each other and maintain brotherhood like true brothers. pesantren life creates a strong brotherhood among the santri, and they are reminded constantly to do good and serve the teachers who are their parents in the pesantren. 12 sugiyono, metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r & d (bandung: alfabeta, 2013); feny fiantika et al., metodologi penelitian kualitatif, pt. global eksekutif teknologi, 2022; ibrahim, metodologi penelitian kualitatif, journal equilibrium, 2015. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 244 zzzzzz 5. state morals. state morals are manifested in the form of: a. obeying the state leader: the results of data in the field also found that pesantren emphasised the importance of love for the country and obedience to legitimate leaders according to islamic teachings. the qur'anic verse qs. an-nisa: 59 is mentioned as a legal basis that guides citizens to obey leaders as long as those leaders obey allah's commands. this is applied in the context of obedience to the president or leader of the country. obeying the leader is considered a fundamental teaching in islam and is considered part of worship. b. maintaining the unity of the republic of indonesia (nkri): the teaching of sadziliyah tarkeat in the pesantren emphasises the importance of love for the homeland and the integrity of the republic of indonesia. love for the country is considered a form of state morality, which includes the spirit of building and defending the country when threats occur. the development of the nation's ideology and national insight, including an understanding of pancasila, the 1945 constitution, nkri, and bhinneka tunggal ika, is applied as a way to form citizens' awareness of their rights and obligations in safeguarding the country. in this context, safeguarding nkri is considered a "fixed price" and the best solution to achieve a sense of security and peace in the diversity of religions and beliefs. c. activities that reflect state morals: the data results from observations and interviews stated that islamic boarding schools or islamic education institutions promote state morals through several activities, such as (1) following school rules and flag ceremonies, (2) socialisation of the four pillars of nationalism, which include pancasila, the 1945 constitution, nkri, and unity in diversity, (3) commemorating national holidays with ceremonies and other activities, (4) following the rules and protocols implemented by the government, especially in the context of the covid-19 pandemic. from the above explanation, it can be seen that syaichona moh. cholil bangkalan islamic boarding school develops various aspects of morals in its students, including morals towards allah, the prophet, personal morals, and morals in the family. santri is taught to be grateful, obey allah, follow the teachings of the prophet, have an optimistic attitude, tawadu', and maintain brotherhood between students. the santri are educated to understand and apply the moral principles of the state, including obedience to state leaders and love for the homeland as an integral part of islamic religious values. these morals are an integral part of the character building of santri in this pesantren. internalisation of tarekat syadziliyah values in shaping santri's morals at syaichona moh. cholil bangkalan islamic boarding school internalisation of syadziliyah order values in shaping santri's morals in syaichona moh. cholil bangkalan islamic boarding school focuses on five dimensions, including dimensions of faith education, amaliyah education, scientific education, moral education, and social education. 1. faith education: the internalisation of syadziliyah order values in the dimension of faith education in syaichona moh. cholil bangkalan islamic boarding school has a central role in shaping the morals of the students. this approach is based on the concept of islamic education based on increasing faith and understanding of religion in everyday life. every day, the students at the syaichona moh. cholil bangkalan islamic boarding school gather in the dawn lecture room. the dawn lecture is not just a morning prayer routine but also a place to strengthen the foundation of the santri's faith. when they attend the dawn lecture, they follow religious teachings and recitation of the holy verses of the qur'an. these activities provide basic lessons on islamic teachings and encourage santri to understand their religious principles yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 245 zzzzzz more deeply. in addition, one of the critical moments of the week is the friday khutbah. this is an opportunity for santri to listen to a religious lecture delivered by an experienced caregiver or kiai. the friday khutbah is not only a means of providing religious material but also a motivation for life. in this khutbah, santri are given advice and guidance on how to live life in accordance with islamic teachings and the values of tarekat syadziliyah. this khutbah becomes a forum to provide a deeper understanding of how to face the challenges of daily life with religious guidance as a guide. thus, in the dimension of faith education in syaichona moh. cholil bangkalan islamic boarding school, the focus is on forming the basics of solid faith in the students. fajr lectures, friday sermons, and da'wah efforts become essential instruments in efforts to strengthen and deepen their faith. this helps the santri to understand and live the values of islam and the syadziliyah order and gives them guidance in facing the challenges of daily life. with this faith education, the boarding school tries to build a solid foundation to form quality santri morals. 2. amaliyah education: the internalisation of tarekat syadziliyah values in the dimension of amaliyah education in syaichona moh. cholil bangkalan islamic boarding school has a profound impact in shaping the morals of santri. this amaliyah education not only shapes the santri into individuals who obey worship but also encourages them to live their daily lives in accordance with islamic values and the teachings of tarekat syadziliyah. amaliyah education in this pesantren emphasises islamic practices that are amali (practical) and have a direct impact on daily life. one crucial example is education about maintaining prayer times and performing congregational prayers at the beginning of time. santri is taught to value time and the importance of committing acts of worship on time. they are told that performing congregational prayers at the beginning of time has a high value in islam, and this will help them to build discipline in their daily lives. attending the mushalla five minutes before the adhan is one practice that reinforces these values. it is an act that shows the commitment and obedience of the santri in performing worship. in addition, when they gather in the mushalla, they are also taught to read the qur'an before the call to prayer. this helps them to stay connected to the holy book and enhances their understanding of islamic teachings. regular dhikr, such as the dhikr of nafi itsbat and the dhikr of ism dzat, are also an essential part of amaliyah education. dhikr is a profound form of worship and serves to contemplate and remember allah in all situations. santris are taught to perform dhikr regularly, and this helps them maintain a strong spiritual connection and form better morals. in addition to dhikr, wirid and prayers recited after the five daily prayers are also taught to the santri. these wirid are prayers that help them ask allah for help and guidance in living their daily lives. it helps them to understand the importance of tawakal (relying on allah) in every aspect of their lives. in this overall amaliyah education, the values of tarekat syadziliyah teach the santri to live their daily lives with awareness and obedience to islamic teachings. they are taught not only to be obedient muslims in worship, but also in their daily actions. in this way, amaliyah education in syaichona moh. cholil bangkalan islamic boarding school forms students into individuals who have strong morals and can live life with a full sense of responsibility to god and others. 3. scientific education: scientific education involves the study of classical islamic books (kitab kuning) to internalise the values of tarekat syadziliyah in the dimension of scientific education in pondok pesantren syaichona moh. cholil bangkalan to shape the morals of santri through a deep understanding of islamic teachings and the history of tarekat syadziliyah. this scientific education yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 246 zzzzzz creates a solid knowledge base and strengthens the commitment of santri to aqidah, shari'ah, and the principles of tarekat syadziliyah. here is an in-depth narrative about this: in this pesantren, scholarly education involves the study of classical islamic books, often referred to as kitab kuning. these books are the precious scholarly legacy of the early scholars and contain profound islamic teachings. santris are required to study these books diligently. they read, understand and memorise the contents of the books. this process helps them to understand islamic teachings in greater depth. the santri do not undertake book studies independently. instead, they conduct kitab studies under the direct guidance of experienced caregivers or teachers. this means that they not only understand the texts literally, but can also soak in the meaning and context of the teachings. caregivers also play an important role in ensuring that santri understands how the teachings in the books relate to the values of tarekat syadziliyah. the importance of understanding aqidah (belief), shari'ah (islamic law), and the principles of tarekat syadziliyah is emphasised in this scientific education. santri is taught to understand the basics of belief in islam, such as tawhid (belief in one god), prophethood, and the last day. they also learn the laws of islam and how to apply them in daily life, including aspects of worship, muamalah (world affairs), and morality. one of the methods used in this scientific education process is bahtsul masa'il. bahtsul masa'il is a discussion forum where santri can discuss various religious issues. they refer to the yellow books that are considered valid as a reference source. in this forum, they can debate, exchange thoughts, and understand different points of view. this helps them to develop a deeper understanding of islam and the syadziliyah order, as well as making them more critical in their thinking. this scientific education basically shapes the morals of the santri through a deep understanding of the teachings of islam and the syadziliyah order. they do not just follow the teachings without a strong understanding, but can also explain and understand the philosophical and practical foundations of what they believe. in this way, the santri become individuals who are firm in their beliefs and moral behaviour in accordance with the values of tarekat syadziliyah. 4. moral education: internalisation of tarekat syadziliyah values in the dimension of moral education in syaichona moh. cholil bangkalan islamic boarding school aims to form good character and behaviour in the daily life of the students. among them are in the following: first, character and behaviour formation. moral education in this boarding school is an integral part of the character-building process of the santri. they are taught to be good individuals, moral, and have strong ethics. this includes aspects such as honesty, caring, discipline, and wisdom in behaviour. santris are taught to equip themselves with positive values that will guide their daily actions. second, involvement and exemplification of kiai and caregivers. the involvement and example of kiai (spiritual leaders) and caregivers are significant in shaping the morals of santri. they not only act as educators but also as real examples of behaviour. the santri will be more easily inspired and practice the values they learn if they see kiai and caregivers practising them in everyday life. through direct observation of kiai and caregivers, santri can see how the values of tarekat syadziliyah are applied in real life. third, wejangan and advice. wejangan and advice from kiai and caregivers are essential tools in shaping the morals of the santri. through wejangan, they are given motivation, guidance, and relevant advice in an effort to improve their behaviour and character. wejangan is often based on islamic teachings and the principles of the syadziliyah tarekat. this provides an in-depth look at how these values should be reflected in daily actions. fourthly, daily life order. moral formation in islamic boarding schools is not limited to yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 247 zzzzzz acts of worship alone but also relates to the order of daily life. the santri are taught to habituate good behaviour in various aspects of their lives, including in social interactions, speech etiquette, discipline, and time management. this creates an environment that supports the development of good morals in all aspects of their lives. through moral education that focuses on good character and behaviour, as well as through the involvement and example of kiai and caregivers, the santri at pondok pesantren syaichona moh. cholil bangkalan are encouraged to become individuals who have high morality and ethics. 5. social education: the internalisation of the values of tarekat syadziliyah in the dimension of social education in syaichona moh. cholil bangkalan islamic boarding school is very important in shaping the attitude and behaviour of students towards fellow human beings in the form of: first, human relationships. social education in this pesantren emphasises the importance of relationships between fellow humans. the principle of ukhuwah insaniyah, or brotherhood among humans, is a strong foundation in this education. santri is taught to treat fellow human beings with respect, justice, and compassion, not only to fellow students but also to the general public. second, humanitarian and social activities. pondok pesantren organises various humanitarian and social activities as a means to teach humanitarian values. this includes programmes such as social services, visits to orphanages, helping the underprivileged, as well as participating in social activities aimed at improving the quality of life of the local community. through involvement in these kinds of activities, santri learns to care, share, and become an agent of positive change in society. third, increased concern and empathy. through social and humanitarian activities, santri are expected to develop a high sense of concern for the conditions of fellow human beings. they are taught to feel the suffering and needs of others and respond to them with empathy. this helps in forming a caring and responsible personality in interacting with the broader community. fourthly, loyalty and spirit of helping: the social education approach also includes the formation of values such as loyalty and a helping spirit. santris are taught to support fellow students and the community in various situations. they learn that in ukhuwah insaniyah, everyone supports and helps each other in living their daily lives. through social education that focuses on the values of ukhuwah insaniyah, humanitarian activities, and the development of caring attitudes, santri at pondok pesantren syaichona moh. cholil bangkalan gained a deeper understanding of the importance of interacting with fellow humans positively and making a positive contribution to society. thus, they become individuals who are more caring, empathetic, and responsible in their relationships with fellow humans. discussion the moral development of santri in indonesia is an essential aspect of islamic education in pesantren. santris are taught various morals and values that shape their character and guide their behaviour. these morals include gratitude and piety to allah, following the laws and morals of the prophet muhammad, maintaining an optimistic and humble attitude (tawadu'), fostering brotherhood among students, and obeying the leaders of the country while upholding the integrity of the republic of indonesia. the process of developing these morals and values in santri is facilitated through various methods and approaches in the pesantren environment. one of the approaches is the khidmah tradition, which refers to the devotion and service given by santri to their kyai (ulama).13 this 13 aufa abdillah and erkham maskuri, “the khidmah tradition of santri towards kyai (the review of ‘urf &amp; psychology),” nazhruna jurnal pendidikan islam (2022). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 248 zzzzzz tradition helps build a strong personal and mental readiness in the santri to devote themselves to society. another important aspect is moral education and the internalisation of human values in pesantren. pesantren, both salaf and modern, provide various facilities and instruments for the learning process, which contribute to the development of santri's moral character. the learning process in pesantren exposes santri to various ways in which they can acquire character values.14 empowering santri is also an essential agenda in shaping their character. the pesantren environment provides representative values that aim to realise akhlakul karimah or ethical values.15 this empowerment process helps santri develop a sense of responsibility, self-discipline, and moral integrity. santri character development is also supported by the implementation of character education in pesantren. this includes the use of authentic assessment models based on santri's character, the creation of syllabus and guidebooks based on santri's character, and the implementation of counselling that incorporates islamic values.16 these efforts aim to provide a comprehensive and holistic approach to character development in santri. in addition, the development of santri character is not limited to individual pesantren, but also influenced by pesantren traditions that have a significant influence in shaping the character of santri.17 in the context of internalising the values of tarekat syadziliyah in pesantren, it is also confirmed by mudlofar (2020) who stated that the values of tarekat syadziliyah are internalised through faith education, amaliah education, scientific education, moral education, and social education. these values are obtained through tarbiyah (education) framed by the teachings of the syadziliyah tarekat.18 mudlofar asserts that the internalisation of tarekat syadziliyah values is a comprehensive process that includes faith education, practical education, scientific education, moral education, and social education. these aspects of education work together to instil the values and principles of the tariqah in individuals so that they can live a life guided by the teachings of the syadziliyah tariqah. conclusion the conclusions internalisation of tarekat syadziliyah values on santri pesantren syaichona moh. cholil bangkalan are: first, the development of santri morals. santri are taught morals that include gratitude and piety to allah, following the shari'a and morals of the prophet muhammad, an optimistic and tawadu' attitude, brotherhood among students, and obeying the country's leaders and maintaining 14 saeful anam et al., “the moral education and internalization of humanitarian values in pesantren: a case study from indonesia,” journal for the education of gifted young scientists (2019). 15 andries kango, dian a perdana, and sriyuni r biya, “developing ethics for ‘santri’ empowerment: the case of the pesantren al-falah of gorontalo, indonesia,” jurnal pemberdayaan masyarakat media pemikiran dan dakwah pembangunan (2021). 16 baiq y rizkiwati and l farid, “pengembangan model asesmen autentik berbasis karakter santri sebagai upaya penyiapan generasi unggul dan berdaya saing,” jpek (jurnal pendidikan ekonomi dan kewirausahaan) (2018); nur hidayat and dian a bujuri, “the implementation of character education in islamic boarding school,” lentera pendidikan jurnal ilmu tarbiyah dan keguruan (2020); najlatun naqiyah, diajeng r k putri, and dian mutammima, “a student counseling study: the internalized of islamic value in daily life,” bisma the journal of counseling (2022). 17 li wang et al., “dynamics of islamic education institution development program in facing the era of globalization studies at the darul muta`allimin islamic boarding school in tanah merah aceh singkil,” edutec journal of education and technology (2023); m f isbah, “pesantren in the changing indonesian context: history and current developments,” qijis (qudus international journal of islamic studies) (2020). 18 m mudlofar, “nilai-nilai tarbiyah dalam tarekat syadziliyah,” tasyri` jurnal tarbiyah-syari`ah-islamiyah (2020). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 249 zzzzzz the integrity of the republic of indonesia. second, internalisation of tarekat syadziliyah values. the internalisation of these values is done through faith, amaliyah, scientific, moral, and social education. in the dimension of faith, dawn lectures and friday sermons are used to strengthen faith. in the amaliyah dimension, practices such as keeping prayer times, dhikr, and reciting wirid are taught. the scientific dimension involves the study of the yellow book and discussion of religious issues. moral education is focussed on character building. the social approach involves relationships with fellow humans and humanitarian activities. references abdillah, aufa, and erkham maskuri. “the khidmah tradition of santri towards kyai (the review of ‘urf &amp; psychology).” nazhruna jurnal pendidikan islam (2022). anam, saeful, i n s degeng, nurul murtadho, and dedi kuswandi. “the moral education and internalization of humanitarian values in pesantren: a case study from indonesia.” journal for the education of gifted young scientists (2019). arviansyah, muhammad r. “eksistensi pendidikan pesantren di kota palembang.” jurnal humanitas katalisator perubahan dan inovator pendidikan (2021). dermawan, sri, euis sunarti, and tin herawati. “internalisasi nilai kebaikan melalui fungsi keagamaan dan pengondisian lingkungan dan dampaknya terhadap karakter anak.” jurnal ilmu keluarga dan konsumen (2017). fahmy, zulfa, and eva mawaddatunnisa. “interaksi sosial pada novel negeri lima menara karya ahmad fuadi.” jurnal sastra indonesia (2020). fiantika, feny, mohammad wasil, sri jumiyati, leli honesti, sri wahyuni, erland mouw, jonata, et al. metodologi penelitian kualitatif. pt. global eksekutif teknologi, 2022. hasanah, hasyim. “teknik-teknik observasi (sebuah alternatif metode pengumpulan data kualitatif ilmu-ilmu sosial).” at-taqaddum 8, no. 1 (2017). hidayat, nur, and dian a bujuri. “the implementation of character education in islamic boarding school.” lentera pendidikan jurnal ilmu tarbiyah dan keguruan (2020). ibrahim. metodologi penelitian kualitatif. journal equilibrium, 2015. isbah, m f. “pesantren in the changing indonesian context: history and current developments.” qijis (qudus international journal of islamic studies) (2020). izza, putri e n, and m f a azizi. “pesantren sebagai wadah building character santri.” jdmp (jurnal dinamika manajemen pendidikan) (2022). kango, andries, dian a perdana, and sriyuni r biya. “developing ethics for ‘santri’ empowerment: the case of the pesantren al-falah of gorontalo, indonesia.” jurnal pemberdayaan masyarakat media pemikiran dan dakwah pembangunan (2021). kurniati, mia, miftahus surur, and ahmad h rasyidi. “peran kepemimpinan kyai dalam mendidik dan membentuk karakter santri yang siap mengabdi kepada masyarakat.” albayan jurnal ilmu al-qur an dan hadist (2019). manan, muhamad a, and mahmudi bajuri. “budaya literasi di pesantren salafiyah syafi’iyah sukorejo.” jurnal pendidikan islam indonesia (2020). mudlofar, m. “nilai-nilai tarbiyah dalam tarekat syadziliyah.” tasyri` jurnal tarbiyah-syari`ah yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 250 zzzzzz islamiyah (2020). naqiyah, najlatun, diajeng r k putri, and dian mutammima. “a student counseling study: the internalized of islamic value in daily life.” bisma the journal of counseling (2022). prasetyaningrum, juliani, feby fadjaritha, muhammad f aziz, and agus sukarno. “kesejahteraan psikologis santri indonesia.” profetika jurnal studi islam (2021). priyatna, muhamad. “pendidikan karakter berbasis kearifan lokal.” edukasi islami jurnal pendidikan islam (2017). rizkiwati, baiq y, and l farid. “pengembangan model asesmen autentik berbasis karakter santri sebagai upaya penyiapan generasi unggul dan berdaya saing.” jpek (jurnal pendidikan ekonomi dan kewirausahaan) (2018). sanusi, ahmad, hamdanah hamdanah, and surawan surawan. “internalisasi pendidikan agama bagi remaja melalui majlis ta�lim.” al-fikri jurnal studi dan penelitian pendidikan islam (2021). sugiyono. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r & d. bandung: alfabeta, 2013. tantan, tantan h, and asep nursobah. “internalisasi nilai-nilai pendidikan karakter di sekolah pada peserta didik jurusan tbsm melalui keteladanan dan pembiasaan guru pai.” khazanah pendidikan islam (2021). ulfah, resma, rusi r aliyyah, and r s p fauziyah. “reward dan punishment dalam pembentukan karakter disiplin santri.” tadbir muwahhid (2018). wang, li, muhammad s b, andika n cibro, burhanuddin kaloko, and syafnial syafnial. “dynamics of islamic education institution development program in facing the era of globalization studies at the darul muta`allimin islamic boarding school in tanah merah aceh singkil.” edutec journal of education and technology (2023). zuhriy, m s. “budaya pesantren dan pendidikan karakter pada pondok pesantren salaf.” walisongo jurnal penelitian sosial keagamaan (2011). educatio : journal of education volume 9 , number 2, august 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) the influence of picture story books on children's language development rizky hafizotul zikro1, izza fitri2, tutut handayani3 uin raden fattah palembang hafizotul3@gmail.com1 , izzafitri@radenfatah.ac.id2 , tututhandayani_uin@radenfatah.ac.id3 accepted: jan 14th 2024 reviewed: may 18th 2024 published: august 28th 2024 abstract children's listening skills often remain underdeveloped due to monotonous activities and games in early education settings. this study investigates the influence of picture storybooks on language development in children at the kasih ibu family planning school, located in tanjung bulan village, rambang kuang district, ogan ilir regency. the research employs a quantitative approach with a pre-experimental design using the one-group pretest-posttest model to assess behavioral change after treatment. the sample comprises 10 children, and data were collected through observation, documentation, and testing. data analysis includes validity and reliability tests, as well as normality, homogeneity, and hypothesis testing. results show pretest and posttest averages of 23.50 and 33.00, respectively, with a significant p-value (2-tailed) of 0.000 < 0.05, indicating a significant improvement in listening skills. this confirms that picture storybooks positively impact children's language development at kasih ibu kb, supporting the hypothesis (ha). keywords: picture storybooks, language development, children's listening skills, experimental study, kasih ibu kb. by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction language is a skill that everyone should pursue. humans, as social creatures, need language to communicate and interact socially. language is also a must-have for people of all ages. adults and young children alike need language for daily activities.1 adolescents are figures going through a rapid and important improvement process in their later lives.2 based on the regulation of the minister of education and culture of the republic of indonesia number 137 of 2014, article 1 paragraph 2 concerning the national standards for early childhood education states that the standards for the level of achievement of early childhood 1nur syamsiyah, & andri hardiyana, implementasi metode bercerita sebagai alternatif meningkatkan perkembangan bahasa anak usia dini, jurnal obsesi: jurnal pendidikan anak usia dini, 6(3), 2022, hlm, 1198. 2yuliani nurani sujiono, konsep dasar pendidikan anak usia dinii, (jakarta: pt indeks, 2013), hlm, 6. http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, august 2024| 121 development are hereinafter called stppa which means the abilities possessed by children. in all parts of progress and development, the perspective is part of the rigorous and virtuous viewpoint, the physical-motor viewpoint, the mental viewpoint, the social depth viewpoint, and the language viewpoint.3 one of the significant advances for the younger generation is part of language advancement. language is a method of correspondence with others as an arrangement of sound images conveyed by human discourse devices. language is made up of words or collections of words.4 language is correspondence that starts from a person's considerations and feelings and then passes on to others. crying is the first step towards language until a child can speak. with language, a person can convey his thoughts, considerations, and feelings to others, either orally or in hard copies. language is used in most human activities, without which man cannot communicate his feelings, convey his wishes, or give ideas and conclusions.5 language improvement is a formative cycle in children that includes an open and expressive attitude and is divided into four functions: listening, reading, writing, and speaking. the ability to understand what is felt and heard is called receptive language (listening and reading). expressive language (writing and speaking) is the ability to convey symbolically, both visually and auditorily.6 researchers focus on the development of receptive language, namely listening. listening is the act of recognizing and understanding something. understanding, searching for meaning through reactions, choosing meaning, remembering, paying attention, analyzing, and combining with previous experiences are components of attentive listening.7 children's listening ability this certainly impacts various stages, especially the stages of children's language development, because children's language development starts from the tuning/listening stage until the child can speak, read, and compose. children develop their ability to listen first. children have started thinking about how to listen since they were still in the womb.8 regarding language development research focused on children's listening, researchers will focus on children aged 4-5. this is in line with permendikbud no. 137 of 2014 concerning the level of achievement of development of children aged 4-5 years in terms of understanding language, namely: 1. listening to the words of others (mother tongue or other languages) 2. understand two commands given at the same time 3. understand the story read 4. recognize the vocabulary of adjectives (naughty, stingy, kind, brave, good, ugly, etc.) 5. hear and distinguish sounds in indonesian (e.g., sounds and speech must be the same).9 3peraturan menteri pendidikan nasional republik indonesia nomor 137 tahun 2014, tentang standar pendidikan anak usia dini, hlm. -2-. 4mulyati, terampil berbahasa indonesia, (jakarta: prenadamedia group, 2015), hlm, 2. 5 widya anggraini selian, nurhayati, & sariah, penggunaan media buku cerita bergambar dalam perkembangan bahasa anak, kindergarten: journal of islamic early childhood education, vol 2(2), 2019, hlm, 152. 6puji rahayu, pengaruh era digital terhadap perkembangan bahasa anak, al-fathin vol. 2. 2019, hlm, 52. 7aulia rahma. dkk, aspek kemampuan menyimak anak usia dini, jurnal paud emas volume 1(2), 2022, hlm, 20. 8siti kurniasih,pengembangan keterampilan anak melalui pembelajaran dalam jaringan, jurnal evaluasi dan pembelajaran, volume 4(1), 2022, hlm, 41-42. 9peraturan menteri pendidikan nasional republik indonesia nomor 137 tahun 2014, op.cit, hlm, -26 volume 9, number 1, august 2024| 122 at the age of 4-5 years is a sensitive period for child development and during this time several personalities begin to form. at this age stage, it is also a golden age for children, who must get maximum attention, because the golden age is a period when all aspects of the child's development process are at a very rapid development stage.10 adolescents have very interesting traits and uniqueness. in addition to the character formed at this age, language development is also developing rapidly.11 as educators and parents, we must take advantage of this opportunity to educate and maximize children's growth and development at this curious age. developing listening in early childhood requires achievement indicators by the stages of child development. indicators of achievement in listening to children aged 4-5 are: 1. listening carefully to others 2 and understanding the two commandments 3. understanding information/stories.12 so basically listening in 4-5 year olds includes listening, paying attention, understanding, responding to what they hear such as information, stories and commands given. listening to appropriate and interesting learning materials can be used to stimulate children. picture books are a type of learning media that is often used in educational activities. a picture storybook is a storybook that contains text and various elements in the form of lines, shapes, colors, and textures.13 picture storybooks can show the relevance of the content of the material they want to convey with reality.14 the use of picture storybooks in educational experiences can help children gain experiences that are important to them. teaching with picture books can help children understand concepts more concretely. even though it is not informative, picture story books are still picture books in the form of stories. thus, picture books fit into the characteristics of storybooks, as they have story elements (characters, plots, plots). one of the activities that teachers can do with picture storybooks is storytelling. by using this media, learning for children is expected to be effective, especially in developing listening skills in children.15 therefore, educators must play an active role in creating listening skills so that children become cheerful, not lethargic and not tired in facing learning experiences, so that children can listen, concentrate, understand and answer what they hear. so that children do not get bored while learning and the teaching and learning process runs smoothly, teachers must also get to know the children.16 teachers play an important role in motivating children to make the teaching and learning process more interesting. they support this process by using the right media so that the material presented is more interesting and easy to understand.17 one of the encouragement that educators 10nindiya restuningtyas, & rachma hasibuan, “pengaruh media buku cerita bergambar terhadap perkembangan bahasa anak kelompok b di tk tadika puri surabaya”, jurnal paud teratai, 11(1), 2022, 11nur syamsiyah, andri hardiyana, op.cit, hlm, 1199. 12peraturan menteri pendidikan nasional republik indonesia nomor 137 tahun 2014, op.cit, hlm, 26 13azhar arsyad,media pembelajaan, (jakarta: rajawali pers, 2015), hlm. 3. 14azhar arsyad, media pembelajaran. (jakarta: pt. raja grafindo persada, 2017). hlm, 89. 15widya anggraini selian, nurhayati, & sariah, loc.cit 16desy juniza, dian nuzulia armariena, “pengaruh media pembelajaran buku cerita bergambar terhadap keterampilan bercerita siswa iii”, 3(2), 2022, hlm, 236. 17mera putri dewi, neviyarni, irdamurni, perkembangan bahasa, emosi, dan sosial anak usia sekolah dasar”, jurnal ilmiah “pendidikan dasar. vii(1), 2020, hlm, 3. volume 9, number 1, august 2024| 123 and guardians can give to develop children's listening skills further is to retell stories using picture story books. paying attention to great stories and retelling them can create and improve listening skills, improving.18 one of the previous studies conducted by nindiya restuningtyas and rachma hasibuan (2022) is titled pengaruh media buku cerita bergambar terhadap perkembangan bahasa anak kelompok b di tk tadika puri surabaya. the results of the research prove that picture book media affects the language development of group b children of kindergarten puri puri surabaya. this can be seen from the difference in children's language skills when using picture book media treatment.19 similar research by nur syamsiyah, andri hardiyana (2022). the indicators of language comprehension and expression in this study met the bsh (developing as expected) criteria, which showed that the storytelling method could improve language development in children aged 4-6 years on the bsh (developing as expected) criterion, while the literacy indicator was on the bsb (developing as expected) criterion.20 further research by dita fitri, masnipal marhun, & dinar nur inten (2022). the results of the research prove that there is an improvement in children's listening ability through the use of picture storybook media for children aged 5-6 years from the results of pre-cycle, cycle i, cycle ii, and cycle iii.21 from the three previous studies carried out by several scientists above, it can be said that existing information supports the idea that picture story books can be used as a supporting medium in educating and developing experiences and impacting the hearing ability of young children. based on the initial interviews conducted by the researcher, the child did not understand the two commands given at the same time, and the child still had difficulty understanding the story being read. it is seen when teachers who only focus on giving assignments use lka (children's worksheets) when developing children's language, especially in receptive language (listening), thus causing monotonous learning activities. monotonous learning causes children to be bored and unmotivated to develop language well. this causes a lack of proper stimulation in developing language development, especially children's listening skills. in addition, the facilities and infrastructure in the family plan are also inadequate, so monotonous learning activities cause children to become bored. because repeated exercises and games cause children's listening skills not to develop ideally. then children have an assessment 18 2019 eka mei ratnasari, enny zubaidah, “pengaruh penggunaan buku cerita bergambar terhadap kemampuan berbicara anak”, scholaria: jurnal pendidikan dan kebudayaan, 9(3), 2019, hlm, 267. 19nindiya restuningtyas, & rachma hasibuan, “pengaruh media buku cerita bergambar terhadap perkembangan bahasa anak kelompok b di tk tadika puri surabaya”, jurnal paud teratai, 11(1), 2022, hlm, 59. 20 nur syamsiyah, dan andri hardiyana, “implementasi metode bercerita sebagai alternatif meningkatkan perkembangan bahasa anak usia dini”, jurnal obsesi: jurnal pendidikan anak usia dini, vol. 6(3), 2022. hlm, 1197. 21dita fitri, masnipal marhun, & dinar nur inten, meningkatkan kemampuan menyimak melalui penggunaan media buku cerita bergambar anak usia 5-6 tahun di tk riyadhul ulfah, vol. 2(2), (2022) volume 9, number 1, august 2024| 124 that playing games that they cannot do and are not interesting is repetitive and tiring games so that currently many children like to play using their gadgets, so it can cause children to be less ready to speak. with the individuals around them. this also makes the younger generation less ready to listen. on the other hand, because family planning does not use learning media, teachers only use storytelling techniques without media to help children develop their language skills. teachers today still convey stories through lectures, which hinders children's language development." then, children prefer picture media to text. therefore, various learning media is needed in children's language development. for the teaching materials delivered by teachers to children to be more readily accepted, teachers need to take exclusive actions that are deemed necessary to remind language development, especially listening to children through creative activities. the achievement of learning outcomes through the right learning process is urgent and must be implemented immediately. therefore, this research aims to find the influence of picture story books on early childhood listening. method the research used in this study is quantitative, namely to test certain theories by examining the relationship between variables. variables are usually measured with research instruments so that data consisting of numbers can be analyzed based on statistical procedures.22 this study is about the influence of picture story books on listening to children in kb kasih ibu, tanjung bulan village, rambang kuang district, ogan ilir regency. this study uses a quantitative approach with the pre-experimental designs experimental method using the one-group pretest-posttest designs research model , namely before and after treatment.23 in this study, 10 children in class a1 were said to have not developed their listening skills. the child has not been able to listen to the words of others, the child has not understood the two commands given at the same time, the child is also still having difficulty understanding the story being read. meanwhile, class a2 for the development of receptive language has developed well. so the sample in this study is 10 children aged 4-5 years in group a1 at kb kasih ibu tanjung bulan village results and discussion the pretest concluded by observing various movements, exercises, and experiences that developed from the initial stages to the most advanced levels. the indicators determined and reported as observation items indicated that these activities were conducted to assess children's listening skills. consequently, children's ability to comprehend information about creatures on land, in water, and in the air was measured by their ability to follow instructions or repeat given data. the pretest results were utilized to test the normality and homogeneity of the data. the listening indicators measured included attentively listening to others, understanding two commands simultaneously, and comprehending meanings. 22adhi kusuma, dkk. “metode penelitian kuantitatif”, (yogyakarta: deepublis, 2020), hlm. 20 23 sugiono, “metode penelitian kuantitatif, kualitatif, dan r&d”. (bandung: alfabeta, 2019), hlm. 112. volume 9, number 1, august 2024| 125 table 1 pretest and posttest scores no. name pretest score posttest score 1 gio nino 27 34 2 diana sari 20 35 3 kanada istiqomah 23 32 4 fazila khorunnisa 21 30 5 mirzz ukail 22 35 6 rais rhamadan 22 32 7 adiba kanza 25 30 8 keisha almahira 27 35 9 fatih alfarizi 25 31 10 kevin alanshor 23 36 total 235 330 the pretest results from class a.1 indicated a low average score of 235, while the posttest results increased to 330 after the treatment was applied. the mean scores from the pretest and posttest are shown in the following table. table 2 descriptive statistics descriptive statistics n minimum maximum mean std. error std. deviation variance pretest 10 20 27 23.50 0.764353 2.415 5.833 posttest 10 30 36 33.00 0.858710 2.261 5.111 source: spss version 25 output data the table shows a significant difference between the pretest and posttest scores. initially, before applying the picture storybook medium, students had an average pretest score of 23.50. following the intervention, the posttest average increased to 33.00. the standard deviation for the pretest was 0.764353, rising to 0.858710 in the posttest. table 3 bar chart of pretest scores for listening skills in 4-5 year olds 0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 volume 9, number 1, august 2024| 126 the chart above shows that in the pretest, 2 children scored between 20-21 (20%), 4 children scored between 22-23 (40%), 2 children scored between 24-25 (20%), and 2 children scored between 26-27 (20%). table 4 bar chart of posttest scores for listening skills in 4-5 year olds the chart above indicates that in the posttest, 2 children scored between 29-30 (10%), 3 children scored between 31-32 (30%), 1 child scored between 33-34 (10%), and 5 children scored between 35-36 (50%). 1. normality test table 5 normality test data one-sample kolmogorov-smirnov test unstandardized predicted value n normal parameters (a,b) most extreme differences test statistic asymp. sig. (2-tailed) source: spss version 25 output data the pretest and posttest normality test results yielded a value of 0.200 > 0.05, indicating that the data were normally distributed as the significance was above 0.05. 2. homogeneity test table 6 homogeneity test data test of homogeneity of variances levene statistic ------------------ based on mean source: spss version 25 output data the obtained significance value of 0.039 > 0.05 indicates that the data were homogeneous. 0 1 2 3 4 5 6 29-30(10%) 31-32(30%) 33-34(10%) 35-36(50%) volume 9, number 1, august 2024| 127 3. hypothesis test table 7 paired samples test paired differences t df sig. (2-tailed) mean: -9.500 9.174 9 0.000 std. deviation: 3.274 std. error mean: 1.035 95% confidence interval: lower: -11.842, upper: -7.158 source: spss version 25 output data the mean pretest and posttest scores were 23.50 and 33.00, respectively. the paired samples test showed a significance value of 0.000 to confirm whether a significant increase occurred post-treatment. the hypothesis testing criterion for this study was a significance (2-tailed) value < 0.05, indicating that ho was rejected, and ha was accepted, confirming a significant improvement in listening skills. discussion mitchell posits that picture books are unique educational tools that integrate text and illustrations in a complementary fashion. while images alone can convey a narrative without the need for accompanying text, the fusion of both elements enriches the storytelling experience and provides a more comprehensive understanding for the reader. this alignment of visuals and text is particularly valuable in educational settings, as it engages multiple sensory pathways, reinforcing learning and comprehension. lukens further emphasizes that, despite illustrations and written text being distinct media forms, picture storybooks blend these elements seamlessly, creating a unified and cohesive format. this integration supports cognitive and linguistic development in young learners by fostering engagement and deeper processing of content. the research was conducted over 12 sessions, structured to include a rigorous examination of the effects of picture storybooks on children's listening skills. the initial phase comprised four meetings dedicated to the pretest, during which children's baseline listening abilities were assessed. observations were carried out using carefully designed evaluation indicators to ensure consistency and accuracy in data collection. this stage was followed by four sessions in which the treatment was applied, involving interactive storytelling using picture storybooks. these sessions were designed to leverage the visual and textual integration highlighted by mitchell and lukens, aiming to enhance the children's ability to listen attentively and understand the stories presented. the final phase of the research consisted of four posttest meetings. during these sessions, children were assessed again using the same indicators as in the pretest to determine any improvements in their listening skills. the structured approach allowed for comparative analysis between pretest and posttest results, providing a clear depiction of the impact of the intervention. the iterative nature of the treatment ensured that children had repeated exposure to the stimuli, aligning with theories that emphasize the importance of repetition and varied sensory input for cognitive and language development. the results revealed significant advancements in the children's listening abilities, supporting the hypothesis that picture storybooks can effectively enhance early language skills. volume 9, number 1, august 2024| 128 this outcome aligns with the assertions made by scholars like mitchell and lukens, affirming that the interplay between visual and textual elements is a powerful mechanism for educational growth. the research contributes to the broader understanding of pedagogical practices in early childhood education, advocating for the strategic use of picture storybooks as a medium to develop foundational listening skills. conclusion based on the previous chapter, it can be concluded that picture story books are used to develop children's language in kb kasih ibu tanjung bulan village. it can be seen that the average pretest and posttest values of 23.50 and 33.00 from the two data have been determined by the average posttest. then, the significant value (2-tailed) 0.000 < 0.05 indicates a significant difference between the initial and final variables. this shows a significant influence on the difference in treatment given to each variable, with the hypothesis that ha is accepted and ho is rejected, meaning that picture story books influence children's language development in kb kasih ibu tanjung bulan village. reference adhi kusuma, dkk. “metode penelitian kuantitatif”, (yogyakarta: deepublis, 2020) aulia rahma. dkk, aspek kemampuan menyimak anak usia dini, jurnal paud emas volume 1(2), 2022 azhar arsyad, media pembelajaan, (jakarta: rajawali pers, 2015) azhar arsyad, media pembelajaran. (jakarta: pt. raja grafindo persada, 2017) burhan nurgiantoro, sastra anak pengantar pemahaman dunia anak, (yogyakarta: gajah mada university press, 2019) desy juniza, dian nuzulia armariena, “pengaruh media pembelajaran buku cerita bergambar terhadap keterampilan bercerita siswa iii”, 3(2), 2022 dita fitri, masnipal marhun, & dinar nur inten, meningkatkan kemampuan menyimak melalui penggunaan media buku cerita bergambar anak usia 5-6 tahun di tk riyadhul ulfah, vol. 2(2), (2022) eka mei ratnasari, enny zubaidah, “pengaruh penggunaan buku cerita bergambar terhadap kemampuan berbicara anak”, scholaria: jurnal pendidikan dan kebudayaan, 9(3), 2019 mera putri dewi, neviyarni, irdamurni, “perkembangan bahasa, emosi, dan sosial anak usia sekolah dasar”, jurnal ilmiah “pendidikan dasar” vii(1), 2020 mulyati, terampil berbahasa indonesia, (jakarta: prenadamedia group, 2015) nindiya restuningtyas, & rachma hasibuan, “pengaruh media buku cerita bergambar terhadap perkembangan bahasa anak kelompok b di tk tadika puri surabaya”, jurnal paud teratai, 11(1), 2022 nur syamsiyah, & andri hardiyana, implementasi metode bercerita sebagai alternatif meningkatkan perkembangan bahasa anak usia dini, jurnal obsesi: jurnal pendidikan anak usia dini, 6(3), 2022 volume 9, number 1, august 2024| 129 nur syamsiyah, dan andri hardiyana, “implementasi metode bercerita sebagai alternatif meningkatkan perkembangan bahasa anak usia dini”, jurnal obsesi: jurnal pendidikan anak usia dini, vol. 6(3), 2022 peraturan menteri pendidikan nasional republik indonesia nomor 137 tahun 2014, tentang standar pendidikan anak usia dini peraturan menteri pendidikan nasional republik indonesia nomor 137 tahun 2014, op.cit puji rahayu, pengaruh era digital terhadap perkembangan bahasa anak, al-fathin vol. 2. 2019 riri amril, rismareni pransiska, analisis buku cerita bergambar “bee series” sebagai media dalam penanaman nilai-nilai karakter pada anak, jurnal golden age, 5(02), 2021 siti kurniasih, pengembangan keterampilan menyimak anak melalui pembelajaran dalam jaringan, jurnal evaluasi dan pembelajaran, volume 4(1), 2022 sugiono, “metode penelitian kuantitatif, kualitatif, dan r&d”. (bandung: alfabeta, 2019. victoria l. rodner & chloe preece, consumer transits and religious identities: towards a syncretic consumer, journal of marketing management 35(7–8) 2019, 742–76 widya anggraini selian, nurhayati, & sariah, penggunaan media buku cerita bergambar dalam perkembangan bahasa anak, kindergarten: journal of islamic early childhood education, vol 2(2), 2019 yuliani nurani sujiono, konsep dasar pendidikan anak usia dinii, (jakarta: pt indeks, 2013) educatio : journal of education volume 9 , number 2, august 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) grade repetition, school drop-out and ineffective school policy amiena bayat, nontandazo kohli, siphe madyibi economic and management sciences faculty, university of the western cape, south africa abayat@uwc.ac.za accepted: may 14th 2024 reviewed: july 18th 2024 published: august 28th 2024 abstract this study examines the prevalence of underperformance, grade repetition, and drop-out rates in selected underperforming schools within the amathole west district, eastern cape province. the investigation covered a five-year period and consistently revealed high failure rates in the targeted schools. key informants, including teachers and principals, identified the promotion and progression policy as a contributing factor to these failure rates. a primary criticism is that the responsibility for helping learners catch up falls disproportionately on teachers, while students themselves exert minimal effort. moreover, the study highlights that, in addition to the promotion policy and inadequate resources, both in-school and out-of-school factors affect academic performance. among these factors, weak and inconsistent leadership has led to fluctuating pass rates over the years. keywords: : underperformance, promotion and progression policy, amathole west district, eastern cape, academic performance by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction underperformance, grade repetition, and school drop-out rates continue to plague historically and economically disadvantaged schools in democratic south africa, particularly in regions still grappling with the legacy of apartheid-era inequities 1. this paper seeks to investigate the multifaceted factors contributing to underperformance, as reflected in grade repetition and school drop-out rates, in a sample of underperforming schools located in the amathole west district, eastern cape province. as one of the poorest provinces in the country, the district suffers from systemic challenges such as pervasive poverty, inadequate service delivery, high unemployment, and limited economic development2. these socio-economic factors, combined with institutional weaknesses, form the backdrop against which this study examines the 1 mncedisi christian maphalala and nontobeko prudence khumalo, “curriculum management in kzn rural high schools,” advances in educational marketing, administration, and leadership (igi global, 2021), http://dx.doi.org/10.4018/978-1-7998-7168-2.ch001. 2 department of cooperative governance and traditional affairs, 2020 http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 2, august 2024| 82 intersection of educational policy and academic outcomes. a particular focus is placed on the promotion and progression policy, implemented in the further education and training (fet) phase in 2013, which has sparked considerable debate among educators, policymakers, and scholars due to its perceived role in perpetuating underperformance. at the advent of democratic rule in 1994, south africa’s education system was envisioned as a vehicle for dismantling intergenerational inequalities and enabling upward social mobility for historically disadvantaged populations. although significant strides have been made in expanding access to primary education, the quality of educational outcomes—particularly in secondary education—remains a pressing concern. the nearly universal gross enrolment rates at the primary school level, which stood at 99% and 98% in 2018 and 2019, respectively (world bank, 2022), mask a more troubling reality: the persistently high rates of grade repetition and drop-outs, particularly in secondary education. despite government accolades for consistently achieving matric pass rates above 70% over the past decade, these statistics conceal the fact that approximately one-quarter of learners fail their final high school examinations. even more concerning is that less than 5% of learners who begin their schooling journey in primary school go on to obtain a university degree 3. the declining enrolment and pass rates in critical subjects such as mathematics, accounting, and physical science further compound the problem, undermining efforts to improve educational outcomes 4. central to this discussion is the promotion and progression policy, which was introduced to regulate learner progression by limiting grade repetition to no more than four years within a particular phase. this policy, while well-intentioned, has been criticized for inadvertently exacerbating academic underperformance. the policy’s stipulation that learners should progress with their age cohort, even in the absence of the requisite academic achievements, places undue pressure on educators who are tasked with remedying learners’ deficits without adequate institutional support. as a result, teachers are left to juggle current curricular demands alongside the remediation of learning gaps, while many learners fail to engage meaningfully in their own educational development. critics of the policy argue that it has contributed to an erosion of academic standards, particularly in schools located in economically disadvantaged areas, where the cumulative effect of socio-economic hardships and institutional inefficiencies further hinders educational progress. in addition to the shortcomings of the promotion and progression policy, the selected schools in this study face myriad in-school and out-of-school challenges. institutional factors such as weak leadership, inconsistent governance, and inadequate resourcing have contributed to fluctuating pass rates over time. the influence of external factors, including the socio-economic conditions of the community, is equally significant. for example, poverty, food insecurity, and lack of access to basic resources all contribute to poor learner outcomes. furthermore, the eastern cape, which encompasses the former xhosa homelands of transkei and ciskei, was historically 3 montfort mlachila and tlhalefang moeletsi, “struggling to make the grade: a review of the causes and consequences of the weak outcomes of south africa’s education system,” imf working papers 19, no. 47 (2019): 1, http://dx.doi.org/10.5089/9781498301374.001. 4 b macupe, “students ‘dreams are crumbling,’” mail & guardian (2020). volume 9, number 2, august 2024| 83 subjected to the racially discriminatory “bantu” education system. the long-lasting impact of this system is evident in the persistently poor educational outcomes in the province. notably, the eastern cape has the lowest average years of schooling compared to other provinces 5, and the amathole west district includes some of the worst-performing schools in the province 6. this study draws on both document analysis and primary data collected from four underperforming schools in the amathole west district. the specific research objectives are as follows: (1) to identify and analyze the factors that contribute to low performance, grade repetition, and drop-out rates in the selected schools, and (2) to evaluate the effectiveness of the promotion and progression policy in these schools, particularly in relation to observed academic outcomes. the theoretical framework guiding this study is bronfenbrenner’s 7ecological systems theory, which provides a comprehensive lens through which to understand the complex, interrelated factors that influence educational outcomes. bronfenbrenner’s model posits that educational achievement is shaped by multiple, nested systems that interact with one another. these systems range from micro-level factors, such as the classroom environment, to macro-level influences, such as national educational policies and socio-economic conditions 8. in the context of this study, the promotion and progression policy is examined as a macro-level influence that interacts with other systems, such as school leadership, classroom dynamics, and community socio-economic conditions, to shape learner outcomes. bronfenbrenner’s model is particularly useful for understanding how contextual factors—both within and outside the school environment—contribute to variations in academic performance and how these factors can either support or hinder educational success. furthermore, bronfenbrenner’s theory emphasizes the importance of considering the interplay between various systems in understanding educational outcomes. for example, weak school leadership may exacerbate the negative effects of the promotion and progression policy, while strong leadership might mitigate some of these effects by fostering a supportive learning environment. similarly, community-level factors, such as parental involvement and socioeconomic stability, can significantly influence learner performance. thus, this study seeks to explore the ways in which these various systems interact to shape educational outcomes in underperforming schools in the eastern cape. method this study employed a mixed-methods approach, combining both qualitative and quantitative research techniques to investigate the factors influencing underperformance in selected schools. the use of a mixed-methods design enabled a comprehensive analysis, where qualitative interviews 5 statistics south africa, 2021 6 ronelle burger et al., “use of simulated patients to assess hypertension case management at public healthcare facilities in south africa,” journal of hypertension 38, no. 2 (2020): 362–367. 7 steven c hertler et al., “urie bronfenbrenner: toward an evolutionary ecological systems theory,” life history evolution: a biological meta-theory for the social sciences (2018): 323–339. 8 n c perron, “bronfenbrenner’s ecological systems theory,” college student development: applying theory to practice on the diverse campus 197, no. 23 (2017): 1–10. volume 9, number 2, august 2024| 84 and discussions provided rich, in-depth insights, while the quantitative data facilitated measurement and objective comparison of school performance. rationale for selecting the study area the eastern cape province is predominantly rural and characterized by high levels of unemployment and illiteracy9. within this region, the amathole west education district, located in the eastern part of the province, includes some of the most underperforming education districts (hompashe, 2018). this observation is supported by the 2011 population census, which found that the cluster a and b districts in the eastern part of the province consistently performed worse compared to the cluster c districts in the west (department of basic education [dbe], 2013). the amathole west district was specifically chosen for this study due to its high proportion of schools that underperformed in the 2018 national senior certificate (nsc) examinations. table 2 below provides a breakdown of school district performance in 2018. table 2: school districts' performance in 2018 district name number of secondary schools (2018) number of schools achieving less than 60% proportion of underperforming schools (%) alfred nzo east 36 11 31% alfred nzo west 75 17 23% amathole east 88 27 31% amathole west 95 59 62% buffalo city 125 39 31% chris hani east 53 14 26% chris hani west 87 35 40% joe gqabi 49 19 39% nelson mandela 99 24 24% or tambo coastal 69 19 28% or tambo inland 98 28 29% sarah baartman 50 21 42% grand total 924 313 source: primary data from the ecdoe, 2018. despite implementing an operational plan aligned with the 2016–2018 provincial educational transformation plan, which included strategies such as merging small schools, strengthening district offices, and improving teacher training and resource allocation, the amathole west district continued to underperform (ecdoe, 2018). sample selection the researchers employed purposive sampling to select four secondary schools from the 59 underperforming schools in the amathole west district. the schools were chosen based on their 9 eastern cape department of education [ecdoe], 2015 volume 9, number 2, august 2024| 85 socio-economic context, academic performance, and geographic proximity to the researcher, who resides in cape town. the sample included two schools in a semi-urban township, one in a rural area, and one in an urban area. all schools selected were classified as quintile 3 institutions, meaning they do not charge school fees and operate in low-income communities (schools in quintiles 1–3 are classified as no-fee schools, while quintiles 4 and 5 charge fees). the final sample consisted of four school principals, four education district officers (edos) from the amathole west district, and three teachers from each school. the total sample included four principals and 12 educators. data collection instruments the study utilized different questionnaires tailored to the roles of principals and educators. additionally, an interview schedule was prepared for the edos. the questionnaires facilitated semi-structured interviews with principals and educators teaching grades 10–12 in the selected schools. in total, four principal questionnaires and 10 educator questionnaires were completed. originally, the study was designed for face-to-face engagement; however, due to the covid19 pandemic and its associated social distancing regulations, the researcher adopted non-contact data collection methods. structured questionnaires were distributed via email, and follow-up communication with participants for clarification was conducted via telephone. data collection commenced in march 2021 and concluded on june 30, 2021. research results and discussion underperformance in south african schools, particularly in rural and disadvantaged areas, has been a subject of significant academic and policy discussion. the performance gap between wellresourced and under-resourced schools has been identified as a critical driver of educational inequality 10. several studies have highlighted that systemic challenges—ranging from teacher competence, poor infrastructure, and inadequate resources—disproportionately affect schools in rural areas, exacerbating learner underperformance 11. furthermore, policies such as the promotion and progression policy, introduced to regulate grade repetition, have been criticized for promoting learners without ensuring they have achieved basic learning outcomes, contributing to a cycle of underperformance and increased drop-out rates 12. the concept of “learned helplessness” 13 also plays a crucial role in explaining why students who fail to grasp foundational knowledge early in their educational careers may disengage from learning 10 servaas van der berg et al., “low quality education as a poverty trap,” ssrn electronic journal (2017); servaas van der berg et al., “the cost of repetition in south africa,” ssrn electronic journal (2019), http://dx.doi.org/10.2139/ssrn.3505854. 11 grasia chisango et al., “teachers’ perceptions of adopting information and communication technologies in teaching and learning at rural secondary schools in eastern cape, south africa,” africa education review 17, no. 2 (2019): 1–19, http://dx.doi.org/10.1080/18146627.2018.1491317. 12 mlachila and moeletsi, “struggling to make the grade: a review of the causes and consequences of the weak outcomes of south africa’s education system.” 13 bollen mukela chataa and david nkengbeza, “challenges faced by primary school teachers in implementing the automatic promotion policy at a school in the zambezi region,” creative education 10, no. 07 (2019): 1731–1744, http://dx.doi.org/10.4236/ce.2019.107123. volume 9, number 2, august 2024| 86 altogether. this theory is supported by spaull’s 14work, which argues that learners who fall behind in early grades are unlikely to catch up, creating cumulative deficits in learning that manifest as poor academic performance and eventual drop-out. these findings are particularly relevant in rural and township schools, where socio-economic factors, such as poverty the performance of schools in rural and disadvantaged areas in south africa has been consistently linked to systemic inequities in resourcing, teacher quality, and infrastructure 15. studies have shown that these factors, combined with socio-economic challenges such as poverty and unemployment, disproportionately affect educational outcomes in these schools 16. the issue of grade repetition, compounded by policies such as the promotion and progression policy, has also received substantial attention. the policy, introduced to regulate grade advancement, is criticized for promoting students without ensuring that they have mastered the necessary competencies, which results in learners being pushed through the system while accumulating significant learning deficits 17. another key concept relevant to this discussion is learned helplessness, where students, after repeated academic failures, lose motivation to engage in schoolwork and eventually disengage altogether. this theory is supported by spaull's research, which argues that learners who do not grasp foundational concepts in early grades often struggle to catch up, and these gaps widen as they progress through the system. in rural contexts, additional challenges such as long travel distances to school and poor community support further exacerbate these issues 18. findings school performance in amathole west district (2016–2020) table 3 below outlines the annual pass rates for the selected schools over the five-year period from 2016 to 2020. table 3: annual pass rates (2016–2020) school 2016 2017 2018 2019 2020 average (a) township school 66% 42% 16% 47% 59% 46% (b) township school 80% 67% 56% 47% 65% 63% (c) urban school 30% 41% 42% 58% 55% 45% (d) rural school 23% 24% 23% 25% 20% 23% source: primary data according to the south african schools act (sasa), underperforming schools are defined as those achieving less than a 65% matric pass rate (equal education law centre, 2022). based on this definition, urban school ‘c’ and rural school ‘d’ consistently underperformed, with rural school d showing particularly low performance, averaging just 23% over the five years. the poor 14 van der berg et al., “low quality education as a poverty trap.” 15 ibid.; van der berg et al., “the cost of repetition in south africa.” 16 chisango et al., “teachers’ perceptions of adopting information and communication technologies in teaching and learning at rural secondary schools in eastern cape, south africa.” 17 mlachila and moeletsi, “struggling to make the grade: a review of the causes and consequences of the weak outcomes of south africa’s education system.” 18 john w sipple and brian o brent, “challenges and strategies associated with rural school settings,” handbook of research in education finance and policy (routledge, n.d.), http://dx.doi.org/10.4324/9780203961063.ch34. volume 9, number 2, august 2024| 87 performance of rural school d is in line with research indicating that rural schools are often neglected in terms of resource allocation, infrastructure, and support from the department of basic education 19. learners in rural schools are more likely to face challenges such as long travel distances, contributing to learner fatigue and reduced engagement in learning, which ultimately leads to lower pass rates 20. operational challenges and leadership the investigation also uncovered significant operational and leadership challenges, particularly in rural school d. frequent changes in school leadership, coupled with inadequate district support, contributed to the school’s deteriorating performance. over a three-year period, the school had changed principals three times, resulting in a lack of continuity in management and strategy. this finding resonates with the literature on the importance of stable and effective leadership in educational settings 21. strong leadership is crucial for setting a school’s vision, fostering collaboration among educators, and ensuring accountability in both teaching and learning (spaull, 2019). the absence of these qualities in school d led to a dysfunctional learning environment, exacerbating the school’s already poor performance. by contrast, urban school ‘c’, which showed signs of improvement in recent years, benefitted from strong leadership, characterized by a committed principal who effectively managed relationships with the school management team, educators, and parents. this aligns with findings from scheerens & creemers 22 that transformational leadership can significantly improve school performance, even in challenging socio-economic contexts. school ‘c’ saw an increase in pass rates over the principal’s three-year tenure, underscoring the impact of leadership on academic outcomes. erratic performance in township schools the pass rates of township schools ‘a’ and ‘b’ revealed erratic patterns over the five-year period. for example, township school ‘b’ achieved an 80% pass rate in 2016, but this dropped to 47% in 2019 before recovering to 65% in 2020. this inconsistency is indicative of systemic instability, as outlined in van der berg et al. 23, where schools serving low-income communities are often more vulnerable to fluctuations in performance due to factors such as teacher absenteeism, resource shortages, and high learner turnover. additionally, the high failure rates in these schools were linked to significant grade repetition rates, further reflecting the inadequacies of the promotion and progression policy 24. amathole west school drop-out rates (2016–2021) 19 ibid.; burger et al., “use of simulated patients to assess hypertension case management at public healthcare facilities in south africa.” 20 sipple and brent, “challenges and strategies associated with rural school settings.” 21 jaap scheerens, “effective schooling: research theory and practce” (1992). 22 ibid. 23 van der berg et al., “the cost of repetition in south africa.” 24 mlachila and moeletsi, “struggling to make the grade: a review of the causes and consequences of the weak outcomes of south africa’s education system.” volume 9, number 2, august 2024| 88 the drop-out rates across the selected schools from 2016 to 2021 are presented in table 4 below. table 4: drop-out rates (2016–2021) school 2016 2017 2018 2019 2020 total (a) township school 48 39 48 51 35 221 (b) township school 12 3 38 19 18 90 (c) urban school 50 20 5 24 7 106 (d) rural school 16 13 1 15 9 54 source: primary data the results show that three of the schools experienced high drop-out rates, with a total of 483 learners dropping out over the five-year period. township schools ‘a’ and ‘b’ saw the highest drop-out rates, with 221 and 90 learners respectively, while rural school ‘d’ had the lowest dropout rate (54 learners). however, the low drop-out rate at school d corresponds with its extremely high repetition rates, suggesting that learners are being retained in the system without significant progress, ultimately leading to failure. this finding is consistent with research by van der berg et al., which shows that repetition without remedial support exacerbates poor learner outcomes and leads to disengagement. drop-out by grade and gender (2016–2020) table 5 provides a breakdown of drop-out rates by grade and gender, showing that most drop-outs occurred in grades 10 and 11, a critical period for learners in the south african educational system. table 5: drop-out by grade and gender (2016–2021) grade gender total count female male 8 41 (15.9%) 64 (21.8%) 9 51 (19.8%) 51 (17.4%) 10 90 (34.9%) 95 (32.4%) 11 60 (23.3%) 70 (23.9%) 12 16 (6.2%) 13 (4.4%) source: primary data these findings reflect the significant drop-out rates occurring in grade 10 (33.6%), coinciding with the transition to the senior phase. this is consistent with other studies 25 that identify grade 10 as a particularly challenging point for learners, where subject specialization, increased workload, and socio-economic pressures converge, resulting in higher drop-out rates. this transition often places learners under increased academic pressure, while also exposing them to socio-economic challenges such as substance abuse, unplanned pregnancies, and family responsibilities 26. 25 statistics south africa, 2021 26 emekako raymond and ward lesego, “contributing factors to learner drop out in a public school in ngaka,” the social sciences 12, no. 3 (2017): 459–466. volume 9, number 2, august 2024| 89 discussion the findings of this study align closely with existing literature on educational underperformance, particularly in disadvantaged and rural regions of south africa. the underperformance of schools in the amathole west district is not unique but rather reflects broader systemic issues that have been highlighted in previous studies. research has consistently shown that factors such as inadequate teacher training, poor leadership, insufficient resources, and the socio-economic challenges faced by learners are key contributors to poor educational outcomes 27. this study confirms these findings, revealing that schools located in economically disadvantaged areas, particularly rural schools, face multiple, overlapping challenges that impede their ability to provide quality education. leadership and school management the role of school leadership was a significant factor influencing the performance of the schools in this study, particularly when comparing rural school d and urban school c. scheerens and creemers 28emphasize the importance of strong, transformational leadership in educational settings, which is supported by the relative success of urban school c. despite being located in a high-poverty area, the strong leadership of the principal contributed to improved pass rates. the principal’s ability to foster a positive school culture, maintain effective communication with parents, and manage the school’s resources effectively allowed for a level of resilience against external socio-economic pressures. this aligns with spaull’s assertion that no education system can rise above the quality of its educators and leadership. conversely, the leadership instability at rural school d severely impacted its performance. frequent leadership changes, coupled with minimal district support, created an environment of uncertainty and disengagement among staff and learners. the study found that the principal’s inexperience and the lack of continuity in management practices contributed to the school’s dysfunction. this is in line with hompashe 29, who argues that rural schools, often isolated and under-resourced, are particularly vulnerable to leadership instability. the findings suggest that stable, experienced leadership is critical for overcoming some of the inherent challenges faced by schools in disadvantaged areas. the role of socio-economic factors the socio-economic context in which these schools operate cannot be overlooked. as noted by sipple and brent 30, rural learners often face unique challenges, including long travel distances to school, which contributes to fatigue, absenteeism, and reduced time for learning. in this study, the rural location of school d, combined with high poverty levels, was a significant factor in its 27 van der berg et al., “low quality education as a poverty trap”; van der berg et al., “the cost of repetition in south africa”; chisango et al., “teachers’ perceptions of adopting information and communication technologies in teaching and learning at rural secondary schools in eastern cape, south africa.” 28 scheerens, “effective schooling: research theory and practce.” 29 burger et al., “use of simulated patients to assess hypertension case management at public healthcare facilities in south africa.” 30 sipple and brent, “challenges and strategies associated with rural school settings.” volume 9, number 2, august 2024| 90 poor performance. many learners in rural areas are forced to prioritize family responsibilities or employment over their education, which directly impacts their engagement and academic success 31. the high repetition rates in rural school d also underscore the inadequacies of the promotion and progression policy. this policy, which is intended to limit the number of years a learner can spend in one phase, has had unintended consequences, particularly in schools with limited resources. the findings from this study suggest that learners who are promoted without mastering foundational skills struggle to cope with the increased demands of higher grades, leading to high failure and repetition rates. this resonates with mlachila and moeletsi’s 32critique of the policy, which argues that promoting learners without adequate support only exacerbates their learning deficits. grade repetition and drop-out rates the study’s findings on the relationship between grade repetition and drop-out rates support the view that repetition without targeted intervention is counterproductive. spaull argues that early learning gaps, particularly in foundational subjects such as literacy and numeracy, are difficult to reverse, and this study provides further evidence of this phenomenon. the high drop-out rates, particularly in grade 10, highlight the long-term consequences of accumulated learning deficits. as learners progress through the school system without mastering basic skills, their disengagement increases, leading to eventual drop-out. this is consistent with van der berg et al. , who note that the south african education system’s high drop-out rates are a result of learners falling further behind each year, culminating in their exit from the system before completing matric. the concentration of drop-outs in grade 10 is a particularly important finding. in south africa, grade 10 is a pivotal year when learners begin to specialize in subjects aligned with their career prospects. the increased difficulty of the curriculum, combined with socio-economic pressures such as substance abuse, pregnancy, and the need to contribute to household income, results in many learners leaving school during this phase 33. the data from this study show that both males and females are affected, although slightly more males dropped out, which is consistent with broader trends in south africa (statistics south africa, 2021). these findings underscore the need for targeted interventions during the critical transition from junior secondary to senior secondary education. policy implications and systemic challenges the promotion and progression policy remains a point of contention in the south african education system. while the policy aims to reduce the negative effects of grade repetition, such as stigmatization and disengagement, it has inadvertently resulted in learners being promoted without the necessary skills to succeed in higher grades. this has been particularly damaging in schools 31 ibid. 32 mlachila and moeletsi, “struggling to make the grade: a review of the causes and consequences of the weak outcomes of south africa’s education system.” 33 raymond and lesego, “contributing factors to learner drop out in a public school in ngaka.” volume 9, number 2, august 2024| 91 serving disadvantaged communities, where teachers are already overburdened and underresourced. the findings from this study confirm that the policy, as it currently stands, is not adequately addressing the needs of learners in underperforming schools. educators in this study reported that the policy places an additional burden on teachers, who are expected to teach learners both the current grade’s curriculum and remediate the gaps from previous years. this dual responsibility, in the context of large class sizes and limited resources, is untenable and contributes to high failure and drop-out rates 34. moreover, the lack of government support in implementing the policy effectively in underresourced schools was a recurring theme in the interviews. chisango et al. 35 highlight that many schools in south africa, particularly those in quintiles 1 to 3, operate with significant infrastructural and material deficits, such as a lack of libraries, laboratories, and teaching aids. these deficits make it nearly impossible for schools to provide the remedial support that is essential for learners who are promoted despite not meeting the required standards. the eastern cape, in particular, has some of the most under-resourced schools in the country, many of which still operate in dilapidated buildings, further exacerbating the challenge 36. the findings of this study reinforce the view that educational underperformance in south africa, particularly in rural and disadvantaged regions, is a multifaceted issue driven by a combination of poor leadership, socio-economic challenges, inadequate resources, and ineffective policy implementation. the promotion and progression policy, while well-intentioned, has had unintended negative consequences, particularly in schools that are already struggling to provide basic education. the study highlights the need for a more nuanced approach to policy implementation, one that takes into account the specific needs of under-resourced schools and provides the necessary support to both learners and educators. without such interventions, the cycle of underperformance, repetition, and drop-out is likely to continue, with long-term consequences for both the learners and the broader south african economy. 1. policy revision: the promotion and progression policy should be reviewed to include targeted support for learners who are promoted without meeting academic standards. this support should include remedial teaching, smaller class sizes, and additional resources for teachers. 2. leadership development: investment in leadership training for school principals, particularly in rural and underperforming schools, is critical. effective leadership has been shown to improve school outcomes even in challenging contexts. 3. increased resourcing for rural schools: addressing the infrastructural deficits in rural schools is essential for improving learner outcomes. this includes providing access to basic educational materials, as well as developing transportation solutions to reduce the burden of long travel distances on learners. 34 endeley margaret nalova, “school type and mathematics achievement in english-speaking primary schools in cameroon: implications for technological development,” american journal of educational research 5, no. 5 (2017): 568–573, http://dx.doi.org/10.12691/education-5-5-15. 35 chisango et al., “teachers’ perceptions of adopting information and communication technologies in teaching and learning at rural secondary schools in eastern cape, south africa.” 36 ibid. volume 9, number 2, august 2024| 92 4. support for at-risk learners: early intervention programs targeting learners at risk of drop-out, particularly in grade 10, should be implemented. these programs should focus on academic support, as well as addressing the socio-economic factors that contribute to drop-out, such as poverty, substance abuse, and family responsibilities. conclusion this study examined the factors contributing to underperformance, grade repetition, and school drop-out in underperforming schools within the amathole west district of south africa, a region marked by historical and socio-economic disadvantages. the research focused on the impact of the promotion and progression policy, implemented in 2013, and its role in exacerbating the challenges faced by these schools. the findings confirm that underperformance, grade repetition, and drop-out rates remain persistent issues in historically marginalized schools, where academic underachievement is compounded by deficiencies in school management, governance, and resource allocation, as well as threats to the safety and well-being of students and staff. the study explored the specific factors influencing low performance in four secondary schools selected from the 59 underperforming schools in the district, based on their performance in the 2018 national senior certificate (nsc) examinations. the amathole west district was chosen due to its high concentration of underperforming schools, which consistently displayed poor academic outcomes over the examined period. the research highlighted that a significant number of school drop-outs occur during the transition to the senior phase, particularly in grade 10, and that most drop-outs take place during the first half of the academic year. the promotion and progression policy emerged as a key factor contributing to the underperformance of the schools studied. educators reported that the policy fails to achieve its intended goals, as it allows learners to be promoted to the next grade without having mastered the content of the current grade. this has placed additional burdens on teachers, who are tasked with addressing both current curriculum requirements and the learning deficits of promoted students. teachers generally hold a negative view of automatic promotion, as it undermines the learning process and exacerbates academic failure, particularly in under-resourced schools. the findings of this study underscore the broader crisis facing south africa’s basic education system, particularly in disadvantaged areas like the amathole west district. until the government acknowledges the depth of this crisis and takes ownership of the responsibility to address it, the systemic issues that perpetuate poverty and low educational outcomes will continue to impact future generations. comprehensive policy reforms, increased resources, and targeted support for both learners and educators are essential if the cycle of underperformance and failure in public education is to be broken. reference van der berg, servaas, cobus burger, rulof burger, mia de vos, gideon du rand, martin gustafsson, eldridge moses, et al. “low quality education as a poverty trap.” ssrn electronic journal (2017). van der berg, servaas, gabrielle wills, rebecca selkirk, charles adams, and chris van wyk. “the cost of repetition in south africa.” ssrn electronic journal (2019). volume 9, number 2, august 2024| 93 http://dx.doi.org/10.2139/ssrn.3505854. burger, ronelle, carmen s christian, ulf-g gerdtham, karel haal, dumisani m hompashe, anja smith, and aletta e schutte. “use of simulated patients to assess hypertension case management at public healthcare facilities in south africa.” journal of hypertension 38, no. 2 (2020): 362–367. chataa, bollen mukela, and david nkengbeza. “challenges faced by primary school teachers in implementing the automatic promotion policy at a school in the zambezi region.” creative education 10, no. 07 (2019): 1731–1744. http://dx.doi.org/10.4236/ce.2019.107123. chisango, grasia, newlin marongwe, nomxolisi mtsi, and thembisile e matyedi. “teachers’ perceptions of adopting information and communication technologies in teaching and learning at rural secondary schools in eastern cape, south africa.” africa education review 17, no. 2 (2019): 1–19. http://dx.doi.org/10.1080/18146627.2018.1491317. hertler, steven c, aurelio josé figueredo, mateo peñaherrera-aguirre, heitor b f fernandes, michael a woodley of menie, steven c hertler, aurelio josé figueredo, mateo peñaherreraaguirre, heitor b f fernandes, and michael a woodley of menie. “urie bronfenbrenner: toward an evolutionary ecological systems theory.” life history evolution: a biological metatheory for the social sciences (2018): 323–339. macupe, b. “students ‘dreams are crumbling.’” mail & guardian (2020). maphalala, mncedisi christian, and nontobeko prudence khumalo. “curriculum management in kzn rural high schools.” advances in educational marketing, administration, and leadership. igi global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch001. margaret nalova, endeley. “school type and mathematics achievement in english-speaking primary schools in cameroon: implications for technological development.” american journal of educational research 5, no. 5 (2017): 568–573. http://dx.doi.org/10.12691/education-5-5-15. mlachila, montfort, and tlhalefang moeletsi. “struggling to make the grade: a review of the causes and consequences of the weak outcomes of south africa’s education system.” imf working papers 19, no. 47 (2019): 1. http://dx.doi.org/10.5089/9781498301374.001. perron, n c. “bronfenbrenner’s ecological systems theory.” college student development: applying theory to practice on the diverse campus 197, no. 23 (2017): 1–10. raymond, emekako, and ward lesego. “contributing factors to learner drop out in a public school in ngaka.” the social sciences 12, no. 3 (2017): 459–466. scheerens, jaap. “effective schooling: research theory and practce” (1992). sipple, john w, and brian o brent. “challenges and strategies associated with rural school settings.” handbook of research in education finance and policy. routledge, n.d. http://dx.doi.org/10.4324/9780203961063.ch34. volume 7, number 1, may 2022 | 42 critical thinking analysis based on imagination games in listening poetry helmi wicaksono universitas islam malang helmiwicaksono@unisma.co.id accepted: feb 12th 2022 reviewed: march 17th 2022 published: may 30th 2022 abstract: this study aims to identify critical thinking based on the game of imagination in listening to poetry. this type of research is descriptive qualitative research. the dat a collectiontechnique uses the technique of a written test. theh asil obtained is as follows. (1) the characteristics of critical thinking are found in the application of indicators, namely identifyingtheimagination of information from the title of the poem being listened to, interpreting the imagination of the poem array being listened to, understanding the imagination of each verse of the poem being listened to, and assessing the results of the imagination of the meaning of the poem. (2) the teacher's efforts in improvingthe ability to think kritis students are based on imagination games in listening to poetry. (3) obstacles faced by students in developing critical thinking skills are lack of focus and lack of calm. keyword: critical thinking, imagination games, listening to poetry introduction the activity of thinking is a process of continuity between ideas and perceptions. this is as expressed by suryabrata1, that in thinking there is a dynamic process according to the process of finding ideas or the course of perception. both of these include experiences contained in schemata that will automatically activate. the activeness of the schemata if it is based on analytical and reflective thinking, then the thinking is called critical thinking activities. kneedler2, states that the process of ideas and perceptions in critical thinking has several principles, namely the introduction of a problem (defining / clarifying problems), assessing information (judging informations) and solving problems or drawing conclusions (solving problems / drawing conclusions ). so, critical thinking is a process of emerging ideas and perceptions from the results of evaluation / assessment as a form of problem solving. problem solving in critical thinking activities often experiences delays in thinking, so stimulus is still needed. the stimulus that can be used is to use the game of imagination. copleston3, asserts that imagination is said to be the one that generates and contains critical 1 sumadi suryabrata, “psikologi pendidikan, cet,” vii,(jakarta: rajagrafindo persada (1995). 2 peter e kneedler, “assessment of the critical thinking skills in history--social science.,” social studies review 27, no. 3 (1988): 2–93. 3 frederick copleston, history of philosophy volume 1: greece and rome, vol. 1 (a&c black, 2003). educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 43 thinking. therefore, the game of imagination is a stimulant that can stimulate thinking to be critical in solving problems. critical thinking based on imagination games encourages active schemata to be critical in responding to problems in a study, such as in the study of listening to poetry literature. the activity of listening to the arrays of poems is the activity of listening to the sounds of poetry arrays directly or through certain media. the sound of the poem arrays captured by the ears is identified as the sound. its grouping into syllables, phrases, clauses, sentences and discourses. the song and intonation that accompanied the speaker's speech were also noticed by the listener. the accepted language sounds are then interpreted for their meaning, studied for their truth or assessed and then a decision is made to accept or reject them in critical thinking activities. based on the description of the background, the problems in this article are formulated: (1) what are the characteristics of krttis thinking based on the game of imagination in listening to poetry?; (2) whatis the game-based critical thinking effort of imagination in listening to poetry? ; and (3) whyare the obstacles to critical thinking based on the game of imagination in listening to poetry? . thepurpose of this study is to identify critical thinking based on the game of imagination in listening to poetry. the results of this study are expected to provide an overview of the characteristics of poetry listening skills. this research can also be used as a reference for educators indonesian to plan learning to listen to poetry. literature review critical thinking critical thinking skills are mental activities that cannot be avoided in human life. every day human beings will manage the information in the memory of the mind. indirectly, these activities will form concepts and reason for critical thinking. beyer4, explains that critical thinking means making reasonable judgments. the opinion has the intention that in critical thinking activities will use criteria to classify (ideas, questions, arguments, etc. ) until in the form of an assessment. this is also explained by facione5, states that critical thinking as self-regulation in deciding (judging) something that produces ideas through interpretation, analysis, evaluation, and inference, as well as exposure using a proof, concept, methodology, criteria, or contextual consideration which is the basic perception of decision making. critical thinking skills have several indicators. in detail, beyer mentioned6, that the characteristics related to critical thinking are seen from the disposition, criteria, arguments, thoughts, points of view, and procedures for its application. theabove character is concluded simply by kneedler7, that critical thinking includes three stages, namely recognizing problems, assessing relevant information, and problem solving/drawing conclusions. imagination games imagination will activate when there is a stimulus that can bring it to life. the presence of a stimulus in imagining goes a long way in activating the two roles of imagination in the human 4 barry k beyer, critical thinking. fastback 385. (eric, 1995). 5 noreen c facione, peter a facione, and carol a sanchez, “critical thinking disposition as a measure of competent clinical judgment: the development of the california critical thinking disposition inventory,” journal of nursing education 33, no. 8 (1994): 345–350, http://dx.doi.org/10.3928/0148-4834-19941001-05. 6 beyer, critical thinking. fastback 385. 7 kneedler, “assessment of the critical thinking skills in history--social science.” educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 44 brain. this is also explained by hurlock8, who states that the stimulation of imagination will beformed through play activities. permainan not only awakens the power of imagination, but can also provide an opportunity to practice listening, thinking, and speaking skills over and over again, can develop ideas according to his own way and abilities. based on this explanation, imagination games have the meaning of doing play activities that can arouse imagination. each type of imagination game has various characteristics according to the stage of cognitive development ofthe child. piaget9 explains that at the age of eleven and above a game that has rules that children enjoy more and enjoy even though the rules are much stricter and rigidly enforced. children love to do it over and over again and are motivated to achieve the best achievements. in addition, monks10, also explains that in children aged eleven years and over the so-called formal operations have a deductive-hypothetical and combinatorical way of thinking. the correlation of the two thinking patterns with the characteristics of the imagination game to listen to poetry literature results in a stage of listening to poetry with a clear game concept and rules. the concept of the imagination game also trains critical thinking by analyzing (combinatorical) from the opening of the imagination and making hypotheses on the results of analysis and contemplation first. furthermore, students can immediately listen to poems by following theflow of imagination games. listening to poetry listening to literature is a process that includes listening to the sounds of the language, identifying, interpreting, assessing and reacting to the meaning contained in the poem. resmini11, lso explains that literary listening activities involve hearing, sight, passion, memory, understanding of the poems being listened to. in fact, the situation that accompanies the language sounds of the poems listened to must be taken into account in determining its meaning. listening to poetry will focus on the inner elements of the poem, including themes, tastes, tones, and mandates. critical thinkingbased on imagination games in learning to listen to poetry is carried out in three stages which are packaged in student worksheets called lks (student worksheets). the mapping of the stagesis as follows. tahap first, determine contains a game of imagination of information that is to determine information by identifying information from the title of the poem yang listened to. the second stage, the analysis contains a game of meaning imagination, namely transcribing poems and transcribingthe meaning of the array and verses of the poem. the third stage, the display contains an imagination game of assessment, which is to display the meaning of the listening results which are then assessed. the three mappings above include the critical thinking patterns conveyed by kneedler12, that critical thinking includes three stages, namely recognizing problems, assessing relevant 8 elizabeth bergner hurlock et al., psikologi perkembangan: suatu pendekatan sepanjang rentang kehidupan (erlangga, jakarta, 1990). 9 jean piaget dan barbel inhelder, the psychology of child terjemahan miftahul jannah (yogyakarta: pustaka belajar, 2010). 10 37–41. http://doi.org/10.1037/a0022390 tuma, j. m., & pratt, j. m. (1982). clinical child psychology practice and training: a survey. \ldots of clinical child & adolescent psychology, 137(august 2012) et al., “youth mentoring across professional settings: a pedagogic approach to social exclusion,” doctor of education school of education university of derby (2012): 1–210, http://derby.openrepository.com/derby/handle/10545/272012. 11 novi resmini and dadan juanda, “pendidikan bahasa dan sastra indonesia di kelas tinggi,” upi pres (2007). 12 kneedler, “assessment of the critical thinking skills in history--social science.” educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 45 information, and solving problems/ drawing conclusions. problem recognition is carried out at the stage of the experience imagination game by listening to the title of the poem which is done meditatively will open the student's schemata to get to know the problem in the poem. information assessment is carried out at the stage of word imagination games by listening to the content of the poem and activating the four senses to transcribe the poem will train the correct diction assessment of the results of the simakan. problem solving/drawing conclusions is done at the stage of paraphrasing imagination games by making an explanation of the content of each verse of the poem. method this type of research is qualitative description research. according to moeleong13, , qualitative descriptive research is research whose data is in the form of words, images, and not numbers. this study describes the results of critical thinking analysis based on the game of imagination in listening to poetry. the object of his research was the result of a poetry review of students in the first semester of the literature listening skills course, islamic university of malang. the source of the data is taken from written language in the form of answers to questions for the results of listening to poetry by using a critical thinking flow. results and discussion the characteristic of critical thinking based on imagination games in learning to listen to poetry is a literary activity of listening to poetry by involving critical actions to interpret it. listening to poetry with a critical thinking pattern still requires an interesting strategy. the excitement is expressed in a performance of imagination. the game of imagination appears as a container for applying indicators. the indicators of critical thinking based on the game of imagination for listening to poetry are divided into three. first, the pre-listening activity is to identify information from the title of the poem being listened to. second, listening is tointerpret the imagination of the array of poems listened to and memahami the imagination of each verse of poetry listened to. kegita, after listening, is theresult of the imagination of the meaning of poetry. the pattern of critical thinking is formed by knowing the problems faced by looking for relevant information so that they can solve problems or make conclusions about the events or problems faced. it isemphasized by kneedler, (1985) that critical thinking has three stages, namely defining/clarifying problems, judging informations, and solving problems or drawing conclusions. ). based on these stages, the activity of listening to poetry is closely related to critical thinking patterns. the three stages above are also the basis for forming critical thinking indicators in learning to listen to poetry based on imagination games. in critical thinking activities based on imagination games in listening to poetry, it is necessary to know relevant information to understand poetry. this was stated by ennis.r.h.14, with three stages, namely identifying relevant information on the title of the poem, analyzing the meaning of the simakan result, and evaluating the conflict to make a conclusion of the simakan result. these stages describe critical thinking activities from the stages conveyed by kneedler. on the identification of listening to poems on the basis of imagination games, an information game is 13 j moleong lexy, “metodologi penelitian kualitatif edisi revisi,” bandung: pt remaja rosdakarya (2007). 14 robert h ennis, “critical thinking dispositions: their nature and assessability,” informal logic 18, no. 2 (1996), http://dx.doi.org/10.22329/il.v18i2.2378. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 46 carried out that contains informationfrom the title of the poem being listened to. in the analysis of the meaning of listening to poems on the basis of imagination games, an information game is carried out which contains interpreting the imagination of the poem array that is listened to and understanding the imagination of each verse of the poem that is listened to. in the evaluation of the conflict of listening to poetry on the basis of imagination games, an information game is carried out containing an assessment of the results of imagination, the meaning of poetry. the first stage is a game of information imagination in listening to poetry. the information imagination game is a series of student activities to find relevant information in listening to a poem through the identification of information from the title of the poem being listened to. this is the first stage of the critical thinking process proposed by ennis, which is to identify relevant information about the title of the poem. identification of information from the title of the poem listened to is obtained by answering questions. the formulation of the question leads to conducting investigations in an effort to build new knowledge and meaning15. the main goal is to develop students' critical thinking skills. students are asked to be able to develop creative new ideas or ideas when idealizing the title of the poem being listened to. so, it's not just mastering the material theoretically. the question used to optimize the ability to think critically based on imagination games in listening to poetry is 5w +1h. follow the question word used, 1). what, asking the state of the content of the text, 2). where, asking the place of the event/place being used in the text, 3). when, asking the time of occurrence of events in the text, 4). who, ask spoken in an event in the text, 5). why, asking why an event occurred in the text, 6). how), process an event takes place in the text 16(susanti, 2021:607). the ability to answer from the 5w+1h question pattern associated with personal experience improves critical thinking skills and awakens self-confidence with their abilities. the second stage in the imagination game in listening to poetry is the game of imagination of meaning. this game invites students to interpret the poems they read. wexler in hennings17, wanted listening to poetry to be assessed including visualizing, activating related knowledge, and predicting; to identify the main idea when listening or reading and to support that idea with evidence; to compile data charts to clarify similarities and differences between poems; to formulate a pendapat and support those opinions with facts; to develop the main idea for compiling; and enjoyed sharing what they had written. based on this statement, students willanalyze the meaning of the results with two indicators that must be achieved , namely interpreting the imagination of the array of poems listened to and understanding the imagination of each verse of poetry listened to. the interpretation of the imagination of the poetry array that is listened to is a literary activity by analyzing each array in the poem. according to the great dictionary of indonesian, the interpretation of an array is the giving of an impression, opinion, or theoretical interpretation of each line in a rhyme. from the aspect of critical thinking, the imageof audio rice usedin poetry will stimulate students to find the true meaning because poetry does not express meaning straight 15 ridwan abdullah sani, pembelajaran saintifik untuk implementasi kurikulum 2013 (jakarta: pt bumi aksara, 2015). 16 fitria lestari, ivoni susanti, and ria dwi jayati, “surya abdi mas” 5, no. 1 (2021): 22–27. 17 henning kagermann et al., recommendations for implementing the strategic initiative industrie 4.0: securing the future of german manufacturing industry; final report of the industrie 4.0 working group (forschungsunion, 2013). educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 47 forwardly 18. based on this, students will play a game of imagination in listening to poetry in the area of finding interpretation through critical thinking. the process of interpreting requires an understanding of the array in poetry. recitation of poems with relatively short pauses as fragments between arrays/alternations of arrays. if this understanding is not mastered then students will have difficulty determining the array afterwards. pauses should be arranged with a tepat so that the recitation of the poem can be heard properly. menyimak poetry as a receptive activity requires high concentration and good hearing. these two things can be trained and continuously improved in order to better understand the meaning of poetry.19 thus, if the student does not practice these two things then each array in the poem cannot be interpreted optimally. students fill in the fields provided by following the instructions in writing. the process of understanding the couplet requires understanding the pause between stanzas. recitation of poems with relatively long pauses as a sign of fragments between stanzas. if this understanding is not mastered then students will have difficulty determining the temple afterwards. the process of understanding couplets can give rise to new ideas that are not the same as the process of interpreting arrays in previous activities. however,no matter if the student's interpretation of a poem, the interpretation must be reverted to the text. with the meaning of the word, any interpretation/understanding must be based on the text. the third game in critical thinking based on the game of imagination in listening to poetry is a game of imagination of judgment or post-listening activities. the imagination game of judgment is the last game by formulating the value of the results of the imagination of the meaning of poetry. assessing the results of the imagination of the meaning of poetry is seen from the game of imagination of information identification and the game of imagination of meaning (interpretation of arrays and understanding of stanzas). the assessment is carried out by looking at the appropriateness of the context that the student writes from the first game to the last game. the related context indicates that students can participate in critical thinking activities based on imagination games to the maximum. good scoring in the 80-100 grade range, medium scoring in the 40-70 value range, and less grading in the 10-30 value range. the existence of a written assessment in lks on critical thinking activities based on imagination in listening to poetry helps students to know the evaluation that will be made in this game. this supports the process of the imagination game running transparently. the application of indicators is laid out in the student worksheet (lks). lks is designed to attract and make it easier for students to carry out listening activities. such as tables and language that are easy for students to understand. in its application, the use of lks as a game medium of imagination, the role of lks is very helpful both in the process of listening and understanding. (karsli & şahin, 2009:23; saregar, 2016:10) also stated that lks can help students understand the material and provide a wide opportunity todemonstrate knowledge and develop prose skillss. this means that lks as a medium for imagination games is very influential on the development of 18 nurmalla a akase, “penerapan metode demonstrasi dalam pembelajaran membaca puisi pada siswa kelas iv sdn 13 telaga biru kabupaten gorontalo,” skripsi 1, no. 151414056 (2018). 19 yusida gloriani, “perbedaan kemampuan siswa dalam memahami isi puisi dengan menggunakan teknik membaca puisi dan teknik menyimak puisi pada kelas viii smp negeri i cibeureum kabupaten kuningan,” fon: jurnal pendidikan bahasa dan sastra indonesia 2, no. 1 (2013). educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 48 process skills. lks that applies critical thinking methods helps students to actively find a concept with an attitude of curiosity, respect for proof, think critically, creatively, based on evidence, and care for the environment. critical thinking aims to decide what to believe and what to do in a particular context, in relation to the available evidence, using appropriate conceptualizations and methods, and evaluated with appropriate criteria 20. by thinking critically siswa oriented to find one's own answers to the problems at hand. the components contained in the lks are critical thinking indicators based onimagination games in listening to student worksheets and worksheets. indicators are compiled as guidelines for planning and carrying out imagination games in listening to poetry. indicators are markers of achieving a learning goal through changes in attitude behavior, knowledge, and measurable constraints21. the writing of indicators in lks clearly helps students understand what to do and achieve. this is a guide to the steps of pre-listening activities, listening activities, and post-listening activities. by providing stimulus, students can work on lks according to the game of their imagination. the imagination can be related to events or things that are closely related to the student. listening activities with lks media bring out critical thinking according to the level of student ability. with several stages of critical thinking and the arrangement of indicators that are in accordance with the game of imagination in listening to poetry can provide benefits in developing the ability to think critically based on the game of imagination in listening to poetry. efforts to improve critical thinking skills are efforts to overcome problems or reach a higher level of critical thinking than before. critical thinking based on imagination games in listening to poetry is divided into three stages, namely pre-listening, listening, and post-listening activities. students can improve their critical thinking efforts based on imagination in listening to poetry by paying attention to each stage and indicator. the first stage is pre-listening with a game of informational imagination. the second stage is listening with a game of meaning imagination. the third stage is after listening with the imagination game of judgment. the 5w+1h question in an effort to think critically about poetry-based imagination games is the initial foundation before going to the next stage of the imagination game. 5w+1h questions help group research levels in critical thinking activities based on imagination games in listening to poetry. the first grouping is the question of what , who , where and when lies in the research process of knowing, knowing or understanding. the second grouping, namely the question of how lies in the degree of research understanding and analyzing. the third grouping is the question of why (why) lies in the level of critique research. the first stage of the effort is to pre-listen with the game of information imagination. in the game of information imagination students answer questions 5w+1h according to personal experience. this can be improved if students understand the meaning of the 5w+1h question with experiences that are being or have been passed through. the experience became the most controversial thing according to the students. this is asserted by santrock22 that thecritical b-cyclist is to expose them to controversial topics. 20 facione, facione, and sanchez, “critical thinking disposition as a measure of competent clinical judgment: the development of the california critical thinking disposition inventory.” 21 candra abdillah, dameis surya anggara, and putut said permana, “perencanaan pengajaran” (2019). 22 john w santrock, educational psychology, fifth. (san francisco, new york: mcgraw hill press, 2011). educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 49 students also need a confident nature towards the experience to be written. the nature of self-confidence is the nature of being confident in the abilities possessed. partanto23 also suggests that the self-belief that individuals have is related to specific tasks including in the academic field. academic in the dictionary the term popular means science, about teaching and education, and berteori. if the student is confident in the information he has obtained is appropriate, then without a doubt the student will easily get relevant information from the poems he listens to. the second stage of the effort is to listen with a game of meaning imagination. in the imagination game the meaning of the student interprets the array and stanza in the poem. facione (2010:36) explains aspects of critical thinking, namely interpretation, analysis, conclusions, evaluation, and self-regulation. by improving critical thinking skills indirectly improves interpretation ability. this can be improved if the student can maximally relate the context of the question in the first game to the imaination game of meaning either the array or the verse. the meaning of arrays and stanzas in critical thinking based on the game of imagination in listening to the poem at the beginning identifies the meaning of groups of questions to know, recognize or understand, namely what (what), who (who), where (where), and when (when) questions. the meaning of arrays and stanzas in critical thinking based on the game of imagination in listening to the middle (conflict) poem identifies the meaning of the group of questions to understand and analyze, namely the question word how (how). the meaning of arrays and stanzas in critical thinking is based on the game of imagination in listening to the poem at the end to criticize, namely the question word why (why). thethird attempt is to listen with a game of judgmental imagination. at the stage of the imagination game activity, the assessment is still continuous with the activity of answering questions 5w + 1h. with different students, post-listening activities are wider in scope because each student can provide different interpretations. as buck (2001: 257) said, listening tests are complex and challenging, but with care and effort, they can still be done. this stage can be improved if students understand that all stages of the game are one interconnected whole. the assessment will get the maximum score if the student can connect the game of information imagination and the game of imagination of meaning. thus, efforts to improve the ability to think critically based on imagination games in listening to poetry can be done by paying attention to the student worksheet (lks) indicators at each stage of the game. the first game to the last interconnected game makes efforts to improve the game-based critical thinking ability of imagination cannot be focused in one game but rather the entire set of imagination games. the constraints of critical thinking based on imagination games in poetry learning are factors that limit or hinder the maximum achievement of the learning outcomes of critical thinking skills based on imagination games inlistening to poetry. basedon the results of the observation of critical thinking based on the game of imagination in listening to poetry, there were obstacles that hindered the results oflearning, namely: in tahap the game of information imagination (pre-listening activities) has its constraints. first, memprasangkai speaker. students focus more on the style and manner in which the speaker looks than on the message he wants to convey. as hunt24 argues that listeners are oriented towards 23 pius a partanto, “al-barry m dahlan,” kamus ilmiah populer (1994). 24 everett lee hunt, “the scientific spirit in public speaking,” quarterly journal of speech 1, no. 2 (1915): 185– 193. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 50 paying attention to the personal details of the speaker and not to the actual message of the speaker. the second is to pretend to be considerate. each student is only able to focus on the focus of attention for only a few moments. one can only maintain focused attention for a limited period of time 25. this kind of ugly habit is sometimes very difficult to change, but it must be penetrated if you want to improve the quality of listening. at the stage of the game of imagination pemaknaan (listening activities) there are several obstacles. first, daydreaming because the brain can process information more than thespeed of speaking. so, there is still time to be quiet. it is asserted by webb 26 that it provides time to think silently to formulate and organize communication. but if the silence lasts too long, it will involuntarily daydream. protracted day dreams eliminate the continuity of the speaker's ideas. second, confusion that arises when students have not fully understood themeaning of the word in the poem. it's very disturbing, all of which creates a mess of mind. a person who wants to be an effective listener must have an adequate vocabulary27 . if students do not experience the various vocabulary of poetry. then can not understand the poems that are listened to to the maximum. third, it's wrong to take notes. notes are used as material to aid memory and concentration. this is stated by mulyati28 taking notes can help listening activities because it encourages listeners to concentrate, provides simakan material to repeat and helps remember what has been listened to. the game of meaning imagination needs to take notes in order to be able to interpret the array and understand the verses of the results of the poems that are listened to. if the student makes the wrong note such as the beheading error of the array then the meaning hasil meaning is not well achieved. the stage of the assessment imagination game (post listening activities) there are several obstacles. first, premature consideration. many of the students dismissed a topic as uninteresting, too difficult, or of no value. russel and black in marlina29 explain that if something is premature, then it is something unnatural. it was an example of an ugly listener, and such a trait actually prevented him from becoming an effective listener. second, just listen to the facts. the activity of listeningfor the sake of fact, not for the sake of ideas or ideas, inevitably reduces the appropriateness or efficiency of listening activities. it must be remembered and realized that ideas or ideas will help the listener to better utilize the facts as a means of support. consider one another and structure their relationship with each other, work on ideas not just limited to a series of facts thathappen to be remembered 30. thus, listening activity means understanding the entire series of activities not just listening to the expressed facts. 25 ibid. 26 noreen m webb, “peer interaction and learning in small groups,” international journal of educational research 13, no. 1 (1989): 21–39. 27 ice marlina, “peningkatan keterampilan menyimak puisi menggunakan media audiovisual dengan komponen masyarakat belajar pada siswa kelas vii-b smp islam al-kautsar semarang tahun ajaran 2006/2007” (skripsi, 2007). 28 noehi nasoetion, adi suryanto, and yeti mulyati, “evaluasi pembelajaran bahasa indonesia” (2008). 29 marlina, “peningkatan keterampilan menyimak puisi menggunakan media audiovisual dengan komponen masyarakat belajar pada siswa kelas vii-b smp islam al-kautsar semarang tahun ajaran 2006/2007.” 30 juju juangsih, “faktor-faktor yang mempengaruhi keterampilan menyimak bahasa jepang dan pengajarannya,” wahana didaktika: jurnal ilmu kependidikan 15, no. 2 (2017): 12–22. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 51 conclusion based on the description above, it can be concluded that the characteristics of critical thinking based on imagination games in listening to poetry are found in three games. the first game (pre-listening activity) is a game of information imagination by identifying information from the title of the poem. the second game (listening activity) is a game of imagination meaning by interpreting the imagination of the poem array that is listened to and understanding the imagination of each verse of the poem that is listened to. the third game (post-listening activity) is a game of judgmental imagination by assessing the results of imitation of the meaning of poetry. efforts to improve the ability to think critically based on imagination games in listening to poetry are carried out by connecting descriptions from information imagination games to meaning imagination games. this is done so that the imagination game of the assessment can be maximized. effort cannot be focused on one request because the game of imagination in listening to poetry is a series of interconnected critical thinking activities. obstacles in critical thinking based on imagination games in listening to poetry are prejudice to the speaker, pretending to pay attention, daydreaming, confusion, taking wrong notes, premature consideration, and just listening to facts. suggestion based on the results of the research that has been described, the things that can be suggested in this study are the application of critical thinking based on imaginary games in listening to poetry needs to continue to be applied in learning as a way to improve students' critical thinking skills. learning that improves students' critical thinking skills can be applied using 5w +1h questions, especially in listening learning. further research is expected to be able to develop critical thinking student worksheets (lks) which are connected with listening activities. the second meaning of imagination is to understand the imagination of each verse of the poem that is listened to. this second meaning imagination game is an activity to find out the meaning of each stanza in poetry. the couplet is a collection of several arrays of poems. the process of understanding the verses of a poem means taking the conclusion of some of the arrays that are in the poem. the understanding of couplets can be different. it depends on the assumptions of the students. the meaning of the couplet can be the same as the meaning of the array, but it can also be different. references abdillah, candra, dameis surya anggara, and putut said permana. “perencanaan pengajaran” (2019). akase, nurmalla a. “penerapan 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(1998). routledge history of philosophy iii. … philosophy. london and new york: routledge. http://doi.org/10.4324/9780203062272 marenbon, 88–96. http://doi.org/10.1037//0033-3204.39.1.88 pole, n., & ablon, j. ideal control mastery technique correlates with change in a single case. … theory, research, practice …, 39(1), et al. “youth mentoring across professional settings: a pedagogic approach to social exclusion.” doctor of education school of education university of derby (2012): 1–210. http://derby.openrepository.com/derby/handle/10545/272012. webb, noreen m. “peer interaction and learning in small groups.” international journal of educational research 13, no. 1 (1989): 21–39. educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the implementation of islamic religious education (pai) in shaping the profile of rahmatan lil alamin students in a madrasah khoirul muthrofin1, hepi ikmal2, winarto eka wahyudi3 universitas islam lamongan123 khoirulmuthrofin@gmail.com1; hepiikmal@unisla.ac.id2; ekawahyudi1926@unisla.ac.id3 accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract: religious education plays a crucial role in shaping the personality of students. an ideal islamic religious education (pai) should not merely focus on the transmission of religious knowledge but also encompass learning to practice the acquired religious knowledge and instilling islamic values (value transfer) that align with the concept of "rahmatan lil alamin." within this context, the researcher becomes interested in investigating the implementation of pai instruction in molding the profile of "rahmatan lil alamin" students in a madrasah. this study aims to elucidate and interpret the implementation of pai instruction in shaping the profile of "rahmatan lil alamin" students in a madrasah. the research follows a normative approach and includes literature review and descriptive-narrative analysis as research stages. the researcher employs conceptual and legal approaches, utilizing library research methods. the researcher serves as the primary instrument as a planner, executor, data collector, analyst, and reporter of research findings. the research findings illustrate the significant role of pai instruction as a platform for shaping and reinforcing the profile of "rahmatan lil alamin" students. profile reinforcement can be implemented through intracurricular-integrated, cocurricular, and extracurricular teaching strategies. furthermore, the study outlines the pivotal role of teachers in project-based learning selection. in this regard, teachers act as project planners, facilitators, student mentors, resource persons, supervisors or consultants, and discussion moderators, thereby providing a comprehensive educational experience for students. . keyword: islamic religious education (pai), the profile of "rahmatan lil alamin" students, religious education by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction education plays a crucial role in addressing the dynamic and complex challenges of the globalization era.1 education serves as a platform or means for enhancing the quality of human 1 subayil, “kebijakan pendidikan di era globalisasi,” didaktika: jurnal pemikiran pendidikan 23, no. 1 (2020): 30–44. mailto:khoirulmuthrofin@gmail.com1 mailto:hepiikmal@unisla.ac.id2 http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2025| 125 zzzzzz z resources and cultivating the dignified identity of a nation. education, as a process, not only equips individuals with intellectual capabilities but also maximizes the development of learners' intellectual, social, and personal potential.2 education comprises a series of interactive processes between learners and educators within planned learning activities.3 therefore, education signifies the effort to develop students' full potential and abilities through a series of planned and continuous processes, to prepare an intelligent and morally upright generation for the nation. the importance of education in preparing the nation's generation has been mandated in the national education system law number 20 of 2003, article 3, which emphasizes that "national education functions to develop the capabilities and shape the character and civilization of the nation in a dignified manner, to realize the potential of students to become individuals who have faith and piety towards the one almighty god, possess noble character, are healthy, knowledgeable, independent, and become democratic and responsible citizens."4 this is also reflected in indonesia's education vision, which aims to realize an advanced, sovereign, independent, and dignified indonesia by forming pancasila learners. this vision is realized through the merdeka curriculum policy, which includes pancasila profile reinforcement projects in the educational processes at all levels and educational units.5 as a continuation of the national cultural and character education efforts, the minister of education and culture has established the pancasila learners profile as one of the vision and missions of the ministry of education and culture, as outlined in ministerial regulation number 22 of 2020 on the strategic plan of the ministry of education and culture for the years 2020-2024. pancasila learners represent indonesian learners as lifelong learners who possess global competence and behave in accordance with the values of the pancasila philosophy.6 the background for the development of the pancasila learners profile is the rapid advancement of technology, socio-cultural shifts, changes in the environment, and the increasingly fierce competition in the job market in the era of industry 4.0.7 religious education plays a vital role in the national education framework. this is in accordance with the government regulation of 2007 on religious and religious education, which states: "religious education is education that imparts knowledge and shapes students' attitudes, personalities, and skills in practicing their religion. this objective is achieved by implementing, at the very least, through subjects/lectures in all pathways, levels, and types of education."8 based on 2 agus taufiq, pendidikan anak di sd (jakarta: universitas terbuka, 2014). 3 hadist awalia fauzia, “penerapan model pembelajaran problem based learning untuk meningkatkan hasil belajar matematika sd,” primary: jurnal pendidikan guru sekolah dasar 7, no. 1 (26 april 2018): 40–47, https://doi.org/10.33578/jpfkip.v7i1.5338. 4 departemen pendidikan nasional, “undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional” (2003). 5 seni asiati and uswatun hasanah, “implementasi projek penguatan profil pelajar pancasila di sekolah penggerak,” jurnal lingkar mutu pendidikan 19, no. 2 (2022): 61–72. 6 zuliatin nafisah ahmad zamroni, nur salim, sutirjo, lina mariana, aziz, aziz jakfar dan zainul hakim jamanhuri, panduan pengembangan projek penguatan profil pelajar pancasila dan profil pelajar rahmatan lil alamin, direktorat jenderal pendidikan islam kementerian agama ri (jakarta: kementerian agama republik indonesia, 2021). 7 ashabul kahfi, “implementasi profil pelajar pancasila dan implikasinya terhadap karakter siswa di sekolah,” dirasah: jurnal pemikiran dan pendidikan dasar islam 5 (2) (2022): 139. 8 presiden republik indonesia, “peraturan pemerintah republik indonesia nomor 55 tahun 2007 tentang pendidikan agama dan pendidikan keagamaan,” 2007, https://peraturan.bpk.go.id/home/details/4777/pp-no-55tahun-2007. volume 9, number 1, may 2025| 126 zzzzzz z this regulation, pai (islamic religious education) instruction becomes crucial in preparing a generation of the nation that is intelligent and morally upright. an ideal pai instruction is not limited to the mere transfer of knowledge about islamic religious subjects; rather, it should encompass an educational process that is capable of shaping the personality, attitudes, and skills of students in practicing islamic values. 9 in a complex education system, the process of learning inevitably involves the transfer of knowledge through interactions between teachers and students.10 similarly, in islamic religious education, critical thinking skills are essential in learning. critical thinking allows students to utilize their cognitive abilities to the fullest extent, enabling them to reflect on knowledge and contextualize it with the everyday societal challenges they encounter daily.11 this implies that islamic religious education (pai) should not solely emphasize the cognitive aspect but should strive to develop other aspects comprehensively to achieve national education goals. however, in reality, islamic religious education has not entirely met expectations. instead of providing enlightenment, due to issues in the learning process, it has sometimes resulted in rigid, exclusive, and radical understandings and character traits. 12 this is evident in the data from the 2020 national counterterrorism agency (bnpt) survey regarding the potential for radicalism. the results were startling, with approximately 85% of indonesian millennials being vulnerable to exposure to radical ideologies.13 based on data from bnpt, in collaboration with fkpt and brin, the potential radicalism index for 2022 stands at 10%. however, the bnpt survey has actually found a higher potential for radicalism among young people, women, and those who are active on social media.14 these phenomena indicate that the teachings of islam received by the indonesian society have not been fully understood and implemented correctly. educational institutions play a crucial role in teaching genuine and wise islamic education. the true essence of islam is one of compassion for all. therefore, islamic religious education conducted in institutions or schools in indonesia is expected to make a genuine effort to teach, educate, and instill islamic values that are friendly and in harmony with the nation's identity. in this regard, the government, through the ministry of education and culture (kemendikbudristek), has begun to implement the merdeka curriculum as an effort to revitalize education in indonesia. the merdeka curriculum emphasizes the development of students' competencies and character through the reinforcement of the pancasila profile. furthermore, the minister of religious affairs of the republic of indonesia has issued ministerial decree no. 347 of 2022 concerning the guidelines for the implementation of the merdeka curriculum (ikm) in madrasahs. ikm serves as a reference for the implementation of the curriculum for islamic religious education subjects and arabic language subjects specifically for madrasahs, and it focuses 9 elihami elihami dan abdullah syahid, “penerapan pembelajaran pendidikan agama islam dalam membentuk karakter pribadi yang islami,” 2018. 10 tatang hidayat dan syahidin syahidin, “inovasi pembelajaran pendidikan agama islam melalui model contextual teaching and learning dalam meningkatkan taraf berfikir peserta didik,” jurnal pendidikan agama islam 16, no. 2 (20 desember 2019): 115–36, https://doi.org/10.14421/jpai.2019.162-01. 11 rahmadani rahmadani, “metode penerapan model pembelajaran problem based learning (pbl),” lantanida journal 7, no. 1 (2017): 75–86, https://doi.org/10.22373/lj.v7i1.4440. 12 sri mulya nurhakiky and muhammad naelul mubarok, “pendidikan agama islam penangkal radikalisme,” iq (ilmu al-qur’an): jurnal pendidikan islam 2, no. 01 (1970): 101–116. 13 safir maki, “bin: 85 persen milenial rentan terpapar radikalisme.” 14 “beranda badan nasional penanggulangan terorisme.” volume 9, number 1, may 2025| 127 zzzzzz z on developing learning competencies through the profile of "rahmatan lil alamin" students. several previous studies have been conducted on the pancasila profile reinforcement project. asiati states that a collaboratively conducted pancasila profile project, crossing subjects, strengthens the implementation of the project in line with the competencies possessed.15 similar research has also been conducted by safitri and colleagues, with research results indicating that the development of the pancasila learners profile is achieved through project-based learning activities. through this approach, students can become individuals who possess character values aligned with the principles embedded in each of the pancasila's tenets.16 rahmawati also stated that reinforcing the pancasila learners profile in the prototype curriculum at pilot schools, especially at the primary school level, allows educators to implement innovative teaching and learning processes.17 the previous studies mentioned above primarily focused on implementing research projects related to the pancasila learners profile conducted within school environments. in contrast, this research endeavors to delve deeper into forming the "rahmatan lil alamin" student profile within the context of islamic religious education instruction in madrasah settings. methods this research employs a literature review methodology to examine existing studies, documents, and relevant resources on the topic of islamic religious education (pai) and its role in shaping the profile of students with the ethos of "rahmatan lil alamin". a literature review method is considered appropriate for this study, as it allows for the systematic collection, analysis, and synthesis of existing knowledge to gain a deeper understanding of the subject matter 18. data collection the data collection process was conducted through both digital and manual searches, ensuring a comprehensive review of relevant literature. the researcher collected data from a wide range of sources, including online research articles, books, government and departmental regulations, national and international journals, and other legal documents pertinent to the topic of islamic religious education. in total, the research process involved gathering literature from online databases such as jstor, google scholar, and pubmed, as well as manual searches of physical and digital libraries, educational reports, and policy documents. the collected data also included relevant papers from established scholars and institutions that have addressed the relationship between pai and character development, specifically in relation to the "rahmatan lil alamin" concept. 15 asiati and hasanah, “implementasi projek penguatan profil pelajar pancasila di sekolah penggerak.” 16 andriani safitri, dwi wulandari, dan yusuf tri herlambang, “projek penguatan profil pelajar pancasila: sebuah orientasi baru pendidikan dalam meningkatkan karakter siswa indonesia,” jurnal basicedu 6, no. 4 (2022): 7076–7086. 17 nugraheni rachmawati et al., “projek penguatan profil pelajar pancasila dalam impelementasi kurikulum prototipe di sekolah penggerak jenjang sekolah dasar,” jurnal basicedu 6, no. 3 (2022): 3613–3625. 18 david hicks and james l. peacock, “muslim puritans: reformist psychology in southeast asian islam.,” man (1980). volume 9, number 1, may 2025| 128 zzzzzz z data analysis data analysis in this study was performed using content analysis, a widely accepted technique for synthesizing and interpreting qualitative data from multiple sources 19. the process of content analysis involved the following steps: 1. selection of relevant literature: after gathering a range of articles, books, and other documents, the researcher selected sources that directly related to the impact of islamic religious education on shaping the moral and ethical profile of students. 2. comparative review: the selected documents were then compared and contrasted with each other to identify common themes, findings, and insights related to the influence of pai instruction in shaping students’ attitudes and behaviors aligned with "rahmatan lil alamin" principles. 3. synthesis: the insights drawn from the comparative analysis of the selected journals and documents were synthesized to generate a cohesive understanding of how pai instruction contributes to developing students with a compassionate, inclusive, and tolerant worldview, as outlined in the concept of "rahmatan lil alamin". 4. thematic coding: the data were categorized into thematic codes related to core elements of pai instruction, such as spiritual development, ethical guidance, and social responsibility. the researcher then identified the frequency and significance of these themes in the literature. reliability and validity the reliability and validity of this study are maintained through several practices: 1. source selection: to ensure the validity of the data, only peer-reviewed journals, books, and official documents were included in the analysis. this rigorous selection process helped maintain the quality of the literature reviewed. 2. cross-referencing: multiple sources were cross-referenced to verify the accuracy and consistency of the findings. any discrepancies or conflicting views were carefully analyzed and discussed to provide a balanced perspective on the topic. 3. clear coding scheme: the content analysis was conducted using a clear and consistent coding scheme, which helped in systematically categorizing and interpreting the data. this enhanced the reliability of the conclusions drawn from the literature. result and discussion the concept of the "rahmatan lil alamin" student profile in the merdeka curriculum the pancasila learner is the embodiment of indonesian learners as lifelong learners who possess global competence and are capable of behaving by pancasila values, characterized by six main attributes. the six main attributes of the pancasila learner are faith, piety towards the one almighty god, noble character, global diversity, collaboration, independence, and critical and creative thinking.20 meanwhile, the profile of "rahmatan lil alamin" students, as explained by hanun 19 h.-f. hsieh and s e shannon, “three approaches to qualitative content analysis,” qualitative health research 15, no. 9 (2005): 1277–1288, https://www.scopus.com/inward/record.uri?eid=2-s2.027844518793&doi=10.1177%2f1049732305276687&partnerid=40&md5=35df27b8756f0ac2d54708630ae4f1c5. 20 rizky satria et al., projek penguatan profil pelajar pancasila, badan standar, kurikulum, dan asesmen pendidikan (jakarta: kemendikbudristek, 2022). volume 9, number 1, may 2025| 129 zzzzzz z asrohah, is a term that specifically applies to madrasah educational institutions under the ministry of religious affairs. it focuses on instilling religious moderation, which can be implemented through systematically planned activities in the learning process as well as through habitual practices that support a moderate attitude.21 in the implementation of the merdeka curriculum within madrasah educational institutions, both the pancasila learner profile and the "rahmatan lil alamin" student profile, hereinafter referred to as the learner profile, represent an effort to ensure that graduates of indonesian education are moderate individuals with a strong sense of both islamic identity and national identity. the learner profile embodies the character of students who exhibit a mindset, attitudes, and behaviors that reflect the universal noble values of pancasila, emphasizing tolerance to achieve national unity, global peace, and harmony.22 the learner profile demonstrates a strong commitment to nationalism, a tolerant attitude towards others, a principle of rejecting both physical and verbal violence, and an appreciation for tradition. the presence of the learner profile in society contributes to the realization of a world characterized by peace and compassion. the learner profile continually encourages an orientation towards the universality of life, transcending all social divisions, and working towards the realization of peace and salvation, both in this world and the hereafter. the learner profile is designed to address a fundamental question: what kind of competencies should learners possess as a result of the indonesian education system? in this context, the learner profile defines competencies that complement the focus on achieving graduation competency standards at each level of educational institutions, aligning with the noble values of the nation and the principles of moderate islam. furthermore, the competencies of the learner profile take into account internal factors related to the identity, ideology, and aspirations of the indonesian nation, as well as external factors related to the context of life and the challenges faced by indonesia in the 21st century, which is experiencing the era of the fourth industrial revolution and religious moderation. within the learner profile, some several dimensions and values indicate that it not only focuses on cognitive abilities but also encompasses the character and identity of the nation, as follows: 1. believing in and being devout to the one almighty god and having noble character. 2. embracing global diversity. 3. practicing cooperation. 4. demonstrating self-reliance. 5. engaging in critical thinking. 6. fostering creativity.23 in addition to possessing national character, indonesian students are also expected to be capable of implementing moderate islamic teachings in their daily lives. when both of these aspects are ingrained in the students, it will result in students who can moderately practice islam without losing their national identity. the practical application of religious moderation values 21 ahmad zamroni, nur salim, sutirjo, lina mariana, aziz, aziz jakfar dan jamanhuri, panduan pengembangan projek penguatan profil pelajar pancasila dan profil pelajar rahmatan lil alamin. 22 ibid., 1. 23 ibid., 3. volume 9, number 1, may 2025| 130 zzzzzz z encompasses several dimensions, as follows:24 a. tawasuth (moderation): this involves understanding and practicing religion without excessive zealotry or neglect, striking a balanced approach in religious matters. b. tawazun (balance): this encompasses a balanced understanding and practice of religion that covers all aspects of life, worldly and hereafter. it clarifies distinguishing between deviation (inhiraf) and differences (ikhtilaf). c. i’tidal (equity): it involves placing things in their rightful places and fulfilling rights and obligations proportionally. d. tasamuh (tolerance): this entails recognizing and respecting differences in religious or other aspects of life. e. musawwah (egalitarianism) means not discriminatory towards others based on differences in beliefs, traditions, or origins. f. syura (consultation): this principle emphasizes resolving all issues through consultation and consensus, prioritizing the greater good above all. g. ishlah (reform): it prioritizes a reformative approach to achieve a better state that accommodates change and progress while maintaining the common good (mashlahah al'ammah) and balancing preserving tradition with responding to modernization. h. aulawiyah (prioritization): this involves identifying and prioritizing matters of greater importance over lesser ones. i. tathawwur wa ibtikar (dynamic and innovative): it signifies being open to change following the times and creating new solutions for the benefit and progress of humanity. j. tahadhdhur (civility): this emphasizes upholding noble ethics, character, identity, and integrity as the best community in humanity and civilization. the achievements of the pancasila learner profile and the "rahmatan lil alamin" student profile projects can be depicted as follows: (source: guidelines for the development of p5 ppra by the ministry of religious affairs 2022) 24 afrizal nur, mukhlis lubis, “konsep wasathiyah dalam al-quran; (studi komparatif antara tafsir al-tahrîr wa at-tanwîr dan aisar at-tafâsîr)”, jurnal: an-nur vol.4 no. 2, 2015), 207. volume 9, number 1, may 2025| 131 zzzzzz z the formation of these student profiles is, in essence, a mandate from law no. 20 of 2003 on the national education system, which states that national education aims to develop the potential of learners so that they become individuals who have faith in and are devoted to the one almighty god, possess noble character, are healthy, knowledgeable, skilled, creative, independent, and are responsible democratic citizens.25 therefore, national education guides indonesia towards becoming a civilized and progressive nation. this requires a strengthening of commitment to the nation, understanding, and applying pancasila values and the essence of "rahmatan lil alamin" islam in the life of the nation and state, making it a top priority to be preserved for future generations. it is hoped that this will give rise to an increasing number of moderate generations capable of realizing a harmonious national life that upholds tolerance and democracy. principles of strengthening the "rahmatan lil alamin" student profile in the implementation of the pancasila learner profile and the "rahmatan lil alamin" student profile strengthening projects in educational institutions, it must be carried out by the following principles: 26 1. holistic: this means designing learning activities comprehensively under a theme and recognizing the interconnections among various elements to gain a deep understanding. 2. contextual: it involves linking learning activities with students' real-life experiences, making them relevant to their lived realities. 3. student-centered: this principle empowers students to become active agents in their learning processes. it allows them to manage their learning independently and even select and propose project topics based on their interests. 4. exploratory: it encourages a spirit of openness in self-development and inquiry, whether structured or free-form. 5. collaborative: all activities are carried out collaboratively by the madrasah community, emphasizing cooperation and teamwork. 6. diversity: all activities in the madrasah are conducted while upholding tolerance, respecting differences, fostering creativity, innovation, and local wisdom inclusively within the national framework. 7. independence: all activities in the madrasah are initiated, carried out, and for the benefit of the madrasah community itself. 8. beneficial: this principle ensures that all learning activities in the madrasah positively impact students, the madrasah, and the broader community. 9. religiosity: all activities conducted in the madrasah are carried out in devotion to allah swt. fundamentally, the pancasila learner profile and the "rahmatan lil alamin" student profile are interconnected and mutually reinforcing. they are both rooted in the philosophy of pancasila, which respects diversity and humanity to achieve a secure, peaceful, and prosperous 25 sekretaris negara republik indonesia, “uu no. 20 tahun 2003 tentang sistem pendidikan nasional” (republik indonesia, 2003), https://peraturan.bpk.go.id/home/details/43920/uu-no-20-tahun-2003. 26 ahmad zamroni, nur salim, sutirjo, lina mariana, aziz, aziz jakfar dan jamanhuri, panduan pengembangan projek penguatan profil pelajar pancasila dan profil pelajar rahmatan lil alamin, 8. volume 9, number 1, may 2025| 132 zzzzzz z indonesia. the implementation of strengthening the "rahmatan lil alamin" student profile in madrasahs implementation of the "rahmatan lil alamin" student profile project can be carried out through a conducive academic culture in madrasah educational institutions. the culture of an educational institution is a shared orientation system that includes norms, values, and principles held steadfast by the members of the institution to maintain unity with its characteristics. in this context, madrasah educational institutions have a unique and distinct culture, including a strong religious culture, a good academic culture, and a sense of nationalism. the madrasah culture is inclusive and adaptable to the local community's conditions. the implementation of the "rahmatan lil alamin" student profile strengthening project in the school/madrasah environment can be carried out through three strategies, as follows: 1. co-curricular learning the project is designed separately from the curriculum. projects are conducted using several predetermined themes. strengthening the "rahmatan lil alamin" student profile is packaged into multiple projects within one academic year, with a time allocation of 20-30% of the total teaching hours for projects. 2. integrated learning the "rahmatan lil alamin" student profile can be integrated with intracurricular learning. educators can collaboratively design activities with educators from other subjects to integrate intracurricular learning activities with the dimensions and values of the "rahmatan lil alamin" student profile. to develop students' potential holistically, learning activities should be directed towards involving the community with field-based learning models. 3. extracurricular learning the "rahmatan lil alamin" student profile can be integrated into extracurricular activities in the madrasah, designed in collaboration with the student profile project facilitation team along with extracurricular mentors. this integration can occur in extracurricular activities such as scouting, flag-raising ceremonies, red cross youth, and others. from these three strategies, teachers and madrasahs can choose the one that suits their conditions and resource availability in their madrasah. the implementation strategy for strengthening the "rahmatan lil alamin" student profile can be illustrated as follows: (summarized from the ministry of religious affairs' 2022 guidance for developing p5 ppra) integration with subject matter intracuriculer collaboratively designed among subject teachers co-curricular integration in talent and interest development extracurricular volume 9, number 1, may 2025| 133 zzzzzz z in the implementation of project development and strengthening of the pancasila student profile and rahmatan lil alamin student profile, the ministry of education, culture, research, and technology's (kemendikbudristek) education standards, curriculum, and assessment agency provides the following planning steps: 1. formation of the project facilitation team: the school's principal forms a facilitation team responsible for planning and executing the project in the madrasah. this team includes a project coordinator at the madrasah level, grade level coordinators, and other members as needed. 2. identifying madrasah readiness: the principal and the facilitation team reflect on and determine the readiness of the madrasah for the project. 3. designing dimensions, themes, and time allocation: the team designs the project's dimensions, themes, and the required time allocation. 4. developing project modules: the team compiles project modules that align with the madrasah's readiness level. this involves setting objectives, developing topics, outlining project flow, determining project duration, and designing project activities and assessments. 5. designing data processing and reporting strategies: strategies for processing and reporting project results are developed. data processing may involve documenting project profiles. educators may use journals, while students use portfolios. throughout the learning process, the facilitation team collects documentation of students' learning. at the end of the project, the team processes the assessment results to determine the overall achievement of the students. the team can employ various strategies and use diverse forms and assessment instruments during this process.27 the role of teachers in strengthening the profile of rahmatan lil alamin students through islamic religious education (pai) in madrasah the value of rahmatan lil alamin is the foundation of attitudes and perspectives in religious matters by harmonizing the religious practices of muslims in the context of nationhood and statehood, aiming for universal well-being. the rahmatan lil alamin student profile project, integrated with the pancasila student profile, aims to produce graduates from madrasahs with moderate religious beliefs. through islamic religious education (pai) in madrasahs, the student profile project can be optimally implemented in project-based learning. islamic religious education (pai) in madrasahs is the essence of madrasah education. pai teachers play a central role in optimizing the pai learning process.28 teachers are expected to teach islamic religious education (pai) using interactive-dialectical teaching methods so that students can learn islam with comprehensive understanding. therefore, the learning process in madrasahs should be constructed as effectively as possible, based on the nation's noble values and the values of islam rahmatan lil alamin.29 27 rizky satria dkk., panduan pengembangan projek penguatan profil pancasila kurikulum merdeka (jakarta: badan standar, kurikulum, dan asesmen pendidikan kementerian pendidikan, kebudayaan, riset, dan teknologi republik indonesia, 2022), 11, https://ditsmp.kemdikbud.go.id/download/panduan-penguatan-projekprofil-pancasila-kurikulum-merdeka/. 28 ihsan ihsan, “penguatan pendidikan agama islam pada madrasah aliyah di kudus,” nadwa: jurnal pendidikan islam 6, no. 1 (2016): 115–136. 29 tatang hidayat and syahidin syahidin, “inovasi pembelajaran pendidikan agama islam melalui model volume 9, number 1, may 2025| 134 zzzzzz z ideal islamic religious education (pai) should not only be about imparting religious knowledge (transfer of knowledge) but also about learning to practice the religious knowledge acquired (learning to do) and instilling islamic values (transfer of value). effective pai instruction for madrasah students can be achieved by balancing competent teachers as facilitators and motivators, relevant teaching methods, and adequate school facilities. this way, pai instruction can impart holistic understanding, awareness, and experience and can help shape students' character.30 therefore, teachers will be able to empower students through quality education. in the project to strengthen the student profile, three educational elements need to be considered because these elements will determine the success of student profile development. all of these elements must be integrated and optimized for their roles in project implementation.31 these three elements include students, teachers, and madrasahs. first, students play a role as active participants in implementing the student profile project. second, teachers act as facilitators who can assist students throughout the learning process. meanwhile, the educational institution or madrasah plays a supportive role in the project's overall implementation by providing conducive learning facilities and environments.32 more specifically, in project-based learning for strengthening student profiles, teachers assume at least six interconnected roles, namely as planners, facilitators, mentors, presenters, consultants, and moderators.33 first, teachers play the role of project planners. typically, teachers can start by assisting in project planning. second, teachers act as facilitators. in practice, teachers facilitate by providing students with the necessary resources to complete the project based on their interests. third, teachers serve as mentors. as mentors, teachers guide and accompany students throughout the project work. teachers can also help students with difficulties or obstacles during the project. fourth, teachers act as sources of information, actively providing knowledge to students related to the project to enhance their skills. fifth, teachers serve as supervisors and consultants. in these roles, teachers must supervise and guide students during the project implementation, continually offering constructive criticism and advice. additionally, teachers assess students' performance in project development. sixth, teachers are moderators, guiding and facilitating project-related discussions to ensure active and dialectical learning.34 the sixth role demonstrates the crucial importance of teachers in developing the profiles of pancasila and rahmatan lil alamin learners through the process of islamic religious contextual teaching and learning dalam meningkatkan taraf berfikir peserta didik,” jurnal pendidikan agama islam 16, no. 2 (2019): 115–136. 30 hidayati dan aries musnandar, “implementasi metode pembelajaran pendidikan agama islam dalam perspektif konsep rahmatan lil alamin,” diajar: jurnal pendidikan dan pembelajaran 1, no. 3 (2022): 330–338. 31 m mufid, “penguatan moderasi beragama dalam projek profil pelajar rahmatan lil ’alamin kurikulum merdeka madrasah,” quranicedu: journal of islamic education 2, no. 2 (2023): 150, https://jurnalannur.ac.id/index.php/quranicedu/article/view/396%0ahttps://jurnalannur.ac.id/index.php/qura nicedu/article/download/396/218. 32 ramdhani dkk., projek penguatan profil pelajar pancasila & profil pelajar rahmatan lil alamin, 14. 33 dewi umi qulsum s.pd., “peran guru penggerak dalam penguatan profil pelajar pancasila sebagai ketahanan pendidikan karakter abad 21,” jurnal ketahanan nasional 28, no. 3 (2022): 315–330. 34 dewi umi qulsum s.pd, “peran guru penggerak dalam penguatan profil pelajar pancasila sebagai ketahanan pendidikan karakter abad 21,” jurnal ketahanan nasional 28, no. 3 (30 desember 2022): 323, https://doi.org/10.22146/jkn.71741. volume 9, number 1, may 2025| 135 zzzzzz z education (pai) learning. this highlights the need for teachers to perform their roles with the professionalism and competence they possess to enhance the quality of teaching in imparting and developing the values of moderate islam to students inclusively, tolerantly, while preserving the philosophical values of pancasila in their daily lives. conclusion in the implementation of the independent curriculum within madrasah educational institutions, the pancasila learner profile and rahmatan lil alamin learner profile, hereinafter referred to as the learner profile, represent an effort to ensure that indonesian education graduates exhibit moderation with a strong islamic and national identity. the learner profile embodies the characteristics of students with thought patterns, attitudes, and behaviors that reflect the universal noble values of pancasila and uphold tolerance. the principles of implementing education in strengthening the rahmatan lil alamin learner profile include holism, contextualization, student-centeredness, exploratory learning, collaboration, diversity, autonomy, utility, and religiosity. meanwhile, the implementation strategies for the learner profile strengthening project can be carried out through co-curricular, integrated learning, and well-planned extracurricular activities under the guidance of the school principal and project facilitation team. within project-based learning for strengthening the learner profile, teachers assume at least six roles: project planner, facilitator, student mentor, resource person, supervisor or consultant, and moderator who guides discussions. all these roles are integrated in developing the rahmatan lil alamin learner profile within the madrasah environment. references ahmad zamroni, nur salim, sutirjo, lina mariana, aziz, aziz jakfar, zuliatin nafisah, and zainul hakim jamanhuri. panduan pengembangan projek penguatan profil pelajar pancasila dan profil pelajar rahmatan lil alamin. direktorat jenderal pendidikan islam kementerian agama ri. jakarta: kementerian agama republik indonesia, 2021. asiati, seni, and uswatun hasanah. “implementasi projek penguatan profil pelajar pancasila di sekolah penggerak.” jurnal lingkar mutu pendidikan 19, no. 2 (2022): 61–72. departemen pendidikan nasional. “undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional” (2003). hicks, david, and james l. peacock. “muslim puritans: reformist psychology in southeast asian islam.” man (1980). hidayat, tatang, and syahidin syahidin. “inovasi pembelajaran pendidikan agama islam melalui model contextual teaching and learning dalam meningkatkan taraf berfikir peserta didik.” jurnal pendidikan agama islam 16, no. 2 (2019): 115–136. hidayati, and aries musnandar. “implementasi metode pembelajaran pendidikan agama islam dalam perspektif konsep rahmatan lil alamin.” diajar: jurnal pendidikan dan pembelajaran 1, no. 3 (2022): 330–338. hsieh, h.-f., and s e shannon. “three approaches to qualitative content analysis.” qualitative health research 15, no. 9 (2005): 1277–1288. https://www.scopus.com/inward/record.uri?eid=2-s2.027844518793&doi=10.1177%2f1049732305276687&partnerid=40&md5=35df27b8756f0 volume 9, number 1, may 2025| 136 zzzzzz z ac2d54708630ae4f1c5. ihsan, ihsan. “penguatan pendidikan agama islam pada madrasah aliyah di kudus.” nadwa: jurnal pendidikan islam 6, no. 1 (2016): 115–136. kahfi, ashabul. “implementasi profil pelajar pancasila dan implikasinya terhadap karakter siswa di sekolah.” dirasah: jurnal pemikiran dan pendidikan dasar islam 5 (2) (2022): 138-151. maki, safir. “bin: 85 persen milenial rentan terpapar radikalisme.” mufid, m. “penguatan moderasi beragama dalam proyek profil pelajar rahmatan lil ’alamin kurikulum merdeka madrasah.” quranicedu: journal of islamic education 2, no. 2 (2023): 141– 154. nurhakiky, sri mulya, and muhammad naelul mubarok. “pendidikan agama islam penangkal radikalisme.” iq (ilmu al-qur’an): jurnal pendidikan islam 2, no. 01 (1970): 101–116. rachmawati, nugraheni, arita marini, maratun nafiah, and iis nurasiah. “projek penguatan profil pelajar pancasila dalam impelementasi kurikulum prototipe di sekolah penggerak jenjang sekolah dasar.” jurnal basicedu 6, no. 3 (2022): 3613–3625. s.pd., dewi umi qulsum. “peran guru penggerak dalam penguatan profil pelajar pancasila sebagai ketahanan pendidikan karakter abad 21.” jurnal ketahanan nasional 28, no. 3 (2022): 315–330. safitri, andriani, dwi wulandari, and yusuf tri herlambang. “proyek penguatan profil pelajar pancasila: sebuah orientasi baru pendidikan dalam meningkatkan karakter siswa indonesia.” jurnal basicedu 6, no. 4 (2022): 7076–7086. satria, rizky, pia adiprima, kandi sekar wulan, and tracey yani harjatanaya. projek penguatan profil pelajar pancasila. badan standar, kurikulum, dan asesmen pendidikan. jakarta: kemendikbudristek, 2022. subayil. “kebijakan pendidikan di era globalisasi.” didaktika: jurnal pemikiran pendidikan 23, no. 1 (2020): 30–44. “beranda badan nasional penanggulangan terorisme.” educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the dynamics of inclusive education in islamic schools: a study from the perspective of islamic education mahrus1, khusnul wardan2 universitas islam negri sultan aji muhammad idris samarinda masmahrus@gmail.com1, wardankhusnul@yahoo.co.id2 accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: this study is based on the importance of inclusive education as a way to provide equal learning opportunities for all students without discrimination, in line with islamic teachings that emphasize equality and rahmatan lil ‘alamin (mercy to all creation). the purpose of this study is to understand how the principles of inclusion are applied in islamic schools, the challenges faced, and its impact on character building and educational quality. the method used is a literature review, gathering and analyzing various sources on inclusion in islamic education from academic and relevant publications. findings indicate that inclusive education can enhance students' empathy, tolerance, and engagement, although there are challenges such as limited resources and a lack of teacher understanding. in conclusion, inclusive education in islam has great potential to support holistic islamic education. policy support and teacher training are essential to strengthen the implementation of inclusion keyword: islamic educational inclusion; inclusive education; inclusive learning; character education introduction pendidikan inklusi berakar pada gagasan bahwa semua siswa, termasuk mereka dengan kebutuhan khusus, berhak mendapatkan kesempatan belajar yang setara dalam satu lingkungan pendidikan. pendidikan inklusi telah menjadi topik yang mendapat perhatian luas dalam beberapa tahun terakhir, terutama di tengah meningkatnya upaya untuk memastikan akses pendidikan yang adil dan merata bagi semua anak. sejalan dengan itu, pendidikan inklusi menjadi bagian penting dari kebijakan pendidikan di berbagai negara, termasuk di negara-negara muslim yang memiliki tantangan tersendiri dalam mengintegrasikan prinsip-prinsip inklusi sesuai dengan nilai-nilai islam.(paramansyah and parojai, 2024)(erawati, 2016) dalam pendidikan islam, pendidikan inklusif menjadi lebih dari sekadar kebijakan; ia berakar pada ajaran islam yang menekankan kesetaraan dan pentingnya menuntut ilmu bagi setiap individu tanpa diskriminasi. prinsip rahmatan lil 'alamin (rahmat bagi seluruh alam) yang dijunjung tinggi dalam islam mengajarkan pentingnya membangun sistem pendidikan yang merangkul semua siswa, terlepas dari kemampuan atau latar belakang mereka.(abror and rohmaniyah, 2023)(anurogo and napitupulu, 2023) akan tetapi, dalam implementasinya, sekolah-sekolah islam sering kali menghadapi berbagai tantangan dalam mengadaptasi kurikulum, sumber daya, serta pelatihan bagi tenaga pendidik untuk memastikan bahwa pendidikan inklusif dapat dilaksanakan secara efektif. kebutuhan untuk menerapkan pendidikan inklusi di sekolah-sekolah islam menjadi penting, mailto:masmahrus@gmail.com mailto:wardankhusnul@yahoo.co.id mahrus, khusnul warda the dynamics of inclusive education in islamic schools: a study from the perspective of islamic education volume 9 , number 2, november 2025| 361 zzzzzz tidak hanya sebagai bagian dari komitmen terhadap inklusivitas tetapi juga sebagai wujud nyata dari implementasi ajaran islam itu sendiri.(mashuri and syahid, 2024)(amini, mulia and trisoni, 2024) sebuah studi yang dilakukan oleh arifin menunjukkan bahwa sekolah-sekolah islam yang menerapkan prinsip inklusif dapat memberikan dampak positif pada karakter siswa, terutama dalam hal empati, toleransi, dan keterampilan sosial yang baik. pendidikan inklusif dalam lingkungan islam menawarkan kesempatan bagi siswa untuk belajar bersama dalam suasana yang menghargai perbedaan dan keunikan setiap individu, serta membentuk lingkungan yang mendorong pengembangan diri yang sehat.(al kahar, 2019) namun, penelitian juga menunjukkan adanya kendala yang signifikan dalam mengimplementasikan pendidikan inklusif di sekolah islam, seperti keterbatasan sumber daya, kurangnya pemahaman dari para pendidik, serta dukungan kebijakan yang kurang memadai. di sisi lain, nilai-nilai tradisional dalam pendidikan islam yang terkadang lebih berorientasi pada kehomogenan siswa dapat menjadi penghambat dalam penerapan pendidikan inklusif.(atika, 2024) tantangan ini menunjukkan adanya kebutuhan untuk melakukan kajian lebih lanjut guna memahami dinamika yang terjadi dalam penerapan pendidikan inklusi di sekolah-sekolah islam dan untuk mengidentifikasi langkah-langkah yang dapat diambil untuk mengatasi hambatanhambatan tersebut. dengan latar belakang tersebut, penelitian ini bertujuan untuk mengeksplorasi penerapan paradigma pendidikan inklusif dalam pendidikan islam di sekolah-sekolah islam. fokus dari penelitian ini adalah untuk memahami bagaimana prinsip inklusi diadopsi dan diterapkan, mengidentifikasi tantangan yang dihadapi, serta mengkaji dampak dari penerapan pendidikan inklusif terhadap kualitas karakter dan pembelajaran siswa di sekolah islam. penelitian ini diharapkan dapat memberikan wawasan yang mendalam mengenai pendekatan terbaik dalam menerapkan pendidikan inklusif yang sejalan dengan nilai-nilai islam dan memberikan rekomendasi praktis bagi sekolah-sekolah islam dalam mengimplementasikan pendidikan inklusi secara efektif. methods penelitian ini menggunakan metode kajian pustaka (literature review) untuk menganalisis dan menggali konsep pendidikan inklusi dalam perspektif pendidikan islam, khususnya penerapannya di sekolah islam. kajian pustaka dipilih sebagai pendekatan utama karena penelitian ini bertujuan untuk memahami kerangka teoretis dan empiris mengenai pendidikan inklusi dalam islam, serta untuk mengidentifikasi pola dan tantangan penerapannya.(hadi, 2021) data dalam penelitian ini dikumpulkan melalui penelusuran literatur dari berbagai sumber akademik, termasuk artikel jurnal, buku, dan laporan penelitian yang relevan dengan topik pendidikan inklusi dalam islam. penelusuran dilakukan melalui database akademik. hanya literatur yang diterbitkan dalam 10 tahun terakhir yang digunakan untuk memastikan bahwa kajian ini relevan dan mencerminkan perkembangan terkini dalam bidang pendidikan inklusi result and discussion pendidikan inklusi dalam perspektif islam pendidikan inklusi adalah sebuah pendekatan yang menempatkan semua siswa, termasuk mereka yang memiliki kebutuhan khusus, dalam satu kelas bersama siswa lain yang tidak memiliki kebutuhan khusus. konsep ini menekankan pada kesetaraan dan penghargaan terhadap perbedaan mahrus, khusnul warda the dynamics of inclusive education in islamic schools: a study from the perspective of islamic education volume 9 , number 2, november 2025| 362 zzzzzz individu. (munawir, bilqhis and mahmudah, 2024) dalam perspektif islam, pendidikan inklusi memiliki landasan yang kuat dan sejalan dengan nilai-nilai kemanusiaan yang diajarkan. islam mengakui pentingnya pendidikan sebagai hak yang harus dinikmati oleh setiap individu, terlepas dari latar belakang sosial, ekonomi, gender, atau kemampuan fisik dan mental. prinsip kesetaraan ini berakar pada ajaran al-qur'an dan sunnah nabi muhammad saw yang menekankan bahwa seluruh umat manusia adalah sama di hadapan allah dan memiliki hak yang sama untuk memperoleh ilmu. pendidikan dalam islam tidak hanya berfungsi sebagai sarana untuk meningkatkan kualitas hidup individu, tetapi juga sebagai instrumen penting untuk menciptakan masyarakat yang adil dan makmur.(idris, 2022) salah satu ayat yang sering dijadikan landasan adalah surah al-hujurat ayat 13: "wahai manusia! sesungguhnya kami telah menciptakan kamu dari seorang laki-laki dan seorang perempuan, dan kami jadikan kamu berbangsa-bangsa dan bersuku-suku supaya kamu saling mengenal..." (qs. al-hujurat [49]:13 ayat ini menekankan bahwa perbedaan di antara manusia adalah untuk saling mengenal dan memahami, bukan untuk diskriminasi atau pembedaan dalam hak-hak dasar, termasuk pendidikan. selain itu, nabi muhammad saw bersabda: "menuntut ilmu itu wajib bagi setiap muslim." (hr. ibnu majah) hadis ini menegaskan kewajiban mencari ilmu bagi semua umat islam tanpa pengecualian, mengindikasikan bahwa akses terhadap pendidikan adalah hak universal. dalam pendidikan inklusif, prinsip kesetaraan ini berarti bahwa sekolah-sekolah islam harus membuka pintu bagi semua siswa, termasuk mereka yang memiliki kebutuhan khusus. penerapan pendidikan inklusif sejalan dengan misi islam untuk menciptakan masyarakat yang adil dan seimbang, di mana setiap individu dapat mengembangkan potensinya secara optimal. tantangan penerapan pendidikan inklusi di sekolah islam meskipun konsep pendidikan inklusi sangat ideal dan memiliki keselarasan yang kuat dengan nilai-nilai islam, penerapannya di sekolah-sekolah islam menghadapi berbagai tantangan. tantangan-tantangan ini bisa berasal dari keterbatasan sumber daya, kurangnya pelatihan bagi guru, hingga persepsi masyarakat yang masih belum sepenuhnya memahami dan mendukung gagasan inklusi.(artawan et al., 2023) berikut beberapa tantangan utama yang dihadapi dalam penerapan pendidikan inklusi di sekolah-sekolah islam: 1. keterbatasan sumber daya dan infrastruktur salah satu tantangan terbesar yang dihadapi sekolah-sekolah islam dalam menerapkan pendidikan inklusi adalah keterbatasan sumber daya dan infrastruktur yang memadai. banyak sekolah islam tidak memiliki fasilitas khusus yang dapat mendukung siswa dengan kebutuhan khusus, seperti aksesibilitas bagi siswa dengan disabilitas atau alat bantu pembelajaran yang spesifik.(sholihah, 2024)keterbatasan anggaran menjadi kendala utama bagi sekolah-sekolah untuk menyediakan fasilitas yang inklusif, yang menyebabkan siswa dengan kebutuhan khusus seringkali kesulitan dalam mengikuti proses pembelajaran dengan maksimal. 2. kurangnya pelatihan guru dalam mengelola pendidikan inklusi guru memiliki peran kunci dalam kesuksesan pendidikan inklusi. namun, banyak guru di sekolah-sekolah islam tidak mendapatkan pelatihan yang memadai tentang cara menangani mahrus, khusnul warda the dynamics of inclusive education in islamic schools: a study from the perspective of islamic education volume 9 , number 2, november 2025| 363 zzzzzz kebutuhan siswa yang beragam, terutama siswa berkebutuhan khusus. tanpa pelatihan yang memadai, guru cenderung kesulitan dalam menyesuaikan metode pengajaran yang sesuai dengan kebutuhan individu siswa.(ramadani et al., 2024) kurangnya pengetahuan ini tidak hanya menghambat perkembangan akademik siswa berkebutuhan khusus, tetapi juga dapat membuat siswa merasa tidak diterima dalam lingkungan belajar. 3. persepsi dan sikap masyarakat terhadap inklusi persepsi masyarakat tentang pendidikan inklusi masih menjadi tantangan besar dalam penerapan di sekolah-sekolah islam. banyak orang tua dan bahkan beberapa pendidik masih menganggap bahwa siswa dengan kebutuhan khusus sebaiknya mendapatkan pendidikan yang terpisah, agar tidak mengganggu proses pembelajaran siswa lainnya. pandangan seperti ini menunjukkan bahwa pendidikan inklusi masih sering disalahpahami sebagai sesuatu yang merugikan, daripada sebagai kesempatan untuk mempromosikan nilai-nilai kesetaraan dan kemanusiaan.(angraini et al., 2024) akibatnya, dukungan dari orang tua dan masyarakat terhadap program inklusi seringkali kurang maksimal. 4. kurangnya dukungan kebijakan yang mendukung pendidikan inklusi penerapan pendidikan inklusi membutuhkan kebijakan yang jelas dan mendukung dari pemerintah serta lembaga pendidikan terkait. namun, kebijakan yang mengatur pendidikan inklusi di sekolah-sekolah islam seringkali masih belum memadai. banyak sekolah merasa tidak mendapatkan panduan atau bantuan yang cukup dari pemerintah, terutama terkait pelatihan guru, penyediaan fasilitas, dan alokasi anggaran untuk pendidikan inklusi.(tanjung et al., 2024)kurangnya dukungan kebijakan membuat sekolah-sekolah islam sulit untuk menjalankan pendidikan inklusi secara efektif. 5. keterbatasan kerjasama antar lembaga pendidikan inklusi di sekolah-sekolah islam memerlukan kerjasama yang erat antara pemerintah, organisasi pendidikan, masyarakat, dan lembaga keagamaan. namun, di banyak tempat, kerjasama antara lembaga-lembaga ini masih belum terjalin dengan baik. kurangnya koordinasi antara berbagai pihak mengakibatkan banyaknya tantangan yang dihadapi oleh sekolah dalam menerapkan pendidikan inklusi.(dute, 2021) dukungan dari berbagai lembaga diperlukan tidak hanya dalam bentuk pendanaan tetapi juga dalam bentuk dukungan moral dan sosial untuk mengubah persepsi tentang pentingnya pendidikan inklusi. 6. tantangan kultural dan tradisi dalam pendidikan islam secara kultural, sekolah-sekolah islam sering kali menghadapi tantangan dalam mengubah tradisi pendidikan yang lebih berorientasi pada homogenitas siswa. dalam banyak kasus, ada kecenderungan untuk mempertahankan model pendidikan yang lebih eksklusif dan menganggap bahwa siswa berkebutuhan khusus tidak cocok berada di kelas yang sama dengan siswa lainnya.(sanusi, 2023)pandangan ini menimbulkan resistensi terhadap penerapan pendidikan inklusi. untuk itu, diperlukan upaya sosialisasi dan transformasi budaya yang lebih mendalam agar semua pihak memahami pentingnya keberagaman dalam pendidikan. pemerintah dan lembaga pendidikan harus memperkuat kebijakan yang mendukung pendidikan inklusi, menyediakan pelatihan yang memadai bagi guru, serta menyediakan sumber daya yang diperlukan untuk memastikan semua siswa mendapatkan pendidikan yang layak. selain itu, penting untuk meningkatkan kesadaran masyarakat mengenai pentingnya pendidikan inklusi. masyarakat perlu memahami bahwa inklusi bukan hanya memberi manfaat bagi siswa mahrus, khusnul warda the dynamics of inclusive education in islamic schools: a study from the perspective of islamic education volume 9 , number 2, november 2025| 364 zzzzzz berkebutuhan khusus, tetapi juga memperkaya pengalaman belajar bagi semua siswa dengan mengajarkan empati, toleransi, dan penghargaan terhadap perbedaan. dampak positif pendidikan inklusi terhadap karakter siswa walaupun dihadapkan pada tantangan, pendidikan inklusi di sekolah islam terbukti membawa dampak positif yang signifikan terhadap perkembangan karakter siswa. pembelajaran dalam lingkungan inklusif menciptakan suasana yang menumbuhkan empati, toleransi, dan keterbukaan di antara siswa. siswa yang bersekolah di lingkungan inklusif lebih mudah memahami dan menerima perbedaan, baik dari segi kemampuan maupun karakter, yang pada akhirnya memperkuat keterampilan sosial mereka.(nurfadhillah, 2021) selain itu, inklusi memberikan manfaat langsung bagi siswa dengan kebutuhan khusus diantaranya yaitu: 1. meningkatkan empati dan toleransi salah satu dampak positif yang paling terlihat dari pendidikan inklusi adalah meningkatnya empati dan toleransi di kalangan siswa. dalam lingkungan inklusif, siswa belajar untuk berinteraksi dengan teman-temannya yang memiliki latar belakang dan kebutuhan yang berbeda. pengalaman ini membantu siswa mengembangkan pemahaman yang lebih baik tentang perbedaan, sekaligus melatih mereka untuk lebih peka terhadap kebutuhan orang lain.(nurfadhillah, 2021) siswa diajarkan untuk membantu teman-teman mereka yang membutuhkan, yang pada akhirnya membentuk sikap yang lebih empatik dan toleran. empati ini adalah keterampilan sosial yang sangat penting, terutama dalam kehidupan bermasyarakat yang penuh dengan keberagaman.(darmiyati zuchdi, 2023) 2. pengembangan keterampilan sosial pendidikan inklusif juga memberikan dampak positif terhadap keterampilan sosial siswa. ketika siswa dengan berbagai kebutuhan belajar bersama dalam satu kelas, mereka belajar untuk bekerja sama, berkomunikasi dengan lebih efektif, dan saling menghargai perbedaan. siswa dengan kebutuhan khusus mendapatkan kesempatan untuk terlibat dalam kegiatan sosial yang sama dengan siswa lainnya, yang memperkuat rasa percaya diri mereka. di sisi lain, siswa yang tidak memiliki kebutuhan khusus belajar untuk memahami, menghormati, dan mendukung teman-teman mereka yang mungkin membutuhkan bantuan lebih.(suryadi, 2023) interaksi ini menciptakan suasana belajar yang lebih inklusif dan harmonis, di mana setiap siswa merasa menjadi bagian dari komunitas. 3. memupuk rasa percaya diri bagi siswa dengan kebutuhan khusus, pendidikan inklusi sangat penting dalam membangun rasa percaya diri. dengan diberi kesempatan untuk belajar dan berpartisipasi secara penuh di kelas yang sama dengan siswa lainnya, mereka merasakan pengakuan dan penerimaan dari lingkungan sekitarnya. ini berbeda dengan pendidikan yang terpisah, di mana siswa berkebutuhan khusus mungkin merasa diisolasi atau berbeda dari yang lain. pendidikan inklusi membantu mereka untuk merasa bahwa mereka memiliki tempat yang setara di kelas, yang secara signifikan meningkatkan rasa percaya diri dan motivasi untuk belajar.(irdamurni, 2020)ketika mereka merasa dihargai dan mampu, siswa akan lebih bersemangat dalam mengejar potensi mereka. 4. pembentukan sikap menghargai keberagaman pendidikan inklusi memberikan kesempatan bagi siswa untuk berinteraksi dengan temanteman dari berbagai latar belakang dan kemampuan, yang pada gilirannya menumbuhkan mahrus, khusnul warda the dynamics of inclusive education in islamic schools: a study from the perspective of islamic education volume 9 , number 2, november 2025| 365 zzzzzz sikap saling menghargai keberagaman. dalam lingkungan inklusif, siswa belajar bahwa perbedaan bukanlah hal yang harus ditakuti atau dijauhi, melainkan sesuatu yang dapat memperkaya pengalaman belajar mereka.(nugroho and mareza, 2016) siswa menjadi lebih terbuka terhadap pandangan dan situasi yang berbeda, yang penting dalam membentuk sikap toleransi dan keterbukaan terhadap keberagaman sosial, budaya, dan keagamaan. 5. peningkatan dinamika kelompok dalam pembelajaran pendidikan inklusi juga mendorong dinamika kelompok yang lebih positif dalam kegiatan pembelajaran. siswa belajar untuk bekerja dalam kelompok yang heterogen, di mana setiap individu memiliki kekuatan dan kelemahan masing-masing. dalam kelompok seperti ini, siswa dengan kebutuhan khusus dapat memberikan kontribusi unik mereka, sementara siswa lainnya belajar untuk menghargai kontribusi tersebut. situasi ini mengajarkan siswa mengenai pentingnya kerja sama dan menghargai kemampuan setiap anggota kelompok, yang sangat berguna untuk perkembangan karakter mereka dalam konteks kerjasama tim di masa depan.(david wijaya, 2019) 6. mengurangi stigma dan diskriminasi pendidikan inklusi berperan penting dalam mengurangi stigma dan diskriminasi terhadap siswa dengan kebutuhan khusus. ketika siswa berkebutuhan khusus belajar di kelas yang sama dengan siswa lain, mereka tidak lagi dipandang berbeda atau dianggap sebagai individu yang perlu dipisahkan. sebaliknya, mereka diperlakukan sama seperti siswa lain, yang membantu mengurangi prasangka dan membangun suasana saling menghormati. hal ini sangat penting dalam membangun masyarakat yang lebih adil, di mana setiap individu dihargai tanpa melihat perbedaan fisik atau mental.(sulaiman et al., 2024)dengan demikian, pendidikan inklusi berfungsi sebagai sarana untuk menciptakan lingkungan sekolah yang lebih inklusif dan menerima conclusion pendidikan inklusi dalam islam didasarkan pada nilai keadilan, kesetaraan, dan kasih sayang, yang memberi kesempatan yang sama bagi semua siswa, termasuk yang memiliki kebutuhan khusus. penelitian ini menunjukkan bahwa pendidikan inklusi di sekolah islam berdampak positif pada perkembangan karakter siswa, seperti meningkatnya rasa empati, toleransi, dan kemampuan bersosialisasi. meskipun begitu, penerapan pendidikan inklusi masih menghadapi tantangan, seperti kurangnya sumber daya, pelatihan bagi guru, dan dukungan kebijakan yang belum cukup memadai. walaupun ada tantangan, pendidikan inklusi tetap berpotensi besar mendukung tujuan pendidikan islam yang adil dan menyeluruh. agar pendidikan inklusi berjalan lebih baik di sekolah-sekolah islam, disarankan agar pihak terkait memperkuat kebijakan yang mendukung inklusi, menyediakan fasilitas yang lebih lengkap, serta memberikan pelatihan khusus bagi para guru. selain itu, penting juga melakukan sosialisasi kepada masyarakat tentang manfaat pendidikan inklusi agar lebih sesuai dengan nilai-nilai islam. untuk penelitian selanjutnya, diharapkan dapat mendalami strategi penerapan pendidikan inklusi di berbagai sekolah islam, sehingga bisa lebih mengatasi tantangan dan meningkatkan efektivitasnya. references abror, d. and rohmaniyah, n. 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(2023) pembaharuan strategi pendidikan. nuansa cendekia. sholihah, b.m. (2024) ‘pendidikan inklusi dan strategi mutu dalam mencapai kesetaraan pendidikan di indonesia’, journal of education and religious studies, 4(01), pp. 8–15. sulaiman, s. et al. (2024) buku ajar pendidikan inklusi. pt. sonpedia publishing indonesia. suryadi, i. (2023) ‘dampak pendidikan inklusif terhadap partisipasi dan prestasi siswa dengan kebutuhan khusus’, jurnal pendidikan west science, 1(08), pp. 517–527. tanjung, r. et al. (2024) ‘teknologi pendukung dalam pendidikan inklusif: sebuah tinjauan mahrus, khusnul warda the dynamics of inclusive education in islamic schools: a study from the perspective of islamic education volume 9 , number 2, november 2025| 367 zzzzzz literatur sistematis’, nusantara educational review, 2(1), pp. 1–7. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 163 the impact of online learning on teachers' anxiety levels in the offline period (results of a survey of paud teachers in banjarbaru city, south kalimantan) anwar hafidzi, rahmat shalihin, muhammad ramli, muhdi universitas islam negeri antasari, banjarmasin, indonesia anwar.hafidzi@uin-antasari.ac.id accepted: may 3th 2022 reviewed: august 5th 2022 published: nov 30th 2022 abstract : this study aims to consider the impact of the pandemic on the teaching-learning process from the perspective of early childhood education (paud) teachers. not many studies have examined the effects of the pandemic on the teaching process with children, even at the paud level. this paper aims to gain a deeper understanding of the realization of the teaching and learning process during an emergency due to covid-19 in banjarbaru city, which came as a consequence of an unfavorable epidemiological situation. teachers, children, and parents are recognized in this paper as the main determinants of the quality of education. the results of the attitude assessment of 40 teachers in the city of banjarbaru there are important aspects of the educational process during an emergency. the data takes place, based on the results obtained, it can be concluded that the level of adaptability of teachers is considered capable enough to deal with new situations and is decreasing as it continues to be extended. face-to-face learning emergency. the results explain a high positive attitude in terms of cooperation between teachers and parents, which indicates that there is a lot of room to improve the quality of education in the future through blended learning.. keywords: impact, education, children, covid-19, banjarbaru introduction the current poor epidemiological condition produced by covid-19 makes all of us to pause in our efforts to progress, putting our personal and professional movements in numerous domains, including education, to the test.1 indonesia has been in a state of emergency for a few months and has been in effect since 2020. not to mention what happened in banjarbaru, where the implementation of community activity restrictions took place from july 15 to august 6, 2021, and may continue. all elementary, medium, 1 margaretha audrey stefani cahya, “new normal: how school operation and learning changes in a pandemic” (phd thesis, university of arkansas, 2021); azam raoofi et al., “covid-19 pandemic and comparative health policy learning in iran,” archives of iranian medicine 23, no. 4 (2020): 221; steve alsop and larry bencze, “reimagining science and technology education in the covid-19 portal,” journal for activist science and technology education 11, no. 2 (2020): 12. mailto:anwar.hafidzi@uin-antasari.ac.id educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 164 and even higher education schools were forced to close due to the indonesian government's considerations through the education office or the ministry of education. then use online learning / online learning 2. although some locations continue to provide face-to-face instruction, they do so while adhering to the health guidelines established by the local government. social distance is established in conjunction with the closure of kindergartens (tk), and is followed by regular or limited study hours 3. the duration of isolation, fear of infection, feelings of annoyance and boredom, inadequate resources, and inadequate information, according to a study titled the psychological influence of quarantine on individuals, could trigger strength during this state of emergency also creates a situation where educational work is at jeopardy. in this instance, the instructor will have a shifting function, one that will necessitate increasing flexibility to adjust to changing circumstances, online communication with parents and children, and online practice of educational activities. this issue may not have a big impact on secondary and higher education, but it does affect early childhood and elementary school.4 due to the negative epidemiological environment and a lack of proper preparation, analysis, and adaption time in advance, changes in the educational system are not evident. the facts show that teachers play an important role in shaping the character of children at an early age, with data from several indonesian schools indicating that 65 percent of parents and guardians of children under the age of ten are always in contact with teachers, and 35 percent do so on a regular basis.5 the importance of this relationship is reflected in the quality of communication, with 86 percent of parents in contact with teachers stating that they received instructions related to grouping and implementing games and activities with children, 48 percent responding that they received suggestions from teachers, and 33 percent only communicating about basic child-related matters.6 2 geni kurniati et al., “pengayaan literasi digital di mi jam’iyyatul khair: edpuzzle sebagai media alternatif dalam pembelajaran daring,” acitya bhakti 1, no. 2 (2021): 116; witarsa tambunan et al., “pengaruh covid-19 terhadap proses pembelajaran daring di yayasan pendidikan cawan bethel,” jurnal comunitã servizio: jurnal terkait kegiatan pengabdian kepada masyarakat, terkhusus bidang teknologi, kewirausahaan dan sosial kemasyarakatan 3, no. 1 (2021): 561–66; eri susanto and aisyah putri deapalupi, “analisis dampak covid-19 terhadap implementasi study from home (sfh) di tingkat sekolah dasar,” jurnal pendidikan: riset dan konseptual 4, no. 4 (2020): 536. 3 aan ansori and ahmad fitriyadi sari, “inovasi pendidikan di masa pandemi covid-19,” jurnal literasi pendidikan nusantara 1, no. 2 (2020): 133. 4 muhammad firman annur and hermansyah hermansyah, “analisis kesulitan mahasiswa pendidikan matematika dalam pembelajaran daring pada masa pandemi covid-19,” paedagoria: jurnal kajian, penelitian dan pengembangan kependidikan 11, no. 2 (2020): 195; azizatul banat, “kemandirian belajar mahasiswa penjas menggunakan media google classroom melalui hybrid learning pada pembelajaran profesi pendidikan di masa pandemi covid-19,” jurnal teknologi pendidikan (jtp) 13, no. 2 (2020): 119. 5 jurnal pendidikan anak usia dini, “kesiapan lembaga paud dalam pembelajaran tatap muka pada new normal,” jurnal obsesi: jurnal pendidikan anak usia dini 5, no. 1 (2021): 2158; aris try andreas putra, sufiani sufiani, and jahada jahada, “transformasi nilai pendidikan islam anak di paud sultan qaimuddin kendari pada masa pandemic covid 19,” murhum: jurnal pendidikan anak usia dini, 2020, 79; mubiar agustin et al., “tipikal kendala guru paud dalam mengajar pada masa pandemi covid 19 dan implikasinya,” jurnal obsesi: jurnal pendidikan anak usia dini 5, no. 1 (2020): 334–45. 6 dini, “kesiapan lembaga paud dalam pembelajaran tatap muka pada new normal”; yogesh k. dwivedi et al., “impact of covid-19 pandemic on information management research and practice: transforming education, educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 165 unicef, the world's largest humanitarian agency, has helped children through educational programs, although this assistance is not proportional to the importance of parents as home educators during the pandemic. will this have a positive impact on education during the present pandemic, or will children continue to grow up based on their surroundings? as a result, the authors argue that it is vital to modify the way online work in order to involve children in the learning process on a daily basis, as well as provide training for parents to help them overcome this difficulty. it is one of the obstacles in assisting the child's growth and development process in such a hazardous setting. one of the issues may be that many underdeveloped countries, like banjarbaru city in south kalimantan, continue to face challenges in expanding e-learning due to internet connectivity issues. quality education, according to some experts, is a combination of ethical teachers and the involvement of parents in developing these pupils' talents..7 the absolute prerequisite in this growth is that different effective and sustainable conditions exist, such as a sense of responsibility towards children, responsibility for the family, ethics, and a desire to enhance students' talents. the objectives of organizing early childhood education are as follows: 1) improving the quality of children's readiness to enter basic education and early character for adulthood; 2) the desire to learn and be able to learn in primary school education; and 3) managing the system of skills, expertise, and religious education so that they are skilled in the future. the development and priority goals of children's growth and development are decided by respecting the ideals of accessibility, democracy, openness, authenticity, and development, according to laws no. 20 of 2003 and no. 12 of 2008 regulating early childhood education. the satisfaction of these requirements, notably the urge to play, move, and communicate with peers, is the foundation for normal infant development. what if this was done on the internet? eliminating these schools will eventually result in a fall in literacy culture, which is one of the negative consequences of closing early childhood education schools. so, during the pandemic, we need a strategy that blends internet education with direct character education to teach and captivate children. this study can at least address educators' concerns and facts about what has happened in numerous paud in banjarbaru city in response to the existing online education system, as well as the expected outcomes in order to improve the quality and system of paud education during this pandemic. method the purpose of this study is to find out how teachers feel about the impact of covid-19 on their teaching process during an emergency. during the pandemic that has afflicted the republic of indonesia for four semesters in 2021, the correct educational system is required. the descriptiveanalytic methods were utilized in this work, and the data collection approach was atype estimating instrument scale technique likert-of 16 items. by circling the numbers with the accompanying work and life,” international journal of information management, july 31, 2020, 104, https://doi.org/10.1016/j.ijinfomgt.2020.102211. 7 thomas favale et al., “campus traffic and e-learning during covid-19 pandemic,” computer networks, 2020, 107290. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 166 information, you can assess the amount of agreement with the question: there are three groups of claims in the instrument, the first group of claims refers to examining the impact of the pandemic on teachers' personalities and their teaching process (from 1 to 5), the second group of claims refers to examining the cooperation between teachers and parents during an emergency (from 6 to 9), and the third group of claims is to examine teacher attitudes towards the impact of the pandemic on child development processes (10 to 16). the effort was made to determine the teacher's attitude towards the factors that are important for the teaching process during this emergency. a total of 40 rating scales were distributed, 12 of which were incomplete and not included in the data processing. data processing is carried out on the basis of 28 complete rating scales. the sample in this study consisted of paud teachers in banjarbaru city. the average number of years of the respondent's work experience is 4 years. this research was conducted during july-august 2021. result and discussion based on the results of respondents to several educators who teach in early childhood education and a survey conducted in july-august 2021 obtained from various results and data. the interpretation of the results is based on an analysis of three main factors in the education process, the first is the attitude of the teacher to changes in the teaching process during the emergency, the second is the attitude of the teacher to cooperation with parents, and the third is the attitude of the teacher to the impact of child development. table 1: i deal well with changes in the teaching process of children, caused by covid-19 valid frequen cy perso n valid perce nt cumulati ve percent no, not at all 40 0 0 0 mostly not 40 4 14.3 14.3 vali d i doubt 40 5 17.9 17.9 mostly yes 40 16 57.1 57.1 yes, not at all 40 3 10.7 10.7 total 40 28 100 100 adaptability to this change is an important factor in the teaching process which will put teachers in a position that is continuously active. teachers will see themselves as professionals who have successfully adapted to the changes taking place in the teaching process of children caused by the educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 167 pandemic. 75% of teachers believe that they have handled change in a good way whereas, 14.3% of respondents still have doubts about this statement, and 10.7% of respondents have a negative opinion. table 2: the teaching process during an emergency is high quality and efficient. valid frequen cy perso n valid perce nt cumulati ve percent no, not at all 40 3 10.7 10.7 mostly no 40 9 32.1 32.1 vali d i doubt 40 7 25 25 mostly yes 40 6 21.4 21.4 yes, not at all 40 3 10.7 10.7 total 40 28 100 100 in this regard the quality of teaching with children during an emergency is divided by several opinions. 32.1% of teachers had a positive attitude towards the quality of the process, while 25% of them were undecided. a quarter of the teachers surveyed 20% of them had a negative attitude towards the quality and efficiency of the teaching process during an emergency, and this leads us to believe that there is much that needs to be improved in this process. table 3: during an emergency, my family responsibilities are further increased, which has a negative impact on my professional work. valid frequen cy perso n valid perce nt cumulati ve percent no, not at all 40 5 17.9 17.9 mostly no 40 5 17.9 17.9 vali d i doubt 40 8 28.6 28.6 mostly yes 40 8 28.6 28.6 yes, not at all 40 2 7.1 7.1 total 40 28 100 100 educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 168 tendency to examine whether family obligations can reduce the quality of professional work during an emergency. 28.6% of teachers had doubts about this and 17.9% of them had additional family obligations during this emergency, which had a negative impact on their professional work. more than a quarter of respondents attribute family obligations to the quality of their work. table 4: i need professional support in carrying out work assignments during an emergency in this professional support claim there are 10% of teachers who do not need such assistance, 32.1% are doubtful about it, and 25% of teachers need professional assistance. but the problems that created the need have not been investigated. table 5: during an emergency my colleagues help me in overcoming the problems i face in teaching practice the cohesiveness of teachers during an emergency remains at a high level. this is confirmed by the results determined that 75% of teachers get support from their peers in solving the problems they educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 169 face, while 17.9% of them have doubts about it, and 17.9% of teachers do not receive support from their peers. table 6: during an emergency i need professional support in carrying out work assignments during a pandemic. this emergency, in addition to preventing physical attendance at kindergarten educational institutions and establishing online learning as an alternative solution, also introduces flexible working hours. in this case 35.7% of the teachers had additional activities with parents and children outside the scheduled working hours, while 17.9% of respondents were hesitant, and 46.4% of respondents carried out online activities specifically during scheduled working hours. table 7 : parents follow and accept my guidance and counseling in the process of teaching with children during an emergency. one of the symbols of quality educational work is the collaboration between parents and teachers. during an emergency the role of parents is unavoidable, and demands to follow directions given by teachers are high. as many as 43.9% of teachers believe that parents accept the guidance and counseling they receive while 325% of them are hesitant and 17.9% believe that parents do not accept and follow directions from teachers. table 8: cooperation between teachers and parents in an emergency is at a high level. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 170 the results from the previous statement are supported by a high level of satisfaction with the cooperation between teachers and parents during an emergency. most of the teachers, which are 50%, have a positive attitude towards the quality of cooperation with parents, 7.1% of teachers are hesitant, and 0% of teachers have negative experiences. table 9 : i believe that parents are adequately compensated for the educational effects that teachers cannot provide to children during emergencies . in an attempt to determine whether parents have succeeded in establishing an education from the effect that teachers exert on children when they work regularly. there are several opinions and only 14.3% of teachers believe that parents can do it completely, while 42.9% of them think most parents can do it. the percentage of teachers who are hesitant is 35.7% while 3.6% believe that parents cannot compensate for the influence of learning provided by the teacher. table 10 : the impossibility of the physical presence of children in kindergarten educational institutions during an emergency has a negative impact on child development educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 171 the online learning process in kindergarten educational institutions has its own peculiarities. as many as 42.9% of teachers believe that the impossibility of presenting children will have a negative impact on children's development, while 25% of them doubt it, and 3.6% have a negative attitude towards this statement. table 11: changes in the learning process caused by covid-19 have a negative impact on children's achievement regarding the impact of teaching methods during the pandemic on children's achievement 57.1% of teachers believe this way of working can have a negative element in terms of children's achievement, while 14.3 % of teachers were skeptical about this statement, and 21.4% believed that children's performance would not be affected by new ways of working during an emergency. table 12: breaks and inability to attend preschool can negatively impact children's social development educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 172 most of the teachers, amounting to 42.9% of them believe that the inability to face children physically has negative consequences on children's social development, while 21.4 % of them are undecided, and 0% of teachers disagree with this statement. table 13: rest and inability to attend kindergarten educational institutions can have a negative impact on children's moral development in terms of children's moral development 51.9% of teachers believe that children's physical absence from kindergarten education institutions will have a negative impact on their moral development, while 14.8% of teachers feel doubtful, and 3.7% of teachers disagree with this statement. table 14: rest and inability to attend kindergarten educational institutions can have a severe impact on children's physical development. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 173 researching the negative impact of physical absence from kindergarten on children's development raises many opinions. 42.9% of teachers agree with this statement, while 21.4% are undecided, and as many as 0% disagree with this statement. table 15: rest and inability to attend kindergarten educational institutions can have a negative impact on children's intellectual development as many as 50% of respondents believe that the inability to be physically present in kindergarten educational institutions will have a negative impact on children's intellectual development, while 17, 9% were undecided, and 3.6% of the teachers surveyed disagreed with the statement. table 16 : rest and inability to attend kindergarten educational institutions can have a negative effect on children's emotional development educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 174 when this question is given the opinion of the respondents is uneven. a third of teachers are hesitant to agree with this statement, 42.9% believe that there is a negative impact on children's emotional development due to the physical impossibility of attending a kindergarten educational institution, while 3.6% give a negative interpretation. the role of paud teachers in changing the teaching process during a pandemic when we asked about: teachers' attitudes towards changes in the teaching process during an emergency the analysis of these results determined that the teacher had sufficient strength and willpower to adapt to new circumstances. three-quarters of the teachers surveyed said they were doing well despite the changes in the teaching process caused by covid-19. these results support the research conclusion that the teaching community is mentally prepared to adapt to new and innovative ways of imparting knowledge, but it must also be supported by the institution that houses them. good adaptation of teachers to this new situation does not necessarily mean that the quality of educational work will be effective. this statement is also followed by results on the quality of educational work during the emergency, which show that the number of respondents is much smaller than previously claimed, and believes that the quality of education work will remain good. only about half of the respondents thought that the quality of educational work during this time had improved. the results leave a lot of room to identify the factors that need to be elevated. the quality of distance education work during an emergency can also be questioned as their children learn very little or not at all after the closure of educational institutions. efforts to determine whether the division of responsibilities in the family of teachers is increasing, which will greatly affect their professional work during this emergency. more than a quarter of respondents (36.6%) of them have professional problems due to new obligations in the family. in addition, less than a quarter of respondents (21.1) indicated that they needed professional support in performing their work duties during an emergency. the results show us that the position of the teacher must be considered in a way that respects his personality and needs. in terms of mutual assistance and support between teachers, the results show how important mutual assistance is among teachers. shah emphasized that a sense of loyalty to friends or mutual assistance is an unavoidable factor in adapting to new conditions in modern times, and that the quality educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 175 of this relationship between co-workers depends on the appropriate way of professional development, learning, and organizational efficiency. the results confirm this conjecture with the fact that most teachers (75%) receive assistance from peers in solving problems encountered in practice which indicates that the quality of relationships between colleagues in solving problems encountered when in practice has a significant driving force. . the form of teacher collaboration in solving joint problems gives a positive tone. questions about: the cooperative attitude of teachers and parents to understand the causal relationship between the emergence of covid-19, the closure of educational institutions which resulted in disruption of the learning process. most of the respondents (85%) indicated that during an emergency they had an engagement with parents and children outside the working hours that had been provided. the involvement of parents in children's education in this emergency situation will be further increased. however, despite such satisfying cooperation when it comes to the role of parents in offsetting the educational effects that teachers can provide to children. about two-fifths (42.9%) of respondents believe that parents will get sufficient cause and effect from the educational effects that teachers cannot provide to children during this emergency. likewise with the question: teachers' attitudes towards the effect of the impossibility of physical presence in preschool institutions on the child's personal development an unavoidable determining factor is the continuity of the process, for which there are several reports predicting that the closure of educational institutions and the transition to distance learning will have consequences long term for children caused by the unfavorable epidemiological situation. this online activity shows weaknesses as well which is evidenced by the results we have achieved. the majority of teachers surveyed believe that the physical impossibility of attending a kindergarten education institution can have a negative impact on children's continued development, and can also negatively affect children's achievement. and the results show the need for physical presence in kindergarten educational institutions and if the epidemiological situation does not allow then the form of organization of online activities must be prepared and reorganized by minimizing the negative effects as little as possible. conclusion based on the findings on the opinion of paud teachers in banjarbaru city on the online education system and the teacher's professionalism, it was found that the sustainable development of children during an emergency will slow down. quality collaboration between parents and teachers can also contribute to overcoming the difficulties faced by students, because shared achievements determine the goals of the educational process. likewise, most of the social, moral, intellectual, physical and emotional development of children during an emergency are affected by the conditions of the educational process. this is because learning media such as cellphones actually make children more happy to play than learn. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 176 it is recommended to introduce a new education system that is adapted to children, for example with blended learning. this method is considered easier to refresh character education by combining online and offline. in this way the aims and duties of education can be actively applied and can serve in the best interests of the children as an obligation. references agustin, mubiar, ryan dwi puspita, dinar nurinten, and heni nafiqoh. 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"transformation of the value of islamic education for children at paud sultan qaimuddin kendari during the covid 19 pandemic." murhum: journal of early childhood education, 2020, 79–90. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 177 raoofi, azam, amirhossein takian, ali akbari sari, alireza olyaeemanesh, hajar haghighi, and mohsen aarabi. “covid-19 pandemic and comparative health policy learning in iran.” archives of iranian medicine 23, no. 4 (2020): 220–34. susanto, eri, and aisyah putri deapalupi. "analysis of the impact of covid-19 on the implementation of study from home (sfh) at the elementary school level." journal of education: research and conceptual 4, no. 4 (2020): 536–42. tambunan, witarsa, hotner tampubolon, dameria sinaga, and lisa gracia kailola. "the influence of covid-19 on the online learning process at the cawan bethel education foundation." jurnal comunit servizio: journal related to community service activities, especially in the fields of technology, entrepreneurship and social affairs 3, no. 1 (2021): 561–66. educatio : journal of education volume 1 , number 2, november 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) educational and socioeconomic status of majhis: a study of adamtar, dhading district of nepal som nepali rajagiri college of social sciences (autonomous) kalamassery, kochi-683104, kerala, india msw448@rajagiri.edu accepted: jan 12th 2021 reviewed: march 17th 2022 published: may 30th 2022 abstract: the research was conducted to find the educational status of majhis. this is solely descriptive research in which educational condition of majhis has been described along with their social and economic condition. majhis should have improved their educational, social and economic condition because of easy access of school, market and social and political exposure. however there are no significant changes in their life style. so, the research was carried out. data for this research were collected through interview and household survey. it was education issues. therefore data were taken from students, teachers and head of the family. keyword: majhis, educational, socioeconomic status, adamtar, teachers and family introduction nepal which is situated between the counties of china and india extends along the southern slopes of the mighty himalayas for a length of about 550 miles 1. nepal is geographically very small country 2. however, there are fairly geographical, environmental and vegetation diversities. there are not only variations of nature but also cultural variations, religious faiths and cultural traditions 3. a small country like nepal can be proud to be home to a host. there is no matter to say that nepal is a well-developed garden with the multi races, multi lingual and different cultures of various castes. it is a country with indigenous nationality 4. following the unification of nepal by the late king prithvi narayan shah, the concept of unity in diversity was recognised by the state. "nepal 4 jaat 36 barna ko sajha fulbari ho" is a nepali proverb that meaning "nepal is a home to people of 4 castes and 36 sub-castes" 5. majhi are one of the indigenous peoples of nepal 6 who have embedded relationships with the rivers and whose ancestral territories include hilly and inner tarai regions along the tributaries of saptakoshi river — sunkoshi, tamakoshi, dudhkoshi, arun, barun, likhu, trishuli and tamor. 1 krishna prashad bhattarai, “nepal krishna p. bhattarai google books,” chelsea house publishers. 2 quy toan do and lakshmi iyer, “geography, poverty and conflict in nepal:,” http://dx.doi.org/10.1177/0022343310386175 47, no. 6 (november 2010): 735–748. 3 (hodgson, 1874; d. panthee et al., 2006; d. r. panthee et al., 2006) 4 (k bhattarai et al., 2021; keshav bhattarai & conway, 2021; m. rai, 2017; ranjitkar, 2020) 5 (bouillier, 1991; kafle & narayan, 2008; rose, 2010; simon et al., 2022; thubten jigme norbu & turnbull, 1972) 6 (subba et al., 2014) educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 2 majhi have their distinct culture and customary ways of life 7. they speak, majhikura, a spoken language belonging to the indo-european language family and are ‘nature worshippers’ – which they now prefer to call ‘tantric’ religion 8. but many majhi also practice syncretic religious practices following both their native and hindu religious worldviews 9. according to the 2011 census, the total population of the majhi is 83727, and the majority of live in the hill as well as in the lowland (the tarai) of the central and the eastern regions of nepal. traditionally, majhi livelihood and customary ways of life revolved round the local rivers. subsistence farming, fishing, boat making and helping people to cross rivers in their ferries constitute the traditional occupations of majhis. in popular imagination, the word ‘majhi’ conveys the identity of the river people who provided the important services of crossing people in their boats. these people who for centuries help people safely cross rivers are now one of the marginalized and excluded indigenous communities of nepal 10. denied of their traditional rights to fishing and boat services and dispossessed of their communal land tenure system by the nepali state and its ruling elites, kipat, majhi began progressively losing away their lands and traditional means of livelihood after 1950s when nepal was believed to have entered the world of modernization and development 11. today, majhi, like other indigenous groups and minority communities in nepal, are struggling to continue their culture and identity and reclaiming their sovereign indigenous rights with the state 12. ethnicity majhi population 83727 urban/ rural urban 9621 rural 74106 mountain 7365 ecological hill 40519 terai 35843 eastern 27940 central 48668 western 5208 developmental region mid 1168 western far 743 western source: 13 7 (g. b.-r. a. m. journal, 2020) 8 b malla et al., “an ethnobotanical study of medicinal plants used by ethnic people in parbat district of western nepal,” elsevier (2015). 9 (baral et al., 2022) 10 j acharya, “impacts of urbanization and development activities on sustainable development and resource management of the majhi people of nepal” (2018). 11 (j. rai, 2014 pg. 2) 12 yogesh dongol and roderick p. neumann, “state making through conservation: the case of post-conflict nepal,” political geography 85 (march 2021): 102327. 13 rai, “malaria, tarai adivasi and the landlord state in the 19th century nepal: a historical-ethnographic educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 3 majhis's ancestral occupation is fishing and boating. these people are found in many districts. it’s difficult to point out their exalt mainland though they are indigenous people of nepal. they make boat by chopping down the ‘boat of tree’ (the stem of tree). they might have used the tree trunk as a boat before the invention of the boat. living besides river, fishing boating, looking for gold, farming and rearing animals are the main occupations of these people. they have different tradition of birth, death, wedding, feast and festivals from other races. comparatively, they are financially, socially and culturally poorer than other castes. the accessibility of these people in the field of education is lacking because of their poverty and wrong cultures 14. for study such kind of study and research will support to know the actual educational status, to point out the bad aspects and make plan for uplifting education by solving problems of majhi caste in future. later it denoted these people who shared occupationally engaged in fair service. in this way it is rich in terms of biodiversity and cultural diversity nepal has been considered as multi-ethnic, multi lingual country of different caste/ethnic groups who have been living here from mechi to mahakali. majhis have their own native language but now it is not in practice because they speak nepali language as their first language. they are hindus they celebrate most of the hindu festivals 15. the general objective of the research was to find the educational and socio-economic status of majhis. however the research was carried out to achieve the following specific objectives: 1) to find out educational status and achievement of majhi children, 2) to examine the social and economic condition of majhi community and 3) to identify living standard of majhi community in the study area. literature review settlement majhi have been settling in areas along the tributaries of saptakoshi river — sunkoshi, tamakoshi, dudhkoshi, arun, barun, likhu, and tamor. as there areas were inflicted with virulent malaria in the past, groups other than majhi could not live and survive there. also, majhi were the first cultivators of the plane lands of in these river basins. after the gorkhali king prithvi narayan shah “unified” nepal in 1825 b.s (1768 a.d) through his campaigns of conquest, the king reaffirmed majhi’s customary ownership of the land by granting them these lands under kipat (communal ownership of land) for their important services as ferry people 16. majhi needed to take government officers and postmen across different ghats (river banks) even during the rainy season. they were not permitted to sell the kipat land to other individuals or organisations 17. majhi have been living along narayani river from ancient times. they settled in chitwan and tarai after migrating from patharghat and sisaghat. according to latest findings, there are ancient settlements of majhi along the bagmati river, marin river, and kamala river of makwanmpur, kavrepalanchok, sindhuli, and triyuga river of udaypur. this also evidences that majhi are the indigenous people of these areas 18. analysis.” 14 suresh, “acknowledgement” (2011). 15 dol narayan shrestha, “national population and housing census 2011 (village development committee/municipality) bara government of nepal national planning commission secretariat” (2014). 16 (anthropology, 2013) 17 dp shah, nb singh nepalese journal of zoology, and undefined 2014, “ethnobiological study of the majhi of sindhuli district,” cdztu.edu.np 2, no. 1 (2014). 18 (weekly, 2007) educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 4 type of family family is an important institution for majhi, and they have the same term for family and house. they live in joint family, from grandparents to grandchildren 19. women come to live in their natal homes if they are widowed or separated/ divorced. they all work for running family. although traditionally they lived in joint family, now they are attracted to nuclear family. sons inherit equally after they separate from parents, but the jiuni property is taken by the son who cares the parents in stem family 20. although the family was matriarchal in the past, now it is patriarchal, and all consider the father as the head. death rites are done by sons. families with no sons bring son-in-law in the house, and childless families adopt relative’s children, and such godchildren inherit the property 21. livelihood agriculture, ferry services, and fishing constitute the traditional occupation of majhi community. now the majority of majhi are live in below the poverty line 22. in the past, people and villagers used to pay a fee called khewa to majhi for their services of crossing people across the river in their boats. villagers residing around the rivers would give those grains yearly in the form of dhungepathi. hence, this form of reciprocal relationship ensured majhi a stable source of income and means of livelihood until in the recent past. during the panchayat period (1962-1990), such system was abolished, and a contract system was placed. the contractors were and are mostly high caste and clever people, and majhis remain merely as workers. also, due to building of bridges their customary services as boat people is in jeopardy. due to the damming of the rivers, there is much less fish. in the past they would fish anywhere. but from the panchayat period, majhi were denied their traditional rights to fish from the local rivers when the state issued licenses and contract system for commercial fishing in the local rivers. as the consequences, majhi themselves were displaced and relocated 23. now they have no right to do fishing. so, they have almost completely abandoned their fishing occupation. land rights majhi have been living along and around the river banks of the saptakoshi from ages. they earned their living by sailing boat, fishing, and cultivating 24. in the past, due to the endemic prevalence of malaria, people other than majhi did not live in these areas. they made the land on the riverbanks cultivable. majhi were toiling and making a living in their customary territories many years after the so-called "unification" of nepal by gorkhali ruler prithvi narayan shah. but in 1885 vs, during the reign of king rajendra, majhi were given the land as kipat. in exchange for their 19 mahesh c. puri et al., “delivering postpartum family planning services in nepal: are providers supportive?,” bmc health services research 18, no. 1 (december 2018). 20 arun kumar joshi et al., “utilization of family planning methods among postpartum mothers in kailali district, nepal,” international journal of women’s health 12 (2020): 487–494. 21 puri et al., “delivering postpartum family planning services in nepal: are providers supportive?” 22 basanta paudel et al., “climate change and its impacts on farmer’s livelihood in different physiographic regions of the trans-boundary koshi river basin, central himalayas,” international journal of environmental research and public health 18, no. 13 (july 2021). 23 sujata shrestha, uttam b shrestha, and kamal bawa, “socio-economic factors and management regimes as drivers of tree cover change in nepal.,” peerj 6, no. 5 (2018): e4855. 24 dirgha j. ghimire and william g. axinn, “community context, land use, and first birth,” rural sociology 75, no. 3 (september 2010): 478–513. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 5 collective ownership, majhi needed to work as the postmen and providing ferry services for the government officials to cross these rivers for free, even in the rainy seasons 25. the kipat land could not be sold to people other than majhi. then in 1962 vs, the rulers appropriated and distributed land to their relatives, chakadiwala, and clever ones in the name of guthi for running of hindu temple as birta, and only few were left for kipat land under majhi. the land, which was made cultivable by majhi, began to be confiscated by other groups who migrated to tarai from hills. due to big bridges, canals, and hydroelectric plants, majhi were displaced, with eventual loss of their culture. the government did not provide adequate compensation for them, nor did majhi get share of the benefits from these infrastructures. majhi themselves were not aware of their rights, and the governments also became indifferent to their problems 26. challenges to traditional occupations in the recent years, due to the construction of bridges, both concrete and suspension, majhi lost their traditional occupation of taking people across the river 27. next, the national park appropriated their land. majhi even now use net and hooks to fish, but other people began to collect fish using electric current and chemicals, so there is reduction in fish in the rivers 28. in this way, majhi were detached from fishing occupation 29. now they are compelled to do cultivation and cattle raising in whatever small landholdings they own 30. they make marcha (yeast cakes used to make beer) and barter or sell it. women sell liquor at the ghat or chautara. they take it as a good food item as it energizes and also fills their stomach 31. civil service very few majhi are involved in civil service. due to their low education, the requirements for civil service are an obstacle to their entry because they cannot compete with other more educated non-majhi. majhi in the past were be allowed in civil service not only in nepal but also in india. they were deliberately excluded from such jobs and were humiliated 32. elders recall that they were rebuked. some majhi who have changed their surnames to thapa, rayamajhi, and rai are having difficulty because their heirs could not get pension as their surnames do not match 33. also, in their citizenship certificate, land ownership certificate, etc., they have written surname as majhi but in pension book, it is written otherwise 34. 25 madhav joshi and t. david mason, “land tenure, democracy, and patterns of violence during the maoist insurgency in nepal, 1996-2005,” social science quarterly 91, no. 4 (december 2010): 984–1006. 26 keera allendorf, “do women’s land rights promote empowerment and child health in nepal?,” world development 35, no. 11 (november 2007): 1975–1988. 27 (sherpa et al., 2018) 28 (christie & giri, 2011; livelihood, 2018) 29 hans hadders, “establishment of electric crematorium in nepal: continuity, changes and challenges,” mortality 23, no. 1 (january 2018): 19–34. 30 punam yadav, “social transformation in post-conflict nepal,” social transformation in post-conflict nepal (april 2016). 31 sudesh raj sharma et al., “factors associated with place of delivery in rural nepal,” bmc public health 14, no. 1 (april 2014). 32 (t. d.-t. s. a. journal, 2016; the, 2013) 33 ms giri, mr shrestha journal of personnel training academy, and undefined 2018, “reform of civil service of nepal with e-government practice,” academia.edu (2018). 34 shree krishna shrestha and narendra raj paudel, “civil service management in nepal,” civil service educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 6 foreign employment about 12% of the surveyed households in the research region stated that overseas employment was their primary source of cash income, implying that at least one member of their family worked in a foreign country during the survey period (2012 a.d). most of them go to the gulf countries to work 35. among them, only some have improved their economic conditions. many are exploited by the employment companies. also, they have not been able to get the loans provided by the government for foreign employment 36. language and education majhi language is locally called majhikura, which belongs to indic group. majhi do not have script of their own and majhi language is used only in very few areas. majhi use it as mother tongue in ramechhap, kavre, okhaldhunga, khotang, and dolakha. there are regional dialects of majhi language. it is used only in everyday use, and not in education or media 37. there is no newspaper, magazine, or article in majhi language. very few majhi are getting education in their mother tongue 38. due to the monolingual policies of the state, due to the encroachment from other languages and lack of promotion and preservation of indigenous language, the use of majhi language is seriously worsening. many majhi rightfully worry that their native language will become extinct unless there is an aggressive revitalization for its promotion and preservation 39. the household survey undertaken for this study also highlights the challenges majhi face in continuing their native language 40. as there are no traditional educational institutions, majhi hand over their knowledge and skills to the next generation through the institution of family. traditional knowledge and skills include fishing, sailing, making fishing nets, swimming, and making marcha (yeast cakes for making beer) are passed through the family. majhi have little access to modern education. their literacy rate is 42.5%. among the surveyed household in the study area, the literacy rate is 68% and about 72 % of the population in the age group 5-25 years is reported to be attending different levels of education. so still 30 % of the population in this age group is out of school for various reasons. though the number of students attending school is encouraging but the fact that more than one fourth of school going population is out of school in the study area reveals the challenges majhi students face in completing their education 41. poverty and the need to travel far to pursue higher education are two main reasons for their low access to high education. moreover, some graduates are unemployed. due to the deprivation in education, they are not represented in civil services. nowadays majhi have realized the need to educate their children 42. the higher number of school attending population in the study area also management and administrative systems in south asia (june 2018): 99–119. 35 (jones et al., 2013; report et al., 2005; d seddon et al., 2002; david seddon et al., 2002) 36 udaya r. wagle, “socioeconomic implications of the increasing foreign remittance to nepal: evidence from the nepal living standard survey,” international migration 50, no. 4 (august 2012): 186–207. 37 j smits, ahm huisman, and k kruijff, “home language and education in the developing world” (2008). 38 (research, 2010) 39 (s. t.-g. e. and l. r. journal, 2010) 40 (linguistics, 2013) 41 (politics, 1995) 42 (development, 1999) educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 7 indicates majhi increased awareness for educating their children. the majority of majhi students (80%) attend the government schools in the study area. only 12% of them attend private schools. the types of school can signal peoples’ differential economic strata as the private schools are more expensive and also considered to be better education institutions in terms of the quality of education 43. if we accept this consideration, then the majority of majhi families in the study areas cannot afford to send their children in better educational institutions which can impinge on their chances for social mobility in the higher/professional education institutions thereby limiting their access to employment and other life chances. the majority of majhi households in the study may have been sending their children to the government and community education institutions simply because the places lacks any private educational institutions 44. but this scenario is less likely to be the reason, because richer majhi can always send their children to private schools in other places as well. marriage, inability to pay for the education costs, and supporting household works are the three major reasons for students’ drop-outs and discontinuity of majhis students. majority of school teachers are non-majhi who are less likely to explain topics majhi students do not understand in their native languages. some majhi students reported that they discontinued their education because teachers discriminated against them based on their ethnicity. some ngos have funded for education of majhi children by giving them a lump sum of money. but parents used it in other daily necessities, and when the money was finished they stopped sending children to school. recently, with the provision of providing two litres of cooking oil to the family which sends children to school, children are going to school 45. methods research design the descriptive research design was used to describe the features of the population or phenomena that was being investigated. the features used to define the situation or population are usually descriptive categories, which are a type of category scheme 46. so, the researcher conducted descriptive research design. to describe the educational status of majhis inhabiting in siddhalek-7, adamtar, dhading, the researcher adopted both qualitative and quantitative researches approaches. area selection and its justification the researcher studied the educational status of majhis who have been living in siddhalek-7, adamtar dahding, which was purposively selected. the study area of this research was the educational status of majhis. to study the educational status of majhis, majhis of adamtar have were selected because majhis are the aboriginal of this village and they have easy access of education. however, they have not changed their living standard. instead they have sold their property. they 43 pp poudel, th choi current issues in language planning, and undefined 2021, “discourses shaping the language-in-education policy and foreign language education in nepal: an intersectional perspective,” taylor & francis (december 2021): 1–19. 44 sonia eagle, “the language situation in nepal,” journal of multilingual and multicultural development 20, no. 4–5 (1999): 272–327. 45 selma k. sonntag, “ethnolinguistic identity and language policy in nepal,” nationalism and ethnic politics 1, no. 4 (december 1995): 108–120. 46 eunsook t. koh and willis l. owen, “descriptive research and qualitative research,” introduction to nutrition and health research (2000): 219–248; helen l. dulock, “research design: descriptive research,” journal of pediatric oncology nursing 10, no. 4 (1993): 154–157. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 8 have been spending very miserable life. many ethnic groups have changed their life standard after getting education and/or having the opportunities of education. however majhis have not got significant changes in their living standard even if they have opportunities of education. they are still backwards in relation to other ethnic groups. so, the researcher selected majhis and their educational status as a study area. likewise the researcher spotted adamtar village, which lies in siddhalek rural municipality ward no. 7 in dhading district because it is the place where majhis have aboriginally been living for centuries and they have got easy access of education for more than four decades. in the same village and other neighbouring villages, people both ethnic and non-ethnic have got significant changes and have improved their living standard. nature and sources of data this research included both primary and secondary sources of information 47. therefore, the anthropological used tools and techniques such as household survey, and interview were used to collect the information. moreover, the relevant data were also collected by documentary sources like report, articles, journal, website, records etc. the nature of data was both qualitative and quantitative universe and sampling design the population, often known as the universe, refers to the entire set of units being studied. depending on the study's goal and scope, the population could include all citizens of the country, residents of a certain geographic place, or members of a specific ethnic or economic group. so, the universe of this study was majhis of adamtar village, which lies in siddhalek rural municipality ward no.7 in dhading district, which was purposively selected. sampling was a technique of non-probability sampling. purposive or judgemental sampling was used in non-probability sampling. twenty household surveys were carried out. twenty interviews were carried out; ten to the teachers who had been teaching at the school of adamtar, i.e. satyawati secondary school, and ten majhi students of upper grades. data collection techniques and tools interview was conducted to collect information on educational issue underlying in the society. for this, three separate interviews schedule were prepared. one was for house hold head and the rest two were for teachers and majhi children. the answers were filled in by the researcher by asking with respondents. perceptions of the parents towards their children on education, economic status, health treatment, clothes were collected. this method was used to examine the validity of the data acquired from household survey. for this structured interview schedule was prepared to obtain general information, socioeconomic condition and for their daily life which mainly explore the type and extent of discrimination. the main contents in research interview schedule were as follows: education-socio-cultural statushealthwork loadeconomic status; and -marital status. 47 ss rosenthal, wc strange handbook of regional and urban economics, and undefined 2004, “evidence on the nature and sources of agglomeration economies,” elsevier (2004); greta morine-dershimer and todd kent, “the complex nature and sources of teachers’ pedagogical knowledge,” examining pedagogical content knowledge (march 2006): 21–50. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 9 twenty household heads were respondents for the interview. among the twenty, twelve were females and eight were males. all of them were farmers and/or porters. regarding the teachers, all of them were the teachers of satyawati secondary school. five were female teachers and five were male teachers. among them, five would teach at upper level (i.e., above grade five) and five at lower levels (i.e., below grade five). likewise the interview was also taken to ten majhi students who were upper grades (i.e., above grade five). among them, five were boys and five were girls. along with the interview, the basic information about family and other members was collected. in the first stage, information on the household was received by interviewing with the household head. in the absence of head of the family the form was filled by taking help from other members of the family. this type of interview was used to gather basic information about the household, such as the number of family members, literacy status, and schooling of male and female children result and discussion result education can be viewed as the master key to unlocking all aspects of development. another major element in lowering fertility, infant mortality, and maternal mortality is female education 48. because educated women are more conscious of the issue of health 49 and children than illiterate women, their age at marriage and family size are influenced by their education. education affects women's behaviour in all aspects of life, including economics, politics, family, and society, but low socioeconomic status encourages women to have big families 50. in the survey, majhi's overall educational status was determined to be lower than the national average51. women members of the households were found illiterate but children are literate and go to school up class 12. the continuation of education is very low after class 12. in twenty household surveys, the researcher did not anybody who have passed bachelor or been studying bachelor. only one person has been involved in academic sector, i.e. teacher at satyawati school. although he has got good grades in s.l.c. and class 12, he discontinued his higher studies. he opined that he left his study because he got marriage and he had to look after his family and work in the fields. the following table shows majhi children who have been attending school from nursery to grade 12. 48 pradip rai, “a study of school enrolment in bastim vdc, bhojpur, nepal” (2008). 49 sp devkota, s bagale journal of education and practice, and undefined 2015, “primary education and dropout in nepal.,” eric (2008). 50 dhirendra wagle, “dropout of children from schools in nepal” (2012). 51 naruho ezaki, “enrolment patterns of individual children left behind in the trend towards ‘quality education’: a case study of primary education in nepal,” education 3-13 47, no. 5 (july 2019): 520–533. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 10 table.1 total majhi children in satyawati secondary school no. class majhi students boys girls total 1. nursery 4 5 9 2. lkg 4 4 8 3. ukg 3 4 7 4. 1 3 5 8 5. 2 4 3 7 6. 3 5 2 7 7. 4 4 2 6 8. 7 5 5 10 9. 6 3 2 5 10. 7 2 3 5 11. 8 3 2 5 12. 9 2 2 4 13 10 1 3 4 14 11 1 2 3 15 12 0 1 1 total 89 source: school admission record 2076 b. s the above given table of students from majhi community who appear in different grades in satyawati secondary school, adamtar dhading in the following bar diagram. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 11 figure 2 total majhi children in satyawati secondary school 1 0 9 8 7 6 5 b oys 4 g irls 3 t otal 2 1 0 the above given shows that the number of students decreases as they go upper grades. it proves that in the early grades, the admission rate is satisfactory. however they drop classes out or discontinue their studies in upper grades. so, total number of students suddenly decreases after grade 10 or see and admission rate is lowest in grade eleven and twelve. the main cause of decreasing number of students is drop out. the following table shows the drop outs of student during academic year 2075 b.s. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 12 table 2 dropouts of majhi children in satyawati secondary school s. no. class drop outs of majhi students boys girls total 1. nursery 1 1 2. lkg 3. ukg 4. 1 5. 2 6. 3 7. 4 1 1 8. 7 1 1 2 9. 6 2 2 10. 7 1 2 3 11. 8 2 1 3 12. 9 1 2 4 13 10 1 1 14 11 2 2 4 15 12 2 1 3 total 24 the above given table of students’ drop outs from majhi community from satyawati secondary school, adamtar dhading can be shown in the following bar diagram. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 13 figure 2 dropouts of majhi children in satyawati s. school 4 .5 4 4 4 3 .5 3 3 3 3 2 .5 b oys 2 2 2 2 2 2 2 2 g irls 1 .5 t otal the above given shows that the number of students’ drop outs increases as they go upper grades. the dropout rate in higher grades is higher than that of lower grades. in higher grades, boys’ dropout is greater than that of girls. the summary of household house hold surveys were purposively conducted in 20 families of majhi community of adamtar village in order to get the information about educational level, profession, occupation as per sex, age, and marital status. the survey focused on age wise distribution and their educational and occupational career. the summary of house hold survey can be shown in the following tables. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 14 table 3 the summary of household s . age education occupation marital n . status n o . il li te ra te l it er a te (b e lo w b e lo w s .l .c a b o ve st u d e n ts f a rm in g / h o u se p ri va te j o b g o ve rn m e n t f o re ig n m a rr ie d u n m a rr ie d 1 below girls 3 3 3 4 boys 4 4 4 2 4-18 girls 1 0 1 3 6 2 8 (school boys 9 4 4 9 age) 3 19-25 girls 1 1 1 5 3 2 5 2 1 6 5 (college boys 1 2 5 5 2 3 4 1 4 7 5 age) 4 26-45 girls 1 5 2 1 0 2 1 1 3 1 1 1 5 (getting boys 1 7 1 1 3 2 1 8 2 7 1 7 job age) 5 46-60 girls 1 0 2 8 1 0 1 0 (old boys 8 1 7 7 1 8 age) 6 60 girls 1 0 3 7 1 0 1 0 above boys 8 2 8 8 8 total 1 17 source: household survey educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 15 the above mentioned table shows educational and occupational distribution of sample population as per age groups. the sample population has been categorized into six categories, viz. below 5, between 4 and18 (i.e. school age people), between 19 and 25(i.e. college age people), between 26 and 45 (i.e. getting job age people), between 46 and 60 (i.e. old age people) and 60 above (i.e. inactive age people). these different distributions of people can be shown in the following diagrams. figure 3 age and sex wise distribution of total family members of household 35 30 25 20 girls 1 5 32 b oys 23 t otal the age wise distribution of family members of sampled families for household can be shown in the following bar diagram. on the basis of above mentioned age wise distribution of family members, they are divided into illiterate people, literate people having or had education below class five, people having or had education below s.l.c /s.e.e., and people having or had education above s.l.c /s.e.e. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 16 figure 4 educational level of family members of household 70 60 50 40 30 20 the same people have been involving in different jobs, which ca n be shown in the following bar diagram. figure 5 employment condition of family members of household 7 0 66 6 0 5 0 37 4 0 29 3 0 21 b oys 2 0 1 2 1 3 10 11 g irls 5 1 0 3 2 0 0 0 1 t otal 0 the given diagram shows that most of men have been involved farming and most of girls have been involved in housewife. none of them have been done government jobs. they have not even done private jobs except five people. the survey was also conducted to find the number of smokers and alcohol drinkers. the survey proved that majhis popularly drink and smoke. not only males but also female’s drink and smoke. the following pie chart shows number of male and female smokers and drinkers. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 17 figure 6 number of male and female smokers and drinkers female drin kers, 27 male smokers, 30 male drinkers, 29 fema le smo kers, 25 teachers’ experience towards majhi students twelve questions were asked to ten teachers who have been teaching different subjects in different levels at satyawati secondary school, where majhi students of adamtar study. level pre primary primary lower secondary higher total secondary secondary number 1 3 2 2 2 10 the teachers were asked the questions to elicit the information about majhi students’ activities, achievement, challenges and involvement in curricular and co-curricular activities. the teacher who has been teaching in pre-primary pointed out that they are poorer than other nonmajhi students in personal hygiene; they are irregular and do not do their home assignment. they do not bring the things like pencil, note book, erasure with them. regarding activeness of them, she pointed out that they are as capable as other non-majhi students; and they are creative as well. likewise, other three primary teachers also had similar kind experience about majhi students. instead they pointed out that they frequently lie to the teachers when they ask them about their irregularity and home assignment. they pointed out that majhi students are in both categories most intelligent and least intelligent. they also pointed out that their activities are highly affected by their parents’ manner. all the teachers insisted that when majhi students go upper grades, they become lazier and liar. the teachers who have been teaching upper grades did not point personal hygiene as a problem. for them, irregularity and laziness are main problems. when a person’s irregularity educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 18 increases, he or she becomes dropout of the school. they also pointed out that boys become more liar than the girls. some of the boys have also been involved in bad manners such as drinking alcohol and smoking cigarette. they said that majhi students decrease their achievement as they go upper grades. the same person who could hold positions in lower grades becomes weaker in upper grades. as a result, few of them complete s.e.e. and join class 11 and 12; and they have very poor performance in upper grades. similarly, all the teachers of upper level replied that majhi students are not as motivated as other non majhi students. they lack both intrinsic and extrinsic motivation. majhi students’ remarks over education to assess the educational status of a particular group of students, information should be taken from the same group because their educational status is determined by the attitude which they have towards education. so, interview was taken with 10 majhi students. the interview was structured consisting of twelve questions. the interview was designed to elicit their attitude and motivation to education. the interview was taken with students of upper grades so that they could easily understand the questions and answer giving their nature and attitude. the respondents were five boys and five girls. the first question was about their future aim. out of ten, only one girl replied that she had aim to be teacher but other students remained silent to this question. it showed that they did not know why they were studying because they did not know their aims. when they were asked about the role model, the one who wanted to be teacher named former headmaster of this school but other nine students named local business man and women and foreign employees. when they were asked about reasons of going to school, nine of them did not tell any significant reasons except one. in the next questions, they were asked about regularity in the classes. most of them replied that they sometimes become absent and they go home at tiffin time and do not return school because their parents ask them to look after younger brothers and sisters or home when they leave home for work. similarly, they were asked to check whether they would get family support for their studies 52. all of them said that their parents never helped them. two of they would sometimes get help from elder brothers and sisters. five of them replied that they are mostly disturbed by their parents in the evening when they come home after drinking alcohol. when they were asked about financial problems, five of them said that scholarship so they don’t have any problems. however other five became serious because they had been facing scarcity of money. all of them said that they rarely have snack in canteen at tiffin time. during tiffin time, they go home and have rice and curry if their parents have left any rice. guardians’ remarks over their children’s education while taking house hold survey, interview was also taken with head of the family or available senior family member. household survey was conducted in different 20 families of adamtar. so, interview was taken with twenty different people representing different families. the interview was focused to elicit their and their children’s educational achievement and social involvement. 52 (education, 2017) educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 19 the very first question was about their involvement in social activities. among twenty heads of the family, three heads and other two were the members of committees for community forest and drinking water supply. none of them were in vital posts, i.e. all were general members. it proves that they do not have active participation in community activities. similarly they were asked about their consciousness about health. nineteen out of twenty people replies that they drink and smoke. not only the family heads but also other family members drink and smoke sitting together in family. there was no discrimination between man and women regarding drinking and smoking. in two families it was found that children below sixteen smoke and drink. in twenty families, ten people were habitually drinking, and fourteen people were chain smokers. surprisingly, it was found that all of them were familiar with family planning measures and most of them have adopted it. regarding believing on witch doctor, mixed answers were found. all of them said that mostly they go to clinic or hospital when they and their family members become sick. they also admitted that they sometimes go to witch doctor. most of them showed their opinion that they believe doctors more than witch doctors. in the same way, they were asked about their children’s education. they replied the questions in such a way that their duty is to send their children to school. except that, all duties are of teachers and the children have to be aware of themselves about their education and future plans. when they were asked about educational achievement of their children and future career, eighteen people showed unconcern regarding the matter and two of them wanted to make their kids teachers. they replied the questions in such way that education is only for getting jobs. most of they wanted their sons to send foreign country and daughter to get married before 20. three of the twenty families had dropout students. however the parents and head of the family did not try any attempt to continue. discussion majhis of adamtar are indigenous people of the locality. they have been living in that locality since the time of prithvi narayan shah. initially they were kept in that place to row boat to cross the trishuli river at adamghat. they used to row boat over trishuli river and in free time they would fish with net and hook. when the suspension bridge was made, they left traditional occupation boating, and started working as farmer and labourer. the village, adamtar is nearby prithvi highway and is good for agricultural products. however the majhis have not got such significant advantages from transportation facilities of available in prithvi highway and agriculturally good land. they have been spending very poor live, and they are really economically and socially disadvantaged. they do not have any significant contribution in social transformation. a school was established in 2032 called satyawati, which opened the approach of education for majhis. however they did not take any advantage from school not only in the beginning years but also after 2046 bs. during panchyat regime, education was not compulsory. so, very few majhi children entered school. after 2000 ad, education became compulsory, and most of majhi children started to go to school. however, they did not spend many years in school. they did not complete their school education and they dropped the classes out in different level and grades. the trend of dropout is still continuous. they have satisfactory performance in initial grades but they become weaker when start studying in upper grades. as a result, they become failure is see and grade twelve examinations. regarding the present dropout rate, dropout of boys is higher than that of girls. the main educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 20 causes of dropout are economic, social and family background of the society. boys leave the school when they become youth enough, and girls leave the schools when they get married. similarly, they do not get family support from parents and guardian so they have poor educational achievement. they have scarcity of educational materials and good food. although they had their own culture and language, they do not use them anymore and follow brahmin’s culture. most of them are smokers and drinkers. they smoke and drink openly. there are many evidences of premature death because of alcohol and smoke. even the school age children are smokers and drinkers. strength of the society is to take medical facilities and they do not believe witch doctor totally. they do have child marriage but they still have early marriage. they regard education as a means of earning so they think that education for getting jobs not for knowledge. they are not significantly involved in social activities; they are not involved in committees of society. the modernization has not affected them. conclusion this research is concluded that the educational status of majhis is still poor. the facilities available there should bring change in their life style but they have been spending very miserable life. the collected data showed that biologically or heretically they are capable enough but they do not get proper environment and financial support. they are educationally backwards but they are not such superstitious. they do not have their own culture and language. they have been assimilated with brahmins cultures and their language. on the other hand, they are found as heavy smokers and drinkers. in view of the low interest of the majhi children in education, the need to adopt measures to motivate them towards education is very important. an awareness campaign in the majhi community should be launched through the effective media so that the campaign can help the majhi community to perceive the importance of education in life. similarly income generating programs should be conducted by different social organization so that they can progress in economy. for this, effective poverty alleviation programs are essential. references acharya, j. “impacts of urbanization and development activities on 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nugroho, maryam sulaeman universitas islam jakarta zakyazi23@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract: school management is an activity carried out effectively and efficiently to improve school performance in achieving educational goals, both national goals and institutional goals, the results of which can be seen from several factors as indicators of the performance achieved by the school. school management is tasked with creating a learning schedule that will be implemented at school. lesson schedules cannot be created haphazardly. a lesson schedule is required in every school. this type of research is quantitative research. the method used is descriptive analytical correlation aimed at finding whether there is an influence and if there is an influence, how much influence the school management has on the performance of teachers at bina pangudi luhur vocational school. in this study, the population was all 33 teachers at bina pangudi luhur vocational school, jakarta. from the results of observations in the field, it is known that school management carried out by bina pangudi luhur vocational school teachers has an impact on teacher performance and determines the quality of teacher performance. thus, this condition shows that school management has no significant effect on teacher performance variables. the same as the law of cause and effect, the better the learning management carried out by the principal and teachers of bina pangudi luhur vocational school, the better the teacher's performance in the learning process and the work results that can be achieved by a teacher in an educational institution in accordance with their duties and responsibilities. keyword: school management, teacher performance, vocational school introduction: school is an institution for students to receive instruction under the supervision of teachers1. students study at school to get material appropriate to their subjects. at school there are principals, teachers, security guards, deputy principals and other school residents. each school has its own duties2. school management is an activity carried out effectively and efficiently to improve school performance in achieving educational goals, both national goals and institutional goals, the 1 ahmad karim et al., “the effect of the supervision of the principal and the professional competency of teachers on teacher performance in private mi in pacet district,” nidhomul haq : jurnal manajemen pendidikan islam (2021); saihu saihu, “the urgency of total quality management in academic supervision to improve the competency of teachers,” edukasi islami: jurnal pendidikan islam (2020); m bustanul ulum, “urgensi supervisi pendidikan di sekolah,” falasifa : jurnal studi keislaman (2018). 2 lee jerome, alex elwick, and raza kazim, “the impact of the prevent duty on schools: a review of the evidence,” british educational research journal (2019); thanos touloupis, “how do teachers approach their school duties? the role of self-efficacy, job satisfaction, burnout and economic crisis,” in progress in education. volume 67, 2021; department of education, “health and safety: responsibilities and duties for schools,” guidence health and safety; muhammad ibnu faruk fauzi, “manajemen sarana dan prasarana pendidikan,” al-rabwah (2021). mailto:zakyazi23@gmail.com yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 411 zzzzzz results of which can be seen from several factors as indicators of the performance achieved by the school3. school management is tasked with creating a learning schedule that will be implemented at school. lesson schedules cannot be created haphazardly. a lesson schedule is required in every school. the lesson schedule must be made well and effectively. so that the teaching and learning activities of teachers and students run well. discussing the lesson schedule, of course the lesson schedule can influence students/teachers. certain lesson schedules that are different from the school entry schedule can affect students and teachers. one of the students complained that the school entry time was different from the entry time for islamic religious education subjects4. implementing the school rules at budi pangudi luhur vocational school, teachers apply punishments to students. punishments are carried out every time someone violates them. however, in reality, violations of school rules still occur frequently. so it can be said that up to now the rules and regulations for students that have been set by the school have not been fully followed by all students. this problem does not occur in just one or two schools. this problem seems trivial, but it can affect the teaching and learning process. this problem happened not just once or twice. this problem also affects the student's assessment and graduation. this cannot be allowed to continue. this problem must be handled immediately correctly and effectively, so that the teaching and learning process becomes better. absenteeism is increasing. assessments and graduations are also improving. based on observations of the attendance of students who tend to be late or do not come in to assess assignments, many students do not come in but are still working on the assignments that have been given. some students are diligent in coming in but rarely do their assignments. this problem cannot be left for too long, it must be addressed immediately by changing the lesson schedule or by providing mutual support between teachers and students, thereby increasing motivation and achievement in studying islamic religious education. methods this type of research is quantitative research. the method used is descriptive analytical correlation because this research method aims to find out whether there is an influence and if there is an influence, how much influence the school management has on the performance of teachers at bina pangudi luhur vocational school. the population in this research is all 33 teachers at bina pangudi luhur vocational school, jakarta, in the 2022/2023 academic year. medium sample according to sugiyono5 "a sample is part of the number and characteristics of a population." according to riduwan 6 "saturated sampling is a sampling technique when the entire population is used as a sample and is also known as a census." so saturated sampling was carried out with a sample of 33 teachers at bina pangudi luhur vocational school, jakarta. data collection technique. data collection techniques are techniques or methods that can be used by researchers to collect data. data collection techniques are the main step in research, because the main aim of research is to collect data, if researchers do not know data collection techniques then researchers will not get data that meets standards. to obtain the data of interest, the author used the following data collection techniques: a. observation 3 s. anastasiou and v. garametsi, “teachers’ views on the priorities of effective school management,” journal of educational and social research (2020); ivana campos oliveira and ione vasques-menezes, “literature review: the concept of school management,” cadernos de pesquisa (2018). 4 muh barid nizarudin wajdi and tobroni tobroni, “implications of multiculturalism and tolerance in islamic religious education,” educatio: journal of education 5, no. 2 (2020): 182–192. 5 p d sugiyono, “metode penelitian manajemen,” bandung: alfabeta, cv (2013). 6 sunarto riduwan, “belajar mudah penelitian untuk guru, karyawan, dan pemula,” bandung: alfabeta (2006). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 412 zzzzzz observation or field observation is a data collection tool that is carried out by systematically observing and recording symptoms that are investigated directly on the research object. in this case, the author made observations on the respondents b. questionnaire the primary data used in this research is a questionnaire. a questionnaire is a data collection technique that is carried out by giving respondents a set of questions or written statements to answer. in this research, the questions in the questionnaire are arranged according to the sequence of variables according to the dimensions, the aim is that the questions in the questionnaire do not deviate from the research objectives. in this study, researchers used a likert scale to measure a person's attitudes, opinions and perceptions about social phenomena. the questionnaire used is a closed questionnaire. to find out and assess respondents' attitudes and perceptions about research variables. in this research, a likert scale was used. the type of data in this research is quantitative data, namely data obtained through questionnaire results. to obtain relevant, complete and accurate data, the author uses two types of data sources, namely primary data and secondary data. a. primary data, is data obtained through a questionnaire which is filled in directly by the respondent, and then the data will be analyzed using the specified analysis method. b. secondary data, is data used to support primary data, this data is complementary or supporting primary data. secondary data can be obtained from journals, information sources such as the internet on domestic and foreign sites, and from internal organizations. data analysis technique the data analysis method used in this research is correlation a. looking for correlation numbers, with the formula: 𝑟 𝑥𝑦 = 𝑁 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦) √𝑁 ∑ 𝑥2−(∑ 𝑥 )2√𝑁 ∑ 𝑦2−(∑ 𝑦 )2 information: rxy: the “r” product moment correlation index number n: amount of data (number of case) x: the number of scores in the x distribution y: the number of scores in the y distribution xy: the number of times the x score is multiplied by the y score (x)2 : the number of scores squared in the x distribution (y)2 : the number of scores squared in the y distribution. b. give an interpretation of rxy statistical hypothesis the procedure that must be carried out to be able to interpret the results of the rxy is: a. formulate alternative hypothesis (ha) and null hypothesis (ho) b. test the truth or falsity of the hypothesis and first find the degrees of freedom (db) or degress of freedom (df), with the formula: information : df : decline of freedom n : number of cases nr: the number of variables that are correlated (sudjono, 1997:181) by obtaining db or df, the quantity "r" product can be found moment, both at the 5% significance level and the 1% significance level. df = n nr yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 413 zzzzzz result and discussion: regression analysis aims to determine whether or not there is linearity between the independent variable and the dependent variable. then look for the appropriate equation to predict the average of x and y, namely: y = a + b table 1. regression analysis results coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 1,121 2,121 ,529 ,601 school management (x) ,714 ,051 ,930 14,053 ,000 a. dependent variable: teacher performance (y) sumber : data diolah spss based on the results of the calculations carried out, a is 1.121 and b is 0.714 in the form of a simple linear regression equation as follows: ŷ = 1.121 + 0.714x from the regression equation it can be seen that the relationship between school management and teacher performance is in the same direction (positive), this is shown in the regression coefficient or b value in the regression equation which shows a positive number of 0.714 which means that every 1 unit increase in school management will be followed by the increase in teacher performance was 0.714 units at a constant of 1.121. likewise, vice versa, if school management experiences a decrease of 1 unit, teacher performance will tend to decrease by 0.714 units at a constant of 1.121. the coefficient a (intercept) is 1.121, which means that if there is no school management (x=0), the estimated teacher performance is 1.121 units. correlation coefficient this correlation test is used to determine the level (degree) of the influence of the independent variable on the dependent variable. the greater the correlation, the stronger the relationship. table 2. results of correlation coefficient analysis correlations manajemen sekolah (x) kinerja guru (y) school management (x) pearson correlation 1 ,930** sig. (2-tailed) ,000 n 33 33 teacher performance (y) pearson correlation ,930** 1 sig. (2-tailed) ,000 n 33 33 **. correlation is significant at the 0.01 level (2-tailed). sumber : data diolah spss yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 414 zzzzzz from a simple correlation calculation, r is obtained at 0.930. from these results, it appears that the relationship between school management and teacher performance at bina pangudi luhur vocational school is very strong and in the same direction (positive). coefficient of determination to determine the magnitude of the contribution of the school management variable (x) to the teacher performance variable at bina pangudi luhur vocational school (y), the determining coefficient is calculated as follows table 3. results of determination coefficient analysis model summary model r r square adjusted r square std. error of the estimate 1 ,930a ,864 ,860 1,87589 predictors: (constant), school management (x) sumber : data diolah spss kp = r2 x 100% = (0,930)2 x 100% = 0,864 x 100% = 86,4% by looking at the calculation results above, the r square is 0.864 or 86.4%. this shows the large contribution of school management relationships to teacher performance in smk bina pangudi luhur was 86.4% while the remaining 13.6% was the relationship of other factors. illustrations: compare the test statistical value with the critical area gambar 1 based on the data and analysis that has been carried out, it shows that the results of the regression analysis carried out obtained a of 1.121 and b of 0.714 or ŷ = 1.121 + 0.714x. this means that the regression coefficient or b value in the regression equation shows a positive number of 0.714 which means that every 1 unit increase in school management will result in teacher performance of 0.714 units. the results of the correlation coefficient analysis obtained r of 0.930, meaning that the relationship between school management and teacher performance is quite strong and in the same direction (positive). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 415 zzzzzz the results of the coefficient of determination analysis showed that the contribution of school management relationships to teacher performance was 86.4%, while the remaining 13.6% was the relationship between other factors such as price, promotion, and so on which the author did not examine. the results of the hypothesis testing analysis showed that t count > t table or 14.053 > 2.03951, so ho was rejected and ha was accepted, meaning that there was a significant positive influence of school management on teacher performance at bina pangudi luhur vocational school. the influence of school management on teacher performance is 86.4% because there are several dimensions in school management variables that have not been realized and implemented optimally. the test results above confirm the assumption that the use of dimensions in school management variables can determine the quality of teacher performance. from the results of observations in the field, it is known that school management carried out by bina pangudi luhur vocational school teachers has an impact on the good performance of teachers and determines the quality of teacher performance. thus, this condition shows that school management has no significant effect on teacher performance variables. as is the law of cause and effect, the better the learning management carried out by the principal and teachers of bina pangudi luhur vocational school, the better the teacher's performance in the learning process and the work results that can be achieved by a teacher in an educational institution in accordance with their duties and responsibilities. in other words, the work results achieved by a person in carrying out the tasks assigned to him are based on his skills, experience and sincerity. school management refers to the set of activities and decisions undertaken by school principals and administrative staff to manage resources, plan activities, facilitate learning, and create a supportive environment for students and school staff. teacher performance, on the other hand, refers to the teacher's ability to carry out teaching and classroom management duties effectively, create a conducive learning environment, and contribute to student development. effective school management produces clear policies and a good governance system. these policies influence teachers' teaching, learning, assessment, and professional development procedures7. good school management provides adequate resources for teachers, such as teaching materials, equipment, administrative support, and training. these resources support teacher performance in providing effective teaching. an effective principal can provide clear direction, motivate staff, and create a positive work culture. good leadership can inspire teachers to improve their performance. school management that supports teacher professional development, including training, workshops, and other resources, can improve teachers' skills and knowledge, which in turn influences the quality of their teaching8. school management that creates a positive, inclusive and collaborative work environment will encourage better teacher performance9. a school culture that supports and motivates teachers to innovate and collaborate will improve the quality of teaching. overall, good school management creates conditions that support optimal teacher performance. when teachers feel supported, have sufficient resources, are given clear direction, and are in a 7 anastasiou and garametsi, “teachers’ views on the priorities of effective school management”; cucun sunaengsih et al., “principal leadership in the implementation of effective school management,” mimbar sekolah dasar (2019); sunarto, e. handayani tyas, and lamhot naibaho, “effective school management in industrial revolution era 4.0,” in proceedings of the 2nd annual conference on blended learning, educational technology and innovation (acbleti 2020), 2021. 8 pāvels jurs et al., “efficient management of school and teachers’ professional development – challenges and development perspectives,” pegem egitim ve ogretim dergisi (2023); rose sam mbuli and jiajun zhang, “analysis of teacher professional development in tanzania: view point school management practice,” journal of social sciences advancement (2020). 9 maya puspita dewi and muh barid nizarudin wajdi, “the influence of organizational commitment and ethical leadership toward employee competency of the department of education in tasikmalaya” (2019). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 416 zzzzzz positive work environment, they tend to provide better instruction and contribute to student success. school management is increasingly important and demands serious attention from all parties involved. the curriculum, infrastructure, teaching staff and other components do not guarantee the achievement of quality improvement if these components are not managed well. therefore, a qualified manager or leader is needed who can create conditions so that all components are interrelated and can work together well to achieve school goals. two important aspects of educational activities that need to be considered by administration/management are aspects of educational goals (national, institutional and instructional) and components or factors that support the success of providing education to achieve the stated institutional goals. based on these two aspects, management/administrative strategies need to be regulated or created through the necessary processes so that national, institutional and instructional goals can be achieved effectively and efficiently. (budio, 2019) developed countries are demonstrated by the quality of their human resources produced through education. indonesia, as one of the countries with the largest population in the world, is on its way to becoming a large and developed country through education. the change in the government system from centralization to decentralization or better known as regional autonomy gives great hope to every formal educational institution or school to develop and improve its quality in accordance with school conditions. by adopting management patterns in western countries, school-based management, which is better known as school-based management and adapted to the conditions of indonesia, it is hoped that it will be able to provide freedom for schools to improve the quality of all activity programs in schools, without waiting for orders from the central government or area. (anisa & effane, 2022) efforts to improve teacher performance in schools. the method used in writing this scientific article uses library research. data was collected through text studies and relevant research results. data analysis is carried out in the following steps: first, the data that has been collected is classified based on the formulation of the problem being studied. second, the data studied qualitatively was analyzed using content analysis. third, based on the results of data analysis and interpretation, conclusions are drawn which are accompanied by suggestions. the results of the literature study show that. first, the principal's transformational leadership plays a very important role in efforts to improve teacher performance. second, the principal is able to make changes by providing strong motivation to teachers, facilitating teachers, carrying out innovations and having a strong determination to advance and develop teacher performance in an effort to improve the quality of student learning. key words: principal's transformational leadership, teacher performance. (angelina, 2021) effectiveness is something that shows the level of achievement of a goal. teacher performance is the act of displaying or carrying out an activity, in this case the teacher's main task is teaching. an effective teacher must have extensive knowledge, have an attitude that supports the teaching and learning process and relationships between humans that are not engineered, master knowledge in the subject to be taught, have technical skills regarding learning that make it easier for students to learn. and must be a leader, innovator, motivator and so on. (asiah, 2016) conclusion: based on the analysis from the previous chapter in this research, it can be concluded: 1. there is a significant positive influence of school management on teacher performance at bina pangudi luhur vocational school. where t count > t table or 14.053 > 2.03951 then ho is rejected and ha is accepted, whereas 2. the magnitude of the influence of school management on teacher performance at bina pangudi luhur vocational school. seen from the determination coefficient, it is found that the yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 417 zzzzzz contribution of the influence of school management on teacher performance is 86.4%, while the remainder is the relationship between other factors such as price, promotion, and so on which the author did not examine. references anastasiou, s., and v. garametsi. “teachers’ views on the priorities of effective school management.” journal of educational and social research (2020). department of education. “health and safety: responsibilities and duties for schools.” guidence health and safety. dewi, maya puspita, and muh barid nizarudin wajdi. “the influence of organizational commitment and ethical leadership toward employee competency of the department of education in tasikmalaya” (2019). fauzi, muhammad ibnu faruk. “manajemen sarana dan prasarana pendidikan.” al-rabwah (2021). jerome, lee, alex elwick, and raza kazim. “the impact of the prevent duty on schools: a review of the evidence.” british educational research journal (2019). jurs, pāvels, inta kulberga, uldis zupa, osman titrek, and elita špehte. “efficient management of school and teachers’ professional development – challenges and development perspectives.” pegem egitim ve ogretim dergisi (2023). karim, ahmad, ari kartiko, dicky edwar daulay, and ika dewi kumalasari. “the effect of the supervision of the principal and the professional competency of teachers on teacher performance in private mi in pacet district.” nidhomul haq : jurnal manajemen pendidikan islam (2021). oliveira, ivana campos, and ione vasques-menezes. “literature review: the concept of school management.” cadernos de pesquisa (2018). riduwan, sunarto. “belajar mudah penelitian untuk guru, karyawan, dan pemula.” bandung: alfabeta (2006). saihu, saihu. “the urgency of total quality management in academic supervision to improve the competency of teachers.” edukasi islami: jurnal pendidikan islam (2020). sam mbuli, rose, and jiajun zhang. “analysis of teacher professional development in tanzania: view point school management practice.” journal of social sciences advancement (2020). sugiyono, p d. “metode penelitian manajemen.” bandung: alfabeta, cv (2013). sunaengsih, cucun, mayang anggarani, mia amalia, silmaulan nurfatmala, and syifa diana naelin. “principal leadership in the implementation of effective school management.” mimbar sekolah dasar (2019). sunarto, e. handayani tyas, and lamhot naibaho. “effective school management in industrial revolution era 4.0.” in proceedings of the 2nd annual conference on blended learning, educational technology and innovation (acbleti 2020), 2021. touloupis, thanos. “how do teachers approach their school duties? the role of self-efficacy, job satisfaction, burnout and economic crisis.” in progress in education. volume 67, 2021. ulum, m bustanul. “urgensi supervisi pendidikan di sekolah.” falasifa : jurnal studi keislaman (2018). wajdi, muh barid nizarudin, and tobroni tobroni. “implications of multiculturalism and tolerance in islamic religious education.” educatio: journal of education 5, no. 2 (2020): 182–192. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) z educational leadership in the family gender equality perspective in surah an nisa' verse 34 samsul ma’arif, irfan tamwifi universitas islam negeri sunan ampel, surabaya, jawa timur samsulmaarif@uinsby.ac.id, irfantamwifi@uinsby.ac.id. accepted: marc 8th 2023 reviewed: apr 13th 2023 published: may 30th 2023 abstract: in general, muslims view that educational leadership in the family is a necessity based on qs. al nisa': 34. in fact, in this verse, male leadership is followed for two reasons, because allah has given advantages and because men provide for the family. the problem that arises is what if the husband only has advantages, but is unable to support the family, or vice versa? this study discusses the views of scholars regarding this matter. apart from that, it reviews gender equality which is used as a perspective in reading about educational leadership in the family. gender is a social construction of the roles of men and women. this role is unnatural. these roles are interchangeable between men and women. some scholars argue that the husband's educational leadership in the family is based on qs. al-nisa': 34 is not a necessity and is natural. the husband's leadership is ikhtiyari and kasby (sought after). keywords: educational leadership; husband; gender equality introduction the leadership of education in the family generally lies in the hands of the man or what is called the husband, more specifically the qowamuna ala nisa' husband1. with the word qowamu, it means that the leader is responsible starting from, educating, supporting, protecting (the house and its furnishings), having sex. husband and wife bear the noble obligation to uphold the household which is the basic pillar of the structure of society. the rights and position of the wife are balanced with the rights and position of the husband in domestic life and social life together in society. each party has the right to take legal action. the husband is the head of the family and the wife is the housewife2. husband and wife must have a permanent residence. the house where the husband and wife live together. husband and wife are obliged to love each other, respect each other, be loyal and provide physical and spiritual assistance to each other. the husband is obliged to protect his wife and provide all the necessities of household life according to his ability. the wife is obliged to manage household affairs as well as possible. the husband's position as a family leader has a theological foundation in qs. al-nisa': 34. the verse states that men are leaders for women. leadership is due to two things, because god 1 linda l carli and alice h eagly, “gender and leadership,” the sage handbook of leadership (2011): 103–117; vassiliki brinia, “men vs women; educational leadership in primary schools in greece: an empirical study,” international journal of educational management 26, no. 2 (2012): 175–191. 2 jessie bernard, “the good-provider role: its rise and fall.,” american psychologist 36, no. 1 (1981): 1; b mesra, “factors that influencing households income and its contribution on family income in hamparan perak sub-district, deli serdang regency, north,” int. j. civ. eng. technol 9, no. 10 (2018): 461–469. mailto:samsulmaarif@uinsby.ac.id mailto:irfantamwifi@uinsby.ac.id volume 8, number 1, may 2023| 102 has given priority to men and because men provide for their wives and families. these two things form the basis of a husband being a leader in the family. the question that arises next is whether if the husband has no advantages and cannot support his wife, he still has the right to be the leader of the family? or if the husband only has advantages, but can't support the family or vice versa, who can only support the family but doesn't have advantages. then is it still entitled to be the head of the family? the mufassir have discussed this issue and the majority are of the opinion that the husband's leadership in the family is given/natural. the advantages of men compared to women are because they have the perfection of reason and religion. men put their minds first and are more able to control their emotions. men find no obstacles in practicing religion. men have the right to lead prayers with women's congregations, and they can't do it properly. the advantages of men are also because they are ordered to carry out jihad, to witness crimes, and to receive inheritance twice as much as women. such advantages are seen by mufassir circles as advantages given by allah. in addition, the husband's leadership in the family because he has the responsibility to provide for the family. husband leaves the house to work, looking for sustenance, to meet family needs. husbands have the obligation to bear household needs because they have physical advantages compared to women. the husband's role here is the central backbone of the family economy. the husband's leadership can become stronger and cause the husband's domination of the family, especially for his wife and children. this kind of condition gave birth to a patriarchal culture. the husband manages all household affairs, and the wife is just a ‘konco wingking’. this is what causes gender inequality relations. along with the times, the condition of society began to change. currently there are many women who have received education. many have completed their studies at the bachelor's level (s1) to third degree (s3), some of them even have earned the title of professor. this is certainly an advantage for a woman. currently, there are also many who work in companies, government agencies, offices and occupy certain positions. with the increase in women's human resources and their role in the public sphere, it will certainly affect conditions in the family. this writing discusses the husband's leadership in the family. the author will start by discussing the opinions of the scholars about male leadership as contained in qs. al-nisa': 34. this discussion is intended to address the issue of male leadership in the family, including the transition of leadership traits to the female/wife's side. the discussion on the husband's leadership in the family will be reviewed from a gender equality perspective. methods this research is library research. the research aims to examine marriage theories in marriage law number 1 of 1974, an nisa letter verse 34, and the opinions of scientists. this research uses a content analysis approach to the law and the content of an nisa verse 34 regarding educational leadership in the family from a gender equality perspective. volume 8, number 1, may 2023| 103 result and discussion husband leadership in the family islam considers it important to have a leader in a community or group. prophet muhammad saw. said: "if you are traveling with three or more people, one of you should be the leader." the meaning of the hadith is that the existence of a leader becomes something very important in human life. a leader should have the necessary qualifications in leadership so that he can lead his members to the goals they want to achieve. if the leadership is handed over to those who are not experts, then wait for the downfall. leadership means the ability of a person to influence other people so that the person wants to do what the leader wants. leadership can function as both a social position and a social process. leadership as a social position is the rights and obligations owned by a person or entity. meanwhile, leadership as a social process includes all actions taken by a person or an entity that causes the movement of citizens. basically leadership does not differentiate between men and women. both have the same requirements to be a good leader. usually a husband who becomes a leader in a family. the family is the smallest institution in a society. the family consists of husband, wife, children as a result of marriage and offspring from both. the family also includes the upward line of descent, including fathers, mothers, grandfathers and grandmothers, siblings and children, and includes grandparents, uncles and aunts and their children (cousins). the term family includes husband, wife, as well as all close and distant relatives, who under any circumstances have their own rights and obligations. the degree of these rights varies depending on the degree of closeness and distance from a person. rights for close relatives are stronger than those for more distant relatives 3. the existence of a leader in a family is far more important than a leader in a company. in a family, members always live together and feel they belong to each other, and if any problems arise they can be resolved immediately. in muslim families, family leadership is in the hands of the husband. the formation of this family begins with the existence of a marriage contract between a man and a woman. marriage seems to be a coronation ceremony for the husband to become the head of the family. the husband's leadership towards his wife in a muslim family refers to the substance of the qur'an, 4: 34 which is written below: "men are leaders for women, because allah has made some of them (men) superior to others (women), and because they (men) have spent part of their wealth. therefore, a pious woman is one who obeys allah and takes care of herself when her husband is not around, because allah has taken care of (them). the women you are worried about nusyuznya, so advise them and separate them in their beds, and beat them. then if they obey you, then do not look for ways to trouble them. surely allah is most high, most great." the asbabun nurul nuzul verse above relates to the relationship between husband and wife who are experiencing problems in the household. muqatil narrated that the qur'an, 4: 34 above was due to a quarrel between sa'ad ibn rabi' and habibah bint zaid ibn abi zuhair. both of them are husband and wife, and both are from the ansar group. sa'ad ibn rabi' as the leader in the family received nusyuz treatment by his wife, so that ibn rab'i slapped his wife. habibah (his wife) did not accept her husband's treatment, then she and her father went to the 3 afdilla nisa et al., “isyarat al-qur’an tentang nafkah bagi kerabat,” istinarah: riset keagamaan, sosial dan budaya 4, no. 1 (2022): 28. volume 8, number 1, may 2023| 104 prophet muhammad saw., and reported the incident. arriving before the prophet saw., her father said: "i have married my daughter to him, then he slapped her". then the prophet saw. said: "let habibah menqishas (reply) slap her husband". then, habibah and her father left the presence of the prophet. met her husband to avenge her treatment. not long ago, before the two of them arrived at ibn rabi', the prophet saw. called him back and said: "come back, here is gabriel coming to me". allah sent down this verse, then the prophet saw. read it: "i want a matter and while allah wills a matter, whereas what allah wills is definitely better". then, habilah canceled to avenge her husband's treatment of her.4 in the qur'an, 4: 34 above, there is the word qawwa>mu>m. the plural form of this word is qawwa>m which is taken from the root word qa>ma. the number of words qa>ma in the qur'an with its various derivations is repeated 660 times. for example, the word aqi>mu> alshalah is a derivation of the word qa>ma. the mufassirs explained that the use of the word aqi>mu> in the command to pray shows the demand for perfect implementation which includes fulfilling all conditions, pillars, and sunnah. from the same root word comes the word qâim (isim fa'il), meaning someone who carries out the task or whatever is entrusted to him properly. when this word changes its form to qawwa>m, its meaning develops into the ability to carry out duties and responsibilities perfectly and continuously. in this connection, it can be understood that the predicate as qawwa>m is not absolutely due to gender (male), but is more inclined to the ability to fulfill responsibilities perfectly and continuously 5. the word qawwa>mu>m is a form of muba>lagah from the word ‘qa>im’ which has many meanings (li al-taksi>r).6 while the word ‘qa>im’ comes from the root word ‘qa>ma-yaqu>muqiya>man’, meaning to stand 7. if viewed from the function of the word ‘qawwa>m’ (muba>lagah form), the statement ‘al-rija>l qawwa>mu>na’ implies that most men are more worthy to be leaders than women, but certainly not for all man. al-asfahani connects the word with a person, so that the word has two meanings, namely subduing (taskhi>r) and effort (ikhtiya>r). while the word ‘qawwa>m’ in the verse has the meaning of effort (ikhtiya>r).8 this kind of interpretation has the implication that male leadership over women in the domestic sphere is not given, but must be sought. ibn manzur interprets the word ‘qawwa>m’ in the verse as almuh}a>fazah (guarding) and al-is}la>h (repairing).9 the discussion about the meaning and meaning of the word qawwa>m above can at least be concluded in three; first, from a linguistic point of view, the muba>lagah function in the word ‘qawwa>m’ denotes the meaning of 'many', but not for all men. it seems hard to deny that most men are more appropriate and worthy of leading women in the domestic sphere than women leading men; second, the word ‘qawwa>m’ shows the meaning of ikhtiyari, so that male leadership in the household must be sought so that it is appropriate to be the wife's leader and not given or automatic; third, given men are more entitled to become leaders over women in the domestic sphere. classical and modern commentators using the interpretation approach of bi bi al-riwa>yah 4 abu hasan ali al-naisaburi, “asbabal-nuzul al-qur’an,” ed. dar ishlah, 1992, 151–152. 5 sulaiman ibrahim, “hukum domestikasi dan kepemimpinan perempuan dalam keluarga,” al-ulum 13, no. 2 (2013): 215–244. 6 fuâd ni’mah, mulakhkhas qawâ’îd al-lugah al-‘arabiyah, cet. ix, juz ii (damaskus: dâr hikmah, n.d.). 7 ibn manzûr, “lisân al-‘arab, juz. 12” (kairo: dâr al-ma’ârif, n.d.), 496. 8 al-râgib al-asfahâni, “mufradât alfâz al-qur’ân, juz. ii” (damaskus: dâr al-nasyr, n.d.), 269. 9 manzûr, “lisân al-‘arab, juz. 12.” volume 8, number 1, may 2023| 105 and bi al-ra’yi understand the word qawwa>m’ with the meaning of leadership (umara>). this kind of interpretation comes from the interpretation of ibn abbas.10 the verse states that there are two factors that cause leadership to be held by men, namely; first, the advantages given by god to men over women; and secondly, because the man or husband is responsible for the maintenance of the woman or wife.11 the mufassir agreed that the man or husband is the leader over the woman or wife. the question then is whether leadership in the family applies to all husbands or not? or, does the husband automatically become the leader of the wife in the family because he has advantages and is able to provide for her? of course in this matter there are differences between the commentators. al-zamakhsyari is of the view that men as a whole become leaders over women. this is due to the advantages of men given by god compared to women. on this basis, according to him, male leadership comes from the glorification of god and not because of competition, domination or coercion. as for the glory of men in the form of the power of reason, strong will and physical strength, the ability to write, ride a horse and archery. because of this, men are chosen to be prophets, scholars, public (al-imama>h al-kubra) and domestic (al-imama>h alsugra>) leaders, jihad, call to prayer, sermons, i'tikaf , become a witness in h}udu>d and qishash cases, get a more share in inheritance and get 'asabah, guardian in marriage, can be mental and reconcile, polygamy, lineage and others.12 basically, from al-zamakhsyari's interpretation it can be concluded that first, male leadership over women is given or automatic because of its advantages. second, this leadership includes all forms of leadership, both domestic and public, related to religious issues and worldly affairs. a different interpretation was put forward by al-alusi and al-biqa'i regarding the qur'an, 4: 34. according to both, leadership possessed by men takes two forms, namely wahbiyy (given) and kasbiyy (effort).13 leadership in the form of wahbiyy is in the form of an advantage that allah has given to men compared to women and this is given. all men, regardless of their education and level of intelligence, as long as they are male, automatically have the advantages bestowed by allah. because of these advantages men deserve and deserve to be leaders for women. this kind of opinion is the view of most of the commentators. as for leadership in the form of kasbiyy, according to al-alusi and al-biqa'i, because the husband supports the wife. this kind of leadership must be cultivated by men or because of the results of the husband's efforts, in contrast to wahbiyy leadership which is obtained without effort. in reality, not all husbands have the ability to provide for their wives, unless he wants to try hard and earnestly seek the sustenance that god has provided on earth. with the advantages bestowed by allah and the ability to provide for his wife, the new husband has the right to be a leader for his wife. the husband does not have the right to be a leader for his wife without being supported by providing maintenance to his wife. islamic jurisprudence states that if the husband cannot provide a living, the wife has the right to do fasakh. that is the opinion of 10 muhammad ibn jarîr al-thabari, “tafsîr al-tabari jâmi’ al-bayân ‘an ta’wîl âyat al-qur’ân, juz. 6” (kairo: markaz al-buhûs wa al-dirâsât al-‘arabiyyah wa al-islâmiyyah, 2001), 687. 11 al-thabari, “tafsîr al-tabari jâmi’ al-bayân ‘an ta’wîl âyat al-qur’ân, juz. 6.” 12 abû al-qâsim mahmûd ibn ‘umar al-zamakhsyari, al-kasyâf ‘an haqâiq gawâmid al-tanzîl wa ‘uyûn alaqâwîl, fi wujûh al-ta’wîl, ditahqiq oleh ‘adil ahmad ‘abdul maujûd dan ali muhammad mu’awwad, juz. ii (riyâd: maktabah ‘abikân, 1998). 13 syihâb al-dîn al-sayyid mahmûd al-alûsi, rûh al-ma’âni fî tafsîr al-qur’ân al-‘azîm wa al-sab’ almasâni, juz. v (beirût: ihyâ al-turâs al-‘arabi, n.d.). volume 8, number 1, may 2023| 106 imam malik and imam syafi'i, whereas according to imam abu hanifah, a wife has no right to apply for fasakh. in the perspective of fiqh, it can be concluded that male leadership in the domestic area, in the household, a man can become a leader if he can fulfill the requirements, namely to provide for his wife who is kasbiyy. al-alusi further stated that the qur'an, 4: 34 explicitly does not mention that men are superior to god over women. the verse reads: ‘bi ma> fadhdhala allah ba’dahum‘ala> ba’dh’ by what allah gives some of them more, men over some others) and does not state: ‘bi mâ fadhdhalahum allah‘alaihinna’ with what allah has favored in men over women. according to him, this statement is because there are some women who have advantages and nobility compared to men. so that it can be said, the advantage of men over women is more ‘taghli>ban’ or the majority 14. that is, indeed the majority of men are more noble and therefore can become leaders for women, but not all men have this glory as there are some women who are more noble than men. as for the advantages given by god in a wahbiy (given) manner to men over women, they are intellectual, physical and religious strength. with these characteristics, men are chosen to be prophets, domestic leaders, great leaders and guardians in marriage. while the glory that must be earned (kasbiyy) by the husband is in the form of giving a dowry, clothes and other things that come from his wealth for his wife.15 based on the interpretation of al-alusi and al-biqa'i above, it can be concluded that male leadership has two forms, namely wahbiy and kasbiy. wahbiy means the potential for leadership that is given by god to men, both in the form of physical strength, reason and religion. this wahbiy leadership potential must be supported by leadership that is kasbiy or effort, namely leadership potential that must be cultivated. wahby leadership potential is an interpretation of the sentence ‘bi mâ fadhdhala allah’, while kasbiy leadership is an interpretation of the verse ‘bi mâ anfaqû min amwâlihim’. on the basis of the two leaderships, wahbiy and kasbiy, new men can become leaders over women. even so, both of them do not deny that there are advantages that men have over women so that they deserve to be leaders. imam bukhari narrated a hadith about leadership for everyone, men and women and everyone will be held accountable. this leadership applies to everyone in the domestic and public spheres. the word 'amîr' denotes the highest public leadership in government. while domestic leadership is mentioned by the word 'al-rajul', namely the husband as a leader for all household members. while women or 'al-mar'ah' function as leaders who manage the household and children. according to ibn hajar, the duty of the state leader or 'amîr' is to maintain religion by enforcing regulations and justice in law. the husband's leadership in his family is managing family affairs and giving what is their rights. while the wife's leadership means managing household affairs, children, serving and 14 al-zamakhsyari, al-kasyâf ‘an haqâiq gawâmid al-tanzîl wa ‘uyûn al-aqâwîl, fi wujûh al-ta’wîl, ditahqiq oleh ‘adil ahmad ‘abdul maujûd dan ali muhammad mu’awwad, juz. ii. 15 burhân al-dîn abî al-hasan ibrâhîm ibn ‘umar al-biqâ’i, nazm al-durar fî tanâsub al-ayât waal-suwar, juz. v (kairo: dâr al-kitâb al-islamiy, n.d.). volume 8, number 1, may 2023| 107 giving advice to the husband 16. in terms of editorial and ibn hajar's explanation, the hadith does not explain the division of leadership, both men and women at the public level, but explains leadership at the domestic level of the household where the husband manages all household members while the wife is in charge of managing the house and educating the children. . it was also explained that the wife has the right to give advice to her husband in household matters. gender equality the word gender comes from english which means sex. discussion of gender is often associated with roles, behavior, mentality, male and female characters that are constantly developing in society. mansur faqih defines gender as a male or female trait that is shaped by social and cultural factors. masculine and feminine traits are constructed by the socio-cultural environment in which they live and live. the character of human sex types can change depending on how and where they were raised.17 gender is a cultural concept that functions to provide identity, differences in roles, behavior. between men and women which developed due to social engineering sosial 18. gender determination is based solely on sex differences. gender is a sex difference, not biological in nature, let alone natural. in other words, gender is the difference in the behavior of men and women due to differences in biological anatomy, and the difference in behavior is socially constructed. in the social sciences, gender is defined by the relation pattern between man and woman which is based on the social characteristics of each. an explanation of gender can be concluded that gender is a set of attitudes, roles, responsibilities, functions, rights, and behaviors inherent in men and women as a result of cultural formations or the social environment in which humans grow and are raised. this means that differences in traits, attitudes and behaviors that are considered typical of women or typical of men or those that are more popular with the terms femininity and masculinity, are primarily the result of one's learning through a long process of socialization in the community where he grew up and was raised. gender equality is a word that is often heard and spoken in discussions or written in a number of references. what does gender equality mean? in order to explain this, in the following we will present a number of terms that are closely related to gender problems in addition to these terms. equality means sameness, equality, in musawa arabic. meanwhile, gender equality means equal conditions for men and women to obtain their rights to play a role in the domestic and public spheres. they have the right to participate in social life in the fields of politics, law, economy, education and share in the benefits of development. the realization of gender equality is marked by the absence of discrimination between men and women in access, opportunities to participate, control over development and obtain equal and fair benefits from development. meanwhile, gender justice shows a process and treatment of justice for women and men. 16 ahmad ibn ‘ali ibn hajar al-‘asqalâni, fath al-bâry bi syarh sahîh al-bukhâri,juz. xiii (riyâd: maktabah al-malik fahd, 2001). 17 gemy nastity handayany, “kesejahteraan gender ditinjau dari perpekstif islam,” jurnal ilmu kesehatan 1, no. 2 (2014): 183–200. 18 rosalita rosalita, “identity gender question sebagai upaya awal pengenalan gender pada anak usia dini panti asuhan bunda sumatera selatan,” az-zahra: journal of gender and family studies 1, no. 1 (2020): 12–23. volume 8, number 1, may 2023| 108 gender justice means no more double burden, subordination, marginalization and violence against women and men. although often in a patriarchal culture women are always labeled as marginal, subordinate, stereotyped, double-baurden and receive harsh treatment 19. gender awareness and justice is not just a matter of discrimination in terms of access, participation, control over development and obtaining equal and fair benefits from the development of a nation.. the position of women in islam the history of arab jahiliyah records and views women as less valuable creatures. women are only functioned as creatures that reproduce offspring, and their degree is more or less the same as property. women can be inherited and do not have the right to inheritance and rights like men 20. it was really unfortunate for women at that time because their conditions were very bleak and apprehensive. her position is really subordinated in front of men, also marginalized. the tradition of the arab jahiliyah community which was famous at that time was that if a daughter was found, she would be buried alive 21. this kind of culture is contrary to the spirit of islamic humanism and harassment of god's will that wants women to be born in the world. the birth of islam in the arabian peninsula became a breath of fresh air for the life and existence of women. islam seeks to eradicate all forms of tyranny and injustice, including by upholding the dignity of women. islam positions women as men, their rights are recognized and their roles are respected, both in the domestic and public spheres. the mission of islam includes defending the weak, upholding justice for both the strong and the weak. islam as a religion of mercy strongly opposes the tradition of ignorance which dehumanizes women. the history of mankind records how the early days of islam upheld the dignity of women. the prophet muhammad carried out a social revolution regarding the existence and position of women in social life. women had a role that could not be looked down upon during the early days of the growth of islam, both in the domestic and public spheres. women also helped the prophet muhammad on the battlefield. khadijah was the only woman who sacrificed all of her wealth for the success of the struggle for the islamic mission and to uphold justice in the arabian peninsula. umm syurayk helped the preaching of the prophet muhammad by persuading meccan women to secretly convert from idol worshipers to muslims and believers. even though the qur'an has dismantled the traditions of jahiyah which were discriminatory and exploitative against women, the provisions contained in the al-quran regarding women are final. these provisions should be understood as a moral idea and the spirit of upholding the dignity of women. prophet muhammad has laid the initial foundation of how to respect women. even the teachings of islam, said robert bellah, "too modern for its time" still get a lot of criticism because it is still gender biased. many thinkers, observers and critics have the wrong view of islamic teachings regarding women. ali asghar said, they did not understand the origin and development of the islamic 19 sarah apriliandra and hetty krisnani, “perilaku diskriminatif pada perempuan akibat kuatnya budaya patriarki di indonesia ditinjau dari perspektif konflik,” jurnal kolaborasi resolusi konflik 3, no. 1 (2021): 1. 20 endang sriani, “fiqih mawaris kontemporer: pembagian waris berkeadilan gender,” tawazun : journal of sharia economic law 1, no. 2 (2018): 133. 21 muntoha muntoha, “islam, gender, dan ham,” unisia 33, no. 73 (2010): 17–35. volume 8, number 1, may 2023| 109 religion, shari'ah. they assume that first, the shari'ah is completely divine and secondly, the shari'ah cannot change. this kind of view is often discussed in open forums, then strengthened by quoting the thoughts of conservative scholars 22. in fact, islamic teachings at the time of the prophet muhammad succeeded in breaking down the excessively patriarchal culture that was deeply rooted in arab society. in the early era of muslim society, women had an honorable position in the domestic sphere. this is stated by allah swt. in the quran, 33, 33 which reads: "and you should stay in your house and don't decorate and act like the previous ignorant people." this verse becomes the theological basis for how islam respects women. the social and socio-cultural context when the verse was revealed was a threat and there was no guarantee of safety for women if they played a role in the public sphere. on the other hand, there is a verse that at a glance narrates the rights that men and women have differently according to the efforts made by each, as in quran 4: 32, namely: "men have the right (share) of what they earn and for women (share) of what they earn" this verse shows that the islamic religion actually recognizes the existence of women's charities, just as god recognizes men's charities. reconstruction of the role of women in the domestic area islamic teachings reflected in the interpretations and pages of the yellow book seem to domesticate the role of women. the role of women is as if they are just 'backside friends', there are even sayings that feel unfair, 'heaven follows husband and hell follows husband'. women become creature number two, even more. the role he plays in the domestic area is still very dependent on the position of the husband who is the leader of the family. sayyid quthub in his commentary fi dzilal al-qur'an refers to quran 4: 34 openly positioning women in the domestic area. although it also emphasizes that the verse does not prohibit women from taking part in the public sphere. however, if we understand carefully quthub's paradigm of women and several figures who follow his thoughts clearly want women to take care of the household. whereas in reality the early history of islam, the prophet saw. does not limit the role of women only in the domestic area. the theological source of islamic teachings regarding the position of women stems from the quran 4: 34. this verse clearly states that men are the leaders of women. even jalaludin alsuyuti interprets quwwamun with the word musallathun which means master. it is hoped that the meaning of al-suyuthi can be accepted by reason if it is associated with the two illat that accompany the word qawwamun, bima fadhdhallah dan bima anfaqu. if the two illat are collected in the man as the head of the family, of course the power of men over women will be perfect and dominant. especially if the wife's hr is low in terms of education level and does not have economic independence, coupled with the wife's genealogy from an mediocre family. returning to the main issue of the word al-rijal, how is this word interpreted and interpreted so that it has a more egalitarian consequence, unlike the meaning of conventional interpreters. a number of islamic thinkers and observers of gender equality have tried to analyze the word al-rijal from a grammatical point of view, for example muhammad abduh, ali asghar, zaitunah subhan. al which is attached to rijal shows and makes the word rijal meaningful, special and certain, not intended for all men. in quran 4: 34, the word rijal is 22 chumaidi syarif romas, wacana teologi kontemporer (yogyakarta: pt. tiara wacana yogya, 2000). volume 8, number 1, may 2023| 110 associated with the word nisa'. gender terms in the qur'an have significance. the word nisa' has a feminine, domestic, gentle connotation, and even means a lot of forgetfulness, while the word rijal can mean a person who walks. so the sociological meaning is in accordance with the meaning, rijal means moving, doing business in the public space, while women are at home. if women are more active, then sociologically they become rijal, and conversely if rijal is at home sociologically it becomes nisa'. the second problem is about the word qawwamun which means leader, ruler, protector and guide. the latest mufassir interpret this word in a more moderate and functional nuance. the word qawwamun which comes from the word qiwam, according to al-maraghi means leadership guidance and supervision in carrying out what is shown by the husband and paying attention to all his actions (al-maragi 1993). the husband's leadership duties in the house will only be carried out if he has certain criteria as mentioned in the quran 4: 34. these criteria are first, the husband can prove his strengths such as guiding, educating and protecting. second, the husband is able to meet the needs of the family in the form of clothing, food and shelter. third, the husband has advantages that have been determined by islamic law, such as the right to inherit twice as much as the woman's share and uses that advantage to help women.23 the advantages of husbands compared to wives in the household are functional. a husband in the household is tasked with earning a living and meeting the needs of the family. it is because of this advantage that a husband becomes the leader of the household 24. while a wife also has the function of carrying out domestic duties in the family. the function of the husband in fulfilling material needs greatly determines his position as the leader of the household, in addition to fulfilling non-material needs, protecting, guiding and educating. conclusion educational leadership in the family can be understood. the husband as the educational leader in the family/household becomes the backbone of the family, educates, protects, earns a living and fulfills the family's needs, if the wife has the same advantages/abilities and the husband dies then he can become the head of the household . a wife can be a leader in the household, and women's leadership in society can be in accordance with the demands of the koran. apart from that, there is a hadith narrated by imam bukhari and muslim which explains that everyone is a leader. the husband is the leader in his family, while the wife is also the leader in her husband's household, and each of them will be held responsible. history in the qur'an also proves that women can become leaders in government, and succeed in prospering their country, like queen balqis from the country of saba'. in current reality, many women are able to become leaders in the household. a number of wives are able to control and resolve their own affairs, children's affairs when their husbands leave or are left by their husbands, and so on. not a few wives left their husbands away from home for a long time, divorced husbands, whether alive or dead, can take care of household affairs, support household needs, protect, guide and educate their children. 23 ali munhanif, mutiara terpendam, perempuan dalam literatur islam klasik (jakarta: pt.gramedia pustaka utama, 2002). 24 ramziati nadya syafitri, hamdani, “tanggung jawab nafkah keluarga dari istri yang bekerja…” 10, no. 2 (2022): 313–337. volume 8, number 1, may 2023| 111 references al-‘asqalâni, ahmad bin ‘ali bin hajar.fath al-bâry bi syarh sahîh al-bukhâri,juz. xiii. riyad: maktabah al-malik fahd, 2001. al-alûsi, syihâb al-dîn al-sayyid mahmûd.rûh al-ma’âni fî tafsîr al-qur’ân al-‘azîm wa alsab’ al-masâni, juz. v. beirut: ihyâ al-turâs al-'arabi, n.d. al-asfahani, al-raghib. “mufradât alfâz al-qur’ân, juz. ii,” 269. damaskus: dâr al-nasyr, n.d. al-biqâ'i, burhan al-din abi al-hasan ibrahim bin 'umar.nazm al-durar fî tanâsub al-ayât waal-suwar, juz. v. kairo: dâr al-kitab al-islamiy, n.d. al-naisaburi, abu hasan ali. “asbabal-nuzul al-qur’an.” diedit oleh dar ishlah, 151–52, 1992. al thabari, muhammad bin jarir. “tafsîr al-tabari jâmi’ al-bayân ‘an ta’wîl âyat al-qur’ân, juz. 6,” 687. kairo: markaz al-buhûs wa al-dirâsât al-‘arabiyyah wa al-islâmiyyah, 2001. al-zamakhsyari, abû al-qâsim mahmûd ibn ‘umar.al-kasyâf 'an haqâiq gawâmid al-tanzîl wa 'uyûn al-aqâwîl, dalam wujûh al-ta'wîl, ditahqiq oleh 'adil ahmad 'abdul maujûd dan ali muhammad mu'awwad, juz. ii. riyadh: maktabah 'abikan, 1998. apriliandra, sarah, and hetty krisnani. “perilaku diskriminatif pada perempuan akibat kuatnya budaya patriarki di indonesia ditinjau dari perspektif konflik.” jurnal kolaborasi resolusi konflik 3, tidak. 1 (2021): 1. https://doi.org/10.24198/jkrk.v3i1.31968. handayany, gemy nastity. “kesejahteraan gender ditinjau dari perpekstif islam.” jurnal ilmu kesehatan 1, tidak. 2 (2014): 183–200. https://journal3.uinalauddin.ac.id/index.php/sipakalebbi/article/view/273%0ahttps://journal3.uinalauddin.ac.id/index.php/sipakalebbi/article/view/ 273/239. manzûr, ibnu. “lisân al-‘arab, juz. 12,” 496. kairo: dâr al-ma'ârif, n.d. munhanif, ali.mutiara terpendam, perempuan dalam literatur islam klasik. jakarta: pt.gramedia pustaka utama, 2002. muntoha, muntoha. "islam, gender, dan hak asasi manusia."persatuan 33, tidak. 73 (2010): 17– 35. https://doi.org/10.20885/unisia.vol33.iss73.art3. nadya syafitri, hamdani, ramziati. “tanggung jawab nafkah keluarga dari istri yang bekerja…” 10, no. 2 (2022): 313–37. ni'mah, fuad.mulakhkhas qawâ’îd al-lugah al-‘arabiyah, cet. ix, juz ii. damaskus: dâr hikmah, n.d. nisa, afdilla, hamdani hamdani, andriyaldi andriyaldi, and syahrul rahman. “isyarat alqur’an tentang nafkah bagi kerabat.” istinarah: riset keagamaan, sosial dan budaya 4, tidak. 1 (2022): 28. https://doi.org/10.31958/istinarah.v4i1.5969. romas, chumaidi syarif. wacana teologi kontemporer. yogyakarta: pt. tiara wacana yogya, 2000. rosalita, rosalita. “identity gender question sebagai upaya awal pengenalan gender pada anak usia dini panti asuhan bunda sumatera selatan.” az-zahra: jurnal studi gender dan keluarga 1, tidak. 1 (2020): 12–23. https://doi.org/10.15575/azzahra.v1i1.9363. sriani, endang. “fiqih mawaris kontemporer: pembagian waris berkeadilan gender.” tawazun: jurnal hukum ekonomi syariah 1, tidak. 2 (2018): 133. https://doi.org/10.21043/tawazun.v1i2.4986. sulaiman ibrahim. “hukum domestikasi dan kepemimpinan perempuan dalam keluarga.” alulum 13, tidak. 2 (2013): 215–44. https://journal.iaingorontalo.ac.id/index.php/au/article/view/189%0ahttps://journal.iain volume 8, number 1, may 2023| 112 gorontalo.ac.id/index.php/au/article/download/189/167. educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z management of entrepreneurial activities in growing students' creativity and innovativeness at smk sinar husni bm 1 l deli aqilla syafah marwah pohan1; muhammad fadhli2 state islamic university of north sumatra, indonesia). aqilla0307202095@uinsu.ac.id1, muhammadfadhi@uinsu.ac.id2 accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: the aim of this study is to determine how to foster students' creativity and innovativeness through entrepreneurial activities. using observation, documentation, and interviews as data collection methods, this study uses a qualitative descriptive research methodology involving school principals, teachers, and students. the findings of this research are the management of entrepreneurial activities in fostering the creativity of students at smk sinar husni 1 bm l deli, namely: 1) students are creative in generating new ideas, 2) students are creative in developing ideas, 3) students are creative in create business opportunities. and the management of entrepreneurial activities in growing innovation at smk sinar husni 1 bm l deli, namely: 1) students learn innovation from existing experience, 2) students can create new products, 3) students can increase productivity, product/service quality and profit. this research reveals how managing entrepreneurial activities fosters creativity and innovation in students. keyword: entrepreneurship, creativity, innovative. introduction the ability to be creative and innovative is very important for students because learning involves searching and discovering ideas and implementing these ideas in practices that are useful for individuals or society (hasanah et al., 2023). with these creativity and innovative skills, students can convey new ideas, strategies or ideas about how to solve a problem. apart from that, creativity and innovation can improve the quality of their learning and self-development. creativity and innovation play an important role in student development. with creativity and innovation, students can find new solutions to existing problems and respond to changes quickly and effectively (lee et al., 2020). fundamentally, students differ in their capacity for creativity and innovation as well as how they use the insights they gain from discovering new ideas. in this regard, students must be encouraged to be creative and innovative in learning. creativity is defined as the process of applying knowledge and imagination to provide solutions, new and useful ideas to solve a problem (novriyanto, 2022). the creative process often involves stages such as observation, associative thinking, idea expansion, and finalizing the best idea. meanwhile, innovation involves the development and implementation of creative ideas in the form of new products, services or processes that provide benefits or added value (mashudi, 2017). the process of integrating creativity into new concepts and new ideas into everyday life is known as innovation (astuti & aziz, 2019; harnani, 2020). with creativity and innovation, students can find new approaches mailto:aqilla0307202095@uinsu.ac.id mailto:muhammadfadhi@uinsu.ac.id yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 9 , number 2, november 2025 | 381 zzzzzz and improve the quality of their learning experience (moya & camacho, 2021). creativity and innovation can solve problems faced by students. however, in reality, creativity and innovation still need to be maximized. this is in line with observation data rahmawati & nugrahani (2019) which explains that the level of creativity and innovation is still not good among indonesian students, which is an indication that students' creative skills are still lacking. this is also supported by observation results asni et al. (2018) that students' creativity in implementing the learning process is still low, especially in students' imagination. the difference between this research and previous research lies in the research focus. previous researchers have examined students' creativity and innovation learning skills through work-based learning (bella et al., 2021). this is different from current research which examines students' creativity and innovation skills which uses the learning by doing method. overall, this research provides a lot of information about how entrepreneurial activities can foster creativity and innovation in today's students (universitas semarang, 2022). however, the reality is that currently it is still not optimal in terms of student creativity and innovation (ellya et al., 2021; putri & alberida, 2022). in some cases, teachers' lack of competence in teaching or less effective learning models and students' laziness are some of the problems. every individual has the ability to be creative. creative talent is not something that is fixed by being trained and developed. but not everyone has the ability to hone their creative abilities in everyday situations. in this case, the education sector needs to contribute to the growth of the creative spirit of every student (santi, 2022). a child's ability to grow creatively is one measure of his academic achievement. a strong sense of self-adaptation can be achieved when a student uses his creativity to live his life, face challenges, and come up with creative solutions (hasanah et al., 2023). in terms of fostering creativity and innovation in students, an appropriate strategy is needed, such as managing entrepreneurial activities at school. entrepreneurial activities have an important role in fostering student creativity and innovation (bella et al., 2021). entrepreneurship involves creative thinking processes to identify business opportunities and develop new ideas. entrepreneurial activities can help students develop the courage to take risks in trying new things and esting their ideas. through entrepreneurial activities, schools can help students think more creatively and innovatively and dare to take risks when developing new businesses and ideas (mashudi, 2017). entrepreneurship education is able to increase students' understanding of the complexity of business from both soft skills and hard skills, so students can get opportunities that exist around them in creating their own business after graduating or later going to college, then entrepreneurship education will be able to foster an interest in entrepreneurship (universitas semarang, 2022). the aim of this research is to determine the management of the entrepreneurship program at smk sinar husni bm 1 l deli which uses the learning by doing method, which is an approach to learning by doing that encourages student creativity and discovery. it is predicted that students' entrepreneurial spirit will grow, and that more students will become entrepreneurs, which will help reduce indonesia's still very high educational unemployment rate. based on the description of the research problem as outlined above, the researcher is interested in exploring research regarding "management of entrepreneurial activities in fostering student creativity and innovativeness at smk sinar husni bm 1 l deli” yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 9 , number 2, november 2025 | 382 zzzzzz methods this study uses a qualitative method. this descriptive study supports analysis through processes and meanings that take center stage on the findings of the interviews conducted. this research is focused according to field facts through theoretical channels. this research aims to highlight the management process of entrepreneurial activities to foster student creativity and innovation in vocational schools. this is an effort to broaden and deepen understanding of managing vocational school entrepreneurship, improve performance by developing new concepts or ways of thinking, and contribute to public policy research. researchers chose to conduct their research using qualitative methods based on this need. to ensure that the research remains within the intended topic of discussion, this article limits its scope to the management of entrepreneurial activities aimed at encouraging creativity and innovation among students at vocational schools. here researchers want to analyze the management of entrepreneurial activities in fostering students' creativity and innovation. data sources arise from where data is obtained. researchers used two different types of data as data sources for this research: primary data and secondary data. researchers collect primary data directly from the research location to collect the necessary data. management of entrepreneurial activities in fostering student creativity and innovativeness at smk sinar husni bm 1 deli is the main focus of the researcher's data in this research. the sources of information in this research are: school principals, teachers (educating staff) and students in the school environment. 1) the school principal was chosen as the informant because the main subject in this research is about how to manage entrepreneurial activities in fostering creativity and innovation in vocational school students. 2) teachers were chosen as informants in this research because in managing entrepreneurial activities teachers are very influential in fostering students' creativity and innovativeness. 3) students were chosen as informants because students are the objects of school principals and teachers in the process of managing entrepreneurial activities in fostering students' creativity and innovation. secondary data was obtained through data sources obtained from books and journals. for the purpose of conducting research, it is necessary to collect secondary data from books and journals in addition to primary data sources. secondary data related to research problems discovered through library research. there are methods for collecting data, namely: (1) observation method, (2) interviews, and (3) documentation studies. 1) observation technique: observation is used to investigate the process of managing entrepreneurial activities to foster student creativity and innovation in vocational schools. observation is used in this research to make observations about how the researcher is involved or interacts with the activities carried out by the subject in the environment, systematically collecting data in the form of field notes. 2) interview: to obtain more detailed information about the process of managing entrepreneurial activities in fostering student creativity and innovation in vocational schools, researchers in this study used in-depth interviews. the informants chosen were school principals and teachers. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 9 , number 2, november 2025 | 383 zzzzzz 3) document study: the documents required are entrepreneurial activity documents, curriculum documents, syllabus and rpp documents, documents resulting from students' creativity and innovation. the data obtained in this research is qualitative data so the analysis technique used in this research is qualitative descriptive analysis following the interactive model of milles, huberman and saldana. activities in data analysis, namely data reduction, data display and conclusion drawing/verification, namely: 1) data reduction, reducing data means summarizing, choosing the main things, focusing on the important things, looking for themes and the pattern. 2) presenting data (data display), in qualitative research data presentation can be done in the form of short descriptions, charts, relationships between categories. 3) drawing conclusions (conclusion drawing/verification), conclusions in qualitative research are new findings that have never existed before. so, in analyzing the data, the researcher will only describe or illustrate how entrepreneurial activities are managed in fostering creativity and innovation in students at sinar husni bm 1 deli vocational school based on actual facts in the field. the triangulation stage is carried out if there is doubt about the data or information collected from the subject or research information. the triangulation approach is an attempt to confirm the accuracy of the researcher's data or conclusions. triangulation can be interpreted as checking data from many data sources through various techniques, including observation, interviews, and documentation. the purpose of triangulation is to improve understanding of the findings by researchers. the following triangulation was used: (1) triangulation of data sources by seeking information data from informants. in this case the principal, teachers and students. (2) triangulation techniques are used to assess the reliability of data by referring to data from sources using techniques for observation or documentation and data collected through interviews. (3) time triangulation, which allows researchers to verify the accuracy, depth and consistency of data by collecting information at several different points in time. result and discussion management of entrepreneurial activities in fostering the creativity students at smk sinar husni 1 bm l deli in terms of fostering students' creativity, an appropriate strategy is needed, such as entrepreneurial activities at school. entrepreneurial activities are very important in fostering students' creativity. entrepreneurship involves creative thinking processes to identify business opportunities and generate new ideas. students can be creative in generating new ideas through several strategies that can be applied in the entrepreneurial learning process. the learning process allows them to actively generate their own creativity. students will be much more open to sharing new ideas, providing solutions in solving problems and finding opportunities. in the learning context, teachers also have an important role in building pleasant and consistent relationships in developing students' way of thinking. teachers must be able to create a learning process that is not monotonous so that students are more interested in participating in the teaching and learning process. in the learning process, teachers have an important role in developing strategies for managing entrepreneurial activities. in carrying out their duties, teachers have a role in creating a learning climate that allows students to learn comfortably and be more confident in developing their ideas. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 9 , number 2, november 2025 | 384 zzzzzz in this case, the teacher plays a role in providing services to make it easier for students in the learning process activities. the teacher will explain the theory in a short time and invite students to think and do more. students will be directed to carry out practical learning directly in the computer laboratory. students can actively develop their ideas by utilizing the technology and computers provided by the school. in the teacher's efforts to develop students' creativity, the teacher also tries to provide motivation to students as a form of appreciating their efforts in developing students' creativity to give birth to new ideas in the process of creating a product. teachers encourage and recognize students before they enter the classroom to increase their curiosity and enthusiasm to foster creativity. students are allowed to customize products based on their imagination while implementing entrepreneurial activities to encourage innovation in product production. teachers help students develop their self-confidence by providing appreciation and motivation and encouraging them to create high-quality work and showing gratitude for them. from the results of observations that have been made, the teacher provides motivation in the learning process so that students can complete it completely. apart from that, teachers also give praise and appreciation not only for student achievements, but also when students dare to try even if they fail. through praise and appreciation, students will feel appreciated for their hard work, and this will make them even more motivated to study harder and try to create new products from their creativity. creating an idea for a new product is the first stage that needs to be done in the product development process. it involves the process of creativity and developing new and unique products. by developing their ideas, students are able to create a product. students can use the knowledge and skills obtained from entrepreneurship education to create entrepreneurial products with ideas, through a process of innovation, development and implementation of these creative ideas. the products created by sinar husni bm 1 l deli vocational school students are handicrafts from recycled materials, culinary delights including food and drinks, and so on. learning creative products and entrepreneurship at school can also be a means of developing students' entrepreneurial spirit, where students can try reselling and making new products to offer to consumers. in this case, students are able to market products not only to the school community but also to the outside community. student learning outcomes have quite good grades with an average score of 80-90, proving that from practical entrepreneurial activities students can become more creative and innovative. in entrepreneurial activities, students' creativity can become a strong foundation for creating business opportunities. to create business opportunities, students can take advantage of various creative ideas and opportunities around them. by utilizing creativity, students can see opportunities around them and create profitable business opportunities. with a good understanding of ways and strategies in creating business opportunities, students can develop unique and profitable business ideas. students can develop their creativity through the right learning process and can become a driving force in creating innovative and potentially promising business opportunities in the future. the implementation of entrepreneurial business opportunities by students is important in preparing them for social life and global competition. in implementing entrepreneurship education, students are trained to analyze business opportunities, manage production processes, and develop businesses. apart from that, the implementation of entrepreneurship education is also carried out through direct activities in business, which is considered the most appropriate method for cultivating entrepreneurial attitudes in students. thus, the implementation of entrepreneurial business opportunities by students is expected to equip them with the skills and yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 9 , number 2, november 2025 | 385 zzzzzz knowledge needed to become independent, creative, innovative, and able to face global challenges in the economic sector. students grow creatively through the practice of entrepreneurial activities at smk sinar husni 1 bm l deli, namely: (1) creative in developing new ideas, (2) growing creativity in creating business opportunities, (3) able to implement business opportunities. 1) be creative in developing new ideas in developing entrepreneurial ideas, creativity plays an important role, because creativity is a process for producing new ideas or new products that are original (hasanah et al., 2023). the mental process a person uses to create a new concept or original work of art is called creativity. then mashudi (2017) stated that the ability to produce new concepts and approaches to overcome problems and find opportunities is known as creativity. creative ideas are ideas, ideas, or thoughts that someone has to produce new items or new methods that are different from anything that has existed before. the emergence of ideas in students is the first step that an entrepreneur can take if that person is able to generate ideas or business ideas in his mind. students can create new ideas, which is the ability to provide new ideas and apply them in solving problems. the learning process is designed so that students can develop new thoughts or ideas, produce learning products that are different from before, and express and communicate learning products through creative media. in line with research by bella et al. (2021), starting from the birth of new ideas can be translated into real action. teachers can give them project assignments that require them to solve problems or create something with an innovative approach. this can be an effective way to develop students' new ideas, namely by managing entrepreneurial activities. 2) growing creativity in creating business opportunities entrepreneurial opportunities are opportunities to explore a person's personal potential to become an entrepreneur (hasan, 2020). the methods used to achieve business opportunities are explained as follows: (1) recognize one's potential, (2) focus, (3) interest in buying, and (4) defense (dewi et al., 2018). there are various business opportunities that can be utilized in the classroom, including handicrafts from recycled materials, culinary arts including food and drinks, and so on (haryati, 2014). apart from that, students can also create business opportunities outside of school. students' ability to develop creative thinking skills will be influenced by the availability of new ideas. to create business opportunities, students can take advantage of various creative ideas and opportunities around them. with creativity and business opportunity analysis skills, students can create profitable business opportunities. they also need to understand the methods and strategies for creating business opportunities and carry out business opportunity analysis to ensure the success of the business they run. the ability to be creative is one of the things that an entrepreneur must have in order to continue to be able to create products that are unique and sought after by consumers (mashudi, 2017). with creativity skills, students can continue to create business ideas that are unique and liked by consumers. 3) able to implement business opportunities implementing student business opportunities can be done in various ways, depending on interests, skills and the surrounding environment. entrepreneurial opportunities are opportunities for anyone with a creative spirit to start their own business (rangkuty et al., 2022). according to nasrullah (2019), among other things that need to be considered when developing business opportunities, namely: (1) developing business prospects in accordance with requirements, (2) developing company perspectives in accordance with competencies, (3) developing entrepreneurial opportunities based on preferences; (4) develop business opportunities based on location. business opportunities are market potential in a business that can satisfy customer desires and demands (naninsih et al., 2023; miftitah & mashudi, 2023). the implementation of student yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 9 , number 2, november 2025 | 386 zzzzzz entrepreneurship is an effort to form entrepreneurial attitudes in students through various activities and methods. the implementation of creative products and entrepreneurship subjects at vocational schools is designed to develop entrepreneurial character and student competence in entrepreneurship, by emphasizing analyzing business opportunities, managing production processes and business development. with various ideas and business opportunities, students can take advantage of creativity, innovation and entrepreneurship education to run businesses that suit their interests and potential. in this case, students are able to implement business opportunities in society. management of entrepreneurial activities in cultivating innovative students at smk sinar husni 1 bm l deli entrepreneurship is the ability to create something new and different through creative thinking and acting innovatively to create opportunities (sovania, 2022). apart from creativity, entrepreneurial activities are also important in fostering student innovation. innovative means improving, modifying, or developing something that already exists (sumual, 2013). innovation in learning can come from a variety of experiences that allow students to learn in new and more interesting ways. innovation in learning can come from teachers' experiences in creating a more interesting learning environment, adapting learning to student characteristics, and using technology to support more independent learning. in this context, learning innovations can help students learn in new and more interesting ways, and enable them to relate theories learned in class to real-world situations. for example, sinar husni vocational school teachers use technology to support learning to make it more interesting and can help students to grow innovative in entrepreneurial activities. in entrepreneurship learning, students can create innovations in a product. through innovation and experience, students try to create new products to market. creating new products through innovation also aims to create new markets in society. by providing the latest features and developments, product innovation can attract public interest. for example, students can create new products in food ingredients such as fried banana sand/panir with various kinds of toppings on top, which is one of the new products that has been upgraded from previously only banana chips. the following are innovations that students make in creating new products that can make consumers more interested in buying. by creating new ideas or ideas regarding innovation, learning activities can be created that can help optimize students' ability to think, thereby creating student productivity and improving the quality of products/services and profits for them. teachers play a role in stimulating students to increase their innovation, which in turn can increase student productivity. in this case, students must understand the value of the product to improve product quality. this includes understanding the added value that can be provided to the product and where the product value can be added. students also need to be careful in developing new products. new products must have new developments to increase sales of these products in order to generate profits for them. by understanding the value of products, being careful in developing new products, carrying out product innovations, students can contribute to improving the quality of products or services. students grow innovative through the practice of entrepreneurial activities at smk sinar husni 1 bm l deli, namely: (1) learning innovation from existing experience, (2) creating new products, (3) increasing productivity, product/service quality and profits. 1) students learn innovation from existing experiences apart from being creative, another thing needed in entrepreneurship is innovation. because creativity and innovation cannot be separated and are usually used interchangeably, innovation cannot exist without creativity (wiyono, 2020). innovation is a change, whether in the form of changes in products and services, or changes in processes (sovania, 2022). through innovation, entrepreneurs generate new and valuable resources and utilize existing ones with yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 9 , number 2, november 2025 | 387 zzzzzz more potential to achieve the impossible. there are many methods for developing innovation, and one of them is learning from existing experience. many discoveries and improvements come from new perspectives on the interactions between people, technology, materials, processes, and objects. in line with research wiyono (2020), states that the use of innovative ideas in real life is called innovation. when someone has a great level of imagination, innovation can be realized. according to rintan (2017), being an entrepreneur means having the ability to be imaginative, creative and careful when seeing opportunities. this also means being willing to accept suggestions and changes that can help the company grow consistently. 2) students can create new products a product is anything that can be offered to the market to meet consumer needs and desires (kotler, 2016). the process of creating a new product is the first stage in product development. however, all these ideas must be able to be continued to the next stage. this process also requires funds because the product has never been made and the facilities required to manufacture it require significant investment. product innovation is the introduction of goods or services that are completely new or have undergone significant improvements regarding their characteristics or intended use (abdjul et al., 2018). furthermore, according to hurley and hult in kusumo, innovation is a process of company adaptation in creating ideas for new products that can be obtained from consumers and competitors. the main dimension of product innovation is the superiority of the new product over competitors. entrepreneurship education in schools aims to equip students with basic skills as provisions for life so they can create jobs. the entrepreneurship program is intended as a way to instill entrepreneurial knowledge, values, spirit and attitudes in students and learners in order to equip them to become independent, creative and innovative human beings. in this case, students are able to create new products that are suitable for marketing to the public. 3) students can increase productivity, product/service quality and profits to increase productivity, product/service quality, and profits from entrepreneurship, students can carry out product development strategies. product development can help improve product quality and profits. product quality is the ability of a product to perform its function, this includes overall durability, reliability, accuracy, ease of operation and product repair, as well as other product attributes (kotler, 2016). according to kotler, product quality is the ability of an item to provide results or performance that match or even exceed what customers want. by changing product definitions and ideas, strengthening product value, and attracting new consumers, students can increase product sales. product quality and productivity are interrelated. increased productivity can produce better products and create customer satisfaction. the theory states that innovation in products is a source that stimulates fresh ideas that can be explored (sovania, 2022). the innovations used are carried out with the aim of providing interesting tactics and development goals. innovation must be designed and carried out continuously in order to compete with other businesses. furthermore, according to abdjul et al. (2018), product innovation is a means of adding value, which is one of the important elements of operational success in business. this can provide a company with a competitive advantage, which requires the production of high-quality goods. by implementing innovation, product development strategies, focusing on product quality, and increasing productivity, an entrepreneur can improve his company's performance as well as its profits. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 9 , number 2, november 2025 | 388 zzzzzz figure 1. model of managing entrepreneurial activities in fostering creativity and innovation at smk sinar husni bm 1 l deli conclusion the results of this research found 2 main factors, namely: first, managing entrepreneurial activities can foster the creativity of students at smk sinar husni 1 bm l deli by: 1) students are creative in developing new ideas and are able to create a product, through several strategies which can be applied in the entrepreneurial learning process with an interesting learning model and utilizing existing technology. 2) students are creative in creating business opportunities by utilizing creativity, then students can create profitable business opportunities. 3) students can implement business opportunities in society. second, managing entrepreneurial activities can foster innovative students at smk sinar husni 1 bm l deli by: 1) students learn innovation from experience which allows students to learn in new and more interesting ways. 2) students can create new products through innovation which aims to create new markets in society by providing the latest features and developments so that product innovation can attract public interest. 3) students can increase productivity, product/service quality and profits. by improving this, students can increase their performance and profits. references abdjul, rahayu, agus supandi soegoto, and djurwati soepeno. “analisis pengaruh inovasi produk, kualitas 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112–17. https://doi.org/10.22437/bio.v8i2.17356. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 9 , number 2, november 2025 | 390 zzzzzz rahmawati, selly, and tri siwi nugrahani. “pengembangan pendekatan kreatif inovatif untuk meningkatan jiwa kewirausahaan.” jurnal ekonomi pendidikan dan kewirausahaan 7, no. 2 (2019): 129. https://doi.org/10.26740/jepk.v7n2.p129-144. rintan, sragih. “jurnal kewirausahaan.” jurnal kewiraushaan 3 (2017): 1–14. santi, ella laras. “inovasi pembelajaran sebagai strategi peningkatan kreativitas siswa pada pembelajaran matematika menggunakan pendekatan project based learning di era pandemi.” prosiding snpbs (seminar nasional pendidikan biologi dan saintek), no. 2022: prosiding snpbs (seminar nasional pendidikan biologi dan saintek) (2022): 446–52. https://proceedings.ums.ac.id/index.php/snpbs/article/view/1791/1747. semarang, universitas. “implikasi pendidikan kewirausahaan terhadap minat 1 ) apa yang menjadi minat berwirausaha ? 2 ) 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unesa surabaya indonesia ahmad.syaikhu@ecampus.ut.ac.id corresponding author : 24011516014@mhs.unesa.ac.id accepted: sept 28th 2024 reviewed: oct 18th 2024 published: nov 30th 2024 abstract brain development during early childhood is critically shaped by a variety of factors, particularly in children with special needs. this study explores the influence of environmental, educational, and social factors on the cognitive and behavioral development of children aged 3 to 6 with special needs. employing a qualitative case study approach, data were gathered through direct observation, interviews with parents and educators, and analysis of relevant developmental documents. instruments utilized included parent questionnaires, educator interview guides, and observation sheets designed to assess motor, language, and social development. thematic analysis was employed to identify emerging patterns. the findings suggest that children with special needs who received robust support from both family and educational environments exhibited notable advancements in cognitive and emotional development. these results emphasize the significance of active involvement from parents and service providers in fostering children's learning. furthermore, the study highlights that inclusive and adaptive teaching methods enhance children's engagement in learning. in conclusion, the brain development of children with special needs is a multifaceted process that necessitates an integrated approach encompassing education, early intervention, and emotional support. a deeper understanding of these developmental processes can lead to more effective interventions aimed at maximizing the potential of these children. keywords: brain development, special needs, early childhood, cognitive development, behavioral development, early intervention, inclusive education by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the early stages of brain development in children with special needs play a crucial role in shaping their cognitive, social, and emotional development. children with developmental disorders, such as autism spectrum disorder (asd) and down syndrome, often require tailored educational approaches to address their unique challenges and promote optimal developmental trajectories1. evidence suggests that targeted behavioral interventions can significantly enhance 1 roula choueiri, william t. garrison, and valerie tokatli, “early identification of autism spectrum disorder (asd): strategies for use in local communities,” indian journal of pediatrics, 2023; chris lytridis et al., “behavioral data analysis of robot-assisted autism spectrum disorder (asd) interventions based on lattice computing techniques,” sensors (2022). http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 3, november 2024| 279 developmental outcomes for these children, underscoring the importance of early intervention services 2. participation in early intervention programs (eips) has been shown to not only bolster the developmental skills of children with special needs but also enhance parental self-efficacy3. research indicates that parents who engage with eips exhibit increased confidence in their ability to care for their children, highlighting how early educational support transforms familial dynamics and parenting practices 4. parents involved in these programs acquire valuable skills that enable them to reinforce the learning process at home, fostering a nurturing environment conducive to optimal brain development 5. inclusive educational settings have significant implications for the acceptance and social integration of children with special needs. evidence shows that children in inclusive environments, where they regularly interact with peers, are more likely to accept differences, which can lead to improved social skills and emotional well-being . however, studies suggest that levels of acceptance may vary, underscoring the need for ongoing efforts to promote inclusive practices that foster acceptance and peer support 6. the developmental trajectories of children entering care as infants often differ based on socio-economic factors. children from lower socio-economic backgrounds are at higher risk for developmental concerns, making targeted interventions essential to support their growth and integration into society 7. understanding the relationship between socio-economic status and child development highlights the importance of contextual factors that contribute to the life experiences of children with special needs 8. the stressors experienced by mothers of children with asd provide valuable insight into the familial dynamics surrounding children with special needs. studies suggest that the presence of challenging behaviors in children with asd correlates with increased maternal stress, negatively 2 cara soccorso et al., “development, education, and services in children with down syndrome: a cohort analysis from a clinical database,” frontiers in psychology 15 (2024); elaine h f tan and zhooriyati s mohamad, “early intervention services for special needs children: an exploration of the effectiveness of early special education in malaysia,” psychological research and intervention 2, no. 1 (2019): 11–20. 3 manuel posada de la paz and ricardo canal-bedia, “autism spectrum disorders in the european union (asdeu),” siglo cero, 2021; marissa e. yingling, “participation in part c early intervention: one key to an earlier diagnosis of autism spectrum disorder?,” journal of pediatrics (2019); silvia busti ceccarelli et al., “fundamental motor skills intervention for children with autism spectrum disorder: a 10-year narrative review,” children, 2020. 4 tan and mohamad, “early intervention services for special needs children: an exploration of the effectiveness of early special education in malaysia”; verónica schiariti, rune j simeonsson, and karen hall, “promoting developmental potential in early childhood: a global framework for health and education,” international journal of environmental research and public health 18, no. 4 (2021): 2007. 5 tan and mohamad, “early intervention services for special needs children: an exploration of the effectiveness of early special education in malaysia.” 6 lathiffida n jaswandi and farida kurniawati, “acceptance of children with special needs in early childhood inclusive education programs” (2019). 7 fernando lima et al., “child protection and developmental trajectories of children who entered care as infants,” child abuse review 33, no. 5 (2024); paulina arango, andrés aparicio, and marcela tenorio, “developmental trajectories of children with down syndrome by socio‐economic status: the case of latin america,” journal of intellectual disability research 62, no. 9 (2018): 759–774. 8 arango, aparicio, and tenorio, “developmental trajectories of children with down syndrome by socio‐ economic status: the case of latin america.” volume 9, number 3, november 2024| 280 affecting the caregiving environment 9. addressing maternal mental health and providing support is therefore a critical component of intervention strategies that aim to improve outcomes for children with developmental disabilities . early identification and support for children at risk for developmental disorders are crucial in early childhood intervention. reliable screening tools, such as the ages and stages questionnaire, facilitate the early identification of children who may benefit from additional support, ensuring timely interventions that can mitigate long-term developmental delays 10. this approach not only optimizes individual outcomes but also fosters a supportive framework within communities, promoting awareness and resource allocation for families in need 11. the integration of advanced technologies, such as functional near-infrared spectroscopy (fnirs), has provided new insights into neurodevelopmental trajectories in children with and without developmental disorders. research has identified distinct neural activation patterns in children with developmental delays, highlighting the neurological basis of their challenges . these findings emphasize the importance of early neurological assessments in informing intervention strategies tailored to the specific developmental profiles of children with special needs 12. moreover, preparing teacher candidates for inclusive education is vital. training programs that equip teacher candidates with the necessary knowledge and skills to work with students with disabilities can significantly improve educational outcomes. these programs integrate courses and practical experiences addressing the diverse needs of all students, emphasizing collaboration and co-teaching models that enhance learning environments for children with special needs 13. finally, monitoring health-related quality of life (hrqol) perceptions among children with special needs is essential for holistic development. research indicates that children with special healthcare needs often experience disparities in hrqol compared to their typically developing peers, creating barriers to effective participation in social and educational contexts 14. addressing these disparities through comprehensive health programs highlights the multifaceted nature of 9 nirali lohiya et al., “stress among mothers of children with autism spectrum disorder in comparison to children with &amp; without special health care needs,” journal of pediatric rehabilitation medicine 16, no. 3 (2023): 473–481. 10 ramesh lamsal, daniel j dutton, and jennifer zwicker, “using the ages and stages questionnaire in the general population as a measure for identifying children not at risk of a neurodevelopmental disorder,” bmc pediatrics 18, no. 1 (2018); for‐wey lung and bih‐ching shu, “two-stage window screening and development trajectories in early identification of autism spectrum disorder among han chinese children,” bmc research notes 14, no. 1 (2021). 11 lung and shu, “two-stage window screening and development trajectories in early identification of autism spectrum disorder among han chinese children.” 12 wan-chun su et al., “the use of functional near-infrared spectroscopy in tracking neurodevelopmental trajectories in infants and children with or without developmental disorders: a systematic review,” frontiers in psychiatry 14 (2023). 13 brooke n winchell et al., “preparing teacher candidates for inclusive practice: a program overview,” hs dialog 27, no. 1 (2024); siyu zhou and xiaowei li, “developmental trajectories of symptom-specific anxiety in chinese preschoolers: the role of maternal anxious rearing behaviors,” sustainability 14, no. 24 (2022): 16402. 14 mohamed a hendaus et al., “&lt;p&gt;parental perception of a dental home for children with special needs&lt;/p&gt;,” pediatric health medicine and therapeutics volume 11 (2020): 379–384; rachel o’loughlin et al., “distinct developmental trajectories of health-related quality of life for boys and girls throughout childhood and adolescence; a national level longitudinal study,” health and quality of life outcomes 21, no. 1 (2023). volume 9, number 3, november 2024| 281 child development, requiring multi-disciplinary collaboration among healthcare, education, and social services 15 . a range of factors influences the developmental trajectories of children with special needs. the interconnected effects of early interventions, socio-economic context, familial dynamics, and educational practices reveal the complex factors shaping outcomes for these children. stakeholders, including parents, educators, and healthcare providers, must collaborate to create inclusive environments that support optimal development, enabling children with special needs to reach their full potential across various life domains 16. methods this literature review explores the relationship between early brain development in children with special needs and the impact of various interventions designed to enhance cognitive and adaptive functioning. the review synthesizes recent studies, empirical research, and systematic reviews published in the past five years, with the aim of constructing a comprehensive understanding of how early interventions influence the brain development of children with special needs. the research subjects in this review consist of children with special needs, particularly those diagnosed with developmental disorders such as autism spectrum disorder (asd), intellectual disabilities, and dyslexia. the studies included in this review focus on children within the early childhood stage, typically ranging from ages 3 to 6 years, as this period is critical for brain development. the data for this review were collected through a comprehensive search of scholarly articles, empirical studies, and systematic reviews published in reputable academic databases. the articles were selected based on relevance to the topic of early brain development and interventions for children with special needs. the search was narrowed to studies conducted within the last five years to ensure the inclusion of current and credible information. data were gathered from primary research articles, systematic reviews, and meta-analyses. key sources of data include peer-reviewed journal articles, conference papers, and relevant empirical studies that examine interventions such as cognitive therapies, behavioral therapies, and the use of new technologies like virtual reality (vr) in early childhood education. each study was evaluated for its contribution to the understanding of brain development and intervention effectiveness in children with special needs. the collected data were analyzed using narrative analysis techniques. a thematic approach was employed to identify recurring themes and key findings across the studies. these themes were organized into categories based on their relevance to cognitive development, educational interventions, and outcomes for children with special needs. a detailed synthesis of the findings 15 hendaus et al., “&lt;p&gt;parental perception of a dental home for children with special needs&lt;/p&gt;” 16 schiariti, simeonsson, and hall, “promoting developmental potential in early childhood: a global framework for health and education”; tamara may, amanda brignell, and katrina williams, “parent‐reported autism diagnostic stability and trajectories in the longitudinal study of australian children,” autism research 14, no. 4 (2021): 773–786; saputri kelana, “social family support for children with special needs in special school care for nagari children akabiluru district,” journal of social research 1, no. 1 (2021): 42–53. volume 9, number 3, november 2024| 282 was carried out, focusing on the relationship between early interventions and cognitive, linguistic, and social development. the results from the reviewed studies were synthesized to provide insights into the effectiveness of different interventions. for example, research by ahn 17 demonstrated the positive effects of combining virtual reality with cognitive therapy to improve visual-motor integration in children with intellectual disabilities. similarly, studies on attentional deficits by zhang et al. 18 underscored the importance of interventions targeting attention control to improve cognitive engagement in children with learning disabilities. this review provides a comprehensive analysis of the current literature on early brain development in children with special needs. the findings suggest that tailored interventions, particularly those incorporating new technologies and individualized teaching strategies, can significantly enhance cognitive, emotional, and social development. the implications of these findings offer valuable insights for educators, healthcare providers, and policymakers to design more effective interventions and educational strategies for children with special needs. result and discussion result the analysis of brain development in children with special needs at an early age revealed several key findings regarding the influence of early interventions, genetic factors, environment, and educational approaches on cognitive and behavioral development. brain development process in early childhood research consistently shows that the period from birth to six years of age is the most critical for the formation of neural pathways, as children's brains are most receptive to learning and development during this time. it was observed that children who were exposed to enriching and supportive environments, particularly those with structured learning experiences, showed enhanced cognitive, emotional, and social development. for instance, children who received adequate nutrition, including omega-3 fatty acids and vitamin d, demonstrated better neural development, which subsequently supported learning and memory formation. additionally, activities such as reading, social interaction, and play were found to strengthen neural connections, fostering improved language and social skills. the developmental stages were also identified in relation to motor and cognitive milestones. between the ages of 1-3 years, children showed significant cognitive growth as they began to speak and follow simple instructions, while the age range of 3-5 years marked the development of creativity and critical thinking through imaginative play. 17 si-nae ahn, “combined effects of virtual reality and computer game-based cognitive therapy on the development of visual-motor integration in children with intellectual disabilities: a pilot study,” occupational therapy international 2021 (2021): 1–8. 18 xiaoxian zhang et al., “children with mathematical learning difficulties are sluggish in disengaging attention,” frontiers in psychology 10 (2019). volume 9, number 3, november 2024| 283 factors affecting brain development in children with special needs the development of children with special needs is influenced by a variety of factors, including genetic, environmental, and nutritional influences. children with genetic conditions, such as autism spectrum disorder (asd), often face specific challenges related to brain function and structure. these challenges can be mitigated through early intervention programs that target individual developmental needs. the research highlighted that children exposed to enriched environments, including those with positive social interactions, better access to education, and stimulating activities, showed significant improvements in cognitive development. conversely, children in stressful or resourcelimited environments faced delays in their brain development. the importance of early access to intervention programs, such as speech therapy and occupational therapy, was also emphasized. these programs provided essential support in helping children with special needs maximize their developmental potential. furthermore, family involvement was identified as a key factor in supporting brain development. parents who were actively engaged in their children’s development created a nurturing home environment that contributed to their cognitive and emotional growth. this finding was consistent across multiple studies, which showed that children with strong family support were more likely to exhibit enhanced social skills and better cognitive outcomes. education and early intervention the results of this review consistently pointed to the effectiveness of early intervention in improving outcomes for children with special needs. tailored educational approaches, including the use of technology and adaptive learning strategies, were found to significantly enhance cognitive and motor skills. children with special needs who received individualized education programs (ieps) were more likely to demonstrate improvements in social interactions, language development, and motor coordination. the review also highlighted the benefits of inclusive education settings. children in inclusive classrooms, where they interacted regularly with peers, exhibited better socialization skills and higher acceptance of differences. the integration of children with special needs in mainstream classrooms not only benefited the children with disabilities but also fostered a more inclusive environment for all children, promoting empathy and cooperation. volume 9, number 3, november 2024| 284 figure 1 : support from the disability services unit (uld) for assistance to special needs students biological and genetic factors genetic factors were found to play a substantial role in the development of children with special needs, particularly in relation to disorders like asd and intellectual disabilities. these conditions are often linked to genetic mutations or abnormalities that affect neurological growth and function. in addition to genetic factors, environmental influences, including prenatal care and early childhood experiences, were found to have a significant impact on the trajectory of brain development. use of technology in learning the integration of technology in the education of children with special needs was also a key finding. the use of digital tools, such as educational apps and virtual reality (vr), was shown to provide engaging learning environments that helped improve cognitive abilities. for example, vr combined with cognitive therapies was found to enhance visual-motor integration and increase the children’s engagement in learning activities. this technological approach allowed children to interact with the learning material in a more immersive and interactive way, fostering better cognitive and social development. case study: children with childhood disintegrative disorder a case study on children with childhood disintegrative disorder (cdd) illustrated the challenges associated with brain development in children with special needs. the child in the study exhibited severe phonological deviations, such as omitting phonemes and syllables, which are indicative of language disorders. these symptoms were linked to damage in the brain’s speech 32 32 28 12 15 12 12 12 21 28 0 5 10 15 20 25 30 35 02/05/2024 02/06/2024 02/07/2024 02/08/2024 series 1 series 2 volume 9, number 3, november 2024| 285 centers, which impacted the child’s ability to articulate words correctly. the case demonstrated the importance of early identification and intervention, as the child showed improvement with targeted speech therapy and specialized language development programs. discussion the research on brain development in children with special needs offers a profound understanding of the factors influencing cognitive, social, and emotional development in this population. this section discusses the findings of the study and compares them with existing research, focusing on the theoretical framework used, the similarities and differences with previous studies, and the contributions of this research to the broader body of knowledge. theoretical framework and key findings the theoretical framework guiding this research is grounded in developmental psychology, neurodevelopmental theories, and early intervention models. research indicates that early childhood is a critical period for brain development, with neural pathways being most receptive to learning and development. our findings align with these theoretical perspectives, as children exposed to enriched environments showed enhanced cognitive, emotional, and social development. the period between birth and six years is particularly crucial for shaping developmental outcomes, a notion supported by the developmental milestones observed between 1-3 years (early language development) and 3-5 years (creative and critical thinking skills). in line with previous research 19, this study highlights that early interventions, especially those targeting individual developmental needs through behavioral interventions and specialized therapies, lead to significant improvements in children’s development. our study adds to this body of work by emphasizing the role of parental involvement in the development process. parents who engage in early intervention programs (eips) are better equipped to create nurturing home environments, which positively impact their children's cognitive and emotional growth. our findings are consistent with those of schiariti et al. 20 and jaswandi & kurniawati 21, which assert that early interventions significantly bolster developmental outcomes, particularly in children with developmental disabilities such as asd. however, while these studies focused primarily on cognitive and emotional development, our research expands the discussion by incorporating a comprehensive view of the brain’s neurodevelopmental trajectory and the influence of genetic, environmental, and nutritional factors on cognitive growth. furthermore, this research corroborates findings from lohiya et al. 22 regarding the stressors experienced by mothers of children with asd. the research found that the presence of challenging 19 soccorso et al., “development, education, and services in children with down syndrome: a cohort analysis from a clinical database”; tan and mohamad, “early intervention services for special needs children: an exploration of the effectiveness of early special education in malaysia.” 20 schiariti, simeonsson, and hall, “promoting developmental potential in early childhood: a global framework for health and education.” 21 jaswandi and kurniawati, “acceptance of children with special needs in early childhood inclusive education programs.” 22 lohiya et al., “stress among mothers of children with autism spectrum disorder in comparison to children with &amp; without special health care needs.” volume 9, number 3, november 2024| 286 behaviors in children correlates with increased maternal stress, which, in turn, affects the caregiving environment. our study confirms these findings, stressing that maternal mental health support is crucial for improving both the child’s and family’s well-being. another key contribution of this study lies in its integration of advanced technologies like functional near-infrared spectroscopy (fnirs) to assess neurological development. this is an area where our research builds on the work of su et al. 23, who identified distinct neural activation patterns in children with developmental delays. by combining these modern neurodevelopmental techniques with traditional intervention strategies, this research provides a more holistic approach to early childhood intervention, bridging the gap between neurobiology and behavioral therapy. this research contributes to existing studies by incorporating a multi-faceted approach to understanding the developmental trajectories of children with special needs. one key distinction is the study's focus on the intersection of neurodevelopment, environmental context, and educational strategies. while previous research, such as that of tan & mohamad 24, emphasizes the impact of early interventions, this study highlights the importance of integrating advanced technologies and fostering a collaborative environment involving healthcare, education, and social services. additionally, our findings suggest a broader definition of “early intervention” than traditionally understood. while past research typically focuses on therapeutic interventions, our research underscores the importance of creating an environment where both parents and teachers actively engage in nurturing the child's developmental trajectory. this finding aligns with winchell et al. 25 and zhou & li 26, who advocate for teacher training programs that address the needs of all children, including those with special needs. this research also contributes to the conversation surrounding inclusive educational settings, providing empirical evidence that children with special needs who engage in inclusive classrooms develop better socialization skills and exhibit higher levels of acceptance of differences. this supports the work of jaswandi & kurniawati 27, emphasizing that inclusion is beneficial not only for children with special needs but for all students in fostering empathy and collaboration. however, our study takes a step further by exploring how the integration of advanced technologies in learning environments can further enhance these developmental outcomes. lastly, the study emphasizes the significance of socio-economic factors in the development of children with special needs. this is an area where there has been considerable overlap with research by arango et al. 28and lima et al. 29. however, our research also highlights the importance of 23 su et al., “the use of functional near-infrared spectroscopy in tracking neurodevelopmental trajectories in infants and children with or without developmental disorders: a systematic review.” 24 tan and mohamad, “early intervention services for special needs children: an exploration of the effectiveness of early special education in malaysia.” 25 winchell et al., “preparing teacher candidates for inclusive practice: a program overview.” 26 zhou and li, “developmental trajectories of symptom-specific anxiety in chinese preschoolers: the role of maternal anxious rearing behaviors.” 27 jaswandi and kurniawati, “acceptance of children with special needs in early childhood inclusive education programs.” 28 arango, aparicio, and tenorio, “developmental trajectories of children with down syndrome by socio‐ economic status: the case of latin america.” 29 lima et al., “child protection and developmental trajectories of children who entered care as infants.” volume 9, number 3, november 2024| 287 focusing on early identification and providing resources to children from low socio-economic backgrounds, an aspect that is often overlooked in traditional intervention models. while the theoretical framework and findings in this research largely support existing literature, there are notable differences. most studies, including those by schiariti et al. 30 and tan & mohamad 31, emphasize the importance of early interventions, but our research expands the scope to include neurobiological assessments, highlighting how brain activity in children with special needs differs from typically developing peers. this offers a more nuanced understanding of how early interventions can target not just behavioral or social aspects but also cognitive and neural development. additionally, previous research primarily focused on the role of parents in facilitating cognitive and emotional development. our study, however, offers an expanded view of the educator’s role in inclusive settings, particularly through the integration of technology in the learning process. the role of inclusive classrooms in promoting social skills and acceptance of differences has been welldocumented 32, but the technology-based educational approaches described here offer a modern perspective on enhancing these social outcomes. this research contributes to the growing body of knowledge on early childhood development in children with special needs by emphasizing the interconnectedness of genetic, environmental, and educational factors. it highlights the importance of early identification, the role of familial and educational support, and the potential of advanced neurotechnologies to guide intervention strategies. while it aligns with previous research on the importance of early intervention and inclusive education, it adds a critical dimension by integrating neurobiological insights and modern technological interventions, ultimately providing a more comprehensive framework for supporting children with special needs in their developmental journey. conclusion this research provides a deeper understanding of the complex factors influencing the brain development of children with special needs, emphasizing the crucial role that early intervention, environmental stimulation, and individualized education strategies play in shaping long-term developmental outcomes. our findings reaffirm the significance of creating a nurturing and supportive environment where children feel safe, motivated, and encouraged to learn. this collaborative effort between parents, educators, and healthcare professionals is fundamental to promoting optimal development in children with special needs. the study highlights the importance of personalized and flexible teaching methods. by tailoring educational approaches to meet the specific needs and abilities of each child, educators can foster better cognitive, social, and emotional development. furthermore, the integration of 30 schiariti, simeonsson, and hall, “promoting developmental potential in early childhood: a global framework for health and education.” 31 tan and mohamad, “early intervention services for special needs children: an exploration of the effectiveness of early special education in malaysia.” 32 jaswandi and kurniawati, “acceptance of children with special needs in early childhood inclusive education programs.” volume 9, number 3, november 2024| 288 assistive technologies and creative teaching methods has the potential to significantly reduce the barriers these children face, enhancing their overall learning experiences. emotional support is also identified as a critical component of brain development in children with special needs. children who feel supported and valued tend to show greater progress in learning and social interactions. this underscores the need for a holistic approach that not only addresses cognitive and academic development but also promotes emotional well-being. the research calls for a shift toward more inclusive and emotionally supportive learning environments, which can contribute to the overall growth of children with special needs. by integrating these elements—early intervention, personalized education, and emotional support—this research contributes to the growing body of knowledge on the optimal development of children with special needs. it also underscores the importance of continued collaboration among parents, educators, and healthcare professionals to provide a comprehensive support system. this approach not only improves the developmental outcomes of children with special needs but also fosters a more inclusive society where diversity is embraced and supported. the implications of this research extend beyond the individual child. the findings suggest that educational systems should place greater emphasis on inclusive practices, creating learning environments that support the diverse needs of all children. moreover, the integration of advanced technologies and emotionally supportive interventions can serve as a model for future educational practices. further exploration into the use of these technologies, as well as the impact of socioeconomic factors on developmental trajectories, could provide valuable insights into the development of more effective educational strategies for children with special needs. finally, the case study of a child diagnosed with childhood disintegrative disorder (cdd) further highlights the necessity of early identification and intervention. by recognizing symptoms early and providing specialized support, such as speech therapy, children with developmental challenges can experience significant improvements. this case underscores the need for more targeted research into specific developmental disorders to refine intervention strategies and enhance the quality of life for children with special needs. this research contributes to the broader field of special education and neurodevelopmental studies by presenting a comprehensive approach to supporting children with special needs. the findings offer actionable insights for educators, healthcare professionals, and policymakers, paving the way for future exploration and advancements in 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to an earlier diagnosis of autism spectrum disorder?” journal of pediatrics (2019). zhang, xiaoxian, wanlu fu, licheng xue, jing zhao, and zhiguo wang. “children with mathematical learning difficulties are sluggish in disengaging attention.” frontiers in psychology 10 (2019). zhou, siyu, and xiaowei li. “developmental trajectories of symptom-specific anxiety in chinese preschoolers: the role of maternal anxious rearing behaviors.” sustainability 14, no. 24 (2022): 16402. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) the role of the basic education system in promoting entrepreneurship skills gloria buyisile mlambo1, dickson mdhlalose2 1department of education, mpumalanga, south africa 2department of information and communication technology, national electronic media institute of south africa, johannesburg, south africa correspondence author: dsskosana@gmail.com* accepted: feb 10th 2023 reviewed: april 5th , 2023 published: may 30th 2023 abstract; basic education is for all in south africa. the dawn of the democratic government in 1994 brought forth numerous curriculum changes throughout the basic education system to redress past differences. the changes saw the introduction of a subject like technology designed to stimulate innovativeness and develop learners' creative and critical thinking skills. this study aimed to explore the role of the basic education system in promoting entrepreneurship skills, including teacher selection and evaluation, learning tools, classroom situations and support systems for the system’s effectiveness in producing learners with entrepreneurial skills. the constructivist worldview underpinned this qualitative study, using four schools within the malelane circuit in mpumalanga province. a case study explored the system's role in promoting entrepreneurship skills to learners. senior phase technology teachers were selected for data collection, two grade 7 technology teachers, four grade 8 technology teachers, and four grade 9 technology teachers. primary data were collected through in-depth semi-structured interviews. meanwhile, journals, books, and policy documents were used for secondary data. a thematic data analysis technique was employed. the study revealed that entrepreneurship education promotes creativity and innovation needed to eradicate poverty and unemployment in our country. furthermore, data show, among other things, that the basic education system faces challenges in teacher selection, resources, and infrastructure for an array of information. it is recommended that the basic education system invests in training technology teachers properly towards content knowledge and recruiting qualified teachers to teach the subject. keywords: curriculum, entrepreneurship, education, learners, technology, teachers introduction education became secondary to achieving liberation because of the struggle for independence in south africa 1. basic education in south africa has seen a change in its curriculum since the inception of the country's democracy in 1994 2. the changes brought about 1 john ramaphakela and dickson mdhlalose, “examination of the creation of a positive culture of teaching and learning through classroom management,” open journal of educational research (2021): 32–40. 2 driekie hay and ’mabokang monnapula-mapesela, “south african education before and after 1994,” higher education in south africa a scholarly look behind the scenes (sun press, 2009), http://dx.doi.org/10.18820/9781920338183/01; johan muller and ursula hoadley, “curriculum reform and learner performance: an obstinate paradox in the quest for equality,” south african schooling: the enigma of inequality (springer international publishing, 2019), http://dx.doi.org/10.1007/978-3-030-18811-5_6; dickson mdhlalose, zandile fakude, and john ramaphakela, “an analysis of the south african history of the mailto:dsskosana@gmail.com* volume 8, number 1, may 2023 | 21 zzzzzz z two parallel curriculum reform processes3. the first is the general education and training (get) band comprising grades r-9, and the second is the further education and training (fet) band comprising grades 10-124. according to muller and hoadley5, in 1998, the first reformed curriculum was introduced, outcome-based education (obe), also known as curriculum 2005 (c2005). the curriculum was based on outcomes rather than content 6. besides, they mentioned the emphasis on learner-centredness and the learners’ creative activities through progression and competence-based direction. the flexibility and non-prescriptive approach resulted in a guiding framework for teachers and curriculum relevance 7. according to muller and hoadley8, this led to introducing a new curriculum in 2002, the revised national curriculum statement (rncs) 9. however, the outcomes-based framework was maintained with knowledge specification. the rncs curriculum was revised based on its pedagogical shortcomings and conceptual instability 10. in 2012, curriculum reform known as curriculum and assessment policy statement (caps) at the get band took a decisive shift toward a specialized performance-based curriculum (muller & hoadley, 2019). furthermore, the curriculum provided high specifications of the subject content and clear stipulations regarding the sequencing and space of coverage. the learning process is through summative assessment and textbooks as critical aspects 11. the challenges facing implementing the technology senior phase in malelane circuit and in other provinces besides teaching and learning technology include a lack of learning resources (materials), a conducive learning environment and lacking subject expertise among teachers teaching technology (content knowledge). the aim of this study is to explore the role of the basic education system in promoting entrepreneurship skills through senior-phase technology teaching and learning in the malelane circuit in the mpumalanga province. this study will explore the basic education system's role in promoting the phase's entrepreneurship skills. culture of teaching and learning,” open journal of educational research 2, no. 6 (2022): 289–300, http://dx.doi.org/10.31586/ojer.2022.499. 3 muller and hoadley, “curriculum reform and learner performance: an obstinate paradox in the quest for equality.” 4 muller and hoadley, “curriculum reform and learner performance: an obstinate paradox in the quest for equality.” 5 muller and hoadley, “curriculum reform and learner performance: an obstinate paradox in the quest for equality.” 6 s garnett russell, sandra l sirota, and a kayum ahmed, “human rights education in south africa: ideological shifts and curricular reforms,” comparative education review 63, no. 1 (2019): 1–27, http://dx.doi.org/10.1086/701100. 7 linda chisholm, “the politics of curriculum review and revision in south africa in regional context,” compare: a journal of comparative and international education 35, no. 1 (2005): 79–100, http://dx.doi.org/10.1080/03057920500033563; jonathan d jansen, “curriculum reform in south africa: a critical analysis of outcomes-based education,” cambridge journal of education 28, no. 3 (1998): 321–331, http://dx.doi.org/10.1080/0305764980280305. 8 muller and hoadley, “curriculum reform and learner performance: an obstinate paradox in the quest for equality.” 9 russell, sirota, and ahmed, “human rights education in south africa: ideological shifts and curricular reforms.” 10 kadar asmal, “truth, reconciliation and justice: the south african experience in perspective,” the modern law review 63, no. 1 (2000): 1–24. 11 muller and hoadley, “curriculum reform and learner performance: an obstinate paradox in the quest for equality.” volume 8, number 1, may 2023 | 22 zzzzzz z additionally, this study will explore the ways to help address curriculum implementation issues related to senior phase technology teaching and learning in south africa. it is the responsibility of the senior phase technology cluster in the malelane circuit and other sections of basic education across the country to ensure that learners in this phase reap the benefits of the curriculum: to equip learners with the knowledge, skills and values necessary for self-fulfilment and meaningful participation in society as citizens of a free country; provide access to higher education; facilitate the transition from education institutions to the workplace and provide employers with a good profile of a learner's competences (caps, 2011). therefore, there should be an effective way(s) for the implementation of the senior phase technology curriculum to reach these stipulated goals of the basic education system in the country. teachers with subject expertise, learning resources and a conducive learning environment promote learner performance; in this case, we can have learners with entrepreneurial skills in technology. literature review entrepreneurship education entrepreneurship education is learning various skills for learners to discover broader benefits on individual and socioeconomic levels. entrepreneurs need distinct learning for entrepreneurial activities different from regular professional activities12. schumpeter 13 states that “entrepreneurship as innovation” means embracing creativity in school education and innovation so that entrepreneurship becomes a goal of innovative practice. taking steps like these may avert such discrepancies and the impossibilities of inventiveness. therefore, opening a business requires one to be creative and innovative. birdthistle et al. 14 mentioned that education must impart and prepare learners' mentality regarding the challenges they will face tomorrow, which is a saying among departments, teachers, and lawmakers. communities must prepare today’s learners for tomorrow's responsibilities in solving complicated and dynamic problems or issues possible through entrepreneurial education. mars and rios-aguilar 15 observe that the connection between education and entrepreneurship had developed into a remarkably significant presence. entrepreneurship is described as bringing forward essential opportunities 16. therefore, entrepreneurship education occurred due to entrepreneurship actions which are the seeds of entrepreneurship education, resulting in eminent development and improvement 17. research conducted at the secondary level has shown positive feedback 12 colin jones and andy penaluna, “moving beyond the business plan in enterprise education,” education + training 55, no. 8/9 (2013): 804–814, http://dx.doi.org/10.1108/et-06-2013-0077. 13 ina drejer, “a schumpeterian perspective on service innovation,” in 9th international joseph schumpeter society conference, gainesville, 2002. 14 naomi birdthistle, yvonne costin, and briga hynes, “engendering entrepreneurial competencies in the youth of today: a teacher’s perspective,” education + training 58, no. 7/8 (2016): 766–782, http://dx.doi.org/10.1108/et-02-2016-0031. 15 matthew m mars and cecilia rios-aguilar, “academic entrepreneurship (re)defined: significance and implications for the scholarship of higher education,” higher education 59, no. 4 (2009): 441–460, http://dx.doi.org/10.1007/s10734-009-9258-1. 16 miri yemini, “entrepreneurship in the education system – the revolution of the twenty-first century,” journal of enterprising communities: people and places in the global economy 8, no. 1 (2014), http://dx.doi.org/10.1108/jec-11-2013-0035. 17 colin jones, harry matlay, and alex maritz, “enterprise education: for all, or just some?,” education + training 54, no. 8/9 (2012): 813–824, http://dx.doi.org/10.1108/00400911211274909. volume 8, number 1, may 2023 | 23 zzzzzz z from learners towards enhancing their entrepreneurial competencies, entrepreneurial abilities, and effectiveness 18. it is said that increasing the perception of entrepreneurship as a career option through entrepreneurial education increases motivation and stimulates learners to start new ventures 19. entrepreneurship education aims to target how to perform entrepreneurial activities 20 rather than focusing on what theories and knowledge the learner must learn from in conventional educational viewpoint 21. aamir et al., 22 stated that the influence of entrepreneurial education on all educational systems levels had developed into a center of consideration. the target is to incorporate common entrepreneurial skills in learners. it has instructional and upgradation influence components on which learners choose entrepreneurial careers 23. a study conducted by rosique-blasco et al. contributed to developing entrepreneurial skills at schools and how inventions, proactive, and risk-taking attitudes as skills prepare an entrepreneurial career choice in learners24. the entrepreneurial intention in high school learners is overwhelmed by sociocultural elements. another study by de lourdes carcamo-solis et al. 25 showed that entrepreneurial 18 eli gimmon, “mentoring as a practical training in higher education of entrepreneurship,” education + training 56, no. 8/9 (2014): 814–825, http://dx.doi.org/10.1108/et-02-2014-0006; virginia barba-sánchez and carlos atienza-sahuquillo, “the development of entrepreneurship at school: the spanish experience,” education + training 58, no. 7/8 (2016): 783–796, http://dx.doi.org/10.1108/et-01-2016-0021; mario rosique-blasco, antonia madrid-guijarro, and domingo garcía-pérez-de-lema, “entrepreneurial skills and socio-cultural factors,” education + training 58, no. 7/8 (2016): 815–831, http://dx.doi.org/10.1108/et-062015-0054. 19 z j lin and j zhang, “ethical awareness of chinese business managers and accountants and their views on the use of off-book accounts,” advances in accounting 27, no. 1 (2011): 143–155, https://www.scopus.com/inward/record.uri?eid=2-s2.079958782890&doi=10.1016%2fj.adiac.2011.04.004&partnerid=40&md5=9cb5cfe7d83584d85a456fcc164e 39d3; nicole e peterman and jessica kennedy, “enterprise education: influencing students’ perceptions of entrepreneurship,” entrepreneurship theory and practice 28, no. 2 (2003): 129–144, http://dx.doi.org/10.1046/j.1540-6520.2003.00035.x; linda f edelman, tatiana s manolova, and candida g brush, “entrepreneurship education: correspondence between practices of nascent entrepreneurs and textbook prescriptions for success,” academy of management learning &amp; education 7, no. 1 (2008): 56–70, http://dx.doi.org/10.5465/amle.2008.31413862. 20 hemant kassean et al., “entrepreneurship education: a need for reflection, real-world experience and action,” international journal of entrepreneurial behavior &amp; research 21, no. 5 (2015): 690–708, http://dx.doi.org/10.1108/ijebr-07-2014-0123. 21 allan gibb, “creating an entrepreneurial culture in support of smes,” small enterprise development 10, no. 4 (1999): 27–38, http://dx.doi.org/10.3362/0957-1329.1999.040. 22 suhaib aamir, nuray fatma atsan, and ayfer ferda erdem, “a review of entrepreneurship education research in the special issues of education + training journal,” education + training 61, no. 9 (2019): 1078– 1099, http://dx.doi.org/10.1108/et-02-2019-0027. 23 joakim falkäng and fernando alberti, “the assessment of entrepreneurship education,” industry and higher education 14, no. 2 (2000): 101–108, http://dx.doi.org/10.5367/000000000101294931; jones, matlay, and maritz, “enterprise education: for all, or just some?”; aamir, atsan, and erdem, “a review of entrepreneurship education research in the special issues of education + training journal”; rosique-blasco, madrid-guijarro, and garcía-pérez-de-lema, “entrepreneurial skills and socio-cultural factors.” 24 mario rosique-blasco, antonia madrid-guijarro, and domingo garcía-pérez-de-lema, “entrepreneurial skills and socio-cultural factors: an empirical analysis in secondary education students,” education + training 58, no. 7/8 (2016), http://dx.doi.org/10.1108/et-06-2015-0054. 25 maría de lourdes cárcamo-solís et al., “developing entrepreneurship in primary schools. the mexican experience of ‘my first enterprise: entrepreneurship by playing,’” teaching and teacher education 64 (2017): 291–304, http://dx.doi.org/10.1016/j.tate.2017.02.013. volume 8, number 1, may 2023 | 24 zzzzzz z abilities could be developed at the foundation and intermediate school levels. therefore, the senior phase of caps for technology in south africa was introduced to recognize the demand to produce designers, artisans, and architects essential in modern civilization and promote a technologically knowledgeable society for the modern world. with such a curriculum, south africa will flourish with such skills or a young promising future technologically literate population. nonetheless, the technology classroom setting needs to be positioned to provide the necessary space or environment for competent teaching and learning. technology is a more practical subject where learners need to work with tools, creatively and critically develop design ideas and investigate, make, evaluate, and communicate or present a product that best solves the problems the learners face. benefits of equipping learners with entrepreneurship skills du toit and gaothobogwe26 stated that the purpose of technology in the senior phase is for "learners to gain skills, knowledge, competencies and confidence that equip them to explore entrepreneurial initiatives. entrepreneurship skills include being creative and innovative, having investigative skills, working as a team, meeting due dates, working within a given budget and having market experiences and initiatives. this implies resilience, practical working skills and compelling needs identification, collection and working with available resources thus equipping learners with entrepreneurship skills. mcguigan 27 stated that entrepreneurship education contributes to the entrepreneurial thinking and behaviour of learners to exercise their everyday activities and new experiences. consequently, learners will develop skills that include identifying and investigating, making critical decisions and inventiveness, work effectively as individuals and as a group. thus, learners can coordinate and manage their activities responsibly and effectively by collecting, analyzing, evaluating scenarios, and communicating effectively 28 lotulung et al. 29 declared that exposing learners to entrepreneurship is only through an awareness of entrepreneurship around them as an essential building block to their careers and society. with entrepreneurship, learners can design something new and different through innovative and inventive activities to establish opportunities in facing life's challenges. for example, du toit & gaothobogwe 30 stated that learners could be able to investigate (do research, analyse products, and make comparisons), draw (sketch and develop ideas) and design (identify and select appropriate materials, methods, and finishes). furthermore, they evaluate (judge quality, compare, and adjust to fit the consumer's needs more closely) and communicate (present findings and products to a target market) when they are equipped with entrepreneurial 26 adri du toit and michael gaotlhobogwe, “benchmarking the intended technology curricula of botswana and south africa: what can we learn?,” african journal of research in mathematics, science and technology education 21, no. 2 (2017): 148–158, http://dx.doi.org/10.1080/18117295.2017.1328834. 27 lisa powell and nicholas mcguigan, “teaching, virtually: a critical reflection,” accounting research journal (2020). 28 du toit and gaotlhobogwe, “benchmarking the intended technology curricula of botswana and south africa: what can we learn?” 29 chirsant lotulung, nurdin ibrahim, and hetty tumurang, “effectiveness of learning strategy and learning style on learning outcomes,” proceedings of the international conference of science and technology for the internet of things (eai, 2019), http://dx.doi.org/10.4108/eai.19-10-2018.2281392. 30 du toit and gaotlhobogwe, “benchmarking the intended technology curricula of botswana and south africa: what can we learn?” volume 8, number 1, may 2023 | 25 zzzzzz z skills. therefore, opportunities to develop an interest in entrepreneurial activities will be increased in our societies, reducing youth unemployment. the preparedness of technology senior phase teachers in implementing the curriculum numerous scholars have different meanings for the term 'curriculum.' in a more simplified way, du toit and gaothobongwe 31 described the curriculum as principles, content, and processes to support learning. they mentioned that curriculum could be described as what, why, how, and when learners should learn. the curriculum includes all the organised, prepared, and unintended experiences utilised to reach learning outcomes 32. thijs and van den akker 33 mentioned that there are three forms of curriculum: the “intended curriculum, which is the ideal envisioned curriculum that is formalised on paper as a document; the implemented curriculum, referring to how the intended curriculum is recognised and used in practice by teachers; and the attained curriculum, which encompasses the experiences and learning outcomes of the learners”. therefore, a curriculum can be defined as a plan for attaining goals. marques and albuquerque 34 argued that “economic growth and community-oriented progress require entrepreneurship education, effective curriculum, competent teachers and clear learning intentions”. they explained that entrepreneurship education requires applicable content, an effective curriculum, and competent teachers to support its implementation. technology in senior phase is based on innovation (practical skills) and design skills incorporated into its curriculum, presenting opportunities for learners to make products (models), resulting in future producing income-generating products (du toit & gaothobongwe, 2017). therefore, combined technology curricula and entrepreneurship education can develop learners’ preparation as entrepreneurs 35. however, trained teachers and a practical curriculum are needed to support curriculum effectiveness. mulenga and luangala 36 stated that teachers are demand assets of any education system. teachers play a crucial role in facilitating learners' acquisition of desirable knowledge, abilities, beliefs, and perspectives. the quality of teachers is critically acknowledged and significant for effective learning to occur in schools. the teacher’s competence to clarify, arrange and carry out a curriculum by implementing the procedure requires ensuring learning objectives 37. thus, “teachers need to have the 31 du toit and gaotlhobogwe, “benchmarking the intended technology curricula of botswana and south africa: what can we learn?” 32 edward ebert, christine ebert, and michael bentley, the educator’s field guide: from organization to assessment (and everything in between) (corwin press, 2011), http://dx.doi.org/10.4135/9781452275154. 33 nienke nieveen, jan van den akker, and frans resink, “framing and supporting school-based curriculum development in the netherlands,” schools as curriculum agencies (brill, 2010), http://dx.doi.org/10.1163/9789460912818_017. 34 j t blummer, “life style characteristics of the hunter,” amer. assoc, for conservation information. albuquerque. new mexico 10 (1971). 35 du toit and gaotlhobogwe, “benchmarking the intended technology curricula of botswana and south africa: what can we learn?” 36 regina m. mulenga, selestine nzala, and wilbroad mutale, “establishing common leadership practices and their influence on providers and service delivery in selected hospitals in lusaka province, zambia,” journal of public health in africa (2018). 37 sila kiprotich et al., “moderating effect of social networking on the relationship between entrepreneurial orientation and performance of small and medium enterprise in nakuru county, kenya” (2015). volume 8, number 1, may 2023 | 26 zzzzzz z pedagogy content knowledge of a specific area of study” 38. besides, teachers need continuous training so they can be able to manage new challenges of the curricula changes 39. thus, preservice education and in-service education are crucial for effectively implementing curricula like technology. professional teacher training is the education that materialised before teachers enter the line of work and/or employment in various educational institutions 40, which is critical. hugh 41 pointed out “that implementing the curriculum changes and the continuance of new approaches depend not on teachers' retraining but rather expertise, competence and perspectives approved during the professional training of teachers”. in-service teacher training is an ongoing development of expertise and individual improvement 42. daresh and playko stated that in-service teacher training is ensuring that programmes are aimed at meeting the demands of teachers and teachers are courageous to find the need for retraining. also, they indicated that in-service training would be effective if teachers have professional education in subjects of expertise and pursue up-skilling. therefore, it is evident that the technology curriculum in the senior phase was rushed as teachers in the service had not received pre-service training before its introduction. as the department of education (2003:31) declared “while educators in south african schools are qualified to teach a variety of subjects, many of the educators of technology are uncomfortable with the pedagogy of technology." therefore, most of the teachers received in-service training that was not good enough for implementing a curriculum of this magnitude, such as technology. method research design creswell 43 view a research design as a method or form of enquiry that applies to various scenarios, including a quantitative, qualitative, or mixed methodology for the sake of giving direction within a given study. sekaran and bougie 44 stated that “a research design is a plan that is built to collect, measure and analyse the collected data which is used to provide answers to the outlined research questions within a study”. on another note, saunders et al. 45 view the “research design as a plan that paves the way towards answering given research questions within a study”. this study uses an exploratory qualitative research design to understand the role of the basic education system in promoting entrepreneurship skills at this level and if teaching and learning of the technology senior phase impart skills in learners to become entrepreneurs. 38 collins kasoka masumba and innocent mutale mulenga, “teachers’ pedagogical content knowledge for teaching computer studies in rural zambian secondary schools of north-western province.” (2019). 39 p a kafu, “planning for instruction: the secret of effective teaching,” nairobi: jomo kenyatta foundation. african educational research journal 9, no. 2 (2010): 591–599. 40 masumba and mulenga, “teachers’ pedagogical content knowledge for teaching computer studies in rural zambian secondary schools of north-western province.” 41 james r sheffield, “curriculum and reality in african primary schools. hugh hawes,” comparative education review 24, no. 2, part 1 (1980): 279–280, http://dx.doi.org/10.1086/446125. 42 john c daresh and marsha a playko, “mentoring for headteachers: a review of major issues,” school organization 12, no. 2 (1992): 145–152. 43 john w creswell, “research design: qualitative, quantitative and mixed method aproaches,” sage publications (2007). 44 uma sekaran and roger bougie, research methods for business: a skill building approach (john wiley & sons, 2016). 45 mark saunders et al., strategic human resource management: contemporary issues (pearson higher ed, 2007). volume 8, number 1, may 2023 | 27 zzzzzz z research paradigm creswell and creswell 46 refer to research paradigms as worldviews or a general philosophical view of the world as well as the type of research the researcher undertakes. the various forms of research philosophies include positivism, critical realism, interpretivism, postmodernism and pragmatism. this study adopted a social constructivism paradigm which puts forward that reality is constructed through social interaction in which social actors create partially shared meanings and realities. therefore, this means that it is necessary as a researcher to study a situation in detail, including historical, geographical, and sociocultural contexts to understand what is happening or how realities are being experienced 47. research strategy a case study was employed as the research strategy in four schools in the malelane circuit, mpumalanga province; two grade seven technology teachers, four grade eight technology teachers and four grade nine technology teachers from four schools (two schools are combined schools with grade r-9, and two schools are high schools with grade 8-12). a case study design involves exploring an "abounded system," or undertaking detailed single or multiple cases, data collection that is in-depth from multiple sources of data for the sake of describing, organising, as well as interpreting a given scenario at hand 48. schram49 defined a case study as "a way of conceptualising human behaviour or merely as a way of encapsulating it; its strategic value lies in its ability to draw attention to what can be learnt from the single case. a case study design allows focusing on one issue or entity and collecting detailed data using different ways to have a deeper understanding 50. population and sample of the study the target population is a specific population needed for a study 51. the target population for this study was senior phase technology teachers in malelane circuit, mpumalanga province; two grade seven technology teachers, four grade eight technology teachers, and four grade nine technology teachers from four circuits. a sample comprises elements or a subset of the population considered for actual inclusion in the study. it can be viewed as a subset of 46 john. w. creswell, qualitative inquiry & research methods: choosing among five approaches (thounsand oaks: ca: sage, 2013). 47 mark n k saunders and keith townsend, “choosing participants,” the sage handbook of qualitative business and management research methods: history and traditions (sage publications ltd, 2018), http://dx.doi.org/10.4135/9781526430212.n28. 48 yin cheong cheng, “quality assurance in education: internal, interface, and future,” quality assurance in education 11, no. 4 (2003): 202–213. 49 dirk morschett, hanna schramm-klein, and joachim zentes, strategic international management, strategic international management, 2010. 50 rob walker, “reviews : the art of case study research, robert stake. london: sage, 1995. 208 pp. £29.50 (hbk); £12.95 (pbk). isbn: 0-8039-5766-1 (hbk); 0-8039-5767-x (pbk,” evaluation 2, no. 2 (1996): 231–235, http://dx.doi.org/10.1177/135638909600200211; robert k yin, “case study research: design and methods 4th ed,” in united states: library of congress cataloguing-in-publication data, vol. 2, 2009. 51 virginia braun and victoria clarke, “using thematic analysis in psychology,” qualitative research in psychology 3, no. 2 (2006): 77–101, http://dx.doi.org/10.1191/1478088706qp063oa. volume 8, number 1, may 2023 | 28 zzzzzz z measurements drawn from a community we are interested in 52. in this study, the sample was purposively selected as technology senior phase teachers at four schools in malelane circuit, mpumalanga province. malelane circuit has a population of 35 senior-phase technology teachers. out of the 35 technology teachers, two grade seven (7), four grade eight (8), and four grade nine (9) technology teachers were drawn as a sample of the study. the sample size for this study was ten (10) senior phase technology teachers. data collection methods yin 53 stated that data collection methods depend on the research problem, objectives and questions, all of which suggest a suitable research design, philosophical worldview and data collection strategies and instruments. researchers use different data collection methods in a study depending on which methods suit their research project. furthermore, yin 54 mentioned that qualitative research is designed to increase real-life phenomena. in this study, primary data collection was done through face-to-face interviews and secondary data collection was done through document analysis. this is further explained below respectively. interviews semi-structured interviews can be defined as those interviews that are centred on known areas of interest and have a moderate level of flexibility in scope (dicicco-bloom & crabtree, 2006:315). this study conducted ten in-depth semi-structured interviews with ten technology teachers in the senior phase, one from each grade, 7-9 in four schools in the malelane circuit in mpumalanga province, to provide data needed to understand the phenomenon under study. interviews were conducted with different participants on various days, and the duration varied per interviewee as they had different perceptions and views of the phenomenon under study. the researchers presented the data collected as units of data, and some quotes from the participants contain vernacular language (isiswati). this was done to make participants feel comfortable and express their opinions in an environment that they were familiar with. document analysis documentary analysis involves studying existing documents to understand the content to have a clear meaning on any given topic under study 55. this study used public documents, including teacher files, learner files, policies, annual teaching plan (atp) and caps for the technology senior phase. this was done to see if what is supposed to be done in class is covered satisfactorily. the researchers requested the participants' files for analysis. another reason was to check if monitoring tools were there to monitor the work progress of the teachers in the class by the school departmental head. the researcher also checked their lesson plans for compliance with the departmental expectations. 52 jonathan parker, “book review: unrau, y.a., p.a. gaoborand and r.m. grinnell, jr (2007) evaluation in social work: the art and science of practice, 4th edn. new york: oxford university press. isbn 0-19-530806-9, pbk, xxvii + 468 pp,” international social work 51, no. 1 (2008): 117–119, http://dx.doi.org/10.1177/00208728080510011104. 53 robert k yin, “studi kasus desain & metode,” jakarta: pt raja grafindo persada (2014). 54 yin, “studi kasus desain & metode.” 55 jane ritchie et al., qualitative research practice: a guide for social science students and researchers (sage, 2013). volume 8, number 1, may 2023 | 29 zzzzzz z result and discussion during the investigation, the participants clearly understand what entrepreneurship education can offer in one’s life and to the country's economy. the participants outlined that through entrepreneurship education, learners can be equipped with skills that are critically needed in the world of work, and some will become entrepreneurs. most participants stated that learners in senior phase technology are taught basic skills through the min-pat project. however, some participants pointed out that there is a need for the effectiveness of the basic education system to ensure that learners are equipped effectively and as it will mould learners with entrepreneurial skills. in addition, the lack of curriculum implementation is a challenge that detracts from the effectiveness and efficiency of teaching and learning in the technology senior phase. based on the findings, little was done to prepare learners to be participants in the economy. there is minimal participation of learners. the challenge is the lack of learning materials. participants pointed out that they require schools to provide them with basic policies such as the caps document. schools must provide each learner with the materials needed to carry out activities in a technology class. another view is that there is no clear direction to what learners expect to achieve as technology in most schools is done up until grade 9. learners in this phase are likely not mature enough to know their future. however, lourdes carcamo-solis et al. 56 claimed that entrepreneurial abilities could be developed at the foundation and intermediate school levels. the participants also explained how technology teaching and learning brought about skills acquisition in learners. as a result, it was noted that learners acquire artistic skills in putting their ideas in sketches and making skills when they are required to present a model of the solution they have come up with. skills of this nature can see one venturing into various fields of career path (such as working with recyclable materials, fixing electrical appliances, mechanics, and architecture, just to mention a few) in the sense that they are dealing with different concepts such as structures and materials processing. in order words, learners are exposed to different kinds of knowledge in which they must innovatively and creatively make a model that solves a particular problem in one of these fields. such learning will bring some of these learners to become entrepreneurs. however, most participants stated that the challenge is that more needs to be done when making models (prototypes) in schools. poor participation in these activities was evident from the responses that la ack of resources and a conducive environment contribute to learners not striving to give their best in making these models. learners rely on working with any available materials to make their models thus resulting in no value on what they are trying to do, make or design. in addition, the participants stated that learners need to be more motivated to make models because they are oriented around getting marks to progress to the next grade rather than developing skills for the learner. furthermore, the participants stated that there are very few exhibitions or competitions organised for learners to showcase their talents or skills. based on the findings, more needs to be done about the effectiveness of teaching and learning technology to impart entrepreneurial skills to the learner as activities are focused on awarding marks. this is evident when learners are presented with a scenario to identify a problem and develop ideas to solve the problem. most learners produce a model that does not really show how the model 56 cárcamo-solís et al., “developing entrepreneurship in primary schools. the mexican experience of ‘my first enterprise: entrepreneurship by playing.’” volume 8, number 1, may 2023 | 30 zzzzzz z solves the problem at hand. in most cases, learners do not even try to get their ideas in sketches (graphic drawings), let alone make a model. the literature revealed that the goal of entrepreneurship education can be to target how to perform entrepreneurial activities rather than focusing on what theories and knowledge the learner must learn from in conventional educational viewpoints 57. the participants were engaged in trying to find out the challenges, and it was noted that most teachers teaching technology had limited content knowledge and expertise to ensure quality teaching and learning practices, which will, in turn, ensure that learners are equipped with relevant entrepreneurial skills. failure to implement the senior phase technology curriculum on teaching and learning was visible. the essential weakness stressed is the minimal training the technology teachers received on the content knowledge related to technology education (pedagogical content knowledge). it is evident that three of the participants are holders of degrees with technology as a major subject, and only one has a diploma. on the other end, two participants have no professional training, and four hold degrees in other major subjects rather than technology. based on the findings of the study, it can be revealed that teachers' lack of content knowledge contributes to the challenges faced in teaching innovation and creativity in the technology senior phase. the literature stated that teachers must have the pedagogy content knowledge of a specific study area. another statement mentioned that implementing education innovation requires quantity building of personnel in specialised content knowledge. conclusions this section gives an outline of the conclusions identified from the related literature review and primary data of the study. the study's primary research explores the basic education system’s role in promoting entrepreneurship skills in senior phase technology teaching and learning. one hundred percent of the participants of this study indicated that a lack of resources, learning environment conditions and the teacher’s content knowledge of technology senior phase content are the most contributing factors to poor learner performance in the technology subject. the same was shown by literature. therefore, both data sources agree that the basic education systems promote entrepreneurship skills in the senior phase of technology. however, implementing its practices hinders the system's effectiveness in the phase. it was concluded that technology is not taught as per policy but rather for compliance in most schools. the learning environment does not permit technology teaching and learning, as teaching and learning materials are scarce. the models (prototypes) are made primarily out of materials that are of reach to learners. in other words, learners rely on improvisation to make models. it was also concluded that training and recruitment of technology education teachers are needed to practise comprehensive technology teaching and learning. such moves can lead to learners partaking in activities that will put them in the competitive world of innovation and creativity in solving real-life problems, and such teaching and learning will eventually alleviate youth unemployment. 57 kassean et al., “entrepreneurship education: a need for reflection, real-world experience and action”; gibb, “creating an entrepreneurial culture in support of smes.” volume 8, number 1, may 2023 | 31 zzzzzz z limitations of the study this study was limited to the following limitations: four schools in the malelane circuit, mpumalanga province. the limited literature on the role of the basic education system in promoting entrepreneurship skills. the latest books and journals related to the study are limited. recommendations based on the findings of this study, the following recommendations were made to address the challenges faced by technology senior phase teachers teaching grades 7-9 for effective teaching and learning to take place. it is recommended that the technology classroom be prepared to meet the requirement stated in the caps document, and models must be done, completed in class, and displayed to enhance the innovation and creativity of the learner. promotion of technology subject: based on the important role that the technology subject plays in terms of imparting relevant skills that our society needs, it is important that the doe during the “education indaba” programmes and workshops advocate for the importance of technology subjects. this will make a difference in our society. it is believed that once society is interested in the subject , the children at school will have more interest, just as learners are interested in mathematics and physical science. review of allocated teaching time for technology: based on the findings of this study, time allocated for technology grades 7-9 seems not to be enough for teaching and learning. it is recommended that the teaching technology senior phase needs to be reviewed by the curriculum developers. additional time is needed because 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http://dx.doi.org/10.1080/18117295.2017.1328834. walker, rob. “reviews : the art of case study research, robert stake. london: sage, 1995. 208 pp. £29.50 (hbk); £12.95 (pbk). isbn: 0-8039-5766-1 (hbk); 0-8039-5767-x (pbk.” evaluation 2, no. 2 (1996): 231–235. http://dx.doi.org/10.1177/135638909600200211. yemini, miri. “entrepreneurship in the education system – the revolution of the twenty-first century.” journal of enterprising communities: people and places in the global economy 8, no. 1 (2014). http://dx.doi.org/10.1108/jec-11-2013-0035. yin, robert k. “case study research: design and methods 4th ed.” in united states: library of congress cataloguing-in-publication data. vol. 2, 2009. ———. “studi kasus desain & metode.” jakarta: pt raja grafindo persada (2014). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 178 an empirical bond between learner autonomy and well-being: a vocational students’ perspective ainun fikria1, akhyat hilmi2, irma zulaiha3 1politeknik perkeretaapian indonesia madiun, 2nexus education center 3pkbm ibnu ali sidoarjo ainun@ppi.ac.id, akhyat.hilmi@gmail.com, irmazulaiha@gmail.com accepted: may 3th 2022 reviewed: august 5th 2022 published: nov 30th 2022 abstract : autonomous learning was reported to be very helpful in distance learning because it helped the students to understand the lesson without direct guidance from the teacher and decided to learn with their learning styles which allow them to maximize learning. yet, students’ well-being is essential to reveal as it can be one of the indicators which can be taken into account on measuring the workload of students enrolling in the vocational state-owned institution. therefore, this study is eager to reveal the relation between learner autonomy and well-being. the instrument which will be occupied in this study is a survey which derived from the various well-established scales in the literature, and then the back-translation method was used to produce a version in bahasa indonesia. all students of the polytechnic will be asked to participate in this study. further results of this study will be processed with spss 25 version and amoss supported by additional sources from documents in the polytechnic. this study portrayed a significant relation between learner autonomy and wellbeing in terms of academic performance. keywords: autonomous learning, students’ wellbeing, academic performance introduction autonomous learning is widely reviewed again lately related to distance learning practice during pandemic situations 1. autonomous learning was reported to be very helpful in distance learning because it allowed the students to understand the lesson without direct guidance from the teacher and decided to learn with their learning styles which allow them to maximize learning 2. 1 teguh ariebowo, “autonomous learning during covid-19 pandemic: students’ objectives and preferences,” journal of foreign language teaching and learning 6, no. 1 (2021), http://dx.doi.org/10.18196/ftl.v6i1.10079; fidyati fidyati et al., “autonomous efl learners’ ways of practicing speaking skills during pandemic of covid 19;,” proceedings of the international conference on social science, political science, and humanities (icospolhum 2020) (atlantis press, 2021), http://dx.doi.org/10.2991/assehr.k.210125.038. 2 girindra putri ardana reswari and james kalimanzila, “re-promoting autonomous learning for university students: a lesson from pandemic covid-19,” jurnal ilmiah profesi pendidikan 6, no. 1 (2021): 38–47, http://dx.doi.org/10.29303/jipp.v6i1.144; misbachuddin akbar putra, “encouraging autonomous english learning in mailto:ainun@ppi.ac.id mailto:akhyat.hilmi@gmail.com mailto:irmazulaiha@gmail.com educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 179 students' perceptions of teachers' autonomy support had significant direct implications on their satisfaction with the educational center and their life satisfaction, as well as indirect effects on all academic outcomes studied 3. autonomy is a term that exists both in discussion of language learner autonomy (lla) and self-determination theory (sdt). within the discussion of lla autonomy refers to the learners own the capacity to control their learning 4. meanwhile autonomy is considered to be one of three psychological needs within the discussion of sdt 5. it is one of the main principles of selfdetermination theory which states that basic psychological needs must be addressed in order to acquire higher motivation, self-development, and well-being6. students become more motivated and more likely to display increased study engagement when their desire for autonomy is addressed, which leads to improved performance. although the term ‘autonomy’ is used in seemingly different environments, autonomy in lla and sdt is interrelated. sdt provides a paradigm for comprehending the psychological and social foundations of autonomous learning 7. benson8 defines autonomy as a capacity that learners have and display to various degrees in different contexts. benson then emphasized that the capacity is related the control over one’s learning. this include learner’s autonomy capacity are taking charge for their own learning, making decisions independently, and have an intrinsic motivation to learn9. further, holec 10 elaborated the capability to take charge of his/her own learning includes determining the objectives, contents and progressions, methods as well as monitoring and evaluation of what has been learned. by doing this so autonomous overcrowded online class of elementary school during pandemic,” journal of english language teaching and linguistics 6, no. 1 (2021): 57, http://dx.doi.org/10.21462/jeltl.v6i1.493. 3 melchor gutiérrez and josé m tomás, “the role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement,” educational psychology 39, no. 6 (2019): 729–748, http://dx.doi.org/10.1080/01443410.2019.1566519. 4 phil benson, “teaching and researching: autonomy in language learning” (routledge, 2013), http://dx.doi.org/10.4324/9781315833767. 5 nigel mantou lou et al., “complementary perspectives on autonomy in self-determination theory and language learner autonomy,” tesol quarterly 52, no. 1 (2017): 210–220, http://dx.doi.org/10.1002/tesq.403; elizabeth l pollard and patrice d lee, “no title,” social indicators research 61, no. 1 (2003): 59–78, http://dx.doi.org/10.1023/a:1021284215801; richard m ryan and edward l deci, “intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions,” contemporary educational psychology 61 (2020): 101860, http://dx.doi.org/10.1016/j.cedpsych.2020.101860. 6 ryan and deci, “intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions.” 7 peng zhou et al., “fatal swine acute diarrhoea syndrome caused by an hku2-related coronavirus of bat origin,” nature 556, no. 7700 (april 1, 2018): 255–259. 8 benson, “teaching and researching: autonomy in language learning.” 9 ana maría sierra piedrahita and cristina frodden, “promoting student autonomy through self-assessment and learning strategies,” how (2003); ann macaskill and andrew denovan, “developing autonomous learning in first year university students using perspectives from positive psychology,” studies in higher education 38, no. 1 (2013): 124– 142, http://dx.doi.org/10.1080/03075079.2011.566325. 10 henri holec, “plaidoyer pour l’auto-evaluation (avocating student self-evaluation).,” francais dans le monde 21, no. 165 (1981): 15–23. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 180 learners are able to direct the course of their own. in other words, the ability of making decision concerning the learning is the manifestation of having control on the learning. this capability involved responsibility for the same matters11. motivation, emotion and beliefs are psychological factors that significantly influence learning. in the implementation of autonomous learning, motivation is the most frequently discussed as among the factors that affect autonomy, such as teachers, environment and tasks 12. we recognize the term extrinsic and intrinsic motivation which are widely discussed under the self-determination theory. research from sdt that shows that both intrinsic motivation and well internalized (and thus autonomous) forms of extrinsic motivation predict a variety of positive outcomes across a range of educational levels and cultural contexts. further, a study found out that intrinsic emotion is connected to positive emotion 13. interestingly, zull 14 argues that our emotions affect our thinking instead of the contrary. meanwhile, little and singleton 15 argued that beliefs might assist the learners in exploring their own preferences and styles and adapting them to the learning task. these psychological factors could point to a link between learner autonomy and learner well-being. autonomy also has a favorable impact on well-being 16. yet, the situation in indonesia railway polytechnic still longing for a package system curriculum which doesn’t allow students to pick and choose their own preferred subject, often overwhelmed and makes them less focus to study 17. therefore, this research came up with the topic an empirical bond between learner autonomy and well-being: a vocational students’ perspective with the research question of how is the correlation 11 john stephenson, “supporting student autonomy in learning,” in capability and quality in higher education (routledge, 2013), 129–141. 12 benson, “teaching and researching: autonomy in language learning”; mei latipah et al., “folktales as a means of ecological education for society in bejiharjo village, gunungkidul, yogyakarta,” pancaran pendidikan 6, no. 2 (2017): 161–170; a. s. i̇pek and s. okumuş, “i̇lköğretim matematik öğretmen adaylarının matematiksel problem çözmede kullandıkları temsiller,” gaziantep university journal of social sciences 11, no. 3 (2012): 681-700.; sierra piedrahita and frodden, “promoting student autonomy through self-assessment and learning strategies”; yi-lien yeh and yu-ju lan, “fostering student autonomy in english learning through creations in a 3d virtual world,” educational technology research and development 66, no. 3 (2017): 693–708, http://dx.doi.org/10.1007/s11423-017-9566-6; ruiqi zhou and yiyi bao, “the impact of achievement motivation on project-based autonomous learning —— an empirical study on the 2017 nbepc,” english language teaching 11, no. 11 (2018): 31, http://dx.doi.org/10.5539/elt.v11n11p31; gina smith et al., “successful instructional leadership styles in education.,” journal of instructional research 6 (2017): 46–52. 13 micòl beseghi, “emotions and autonomy in foreign language learning at university,” el.le, no. 2 (2018), http://dx.doi.org/10.30687/elle/2280-6792/2018/02/003. 14 j joy james, “zull, j. e. (2002). the art of changing the brain: enriching the practice of teaching by exploring the biology of learning,” schole: a journal of leisure studies and recreation education 24, no. 1 (2009): 181, http://dx.doi.org/10.1080/1937156x.2009.11949644. 15 “david little and david singleton: authentic texts, pedagogical grammar and language awareness in foreign language learning,” language awareness in the classroom (routledge, 2014), http://dx.doi.org/10.4324/9781315845524-20. 16 t. s. cristea et al., “the relation between autonomy and well-being in higher education students during the covid-19 pandemic,” in proceedings sefi 49th annual conference: blended learning in engineering education: challenging, enlightening and lasting?, 2021. 17 ainun fikria, akhyat hilmi, and afita prastiwi, “factors influencing students’ well-being on educational outcomes in the indonesian railway polytechnic,” ijet (indonesian journal of english teaching) 10, no. 2 (2021): 136–147, http://dx.doi.org/10.15642/ijet2.2021.10.2.136-147. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 181 between learner autonomy and well-being and to what extent the relation between learner autonomy and well-being method the objective of the quantitative correlational study is to investigate the possibility of a relationship between learning autonomy and well-being in the indonesian railway polytechnic. from total population 632 cadets, total sample n=72 participated on this study chosen by using convenience sampling. the participants are active students from year 2021 and 2022. the data collected from february to may 2022. the questionnaire consisted questions related to learners’ wellbeing and autonomy. since recent studies show that both hedonic and eudemonic wellbeing can give impact one another 18. therefore this study employs both hedonic and eudemonic well-being as the variables. the learner eudemonic well-being were developed from positive psychological characters such self-acceptance or feeling good about ourselves (ex, i have been waking up fresh) purpose in life (ex: i was concerned about my study), as well as self-control (ex i have been in firm control of my behavior)19 . meanwhile the hedonic approach gives emphasize on a subjective well-being construct which focuses on happiness 20. it consisting of a cognitive component of evaluation in terms of life satisfaction and an affective component described commonly by positive emotions rather than negative emotions 21. learner autonomy was measured via readiness (5 items), responsibility (6 items) and decision making (6 items). table 1 instrumentation aspect wellbeing aspect question statement wellbeing eudemonic/ psychological q1 i have been feeling emotionally stable and sure of myself q2 i have been in firm control of my behavior, thoughts, emotions, or feelings q3 i have been waking up fresh and rested q7 i was concerned or worried about my studies 18 veronika huta and alan s. waterman, “eudaimonia and its distinction from hedonia: developing a classification and terminology for understanding conceptual and operational definitions,” journal of happiness studies 15, no. 6 (2014): 1425–1456; ning jia et al., “beneficial effects of hedonic and eudaimonic motivations on subjective well-being in adolescents: a two-wave cross-lagged analysis,” the journal of positive psychology 17, no. 5 (2021): 701– 707, http://dx.doi.org/10.1080/17439760.2021.1913641. 19 carlos salavera et al., “eudaimonic well-being in adolescents: the role of trait emotional intelligence and personality,” sustainability 12, no. 7 (2020): 2742, http://dx.doi.org/10.3390/su12072742. 20 fred feldman, “daniel kahneman, ed diener, and norbert schwarz (eds.), well-being: the foundations of hedonic psychology (new york: the russell sage foundation, 1999), pp. xii + 593,” utilitas 18, no. 2 (2006): 192–196, http://dx.doi.org/10.1017/s0953820806231972. 21 annamaria di fabio and letizia palazzeschi, “hedonic and eudaimonic well-being: the role of resilience beyond fluid intelligence and personality traits,” frontiers in psychology 6 (september 11, 2015): 1367, https://pubmed.ncbi.nlm.nih.gov/26441743. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 182 hedonic/ subjective q4 i have been under or felt i was under any strain, stress, or pressure. q5 i felt satisfied or pleased with my studies q6 i felt that my daily life is full of things that are interesting to me learner’s autonomy readiness q10 it is easy for me to perform well in my study q14 during the process of studying, i keep in line with my predetermined plan q17 i feel more comfortable when i study independently after class q19 i can manage situation in which i study to make myself comfortable q22 i think my studies are too hard responsibility q9 i make effort to overcome emotional issues that may hinder my study progress q11 i clearly understand the teacher's intention during in class learning activities q15 during my studies, i check and correct my comprehension of the previous studied materials q18 i feel that i can adapt well with teaching styles of my lecturers q21 i always evaluate all materials and progresses i make q24 i can consider that my academic stuff run well based on my expectation and preparation decision making q8 i take advantage of various opportunities from my studies in my daily activity q12 if i realize that my study style is impractical, i quickly find a more suitable one q13 i always study together with other people to gain more insights q16 i can select and prioritize what to study out of class q20 i need peer supports when i study q23 i can apply all i learned in class in my daily lives result and discussion the calculation used spss to seek the value of cronbach’s alpha was conducted, this resulted .895 which indicated that y (17 items) variable is valid, meanwhile the coefficient value of x (7 items) variable using the same calculation is .640 which also confirms strong validation among the items. general overview of student autonomy and wellbeing educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 183 based on the calculation done using spss which has the main purpose to articulate the degree of wellbeing belonging to students, it indicates that most of the students considered having moderately good state of wellbeing as it shows more than 2.0 amongst the elements of questions. another interesting thing to highlight is that there is one strong point related to student wellbeing which focuses on subjective wellbeing reaching at 3.04. table 2 descriptive statistics descriptive statistics indicator n min max mean std. deviation psychological wellbeing 72 4 19 9.93 3.083 subjective wellbeing 72 5 15 8.35 1.915 responsibility 72 6 27 14.39 4.638 readiness 72 8 22 13.10 3.086 decision making 72 6 26 14.22 4.780 valid n (listwise) 72 the table 2 provide the information of descriptive values of all variables. the correlation between learner autonomy and well-being table 3 shows that there is a correlation between learners well being and learners autonomy. it also shows that psychological well being is positively correlated to learners’ autonomy variables: responsibility (r=.725) readiness (r=.664) and decision making (r=.712). according to sarwono 22 these correlations are catagorized as a strong correlation. subjective well being is also positively correlated to responsibility (r=.403) readiness (r=.347) and decision making (r=.382). although the correlation between these variables is not as strong as those with psychological well being, it has a very slighlty different on significance level of correlation (readiness p=0.003 and decision making p=0.001). overall the learners’ autonomy and wellbeing are positively correlated table 3. correlation between learner autonomy and well-being correlations 22 fitria angeliqa and billy k.sarwono, “family disposition related to media literacy for advertisements of children’s snacks in the media,” jurnal komunikasi: malaysian journal of communication 35, no. 4 (2019): 258–271. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 184 psychological well being subjective well being responsibility readiness decision making psychological well being pearson correlation 1 .467** .725** .664** .712** sig. (2tailed) 0.000 0.000 0.000 0.000 n 72 72 72 72 72 subjective well being pearson correlation .467** 1 .403** .347** .382** sig. (2tailed) 0.000 0.000 0.003 0.001 n 72 72 72 72 72 responsibility pearson correlation .725** .403** 1 .838** .887** sig. (2tailed) 0.000 0.000 0.000 0.000 n 72 72 72 72 72 readiness pearson correlation .664** .347** .838** 1 .806** sig. (2tailed) 0.000 0.003 0.000 0.000 n 72 72 72 72 72 decision making pearson correlation .712** .382** .887** .806** 1 sig. (2tailed) 0.000 0.001 0.000 0.000 n 72 72 72 72 72 **. correlation is significant at the 0.01 level (2-tailed). the first aim of this research is to investigate the possibility of a relationship between learning autonomy and well-being in the indonesian railway polytechnic students. the research result shows a strong positive correlation between learner well-being and learner autonomy. it is amenable since both autonomy and well-being have cognitive dimension. this fact also explains the possibility of reciprocal correlation between learner well-being and learner autonomy as revealed in the previous educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 185 studies compared to recent study. the result also showed the agreement that psychological and subjective well-being possibly influenced one another 23. the second objective is to find out the extent of the correlation between learner autonomy and well-being. the result acknowledged us that the psychological well-being has a stronger correlation with students’ autonomy than subjective well-being. this finding is consistent with the previous studies since the capacity to take a responsibility toward learning process which involve the ability to control learning process needs represent the psychological wellness requirement which comprises personal initiatives 24 as well as motivation25. psychological well-being is seen as the full functioning of the person 26 as well which is related to cognitive dimension of the learning concerning the ability to in defining a task, setting goals to achieve, selecting strategies and managing the related learning process 27. subjective wellbeing is also has also subjective well-being which is frequently associated with positive emotion formerly stated as having linked to intrinsic motivation which is widely discussed as the factor influencing autonomous learning. the occurrence of positive emotions becomes of great relevance when students work autonomously 28. this is related to the feelings of enjoyment and enthusiasm which may lead them to explore the learning material on their own 29. conclusion from the discussion above it can be concluded that learners’ well-being correlate to students’ autonomy. the result support that not only students’ psychological capacity to control their cognitive process during the learning process that support the autonomy; the way the students feel and think on their life has also related to the autonomy learning process. developing students’ capacity that is related to autonomy as well as providing environment that can sustain students’ motivation to study autonomously would be advantageous for students’ achievement. this finding is important, regarding the students of ppi madiun are living in an environment which in an integrated education, between school and dormitory. therefore, the comprehensive program that support students’ wellness is needed to allow the students to study more independently. 23 huta and waterman, “eudaimonia and its distinction from hedonia: developing a classification and terminology for understanding conceptual and operational definitions”; jia et al., “beneficial effects of hedonic and eudaimonic motivations on subjective well-being in adolescents: a two-wave cross-lagged analysis.” 24 macaskill and denovan, “developing autonomous learning in first year university students using perspectives from positive psychology.” 25 benson, “teaching and researching: autonomy in language learning”; edward l deci and richard m ryan, “the ‘what’ and ‘why’ of goal pursuits: human needs and the self-determination of behavior,” psychological inquiry 11, no. 4 (2000): 227–268, http://dx.doi.org/10.1207/s15327965pli1104_01. 26 deci and ryan, “the ‘what’ and ‘why’ of goal pursuits: human needs and the self-determination of behavior.” 27 gideon p van tonder, magdalena m kloppers, and mary m grosser, “enabling self-directed academic and personal wellbeing through cognitive education,” frontiers in psychology 12 (february 15, 2022): 789194, https://pubmed.ncbi.nlm.nih.gov/35242068. 28 beseghi, “emotions and autonomy in foreign language learning at university.” 29 beseghi, “emotions and autonomy in foreign language learning at university.” educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 186 being autonomy does not mean the students need no support from the school. the school can provide an appropriate approach that can be taken to foster students’ autonomy. this feature may be investigated in the future to give a conducive learning environment for studying more independently. references angeliqa, fitria, and billy k.sarwono. “family disposition related to media literacy for advertisements of children’s snacks in the media.” jurnal komunikasi: malaysian journal of communication 35, no. 4 (2019): 258–271. ardana reswari, girindra putri, and james kalimanzila. “re-promoting autonomous learning for university students: a lesson from pandemic covid-19.” jurnal ilmiah profesi pendidikan 6, no. 1 (2021): 38–47. http://dx.doi.org/10.29303/jipp.v6i1.144. ariebowo, teguh. “autonomous learning during covid-19 pandemic: students’ objectives and preferences.” journal of foreign language teaching and learning 6, no. 1 (2021). http://dx.doi.org/10.18196/ftl.v6i1.10079. benson, phil. “teaching and researching: autonomy in language learning.” routledge, 2013. http://dx.doi.org/10.4324/9781315833767. beseghi, micòl. “emotions and autonomy in foreign language learning at university.” el.le, no. 2 (2018). http://dx.doi.org/10.30687/elle/2280-6792/2018/02/003. cristea, t. s., c. snijders, r. conijn, u. matzat, and a. kleingeld. “the relation between autonomy and well-being in higher education students during the covid-19 pandemic.” in proceedings sefi 49th annual conference: blended learning in engineering education: challenging, enlightening and lasting?, 2021. deci, edward l, and richard m ryan. “the ‘what’ and ‘why’ of goal pursuits: human needs and the selfdetermination of behavior.” psychological inquiry 11, no. 4 (2000): 227–268. http://dx.doi.org/10.1207/s15327965pli1104_01. di fabio, annamaria, and letizia palazzeschi. “hedonic and eudaimonic well-being: the role of resilience beyond fluid intelligence and personality traits.” frontiers in psychology 6 (september 11, 2015): 1367. https://pubmed.ncbi.nlm.nih.gov/26441743. feldman, fred. “daniel kahneman, ed diener, and norbert schwarz (eds.), well-being: the foundations of hedonic psychology (new york: the russell sage foundation, 1999), pp. xii + 593.” utilitas 18, no. 2 (2006): 192–196. http://dx.doi.org/10.1017/s0953820806231972. fidyati, fidyati, idaryani idaryani, suryani suryani, rahmi fhonna, and marina marina. “autonomous efl learners’ ways of practicing speaking skills during pandemic of covid 19;” proceedings of the international conference on social science, political science, and humanities (icospolhum 2020). atlantis press, 2021. http://dx.doi.org/10.2991/assehr.k.210125.038. fikria, ainun, akhyat hilmi, and afita prastiwi. “factors influencing students’ well-being on educational outcomes in the indonesian railway polytechnic.” ijet (indonesian journal of english teaching) 10, no. 2 (2021): 136–147. http://dx.doi.org/10.15642/ijet2.2021.10.2.136-147. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 187 gutiérrez, melchor, and josé m tomás. “the role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement.” educational psychology 39, no. 6 (2019): 729–748. http://dx.doi.org/10.1080/01443410.2019.1566519. holec, henri. “plaidoyer pour l’auto-evaluation (avocating student self-evaluation).” francais dans le monde 21, no. 165 (1981): 15–23. huta, veronika, and alan s. waterman. “eudaimonia and its distinction from hedonia: developing a classification and terminology for understanding conceptual and operational definitions.” journal of happiness studies 15, no. 6 (2014): 1425–1456. i̇pek, a. s., and s. okumuş. “i̇lköğretim matematik öğretmen adaylarının matematiksel problem çözmede kullandıkları temsiller.” gaziantep university journal of social sciences 11, no. 3 (2012): 681-700. james, j joy. “zull, j. e. 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volume 8 , number 2, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) z development of learning modules using the dick and carey model in informatics subject iwan hadi suzatmika, ujang rohman, prayogo postgraduate school educational technology study program pgri adi buana university, surabaya ionehs33@gmail.com, ujang_roh64@unipasby.ac.id, prayogo@unipasby.ac.id accepted: july 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract : this study aims to produce learning modules for informatics learning modules for the 10th grade that are appropriate to the independent curriculum and make it easier for teachers to present teaching material and make it easier for students to learn. the model which was used in this development was the dick and carey development model. the results of this development research are in the form of a learning module for informatics, which is designed systematically, operationally, in a directed manner and completed by some guides for teachers on how to use the language that the speakers easily understand. in the development process to obtain products that are appropriate with the objectives, validation is carried out by material experts, design experts, colleagues, and student responses. the results of validation by material experts obtained a total score of 161 percentage 87% worthy category, design experts obtained a total score of 138 with a percentage of 89% worthy category, while colleagues obtained a total score of 63 percentage 90% very worthy in the category.the test was carried out three times, the first on the individual test obtained an average total score of 34.33 percentage 86% worthy category, the second small group test obtained an average total score of 68 percent 91% very worthy in the category, and the three large group tests obtained average score 69.53 percentage 93% very decent category.thus, when the product is developed it was concluded that the learning module was very worthy to use in learning informatics subjects. . keywords: informatics, learning modules, independent curriculum introduction at the start of the new 2022-2023 school year, the government through the ministry of education and culture announced the implementation of a new curriculum, the "independence curriculum". in this independent curriculum, there are several fundamental changes compared to the 2013 curriculum; one of them is that teachers are free to create and plan learning programs using learning outcomes that the ministry of education and culture has set. the teacher also designed the learning elements in the learning outcomes to become a plot of learning objectives in the form of modules. informatics is a subject in the independent curriculum that was born from the transformation of btik subjects in the 2013 curriculum, in the learning process a module is needed that is by the characteristics of students so that it can help students succeed in their learning. mailto:ionehs33@gmail.com mailto:ujang_roh64@unipasby.ac.id mailto:prayogo@unipasby.ac.id volume 8, number 2, november 2023| 382 z module is one of importan things that is neeed, module development is indeed needed. the limited learning resources can be a problem that impacts the learning process and learners' competence.therefore, it is necessary to develop teaching materials or learning resources as learning modules.1 the development of teaching materials (modules) must be related to the curriculum needs, meaning the learning materials we will develop must align with the curriculum. a teaching material could be a primary or supplementary one. a primary teaching material usually meets the demands of the curriculum, while a supplementary one intends to enrich or deepen the contents of the curriculum. unfortunately, teaching modules may be difficult to find or unmatched by the demands of the curriculum. if this happens, creating our module is a good option. we can refer to many sources, such as our experience or knowledge, information from experts and colleagues, books, mass media, or the internet. though we have various modules related to the curriculum, developing our modules is still necessary. since too many topics may confuse the students, making simpler modules as a guide for students should be considered. developing modules should also be able to solve problems or difficulties in learning. there are several learning materials that students struggle to understand or teachers are hard to explain. these difficulties may occur because the material is abstract, complicated, or uncommon. in addition, damayanti (2020) and kamil (2021) stated, "factors that cause learning saturation can be uninteresting learning methods, unsupported learning media, too much memorization, assignments (homework), and pressure from other subjects, also monotonous teaching method with no any relaxation, which cause students to feel bored and not enthusiastic while participating in learning activities.” during the teaching-learning process of informatics science for 10th graders at sma negeri 1 kembangbahu, there are algorithms and programming. kurniadi (2015) in andayati and wiyarno (2019) stated that learning material will be easily understood by students with the help of learning media.2 in informatics learning activities at sma negeri 1 kembangbahu, especially algorithm and programming, most students experience difficulties in understanding the materials. these happen because: 1) there are no teaching materials that suit the needs of students. 2) students lack knowledge about algorithms and programming, which can be seen from the results of the initial pretest conducted by the writer. 3) there are no supporting textbooks for students. 4) the limited number of computers used for practicing and factors that may cause damage if students are invited to practice before having the topics theoretically based on the problems and the data obtained above, the writer is interested in conducting a study entitled "the development of learning modules using dick and carey 1 f s azizha and n umamah, “the development of patukangan local sites situbondo e-module for history learning by using dick and carey model,” jour, iop conference series: earth and … (2020): 1–6, https://iopscience.iop.org/article/10.1088/1755-1315/485/1/012131/meta. 2 andayati and wiyarno, “pengembangan modul bimbingan olimpade sains informatika pada materi pemrograman dengan model pengembangan dick & carey." jour. jurnal education and development, 2019. http://journal.ipts.ac.id/index.php/ed/article/view/1164” volume 8, number 2, november 2023| 383 z model in informatics science at sma negeri 1 kembangbahu". the results of this study are hoped to be able to help students while learning informatics science by referring to the modules presented here. method this study uses a developmental research method. the writer chooses the dick and carey model as his method of teaching. it is a programmatic manner with systematic sequences of activities, which is aimed to solve the learning problems; the availability of learning resources according to students’ needs and characteristics. the stages of developing dick and carey model consist of nine stages: identifying learning objectives, conducting learning analysis, identifying input behavior and student characteristics, formulating specific learning objectives, developing instruments for assessment, developing learning strategies, developing and selecting learning resources, designing and developing formative evaluations, and revising learning materials. 3 later, the teaching modules developed in this study are expected to have a high level of effectiveness in learning. therefore, the writer defines a research design including five stages: content-expert and learning design trial stage, peer trial stage, individual trial stage consisting of 3 students, small group trial stage (6 students), and large group/field trial stage (30 students). the data resulted here are quantitative and qualitative. quantitative data are some information obtained through a product trial questionnaire. the data collected through this questionnaire are converted into percentages and explained qualitatively. therefore, the qualitative data can be in the form of comments, responses, and suggestions based on the content experts’, design experts’, individual tests’, small group tests’, and field tests’ results. the data collected through a questionnaire here aims to collect reviews from content experts, learning design experts, individual tests, small group tests, and field tests. therefore, the writer has attached a questionnaire format as an instrument. the result of this developmental study will be descriptive qualitative. this method is commonly used to process data based on reviews from content experts, instructional design experts, and students. moreover, the descriptive qualitative method is usually carried out by grouping into five alternative categories as presented in the following table: table 1 scoring scale 4 score category 5 excellent 4 good 3 quite good 3 elvita, johar, and abidin, “the development of learning tools using treffinger model assisted by geogebra to enhance students’ creativity." jour. journal of physics: conference … 1460 (2020): 1–7. https://iopscience.iop.org/article/10.1088/1742-6596/1460/1/012045/meta 4 sugiyono, metode penelitian kuantitatif kualitatif (bandung: cv. alfabeta, 2016). volume 8, number 2, november 2023| 384 z score category 2 good enough 1 not very good based on the content experts’ validation and the learning design experts’ and students’, the score is then summed up. the scores obtained from the questionnaire are converted into percentages and explained qualitatively. the percentage calculation can be done using this formula: 𝑷 = ∑𝒙 ∑𝒙𝒊 × 𝟏𝟎𝟎% note 𝑃 : the percentage of validation ∑𝒙 : the total score obtained ∑𝒙𝒊 : the maximum score obtained since this is a developmental study, we need to check whether the modules are eligible. we can calculate the module eligibility using the following criteria: table 2 module eligibility’s criteria 5 percentage qualification note 90%-100% very proper no revision 75%-89% proper need revision 65%-74% quite proper need revision 55%-64% less proper need revision 0%-54% not proper need revision result and discussion the product resulting from this development research is the first grade learning module for informatics subjects according to the independent curriculum. this module is designed systematically, operationally, directed and accompanied by a guide for teachers, using language that is easily understood by the user so that it can facilitate the process of learning activities of students. product development trials were carried out on content experts, learning design experts, peers and target users, the first graders at sma negeri 1 kembangbahu referring to the components of the trial subjects, so the data obtained in the trial steps will be presented sequentially as follows: 1. material expert test 5 s arikunto, prosedur penelitian (jakarta: rineka cipta, 2019 volume 8, number 2, november 2023| 385 z the material expert test was carried out by someone who understands the content of teaching materials developed by developers in the field of informatics. product feasibility data is obtained by providing modules andusing a questionnaire containing questions about the content and components of the teaching material given to the material content expert. the following are the results of the assessment questionnaire from material experts. table 3. results of the material expert assessment questionnaire no evaluation details score total maximum 1. the title of the teaching material is by the material 5 5 2. the suitability of the chapter title with the description of the material 5 5 3. material depth level 4 5 4. degree of accuracy of concepts and definitions. 4 5 5. conformity of the formulation of learning outcomes and learning objectives with the contents of the material exposure in each learning activity 5 5 6. the accuracy of making a study plan to achieve maximum learning results 4 5 7. example accuracy 4 5 8. the structure of the description of the content/material in each learning activity can increase students' understanding 4 5 9. clarity of description of the material in each learning activity 5 5 10. suitability of the material description with the flow of learning objectives (atp) 5 5 11. the structure of the examples of questions in each learning activity can increase students' understanding 3 5 12. explanation of examples of questions given 4 5 13. appropriateness between pictures/illustrations and material 4 5 no evaluation details score total maximum 14. the linkage of tasks in the form of work in group activities provided with the material 4 5 15. the suitability of the selection of summary content with the main ideas contained in the 5 5 volume 8, number 2, november 2023| 386 z description of the material in each learning activity 16. conformity between questions in student worksheets (lks) in each learning activity with indicators of learning outcomes 3 5 17. compatibility of competency test questions with the concepts being studied 4 5 18. the structure of the description of the content/material in each learning activity can increase students' understanding 4 5 19. serving systematic consistency in learning activities. 4 5 20. presentation clutter. 5 5 21. the material can be a guide for students to do practicum independently 5 5 22. introduction 4 5 23. introductory section 5 5 24. content section 5 5 25. summary 4 5 26. practice questions at the end of each learning activity 4 5 27. accurate sentence structure. 5 5 28. sentence effectiveness. 5 5 29. terminology. 4 5 30. message readability 5 5 31. the accuracy of the use of language rules. 4 5 32. the ability to motivate messages or information. 4 5 33. ability to encourage critical thinking. 4 5 34. appropriateness of students' intellectual development. 4 5 35. compatibility with the level of emotional development of students. 5 5 36. consistency and integration between learning activities 5 5 37. consistency and coherence between paragraphs 4 5 total score 161 185 it is known that the total score of the results of the material expert assessment questionnaire is 161 out of a maximum score of 185, so the percentage calculation is 87%. volume 8, number 2, november 2023| 387 z after being converted with a validity level, the dick and carey model learning module is included in the proper qualifications. the revisions that have been made to improve the modules were developed by suggestions and comments from material experts, namely: a. additional examples are needed to help students understand the material. b. additional questions or lks (student worksheets) are needed so that students are more skilled and independent 2. learning design expert test after the product has been tested by a material expert and revised, a learning design expert test is carried out. followingthe results of the expert assessment questionnaire. table 4. assessment questionnaire resultsdesign expert no evaluation details score total maximum 1. module size compliance with iso standards. 5 5 2. appropriateness of the size of the material contained in the module. 5 5 3. the appearance of the layout elements on the front, back and back cover harmoniously has rhythm and unity(unity) and consistency. 4 5 4. displays center of view(center point) good. 4 5 5. the composition and size of the layout elements (titles, authors, illustrations, logos, etc.) are proportional, balanced and in tune with the layout of the contents (according to the pattern). 5 5 6. the color of the elements of the layout is harmonious and clarifies the function. 3 5 7. the size of the book title font is more dominant and proportional than the size of the book, the author's name 3 5 8. the book title color contrasts with the background color 4 5 9. don't use too many combinations of fonts 5 5 10. describe the contents/teaching materials and reveal the character of the object 5 5 11. shape, color, size, proportion of objects according to reality. 4 5 12. the placement of layout elements is consistent based on the pattern. 5 5 13. the separation between paragraphs is clear 5 5 volume 8, number 2, november 2023| 388 z no evaluation details score total maximum 14. printable area and proportional margins 4 5 15. the margins for two adjoining pages are proportionate 5 5 16. spacing between text and illustrations is appropriate 4 5 17. the placement of learning activity titles, learning activity subtitles, and page/folio numbers does not interfere with understanding. 5 5 18. the placement of illustrations and captions (caption) does not interfere with understanding. 4 5 19. placing ornaments/illustrations as a background does not interfere with the title, text, or page numbers. 4 5 20. placing titles, subtitles, illustrations and captions does not interfere with understanding. 5 5 21. don't use too many fonts 5 5 22. the use of letter variations(bold, italic, all capital, small capital) not excessive. 5 5 23. normal text layout width. 4 5 24. spacing between lines of normal text arrangement. 4 5 25. space between letters(kerning)normal. 5 5 26. the level/hierarchy of titles is clear, consistent and proportionate. 4 5 27. word cutting sign(hyphenation) 5 5 28. able to reveal the meaning / meaning of the object. 4 5 29. accurate and proportional shape according to reality. 5 5 30. the presentation of the whole illustration is harmonious. 4 5 31. creative and dynamic. 5 5 total score 138 155 it is known that the total score of the design expert's assessment questionnaire is 138 out of a maximum score of 155, so the percentage calculation is 89%. after being converted volume 8, number 2, november 2023| 389 z with a validity level, the dick and carey model learning module is included in the proper qualifications. the suggestions from design experts are as follows: a. the cover is given a bright or harmonious color to beconvey moods, create images, attract attention, and identify objects. b. in order for the identity elements of the book to be clearer and more attractive, the font on the book title should be larger than the other elements on the book cover. 3. peer trial after the product has been tested by a design expert and revised, it is followed by a peer test. the peer trial was conducted by an informatics subject teacher at sma negeri 1 kembangbahu. nextthe results of the assessment questionnaire from peer trials. table 5. peer assessment questionnaire results no evaluation details score total maximum 1. the physical appearance of the module attracts the interest and attention of students 5 5 2. the outline of the content at the beginning of the chapter helps to understand the content of the material 4 5 3. the learning achievement in the chapter is clear 5 5 4. learning objectives in chapters are clear 5 5 5. the font size used in the module is easy to read 5 5 6. the font used in the module is easy to read 3 5 7. the font color used in the module is easy to read 5 5 8. between the pictures and the material in this module is appropriate 4 5 9. the examples given help you understand the material 5 5 10. instructions for assignments and exercises given are easy to understand 5 5 11. assignments and exercises can help improve students' understanding of the material 4 5 12. the summary at the end of the chapter is very clear 4 5 13. the sequence of presentation of the material in this module is easy to understand 5 5 14. exposure to the material in this module is easy to understand 4 5 volume 8, number 2, november 2023| 390 z total score 63 70 the results of peer trials obtained a total score of 63from a maximum score of 70, then the percentage calculation is obtained by a percentage of 90%. after being converted with a validity level, the dick and carey model learning module is included in the very proper qualification. 4. target a. individual trial the individual trial is the result of draft iii as a development product revised based on input from content experts, instructional design experts and colleagues. furthermore, in individual trials conducted by 3 (three) the first grade students of sma negeri 1 kembangbahu with high, medium, and low ability levels. from individual trials producedthe total average score is 34.33 out of a maximum score of 40.based on the calculation, the percentage is 86%. after being converted with a validity level, the learning module with the dick and carey model is included in the proper qualifications b. small group trial after draft iii was revised into draft iv, a small group tryout was carried out by asking to assess the first graders of sma negeri 1 kembangbahu on draft iv of the learning module. this small group test consisted of 6 (six) first grade students of sma negeri kembangbahu. from small group trials resultedthe total average score is 68 of the maximum score of 75.based on the calculation, the percentage is 91%. after being converted with a validity level, the dick and carey model learning module is included in the very proper qualification. c. large group trial large group trials were carried out after draft iv was revised into draft v, followed by field trials. field trials were carried out on the first grade students of sma negeri 1 kembangbahu. the students who were used as respondents for the field trial were 30 the first grade students. from small group trials resultedthe total average score is 69.53 out of a maximum score of 75. based on the calculation, the percentage is 93%. after being converted with a validity level, the learning module with the dick and carey model is included in the very proper qualification. conclusion based on the results and discussion, it can be concluded that the feasibility of learning modules using the dick and carey model in the informatics subject at sma negeri 1 kembangbahu shows that the results of product feasibility are based on the results of volume 8, number 2, november 2023| 391 z material expert validation that the percentage level of eligibility is 87% and is within the worthy criteria. in the design expert validation assessment, the feasibility percentage level of 89% is within the worthy criteria. from the results of the practicality of the dick and careybased learning module based on the assessment responses from colleagues, it shows that the percentage of feasibility is 90% which is in the very worthy criteria. while the results of student responses were carried out through three stages, namely individual tests, small groups and large groups with the results of obtaining an average percentage of the feasibility level of 90% in the very worthy criteria. so that as a whole the learning module in informatics class x is very suitable to be used as a learning medium or teaching material in informatics 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https://doi.org/http://dx.doi.org/10.30998/prokaluni.v2i0. sugiyono. metode penelitian kuantitatif kualitatif. bandung: cv. alfabeta, 2016. wahyono, dkk. 2021. buku panduan guru informatika. jakarta pusat: pusat kurikulum dan perbukuan. widyastuti, i n, and i wiryokusumo. 2019. “pengembangan modul pembelajaran dengan model dick and carey dan menggunakan concept mapping pada mata pelajaran ….” jour. jurnal education and …. http://journal.ipts.ac.id/index.php/ed/article/view/924. educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) early childhood character building through roadshow islamic telling stories lilis rahmawati, nurul fuad stai miftahul ula nganjuk elrahmawati22@gmail.com, kemvhu@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract the escalating decline in moral values represents a significant challenge confronting society, particularly in the context of educating children. therefore, instilling character in children from an early age is of paramount importance, and one effective method to achieve this is through the use of books containing relevant stories within the framework of islamic telling roadshows. the aim of this research is to design and test a book containing 10 stories of the companions of the prophet, guaranteed to enter paradise, as an effective tool for character education in children. the study adopts the research and development (rnd) methodology, encompassing various stages, commencing with the identification of potential and issues. throughout the research, pertinent data is collected, and the book's design is validated by subject matter experts (93%) and media experts (96%). following revisions based on expert input, the book is tested by educators as users, resulting in a 100% approval rating. the evaluation outcomes reveal that the book makes a positive contribution to character development in children, with an 88% success rate. the research findings underscore the book's effectiveness in enhancing children's moral and character development, providing a positive contribution to educating children with strong morals and good character. keywords: character, islamic telling stories book, character building introduction many newspaper or television headlines are about child and adolescent delinquency, drug abuse, and sexual harassment. head of the national narcotics agency (bnn) komjen heru winarko at the anti-narcotics day commemoration event said that the yearly prevalence of drug abuse in the student group reached 3.21% or equivalent to 2,297,492 people related to substance abuse among adolescents.1 we also often see in newspaper or television headlines a lot of news about child and adolescent delinquency, drug abuse, and sexual harassment. deputy for child growth and development of the ministry of women's empowerment and child protection (ministry of pppa) lenny n rosalin said that the increase in drug cases in children and adolescents should be a warning for parents. this was conveyed by lenny in the context of the commemoration of the 2020 international anti-narcotics 1https://bnn.go.id/wow-heru-winarko-beberkan-fakta-terbaru-angka-penyalahgunaan-narkoba/ mailto:elrahmawati22@gmail.com mailto:kemvhu@gmail.com volume 8, number 3, november 2023| 300 z day (hani) which falls on friday, june 26, 2021, regarding the increase in drug-related cases among children and adolescents. 2 conflicts between students are also increasingly prevalent, such as in bekasi, west java, where a student was killed in a motorcycle gang clash.3 in surabaya, there were also student brawls that had even been organized through instagram social media to carry out the action.4 not only outside school, but also inside school, violence against children committed by peers is increasing. the indonesian child protection commission (kpai) noted that over nine years, from 2011 to 2019, there were 37,381 complaints of violence against children. regarding bullying, both in education and social media, the number reached 2,473 reports and the trend continues to increase, reflecting a worrying theme related to violence against children, including a surge in bullying cases in education and social media platforms.5 of course, we cannot necessarily blame children, because basically children are born with fitrah, it is their parents who make them jews, christians or magi. like the hadith of the prophet; َسانِهِ ُكلُّ َمْوُلْوٍد يُ ْوَلُد َعَلى اْلِفْطَرِة فَأَبَ َواُه يُ َهوِ َدانِِه أَْو يُ َنصِ رَانِِه أَْو ُُيَجِ meaning: every child is born pure, it is his parents who make him a jew, christian or magi (hr. muslim). character in other languages is said to be morals. the word morals itself comes from the arabic plural of the word khuluqun which according to the language means character, temperament, behavior, or character.6 the formulation of moral definition arises as a medium facilitating a harmonious relationship between the creator (khaliq) and the created (makhluq) and among the created themselves. the term "khuluqun" originates from a verse in qs. al-qalam, verse 4, which translates to: "indeed, you (o muhammad) have a noble character" (al-qalam: 4). this concept is also quoted in a hadith of the prophet muhammad (saw): "i was sent to perfect noble manners" (hr. ahmad).7 this collective responsibility lies with parents to mold their children's character in accordance with the guidance of the qur'an and hadith. children's character development doesn't occur instantly; it must commence in early childhood. this period is critical as it marks the golden age of brain development, making it the optimal time for providing stimuli for effective absorption. research conducted by bloom in wiyani indicates that intellectual development is particularly rapid in early childhood. approximately 50% of intelligence development occurs at the age of 4, followed by 30% at age 8, and the remaining 20% takes place in the middle or end of the second decade8. therefore, it is essential to maximize the early childhood phase to ensure optimal development. 2https://nasional.kompas.com/read/2020/06/26/17590051/kementerian-pppa-naiknya-kasus-narkoba-anakjadi-alarm-bagi-orangtua?page=all 3https://www.republika.co.id/berita/qdgd42284/5-pelajar-ditangkap-usai-tawuran-tewaskan-seorang-di-bekasi 4https://regional.kompas.com/read/2021/09/03/081800678/dini-hari-25-remaja-di-surabaya-tawurandirencanakan-lewat-medsos-sempat 5 https://www.kpai.go.id/publikasi/sejumlah-kasus-bullying-sudah-warnai-catatan-masalah-anak-di-awal-2020begini-kata-komisioner-kpai 6 abdul majid & dian adayani, pendidikan karakter perspektif islam, (bandung: rosdakarya, 2013), 9. 7 amir hamzah fahrudin, musnad imam ahmad, (jakarta:pustaka azzam 2007),33 8 wiyani, novan ardi, psikologi perkembangan anak usia dini, (yogyakarta: gaya media, 2014), 28 https://nasional.kompas.com/read/2020/06/26/17590051/kementerian-pppa-naiknya-kasus-narkoba-anak-jadi-alarm-bagi-orangtua?page=all https://nasional.kompas.com/read/2020/06/26/17590051/kementerian-pppa-naiknya-kasus-narkoba-anak-jadi-alarm-bagi-orangtua?page=all volume 8, number 3, november 2023| 301 z maria montessori, as discussed by sujiono, emphasizes that early childhood is a golden age, characterized by sensitivity to environmental stimuli. during this period, children rapidly receive and respond to various forms of education from adults and their surroundings, whether intentional or not. physical and psychological functions mature, enabling children to undertake developmental tasks that manifest in daily behavior patterns.9 teaching character to early childhood (aud) must align with their developmental stage and characteristics. early childhood has unique attributes, including a strong inclination to imitate, high curiosity, and a rich imagination, making it highly amenable to character education through islamic storytelling. storytelling, or "telling stories," is one of the most effective and preferred methods for children. this is justified by the fact that stories are generally more memorable than mere advice, and they enable children to extract valuable lessons.10 storytelling necessitates the use of expressions, facial expressions, and language styles that children find appealing. the incorporation of storytelling media such as picture books, animations, finger puppets, and educational clowns enhances aud's interest in the stories and the lessons they convey. our observations in several madrasah diniyah and qur'anic education centers in the patianrowo district, nganjuk regency, indicate that character education through storytelling is seldom practiced. among the seven madrasah diniyah surveyed, only one has employed storytelling as an educational method. none of the five qur'anic education centers (tpqs) we surveyed incorporate storytelling into character education. we selected patianrowo as our research site due to its adherence to traditional religious practices ("abangan"). the quran and hadith contain numerous stories of the struggles of the prophets, righteous individuals like lukman and ashabul kahfi, as well as accounts of those who defied god, such as fir'aun. the stories of the prophet's companions are also filled with islamic character content that can leave a profound impression on the memory of aud. in contrast, today's early childhood exposure is largely centered on popular cartoon stories, viral soap operas, or fairy tales like cinderella that lack islamic character values. children also require role models and idols to emulate. the figures of the prophet's companions serve as the most appropriate role models to introduce to children from an early age. the aim of this study is to develop a storybook for character instillation through islamic storytelling in early childhood, titled "10 friends guaranteed to enter heaven." this storybook is expected to effectively inculcate character in young children. method this research method utilizes the development model developed by borg & gall, who propose that the research and development (r&d) approach in education consists of ten steps. the main objective of this development research method is to produce a specific product and assess the feasibility of the developed product.11 the product resulting from this research is a storytelling book 9 yuliani nurani sujiono, konsep dasar pendidikan annak usia dini, (jakarta: indeks, 2012), 54 10 muallifah, “story telling sebagai metode parenting untuk pengembangan kecerdasan anak usia dini”. psikoislamika: jurnal psikologi islam (jpi) vol 10 no 1 2013. 11 sugiyono, metode penelitian dan pengembangan ( bandung: alfabetha, 2019) 26 volume 8, number 3, november 2023| 302 z titled "10 friends guaranteed to enter heaven," which is used for the islamic storytelling roadshow to instill character in children. from the ten steps developed by borg and gall, we can synthesize them into 6 steps as follows: 1) potential and problems, 2) data collection, 3) design, 4) design validation, 5) design revision, and 6) testing. data collection techniques include interviews, questionnaires, and observations.12 the research and field testing took place at tpq baitul muttaqin and tpq zahrotul ulum. data analysis in this research involves both qualitative and quantitative techniques. qualitative data are obtained from input provided by validators during the validation stage and input from content and media experts. quantitative data refer to the results of developing the media islamic telling story. data obtained through assessment instruments during testing are analyzed using statistics, with the aim of understanding the data for subsequent use. the results of data analysis serve as the basis for revising the product under development. the response questionnaire is filled out by both teachers and students. it consists of semi-open questions, including the title, respondent statements, instructions for completion, and question items. the questionnaire is quantitative in nature, and the data can be presented as a percentage using a likert scale for measurement. the likert scale is formulated as follows: vr = average rating from the validators v1 = average score from the assessment of validator i 𝑛 = number of validators 13 where: 𝑥̅ = average rating from the validators the modified scale for quantitative analysis uses the following scoring table ; table 1 likert scale no quantitative analysis score 1 strongly agree 4 2 agree 3 12 ibid, 29 13 sudjana, metode statistika, (bandung: tarsito, bandung, 1995),67 volume 8, number 3, november 2023| 303 z 3 disagree 2 4 strongly disagree 1 result and discussion product design: the book includes sections like cover, foreword, table of contents, main content (featuring stories of ten companions), bibliography, and biographies. each companion's story spans 6-7 pages and ends with a "guessing word" exercise to reinforce readers' understanding of the character. 1. abu bakar: depicted as courageous and inspiring bravery in children. 2. umar bin khattab: portrayed as a leader known for honesty, fairness, responsibility, generosity, and humility. 3. utsman bin affan: emphasized his generous nature. 4. ali bin abi thalib: highlighted his bravery in defending the prophet. 5. thalhah bin ubaidillah: a steadfast believer defending prophet muhammad. 6. zubair bin awwam: a successful, generous merchant who donated to allah's cause. 7. abdurrahman bin auf: known for business acumen and generosity. 8. saad bin abi waqosh: resolute in faith, skilled in archery, and fought in allah's path. 9. sa’id bin zaid: initially, angered his brother umar due to his conversion to islam. 10. abu ubaidah bin jarrah: a friendly, generous figure with a noble character. . design validation after creating the initial product, the book "10 companions of the prophet's stories," used for the roadshow of islamic telling stories to instill character, the product was validated by experts, including subject matter experts and media experts. product validation by experts occurred twice: initially, and after revisions for product enhancement. the validation criteria included cover assessment, content evaluation, and book anatomy. the visuals were required to be relevant to the stories, engaging, and easy for students to comprehend. the subject matter expert validation is presented in the following table: table 2 subject matter expert validation results no aspect assessed score percentage (%) 1 2 3 4 5 a. book cover volume 8, number 3, november 2023| 304 z no aspect assessed score percentage (%) 1 2 3 4 5 1. the storybook title represents the overall content 5 100% 2. the storybook title piques students' interest in further reading 5 b. book content 5. content is easily understandable. 5 94% 6. the storybook content imparts positive character lessons 5 7. the storybook content features interrelated images and text. 4 8. the storybook content is ageappropriate 5 11. language style and accuracy are suitable for children 5 12. the storybook content successfully captivates students to emulate the characters 4 13. the storybook content features interrelated images and text. 5 c. book anatomy 14. layout of book pages is wellorganized. 4 87% 15. appropriate font selection 4 16. font type in the storybook is easy to read. 5 volume 8, number 3, november 2023| 305 z no aspect assessed score percentage (%) 1 2 3 4 5 total score 16 40 average 93% explanation: score 1: very poor score 2: poor score 3: fair score 4: good score 5: excellent based on the data in table 2, it is evident that in the book cover aspect, both criteria, "the storybook title represents the overall content" and "the storybook title piques students' interest in further reading," achieved a percentage of 100%. regarding the book content, covering aspects such as "content is easily understandable," "the storybook content imparts positive character lessons," "the storybook content employs simple language for ease of reading and comprehension," "the storybook content features interrelated images and text," "the storybook content is age-appropriate," "language style and accuracy are suitable for children," and "the storybook content successfully captivates students to emulate the characters," achieved a percentage of 94%. in the book anatomy aspect, covering "layout of book pages is wellorganized," "appropriate font selection," and "font type in the storybook is easy to read," received a percentage of 87%. the overall average score was 93%.. field test in this field test, evaluations were conducted at tpq baitul muttaqin and tpq zahrotul ulum patianrowo. the trial took place at tpq baitul muttaqin on october 27, 2021. researchers also requested teachers as users to provide assessments of the book titled "kisah 10 sahabat yang dijamin masuk surga." the evaluation was carried out by mrs. siti lailatul muzdhalifah, s.pd.. 14 volume 8, number 3, november 2023| 306 z table 4 :teacher's assessment results no assessed aspect score percentage (%) 1 2 3 4 5 a. book appearance 1 attractive cover 5 100% 2 cover illustration reflects the book's overall content 5 b. book content 3 appealing illustrations 5 100% 4 illustrations match the story 5 5 easy-to-read text 5 6 images and book material correspond to child development 5 7 images and stories suitable for children 5 c. child character development 8 imparts role models to children 5 100% 9 provides new experiences for children 5 10 inspires children to idolize characters 5 total score 50 volume 8, number 3, november 2023| 307 z no assessed aspect score percentage (%) 1 2 3 4 5 average score 100% explanation: score 1: very poor score 2: poor score 3: fair score 4: good score 5: excellent from table 4, the evaluation by mrs. siti lailatul muzdalifah, a teacher at tpq baitul muttaqin, regarding the book's appearance, including the aspects of an attractive cover and cover illustration reflecting the book's content, received a percentage of 100%. in terms of the book's content, including appealing illustrations, illustrations matching the story, easy-to-read text, images and book material corresponding to child development, and images and stories suitable for children, all received a percentage of 100%. furthermore, in terms of child character development, including imparting role models to children, providing new experiences for children, and inspiring children to idolize characters, all received a percentage of 100%. the researchers also conducted a moral and religious development test to shape the character of the children. this assessment was carried out by teachers for 15 students. from the data summarized above, it can be concluded that the book is effective in instilling character in children. it has the potential to transform children who may not be familiar with or idolize muslim figures, into individuals who are acquainted with the stories of the companions of the prophet that are worthy of admiration and emulation. the average percentage of success is 88%. in the second field test at tpq zahrotul ulum patianrowo, which was conducted on october 29, 2021, the results were consistent. the researchers also requested teachers as users to provide assessments of the book "kisah 10 sahabat yang dijamin masuk surga." the evaluation was carried out by mrs. lailatul fitriya, s.pd., and the findings were as follows: in terms of the book's appearance, including the aspects of an attractive cover and cover illustration reflecting the book's content, it received a percentage of 100%. regarding the book's content, including appealing illustrations, illustrations matching the story, easy-to-read text, images and book material corresponding to child development, and images and stories suitable for children, all received a percentage of 100%. furthermore, in terms of child character development, including imparting role models to children, providing new experiences for children, and inspiring children to idolize characters, all received a percentage of 100%. volume 8, number 3, november 2023| 308 z discussion borg and gall have identified several key steps in the development process that form the theoretical basis for this research. the development process commences with an initial stage encompassing the identification of potential and problems that require resolution. the subsequent stage involves the collection of relevant data to be utilized in the development process. once the data has been collected, the design phase begins, wherein ideas and concepts are transformed into tangible products. subsequently, design validation becomes a crucial step to ensure that the produced product aligns with quality standards and development objectives. the next stage involves design revision, where improvements and adjustments are made based on feedback obtained during the validation phase. finally, the testing stage is executed to evaluate the product or solution developed with end-users or the intended audience. this framework aligns with the research by walter dick, lou carey, and james o. carey. 15. in the context of this research, it can be related to the development stages used in research and development (r&d). the r&d research follows steps similar to the systematic approach exemplified in their book. the steps in r&d research include problem identification (analogous to needs analysis), data collection, design (including book development), design validation, design revision, and testing. all of these steps resemble the systematic framework taught in their research. furthermore, their research underscores the importance of formulating clear instructional objectives. in the research mentioned above, the primary objective is to design a book to enhance children's character. by formulating clear objectives, the research ensures that the book complies with effective instructional standards. the book "the systematic design of instruction" by dick, carey, and carey provides a robust theoretical basis and relevant instructional design principles that can be applied in the r&d research to create an effective character development book for children. similarly, thomas c. reeves' research on design16, particularly in the context of educational technology, is relevant to the research on "early childhood character building through roadshow islamic telling stories." reeves' article explores an approach that involves the use of islamic telling stories in shaping the character of young children. in relation to reeves' article, several aspects align with the research. first, this research considers the application of technology in education by combining storybooks with the context of a roadshow as a means to educate children's character, in line with reeves' views on technology use in learning. second, this research is a concrete example of innovative solution development in education by designing storybooks to create more effective learning experiences and character development in early childhood, in line with reeves' focus on innovative solutions. lastly, this research applies a design research approach, as emphasized by reeves in his article, with structured design steps in book development up to field testing through a roadshow. thus, reeves' article provides a strong basis for understanding the role of technology in educational contexts and innovative solutions for character development in children, as relevant to the research on "early childhood character building through roadshow islamic telling stories," and offers pertinent guidance for character development in an educational context. the data analysis presented in this stage is thorough and comprehensive. the results of the analysis show that the book titled "10 companions guaranteed to enter heaven" attains a very high level of feasibility and is significantly suitable as a reference in roadshow islamic telling stories aimed at developing character in young children. the subject matter expert validation rate reaches 93%, indicating strong acceptance regarding the content and materials contained in the book. furthermore, the media expert validation result achieves 96%, emphasizing that the book also has a high level of 15 walter dick, lou carey, and james o carey, “the systematic design of instruction,” 2005. 16 thomas c reeves, “design research from a technology perspective,” educational design research 1, no. 3 (2006): 52–66. volume 8, number 3, november 2023| 309 z acceptance in terms of presentation and media aspects. both validations indicate that the book has excellent quality and is relevant to support the research's objectives. however, it is essential to note that the user assessment, particularly by teachers, results in a very high feasibility rate, reaching 100%. this result reflects an exceptional positive reception of the book as a highly effective tool in educating children, demonstrating strong support from educators for using the book in the children's character development process. furthermore, the assessment by students who have read the book reveals that the storybook has made a significant contribution to their character development, with an improvement rate of 88%. this result portrays the positive impact of storybooks in shaping children's character, affirming that the islamic telling stories through books have significant potential in effectively educating the character of young children. in this more in-depth discussion, a richer understanding of the entire book development process is obtained, including validation by subject matter and media experts, and evaluation by users, especially teachers and students. this understanding shows that the book not only meets high-quality standards but also has a significant positive impact on children's character development. this discussion is supported by various relevant readings, providing deeper insights into the context of children's character development. the research findings provide strong evidence that the book "10 companions guaranteed to enter heaven" has significant potential in educating the character of young children, and this positive contribution is supported by strong validation and assessments from users, highlighting its crucial relevance in character education. conclusion through the islamic telling stories roadshow, the book development process was carried out in several stages: 1) potential and issues identification, 2) data collection, 3) design creation, 4) design validation, 5) design revision, and 6) testing. the title of this narrative book is "10 companions guaranteed to enter heaven." the book is deemed suitable based on validation by a team of subject matter experts, with a percentage of 93%, and by media experts, with a percentage of 96%. from the user testing conducted, the 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kurniawan, heru, menulis kreatif buku bacaan anak. bandung: rosdakarya, 2021. lestari, dwi puji, “peningkatan perilaku anti korupsi melalui story telling” al athfal, jurnal pendidikan islam anak usia dini, volume 4 nomor 1, juni 2018. lickona, thomas, educating for character: how our school can teach respect and responsibility. new york, toronto, london, sidney, auckland: bantam books, 1991. lickona, thomas, persoalan karakter; bagaimana membantu anak mengembangkan penilaian yang baik, integritas dan kebajikan lainnya terj. juma abdu wamaungo. jakarta: bumi aksara, 2013. lubis, zulkifli, psikologi perkembangan. bandung: remaja rosda karya, 1986. majid, abdul & dian adayani, pendidikan karakter perspektif islam. bandung: rosdakarya, 2013. marzuki, pendidikan karakter islam. jakarta: amzah, 2015. moeslicatoen r, m.pd, metode pengajaran di taman kanak-kanak. jakarta: rineka cipta, 1999. volume 8, number 3, november 2023| 311 z muallifah, “story telling sebagai metode parenting untuk 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2579-8405 (online) zzzzzz z implementation of scientific methods and attitudes in science education lilla septiliana1, rofiatus surul2 program magister pendidikan guru madrasah ibtidaiyah, universitas uin sunan kalijaga yogyakarta lillaseptiliana21@gmail.com, rofiatus239@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract in scientific terms, the primary school represents the initial stage in formal education that imparts fundamental knowledge and skills to students. therefore, primary school learning should emphasize the provision of meaningful learning experiences to develop the potential and abilities of students. one of the subjects at the primary school level is natural sciences (ipa ilmu pengetahuan alam). the teaching of natural sciences requires scientific methods and attitudes to ensure that students can develop a profound understanding of scientific concepts and apply them in daily life. the focus of this article is on scientific methods and attitudes. based on this research, the researcher employed a literature review method. the results of the study indicate that employing problem-based learning (pbl) as a model is an effective strategy for developing investigative skills and critical thinking within the framework of scientific methods and attitudes. this is because the learning model utilizes real-world problems as a context for students to learn problem-solving skills and critical thinking, enabling them to acquire essential knowledge and concepts. keyword: methodology, scientific attitudes, and natural science education (ipa) introduction natural science (ipa ilmu pengetahuan alam) is a branch of scientific knowledge that investigates natural phenomena and systems in our environment, encompassing everything from plants and animals to celestial bodies. primary school represents the initial stage of formal education, providing students with foundational knowledge and basic skills. consequently, primary school learning should underscore the provision of meaningful learning experiences to foster the development of students' potential and abilities. one of the subjects included in the primary school curriculum is natural science (ipa). learning natural science requires the application of scientific methods and attitudes to ensure that students can cultivate a profound understanding of ipa concepts and apply them in their daily lives. scientific methods and attitudes also aid students in developing crucial skills such as investigation, problem-solving, and critical thinking, essential for becoming independent and adept thinkers. mailto:lillaseptiliana21@gmail.com mailto:rofiatus239@gmail.com volume 8, number 3, november 2023| 280 zzzzzz in primary school natural science education, there is an emphasis on providing direct learning experiences by actively involving students in the learning process. this necessitates the use of scientific methods and attitudes to ensure that students can develop a deep understanding of natural science concepts and apply them in everyday life. through active student engagement, it is hoped that students can discover and construct their knowledge from the challenges encountered in both the learning process and daily life.1 to provide students with direct learning experiences, various instructional activities can be employed, including discussions, question-and-answer sessions, group work, experiments, and observations. scientific methods and attitudes are instrumental in helping students develop essential skills such as investigation, problem-solving, and critical thinking, which are crucial for fostering independent and skilled thinkers. scientific methods in natural science education involve several stages, namely observation, hypothesis formulation, hypothesis testing, data analysis, and drawing conclusions. these stages guide the systematic process of inquiry and discovery in the learning of natural science. activities such as observation allow students to gather information, while formulating hypotheses encourages them to propose explanations for observed phenomena. subsequently, hypothesis testing involves designing and conducting experiments, and data analysis helps students draw meaningful conclusions based on evidence. these scientific methods not only contribute to a deeper understanding of natural science concepts but also promote the development of analytical and critical-thinking skills necessary for students to become independent and adept thinkers.2 these stages enable students to cultivate a deeper understanding of natural science concepts through practical experiences and experiments. scientific attitudes are also crucial in natural science education.3 students must exhibit an open attitude toward new knowledge, be capable of identifying and evaluating acquired information, and possess the ability to question assumptions underlying their existing knowledge. scientific attitudes also encompass collaboration and creativity in problem-solving and making new discoveries. scientific attitudes are essential for students to acquire knowledge, both existing knowledge and new knowledge discovered through a series of scientific learning processes. scientific attitudes are not inherently ingrained in students; they need to be trained and accustomed to applying scientific methods and attitudes continuously in their daily behavior. the cultivation of scientific methods and attitudes in students is crucial because with a 1 khoeruddin, dkk, kurikulum tingkat satuan pendidikan (ktsp) konsep dan implementasinya di madrasah, (semarang: pilar media, 2007), 182-183. 2 dra. rella turella, lulu ayunning dyah, modul pengembangan keprofesian berkelanjutan (pkb) kelompok kompetensi e materi dan energi. 3 patta bundu, penilaian keterampilan proses dan sikap ilmiah dalam pembelajaran sains sekolah dasar, (jakarta: depdiknas dirjen pendidikan tinggi direktorat ketenagaan, 2006), 49. volume 8, number 3, november 2023| 281 zzzzzz scientific mindset, students can effectively address the challenges they encounter. however, in many cases within the context of natural science education, there are still students lacking a scientific attitude. in natural science education, teachers also play a role as facilitators and guides, assisting students in developing scientific methods and attitudes. teachers should foster problem-based learning and enable students to take an active role in their learning process. in order to enhance effective natural science education, further research is needed on how scientific methods and attitudes can be applied in teaching natural science. this research can generate best practices and strategies to help students develop the investigative skills and critical thinking necessary for success in an increasingly complex and rapidly changing world. methods the focal point of this article is on scientific methods and attitudes. according to this research, the method employed by the researcher is the literature review method 4. the literature review method refers to the approach used by the author to search, collect, explore, or examine various reference sources or literature relevant to the proposed topic. these collected materials are then analyzed using content analysis techniques with a historical and philosophical approach 5 result and discussion maskoeri jasin further asserts that scientific attitude is a crucial attribute for scientists, encompassing the following traits: 1) having a high curiosity and strong learning ability, 2) not accepting truth without evidence, 3) honesty, 4) open-mindedness, 5) tolerance, 6)skepticism, 7) optimism, 8) courage and 9) creativity or self-reliance. these traits are acquired through sincere efforts, and the experiments conducted by scientists contribute to the development of these scientific attitudes. tini gantini identifies eight characteristics of a scientific attitude: 6 1. having a curiosity that drives the exploration of new facts 2. being impartial and having a broad perspective on truth 3. ensuring consistency between observations and reports 4. being determined and diligent in the pursuit of truth 5. maintaining a sense of doubt, continuously driving the effort to search for truth without being pessimistic 6. being humble and tolerant of both known and unknown aspects 7. having little fear 8. maintaining an open mind toward new truths. 4 mestika zed, metode peneletian kepustakaan (yayasan obor indonesia, 2004). 5 david c korten and rudi klauss, people-centered development: contributions toward theory and planning frameworks (kumarian press west hartford, ct, 1984). 6 maskoeri jasin, ilmu alamiah dasar, rev.ed., (jakarta: raja grafindo persada, 2010), 45-49. volume 8, number 3, november 2023| 282 zzzzzz from these eight characteristics of a scientific attitude, it is evident that key aspects of a scientific attitude include objectivity, openness, diligence, patience, humility, and avoiding dogmatism in scientific truths. this indicates that scientists need to continuously nurture these attitudes when dealing with science because there is always a possibility that what is considered true today (such as a theory) may be replaced by another theory demonstrating a new truth in the future. developing investigation skills and critical thinking in scientific methods and attitudes strategies one strategy for developing investigation skills and critical thinking within scientific methods and attitudes is the utilization of problem-based learning (pbl). pbl is a learning model based on real-world problems, generally defined as an instructional approach that employs real-world issues as a context for students to learn problem-solving skills and critical thinking to acquire essential knowledge and concepts. reasons for the preferable use of pbl include: stimulating higher-order thinking skills: pbl serves to stimulate students to engage in higher-order thinking skills, prompting them to analyze, synthesize, and evaluate information rather than mere memorization of facts, fostering lifelong learning skills: the approach initiates the development of lifelong learning skills, emphasizing the ability to independently acquire new knowledge and adapt to evolving situations, enhancing problem-solving abilities: pbl emphasizes problem-solving, enabling students to develop effective strategies for addressing real-world challenges., promoting communication skills: students engaged in pbl are encouraged to articulate their ideas and findings, both orally and in written form, fostering effective communication skills, encouraging collaborative work: pbl involves collaborative group work, promoting teamwork and leadership skills as students work together to analyze and solve problems. implementing pbl in the educational setting aligns with the objectives of cultivating a scientific mindset and attitude. it offers a dynamic and engaging approach that not only imparts knowledge but also nurtures the skills and attitudes necessary for students to thrive in a rapidly changing and complex world. volume 8, number 3, november 2023| 283 zzzzzz in general, the teaching of natural science (ipa) is implemented using experimental methods. the instructional steps employed in this method are similar to those in problembased learning (pbl), involving activities such as problem formulation, hypothesis generation, and investigation. the design of pbl in natural science education focuses on creating authentic problems to stimulate students to work on solving complex problems as professionals. the creation of these problems involves the following steps: selecting the learning materials (content) and skills to be taught, determining learning resources, formulating the problem statement, establishing motivation, defining the focus of questions, and determining the evaluation methods. in selecting learning materials (content) and skills to be taught, teachers should refer to the applicable curriculum. similarly, in determining lesson objectives – what students should know and be able to do at the end of the lesson – teachers must design how students can achieve the specified learning objectives. for example, if the curriculum requires students to communicate verbally and orally, as well as possess interpersonal skills, the created problems should encompass tasks such as creating laboratory reports, conducting interviews, or working in teams. after determining the learning objectives, content, and skills to be taught, the next step is for teachers to ensure the availability of learning resources needed by students to solve the problems they face. this is crucial because limitations in information and learning resources can hinder students from providing optimal solutions to the problems they encounter. therefore, teachers are advised to create a list of required learning resources, such as books that need to be read and where they can be obtained, who needs to be interviewed, etc. once the teacher ensures that the necessary learning resources for students are available, the next step is to formulate the problems that will guide students in their learning process. ideas for creating pbl problems can come from various sources, such as literature, news, articles, or events in everyday life. the problems used in pbl can be created by the teacher or adapted from problems created by others. for example, here is a problem adapted from delisle.7: "some relatives and acquaintances you know are experiencing digestive disturbances in the stomach and have consulted a doctor. the doctor states that their digestive issues are caused by excessive stomach acid, and they have been prescribed antacids. however, they are confused because they do not know what acid and antacids are and which one they 7 delisle, robert, how to use problem based learning in the classroom, 1997. volume 8, number 3, november 2023| 284 zzzzzz should use. you and your group are asked to help them understand what is happening with their stomachs and how to choose the right product to alleviate their pain." the problem above is designed for grade 11-12 students on the topic of acids and bases. from the example problem above, it can be observed that the created problem must be developed in such a way that it can stimulate high-level thinking skills (critical thinking) and the socio-emotional abilities of students. moreover, the created problem should also be rooted in students' experiences and be challenging enough. this is important because the more relevant the problem is to students' daily experiences, the higher their interest in learning and working to solve the problem. the created problem should also be based on the applicable curriculum and accommodate students' learning styles and strategies while being ill-structured. problems in pbl should demand students to conduct investigations/research, seek necessary information, and integrate the knowledge they possess with the acquired information to provide various alternative solutions. designing activities to motivate students to be interested in solving the problem is the next step that teachers need to take in designing pbl. this can be done by encouraging students to explore the connections between the problem and their daily lives. the higher the relevance of the problem, the higher their desire to work on solving it. the next step is to determine the focus of the question. this step is beneficial for elementary or middle school teachers to help students focus on what they will learn. at a higher level (high school), this is not necessary because determining the focus of the question/problem becomes one of the students' responsibilities in implementing pbl. the last step is to determine the strategy for evaluating student learning outcomes. determining how student learning outcomes will be evaluated depends on the given problem and the predetermined learning objectives. evaluation should assess the learning process and the knowledge and skills acquired by students. in natural science education, assessment can be done through reports, how students analyze the results of practical work, and checklists of students' skills in conducting practical work. assessment can also be done through self and peer assessment, discussions, article writing, etc. steps of pbl in natural science education pbl is a student-centered learning method. when conducting investigations or research to find solutions to problems given by the teacher, students are assumed to play the role of a scientist. students can work individually or in groups. working in groups is preferably volume 8, number 3, november 2023| 285 zzzzzz implemented as students can learn and discuss with their peers. moreover, students are also trained to develop their communication and interpersonal skills. the implementation of pbl consists of several steps, and some of these steps can be repeated.8 the first step is for the teacher to provide stimulus/motivation to connect students with the problem to be given. then, the teacher presents the problem and gives students the opportunity to read the presented problem. the next step is for students to discuss and take notes on the information/facts they can gather from the problem they have read. subsequently, students express ideas, identify and determine the formulation/focus of the problem, and make hypotheses. the fifth step is for students to identify their learning needs in order to seek solutions to the presented problem. in this step, students identify what concepts/principles they need to learn, what learning resources they will use, and what tasks they need to perform. the next step is for students to inform their findings/solutions to their peers. this is done to test whether their findings are adequate or not. if their findings are satisfactory, students can draw conclusions and engage in self-assessment/reflection on what they have learned, such as "do i understand and comprehend the material studied?" if students' findings have not provided a solution to the problem posed by the teacher, then students can repeat steps two through six. in implementing pbl, the main role of the teacher is as a facilitator. in facilitating students, the teacher can ask metacognitive questions to transfer ownership of the problem formulations students have written, such as "what were you thinking when you wrote the problem formulation like this?" the teacher can also make reflective statements/questions to reinforce clarity and connect questions, such as "can you explain which part you disagree with?" furthermore, the teacher can express cognitive socialization by establishing norms or acting as a mediator in case of conflicts between students, for example, "i understand what you mean, but let's try to listen to the opinions of other groups." in pbl, the evaluation to assess student success is conducted in an integrated manner. this means that it not only assesses what students have learned but also evaluates how students are engaged and their abilities in each step of problem-solving. therefore, assessment begins when the problem is presented and continues until the assessment of the final results/products. teachers assess students' thinking abilities, understanding, and success in carrying out each step of problem-solving. this includes how students guide themselves in their work and their involvement in teamwork. thus, in pbl, teachers assess the extent of students' understanding of the material learned and the skills they have mastered. the assessment conducted should align 8 nurdyansyah, fitria amalia. t.t, model pembelajaran berbasis masalah pada mata pelajaran ipa materi komponen ekosistem. volume 8, number 3, november 2023| 286 zzzzzz with the predetermined learning objectives. therefore, to obtain information on the extent of student success in learning, teachers need to create assessment instruments that are suitable for the characteristics of the aspects to be evaluated. for example, if a teacher wants to assess the extent of students' involvement in problem-solving and the skills they have acquired, the teacher can create an observation sheet containing indicators/guidelines/questions for each aspect to be assessed. conclusion the scientific process conducted in accordance with the stages of the scientific method provides a platform for the development of scientific skills and attitudes. both are fundamental elements in achieving the goals of national education, namely to develop the potential of learners to become individuals who are faithful and devoted to the one almighty god, have noble character, are healthy, knowledgeable, capable, creative, independent, and responsible citizens. the scientific method is a process employed by scientists to discover and acquire new knowledge through the identification and formulation of problems, formulation of hypotheses, experimental design, data collection, data analysis, and drawing conclusions. on the other hand, scientific attitudes are thought patterns that scientists must possess, including curiosity, openness, perseverance, skepticism, honesty, objectivity, deliberate decision-making, and respect for the opinions of others. a strategy to develop investigative skills and critical thinking in the scientific method and attitude involves using the pbl model. pbl is a learning model that utilizes real-world problems as a context for students to learn problem-solving skills and critical thinking to acquire essential knowledge and concepts. the pbl learning model has been proven to enhance student participation, activity, motivation, and learning outcomes, as well as improve critical thinking/higher-order thinking skills. references robert, dekisle. how to use problem based learning in the classroom, 1997. dra. turella, rell, lulu ayun ning dyah. modul pengembangan keprofesian berkelanjutan (pkb) kelompok kompetensi e materi dan energi. hamdani. strategi belajar mengajar. bandung: pustaka setia, 2011. khoeruddin, dkk. kurikulum tingkat satuan pendidikan (ktsp) konsep dan implementasinya di madrasah. semarang: pilar media, 2007. maskoeri jasin. ilmu alamiah dasar, rev.ed. jakarta: raja grafindo persada, 2010. volume 8, number 3, november 2023| 287 zzzzzz muna, izza alyatul. model pembelajaran poe (predict-observe-explain) dalam meningkatkan pemahaman konsep dan keterampilan proses ipa, (el-wasathiya: jurnal studi agama. no. 5 (1), 2017. nurdyansyah, fitria amalia. model pembelajaran berbasis masalah pada mata pelajaran ipa materi komponen ekosistem. bundu, patta. penilaian keterampilan proses dan sikap ilmiah dalam pembelajaran sains sekolah dasar. jakarta: depdiknas dirjen pendidikan tinggi direktorat ketenagaan, 2006. r. gunawan susilowarno. biologi sma/ma kls x (diknas). jakarta: grasindo. setyawan, febri endra budi. pengantar metodologi penelitian (statistika praktis). sidoarjo: zifatama jawara, 2017. mohd, shoket. research problem: identification and formulation, (international journal of research (ijr) no. 1 (4), 2014. sati el, shururi. pedoman cerdas biologi kelas x, xi & xii sma/ma. depok: huta publisher, 2016. fatonah, siti dan zuhdah k. prasetyo. pembelajaran sains. yogyakarta: ombak, 2014. samatowa, usman. pembelajaran ipa di sekolah dasar. jakarta barat: indeks permata puri media, 2010. wahyuni, sri. mengembangkan keterampilan berpikir kritis siswa melalui pembelajaran ipa berbasis problem-based learning. wardhani, siti pramitha retno. smart bio series: ipa biologi sma/ma kelas 10, 11, 12: diandra kreatif. sleman: diandra kreatif, 2020. http://ejournal.kopertais4.or.id/mataraman/index.php/washatiya/article/view/3028 http://ejournal.kopertais4.or.id/mataraman/index.php/washatiya/article/view/3028 https://books.google.co.id/books?id=lyeykjkeaesc&pg=pa317&dq=biologi+kelas+10&hl=id&sa=x&ved=2ahukewi0hjx9q5rtahuslesfhq3eatgq6aewanoecagqag#v=onepage&q=biologi%20kelas%2010&f=false https://books.google.co.id/books?hl=id&lr=&id=s5uwdwaaqbaj&oi=fnd&pg=pa1&dq=hipotesis+yang+berguna+akan+memungkinkan+prediksi+berdasarkan+deduksi.&ots=kiy3wlqfcg&sig=fixvhipd8hlvppozugm4lhghj3y&redir_esc=y#v=snippet&q=deduksi&f=false https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.685.6847&rep=rep1&type=pdf https://books.google.co.id/books?id=smfodgaaqbaj&printsec=frontcover&dq=biologi+kelas+10&hl=id&sa=x&ved=2ahukewifyzre_z_tahxxyyskhxrednyq6aewb3oecacqag#v=onepage&q=biologi%20kelas%2010&f=false https://books.google.co.id/books?id=hen1dwaaqbaj&printsec=frontcover&dq=biologi+kelas+10&hl=id&sa=x&ved=2ahukewjm_oetij_tahvlilcahfyybbc4chdoatadegqicrac#v=onepage&q=biologi%20kelas%2010&f=false https://books.google.co.id/books?id=hen1dwaaqbaj&printsec=frontcover&dq=biologi+kelas+10&hl=id&sa=x&ved=2ahukewjm_oetij_tahvlilcahfyybbc4chdoatadegqicrac#v=onepage&q=biologi%20kelas%2010&f=false educatio : journal of education volume 9 , number 2, august 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) marzano’s learning principles in teaching methods at erbil city schools shahzad ramadan hasan department of general education, college of education and languages, lebanese french university, erbil, iraq shahzadhasan288@gmail.com accepted: may 14th 2024 reviewed: july 18th 2024 published: august 28th 2024 abstract this research aimed to assess the application of marzano's dimensions of learning principles among teachers in public middle schools in erbil governorate. specifically, it examined differences in application levels based on gender and years of experience. utilizing a descriptive-analytical method, the study involved a sample of 328 middle school teachers. a questionnaire with 50 items across five dimensions—positive attitudes toward learning, acquiring and integrating knowledge, expanding and refining knowledge, purposeful use of knowledge, and productive habits of mind— was used. results indicated a low overall application level, with an average score of 2.26. significant differences were found based on gender, favoring female teachers, and years of experience, favoring those with 10 or more years. keywords: : marzano’s dimensions, teaching practices, middle school, erbil, gender differences, experience. by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the teaching and learning process is influenced by numerous factors that collectively shape student outcomes. central to this process are the classroom practices and management strategies employed by educators, which are essential for fostering effective teaching and successful student learning. the literature consistently highlights the significance of quality teaching and effective classroom management as prerequisites for achieving educational goals, particularly during the formative years of a teaching career 1. effective teaching extends beyond content delivery; it is intrinsically linked to a teacher’s ability to create a conducive learning environment characterized by well-organized procedures that foster a positive atmosphere, thus enhancing student 1 vernon f. jones and louise s. jones, comprehensive classroom management: creating communities of support and solving problems, 10th ed. (upper saddle river, nj: pearson, 2012). robert j. marzano, jana s. marzano, and debra j. pickering, classroom management that works: research-based strategies for every teacher (alexandria, va: association for supervision and curriculum development, 2003). mailto:shahzadhasan288@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 2, august 2024| 68 engagement and achievement 2. a critical aspect of effective teaching practices involves the application of research-backed models, such as marzano’s dimensions of learning. this model provides a comprehensive framework for fostering cognitive, emotional, and social growth in students. it emphasizes the interaction of five dimensions of learning: positive attitudes toward learning, knowledge acquisition and integration, deepening and refining knowledge, purposeful use of knowledge, and productive habits of mind3. despite the proven efficacy of this model, there remains a significant gap in its implementation, largely due to insufficient training and understanding among educators 4. in this study, the degree of employment refers to the extent of teachers’ competence and knowledge in applying marzano’s dimensions of learning model. hamadna (2007) defines it as “the degree of teachers’ competence and knowledge of the principles of marzano’s dimensions of learning model, measured by the score that the teacher sets for himself in the tool approved for this purpose”5. marzano et al. describe the model as “a practical classroom teaching framework consisting of organized and sequential steps that foster interaction between the model’s five thinking dimensions”. these dimensions facilitate the development of positive learning attitudes, the integration of new knowledge, the deepening and refining of knowledge, and the cultivation of productive mental habits. the level of a teacher’s application of marzano’s dimensions of learning model is defined procedurally as the extent to which the teacher possesses the knowledge and competencies necessary to successfully implement this model in the classroom. this procedural definition is essential for assessing how well teachers are integrating these principles into their teaching practices. a review of prior studies highlights the importance of marzano’s model in enhancing teaching practices across various educational contexts. for instance, al-shuwaili evaluated the performance of arabic language teachers in iraq using marzano’s learning dimensions model. the study revealed that while teachers exhibited strong performance in fostering positive attitudes towards learning, their effectiveness in other dimensions—such as knowledge acquisition and refinement—was notably low, indicating a need for further development in these areas6. similarly, youssef investigated the extent to which arabic language teachers in jordan 2 donna pendergast, susanne garvis, and jayne keogh, "pre-service student-teacher self-efficacy beliefs: an insight into the making of teachers," australian journal of teacher education 36, no. 12 (2011): 46–57. mieke zee, peter f. de jong, and helma m. y. koomen, "teachers’ self-efficacy in relation to individual students with a variety of social-emotional behaviors: a multilevel investigation," journal of educational psychology 108, no. 7 (2016): 1013–1027. 3 robert marzano, et al., dimensions of learning: evaluating performance using model dimensions of education, trans. jaber abdel hamid and others (cairo: dar al-quba, 2000), 15. 4 john c. begeny and brian k. martens, "assessing pre-service teachers' training in empirically-validated behavioral instruction practices," school psychology quarterly 21, no. 3 (2006): 262–285. 5 adeeb diab hamadna, "the extent to which arabic language teachers possess the educational competencies necessary to teach literary texts at the secondary level and the extent to which they practice them in mafraq governorate," al-manara journal for research and studies 13, no. 1 (2007): 219-275. 6 haider mohsen salman al-shuwaili, "evaluating the performance of arabic language teachers in light of marzano’s learning dimensions model," dhi qar university journal 11, no. 2 (2016): 134-162. volume 9, number 2, august 2024| 69 practiced modern teaching trends. the findings suggested that although the practice was moderate, female teachers were more likely than their male counterparts to adopt these contemporary strategies. this underscores the influence of gender on teaching practices, a factor also explored in the current study7. zalami focused on the teaching practices of middle school mathematics teachers in jordan, finding that while teachers were proficient in integrating new knowledge, their application of other dimensions of marzano’s model, such as the meaningful use of knowledge, was lacking. this highlights the variability in the application of marzano’s principles across different educational contexts8. foreign studies, such as poulou et al., have further explored the relationship between teachers’ self-efficacy and classroom practices, revealing significant discrepancies between teachers' self-perceptions and their observed instructional behaviors9. narinesingh examined the impact of marzano’s evaluation models on student proficiency in the u.s., finding a positive correlation between the application of marzano’s principles and student growth, particularly in middle school settings10. marzano’s dimensions of learning model posits that effective learning requires the integration of five key dimensions. the first dimension emphasizes the creation of positive attitudes and perceptions about learning. this involves preparing the classroom environment and connecting new lessons with students' previous experiences 11. the second dimension focuses on the acquisition and integration of knowledge, where students are encouraged to assimilate new information with their existing knowledge base 12. the third dimension involves deepening and refining knowledge, a process that stimulates critical thinking through activities such as comparison, classification, induction, and deduction 13. the fourth dimension emphasizes the purposeful use of knowledge, guiding students to apply their learning in real-life situations through decision-making, problem-solving, and invention 14. 7 al-jaafra abdul salam youssef, "the degree to which arabic language teachers practice modern trends in teaching the arabic language from their point of view," al-quds open university journal for educational research and studies 4, no. 13 (2016): 255-284. 8 talal tael al mushaqaba, "the effect of using teaching strategy based on model dimensions of learning marzano learning and solving math problems to students in the basic stage in jordan" (phd diss., amman arabic university for higher studies, 2008). 9 maria poulou, linda reddy, and charles h. dudek, "relation of teacher self-efficacy and classroom practices: a preliminary investigation," school psychology international 40, no. 1 (2019): 25–48. 10 tara narinesingh, "a study of the marzano focused school leader and teacher evaluation models and student proficiency and growth in middle schools in a large suburban school district in south florida," education leadership review of doctoral research 8 (2020): 53-72. 11 dhouqan obaidat and suhaila abu al-samid, teaching strategies in the twenty-first century (dar al-fikr, 2017). 12 robert marzano, et al., a handbook for classroom management that works (www.marzanoandassociates.com/html/interventions/11/11/2007). 13 robert marzano, et al., a handbook for classroom management that works (www.marzanoandassociates.com/html/interventions/11/11/2007). sanaa al-naimi, learning styles and serious creativity in education (dar al-manhaj for publishing and distribution, 2016). 14 marzano. mahmoud jalal al-deen suleiman, "the impact of training on model dimensions of learning in performance training for students of teachers in arabic language," reading and knowledge magazine 38 (2004): 47-83. http://www.marzanoandassociates.com/html/interventions/11/11/2007 volume 9, number 2, august 2024| 70 finally, the fifth dimension—productive habits of mind—focuses on developing intelligent behaviors that enable students to effectively tackle new experiences and challenges 15. marzano argues that fostering positive attitudes and productive mental habits can serve as foundational educational goals across all content areas 16. these dimensions not only guide effective learning but also provide a framework for teachers to plan and implement instructional strategies that align with the broader objectives of modern education 17. in conclusion, this study aims to assess the level of application of marzano’s dimensions of learning model by teachers in erbil city schools. by evaluating how these principles are integrated into teaching practices, the research seeks to contribute to the ongoing efforts to improve educational outcomes through evidence-based strategies. method research variables this study involved two types of variables: 1. demographic variables: these included gender (male, female) and the number of years of experience (less than 10 years, 10 years or more). 2. dependent variable: the dependent variable was the level of application of the principles of marzano's dimensions of learning model by teachers in erbil city schools in their teaching methods. the research employed a descriptive-analytical method, which is designed to describe and interpret the nature of the phenomenon under investigation. according to homsi (2003), this method aids in explaining existing educational phenomena and elucidating the relationships between them (p. 86). it allows the researcher to gather comprehensive information based on realworld data, offering not just a collection of facts, but also their description, analysis, measurement, evaluation, and interpretation. population the research population comprised all middle school teachers working in erbil city schools, totaling 5,477 teachers, as recorded by the statistics office in the erbil education directorate for the academic year 2023-2024. 15 yusuf qutami and omaima omor, habits of mind and thinking (amman: dar al-fikr, 2005). omar alkhateeb, "the impact of using model of marzano gain students the ability to configure an integrated conceptual structure in islamic concepts," journal of education and practice 6, no. 5 (2015): 146-160. 16 robert marzano, "what are the general skills of thinking and do you teach them," cleaning house 71, no. 5 (1990): 54. robert marzano, "the many faces of cooperation across the dimensions of learning," in enhancing thinking through cooperative learning, ed. i. davidson and t. worsham (new york: teachers college press, 1992), 7-28. 17 grayson h. walker, concept mapping and curriculum design (knoxville: teaching resource center, university of tennessee, 2002). volume 9, number 2, august 2024| 71 sample a simple random sampling method was used to select the research sample from the original population, acknowledging the lack of homogeneity in terms of years of experience. the sample included 328 teachers, representing 6% of the original research population. the distribution of the research sample according to the demographic variables is presented in table 1. table 1: distribution of research sample by demographic variables variable category number of individuals percentage gender male 144 43.90% female 184 56.10% total 328 100% experience < 10 years 175 53.35% ≥ 10 years 153 46.65% total 328 100% instrument to assess the level of teachers' application of marzano’s dimensions of learning model, a questionnaire was developed. the questionnaire was designed based on a review of relevant studies, including those by al-shuwaili (2016), youssef (2016), hazaima (2019), and zalami (2020). it comprised 50 items distributed across five dimensions: forming positive attitudes toward learning, acquisition and integration of knowledge, expanding and refining knowledge, purposeful use of knowledge, and productive habits of mind. the item distribution is detailed in table 2. table 2: distribution of questionnaire items by research dimensions dimension number of items item numbers forming positive attitudes toward learning 10 1-10 acquisition and integration of knowledge 10 11-20 expanding and refining knowledge 10 21-30 purposeful use of knowledge 10 31-40 productive habits of mind 10 41-50 questionnaire administration participants responded to the questionnaire using a five-point likert scale, where responses ranged from "very high" to "very low." the scores were assigned as follows: 5 for "very high," 4 for "high," 3 for "medium," 2 for "low," and 1 for "very low." pilot study a pilot study was conducted to ensure the clarity and comprehensibility of the questionnaire items and instructions. the questionnaire was administered to a small sample of 28 teachers in erbil who were not part of the main research sample. based on the pilot study, no changes were deemed necessary, as the items were found to be clear and understandable. validity of the questionnaire face validity: the questionnaire's face validity was confirmed through expert review. five faculty members from the college of education evaluated each item for relevance and clarity. volume 9, number 2, august 2024| 72 based on their feedback, some items were revised for improved wording and clarity. the final questionnaire consisted of 50 items. construct validity: the construct validity of the questionnaire was assessed through pearson correlation coefficients, which measured the relationship between the total score and the subdimensions. as shown in table 3, the correlation coefficients ranged from 0.846 to 0.916, indicating a strong and statistically significant correlation, thus confirming the questionnaire’s accuracy in measuring its intended purpose. table 3: pearson correlation coefficients between total score and sub-dimensions dimension pearson correlation coefficient forming positive attitudes toward learning 0.869** acquisition and integration of knowledge 0.846** expanding and refining knowledge 0.916** purposeful use of knowledge 0.905** productive habits of mind 0.853** reliability of the questionnaire the reliability of the questionnaire was evaluated using three methods: test-retest reliability, split-half reliability, and cronbach’s alpha. the results, shown in table 4, indicate a high degree of reliability across all dimensions. the overall reliability was 0.959 for test-retest, 0.947 for split-half, and 0.874 for cronbach’s alpha, suggesting that the questionnaire is highly reliable for measuring the application of marzano’s dimensions of learning model. table 4: reliability coefficients of the questionnaire dimension test-retest (pearson) split-half cronbach's alpha forming positive attitudes toward learning 0.933** 0.935 0.841 acquisition and integration of knowledge 0.928** 0.901 0.832 expanding and refining knowledge 0.965** 0.956 0.866 purposeful use of knowledge 0.920** 0.914 0.853 productive habits of mind 0.924** 0.877 0.852 total score 0.959** 0.947 0.874 statistical methods data analysis was conducted using various statistical methods, including the arithmetic mean, percentage, student's t-test, pearson correlation coefficient, spearman correlation coefficient, and cronbach's alpha, to ensure the reliability and validity of the findings. research results and discussion research question 1: what is the level of application of the principles of marzano’s dimensions of learning model by teachers in erbil city schools in their teaching methods? to address this question, the arithmetic mean, standard deviation, and rank average were calculated for the responses to the questionnaire items, which assessed the level of application of marzano’s dimensions of learning model by teachers in erbil city schools. the analysis utilized a rating scale where scores were divided into five levels: very low (1.00–1.80), low (1.81–2.60), volume 9, number 2, august 2024| 73 medium (2.61–3.40), high (3.41–4.20), and very high (4.21–5.00). the results are summarized in table 6. table 6: arithmetic means, standard deviations, and rank averages for the application of marzano’s dimensions of learning model by teachers in erbil city schools dimension arithmetic mean standard deviation rank average rank level of application forming positive attitudes toward learning 21.65 7.880 2.16 5 low acquisition and integration of knowledge 22.56 8.392 2.25 4 low expanding and refining knowledge 23.02 8.683 2.30 2 low purposeful use of knowledge 23.19 8.446 2.31 1 low productive habits of mind 22.74 8.435 2.27 3 low total score 113.16 39.744 2.26 low as shown in table 6, the overall level of application of marzano’s dimensions of learning model by teachers in erbil city schools is rated as low, with a total rank average of 2.26. the highest-ranked dimension is "purposeful use of knowledge" (m = 23.19, sd = 8.446, rank = 1), while the lowest-ranked dimension is "forming positive attitudes toward learning" (m = 21.65, sd = 7.880, rank = 5). these results indicate significant deficiencies in the teachers' performance, particularly in areas critical to fostering cognitive and conceptual understanding in students. research question 2: are there statistically significant differences between the average scores of the research sample’s responses to the questionnaire based on gender? to examine potential differences in application levels based on gender, a t-test was conducted comparing the mean scores of male and female teachers. the results are detailed in table 8. table 8: t-test results for differences in application of marzano’s dimensions based on gender dimension gender n mean sd df tvalue pvalue significance forming positive attitudes toward learning male 144 15.84 6.504 326 5.885 0.000 significant female 184 22.08 8.020 acquisition and integration of knowledge male 144 17.55 7.593 326 6.279 0.000 significant female 184 22.97 8.541 expanding and refining knowledge male 144 18.37 7.940 326 6.090 0.000 significant female 184 23.51 8.810 purposeful use of knowledge male 144 18.58 7.597 326 6.003 0.000 significant female 184 23.58 8.560 productive habits of mind male 144 18.32 7.382 326 6.080 0.000 significant volume 9, number 2, august 2024| 74 female 184 23.19 8.564 total score male 144 88.66 34.260 326 6.237 0.000 significant female 184 115.34 40.324 the t-test results in table 8 reveal statistically significant differences between male and female teachers in the application of marzano’s dimensions of learning model across all dimensions, with female teachers consistently scoring higher. the overall t-value of 6.237 and a p-value of 0.000 indicate a significant difference at the 0.05 level, favoring female teachers. this suggests that female teachers are more likely to implement effective teaching practices aligned with marzano’s model, possibly due to a higher motivation to succeed and a greater emphasis on facilitating dialogue, enhancing student expression, and fostering critical thinking. research question 3: are there statistically significant differences between the average scores of the research sample’s responses based on years of experience? to explore differences based on years of teaching experience, a t-test was conducted comparing teachers with less than 10 years of experience to those with 10 years or more. the results are presented in table 9. table 9: t-test results for differences in application of marzano’s dimensions based on years of experience dimension experience n mean sd df tvalue pvalue significance forming positive attitudes toward learning < 10 years 175 18.58 5.248 326 8.767 0.000 significant ≥ 10 years 153 26.84 8.447 acquisition and integration of knowledge < 10 years 175 19.69 5.713 326 7.777 0.000 significant ≥ 10 years 153 27.81 9.498 expanding and refining knowledge < 10 years 175 20.17 6.046 326 7.552 0.000 significant ≥ 10 years 153 28.40 9.812 purposeful use of knowledge < 10 years 175 20.88 6.195 326 6.111 0.000 significant ≥ 10 years 153 27.60 9.777 productive habits of mind < 10 years 175 20.29 5.711 326 6.682 0.000 significant ≥ 10 years 153 27.49 9.991 total score < 10 years 175 99.61 25.723 326 7.858 0.000 significant ≥ 10 years 153 122.14 37.085 the data in table 9 indicate statistically significant differences in the application of marzano’s dimensions of learning model based on years of teaching experience. teachers with 10 years or more of experience scored significantly higher across all dimensions, with a total t-value of 7.858 and a p-value of 0.000. this suggests that more experienced teachers are better at applying marzano’s principles in their teaching methods, likely due to greater familiarity with the model and accumulated teaching experience. volume 9, number 2, august 2024| 75 discussion the findings from this study provide a deeper understanding of the application of marzano’s dimensions of learning model by teachers in erbil city schools, highlighting significant differences based on years of teaching experience. the analysis demonstrated that teachers with 10 years or more of experience applied the principles of marzano’s model more effectively than those with less experience. this outcome is statistically significant, as indicated by the t-value of 7.858 and a p-value of 0.000, confirming that experience plays a critical role in the effective implementation of educational frameworks. the superior performance of more experienced teachers can be attributed to several key factors: 1. enhanced professional development: teachers with greater experience are likely to have participated in more extensive professional development opportunities. in the context of erbil, the directorate of education frequently offers training programs focused on contemporary teaching strategies, including those based on marzano’s dimensions of learning. these programs are designed to enhance teaching competencies by introducing educators to advanced instructional techniques, classroom management strategies, and student assessment methods. as teachers accumulate years of experience, they have more opportunities to attend such training, refine their skills, and integrate these strategies into their daily teaching practices. 2. cumulative experience and mastery: over time, experienced teachers develop a nuanced understanding of classroom dynamics, student needs, and effective teaching methodologies. this cumulative experience allows them to master the application of complex models like marzano’s, particularly in adapting these principles to diverse classroom settings. their ability to organize the learning environment, select tasks that foster critical thinking, and facilitate meaningful student interactions reflects a depth of pedagogical expertise that is typically acquired over years of practice. 3. application of marzano’s principles: the study’s findings suggest that experienced teachers are more adept at applying specific dimensions of marzano’s model, such as purposeful use of knowledge, expanding and refining knowledge, and fostering productive habits of mind. these dimensions are crucial for developing students’ cognitive and metacognitive skills. experienced teachers’ familiarity with these principles enables them to create more effective learning experiences, where students are encouraged to engage in higher-order thinking, problem-solving, and reflective learning. this contrasts with less experienced teachers, who may struggle with the practical application of these principles due to limited exposure and practice. 4. self-efficacy and confidence: the link between teaching experience and self-efficacy is well-documented in educational research. poulou et al. emphasize that teachers with higher self-efficacy are more likely to implement effective classroom practices, which directly correlates with their ability to apply marzano’s model. experienced teachers, having encountered a variety of teaching challenges and successes, tend to exhibit greater confidence in their instructional abilities. this confidence translates into more effective volume 9, number 2, august 2024| 76 classroom management, more innovative instructional strategies, and a stronger focus on student-centered learning, all of which are integral to marzano’s framework18. the results of this study align with findings from previous research, which similarly emphasize the importance of experience in the application of educational models. al-shuwaili’s 19 study on arabic language teachers in iraq revealed that more experienced teachers were better at fostering positive learning attitudes and integrating new knowledge, which are key components of marzano’s model. this suggests that experience not only enhances a teacher’s ability to implement specific dimensions of the model but also improves their overall instructional effectiveness. moreover, zalami 20 found that experienced mathematics teachers in jordan demonstrated higher proficiency in applying marzano’s dimensions, particularly in integrating knowledge and fostering meaningful use of that knowledge. the current study’s findings corroborate this, indicating that the depth of understanding and skill required to implement these dimensions effectively is often a product of extensive teaching experience. in addition, the present study’s findings extend the research of poulou et al) by reinforcing the connection between self-efficacy and the successful application of marzano’s principles. the experienced teachers’ ability to implement these principles more effectively can be seen as both a cause and a consequence of higher self-efficacy, which is built through years of practice and professional development. the significant difference in application levels between more and less experienced teachers highlights a critical area for intervention. to bridge this gap, it is imperative that less experienced teachers receive targeted support and professional development tailored to marzano’s dimensions of learning model. such training should not only focus on the theoretical aspects of the model but also provide practical, hands-on experiences that allow teachers to apply these principles in real classroom settings. furthermore, educational policymakers in erbil and similar contexts should consider implementing mentorship programs where less experienced teachers can learn from their more seasoned colleagues. these programs could facilitate the transfer of knowledge and skills, ensuring that all teachers, regardless of experience, are equipped to apply marzano’s principles effectively. while this study provides valuable insights, it is important to acknowledge its limitations. the study was conducted within a specific geographic and cultural context, which may limit the generalizability of the findings. future research could explore the application of marzano’s model across different regions and educational systems to determine whether similar patterns emerge. additionally, longitudinal studies could examine how teachers’ application of marzano’s principles evolves over time, providing a more dynamic understanding of the relationship between 18 maria poulou, linda reddy, and charles h. dudek, "relation of teacher self-efficacy and classroom practices: a preliminary investigation," school psychology international 40, no. 1 (2019): 25–48. 19 haider mohsen salman al-shuwaili, "evaluating the performance of arabic language teachers in light of marzano’s learning dimensions model," dhi qar university journal 11, no. 2 (2016): 134-162. 20 a. z. zalami, "teaching practices of intermediate school mathematics teachers in the light of marzano’s learning dimensions model," mathematics education journal, egyptian association for mathematics education 23, no. 3 (2020): 217-239. volume 9, number 2, august 2024| 77 experience and teaching effectiveness. this study confirms that teaching experience significantly enhances the ability to apply marzano’s dimensions of learning model effectively. the findings underscore the importance of continued professional development and support for less experienced teachers, as well as the value of experience in fostering high-quality educational practices. by addressing the identified gaps, educators and policymakers can work towards ensuring that all teachers are capable of delivering the best possible education to their students, fully utilizing the potential of marzano’s model to improve learning outcomes. conclusion the findings of this study indicate that the overall level of application of marzano’s dimensions of learning model by teachers in erbil city schools is low, with an arithmetic mean score of 2.26. this suggests that the principles of marzano’s model are not being fully implemented in teaching practices across these schools. additionally, the study reveals significant differences in application levels based on gender and years of experience. female teachers demonstrated a higher level of application compared to their male counterparts, and teachers with 10 or more years of experience showed greater proficiency in applying marzano’s principles than those with less experience. based on these findings, it is crucial to enhance teacher training programs, particularly by focusing on teaching practices that reflect the principles of marzano’s dimensions of learning model, with special attention to areas identified as weak in this study. increasing teachers' awareness and skills related to the marzano model is also essential, which could be achieved through targeted training courses, workshops, model lessons, scientific meetings, and peer visits. furthermore, incorporating modern teaching trends into instructional practices, particularly those aligned with marzano’s model, is recommended. this includes using various activities, cooperative exercises, concept maps, and higher-order thinking questions in textbooks and classroom activities. providing the necessary resources and support for the implementation of these modern teaching strategies in the classroom is also vital. lastly, further research should explore the application of marzano’s dimensions of learning model at different educational levels, such as the preparatory stage, and evaluate the effectiveness of training programs designed to enhance teachers’ performance in light of marzano’s principles. these steps are intended to improve the overall application of marzano’s model in teaching practices, thereby contributing to the enhancement of educational quality in erbil city schools. reference a. sfard and c. kieran. 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"teaching practices of intermediate school mathematics teachers in the light of marzano’s learning dimensions model." mathematics education journal, egyptian association for mathematics education 23, no. 3 (2020): 217-239. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) z the effect of using e-modules in mathematics subjects on increasing concept understanding and critical thinking haziza, rudy sumiharsono, eges triwahyuni * pascasarjana s2 teknologi pembelajaran, universitas pgri argopuro jember eges.triwahyuni@gmail.com . accepted: marc 8th 2023 reviewed: apr 13th 2023 published: may 30th 2023 abstract: this study aims to determine the influence of the discovery learning model on learning activities and student learning outcomes. the problems studied in this study are: 1) is there any effect of using e-modules on increasing conceptual understanding in students? 2) is there any effect of using e-modules on improving critical thinking in students. 3) is there any effect of using e-modules on improving conceptual understanding and critical thinking in students together? the design of this study was quantitatively causal. the data collection method uses questionnaires, tests, and documentation. data analysis was carried out with validity and reliability tests, classical assumption tests in the form of normality tests, multicollinearity tests, autocorrelation tests, heteroscedasticity tests, and hypothesis testing with f tests. the results showed that (1) there was an influence of the use of e-modules on increasing understanding of concepts by showing a calculated t value of 1.842 greater than t table (2) the effect of using emodules on critical thinking by showing a calculated t value of 2.275 greater than t table (3) the results of regression analysis obtained f count 4.494 greater than f table, then there was an influence of using e-modules on increasing concept understanding and critical thinking together. keywords: use of e-modules, conceptual understanding, critical thinking. introduction learning paradigm changes in recent decades, shifting paradigms in learning from traditional teacher-centered approaches to student-centered approaches 1. this new approach emphasizes active, collaborative, and problem-based learning, where students are actively involved in the learning process. learning technology has great potential to support and facilitate this approach by providing various interactive tools and resources 2. advances in information and communication technology advances in information and communication technology (ict) have changed many aspects of human life, including education3. developing software, hardware, and internet connectivity has opened up new learning opportunities. learning technology can 1 dwiwarna and raditya bayu rahadian, “the most considered type of student characteristics by primary school teacher,” international journal on integrating technology in education (2018). 2 s a tekege, “hubungan perhatian orag tua dengan prestasi belajar siswa kelas iv sdn sekarpuro kecamatan pakis kabupaten malang,” hubungan perhatian orag tua dengan prestasi belajar …, 2017. 3 supeno et al., “utilization of whatsapp application as communication media in language teaching and learning at fbs uwks,” in journal of physics: conference series, vol. 1175, 2019. mailto:eges.triwahyuni@gmail.com volume 8, number 1, may 2023| 114 include various forms such as mobile devices, computers, the internet, applications, online learning platforms, and others. this advancement allows easier and more flexible access to learning resources, collaboration between students and teachers, and innovative learning methods 4. mathematics learning in the independent curriculum prioritizes a deep understanding of concepts, application in real contexts, and the development of students' critical thinking skills5. mathematics learning is no longer limited to imparting knowledge and using formulas, but emphasizes problem solving, creative thinking, and the development of intuitive understanding. students are invited to dig based on the results of document studies and interviews with mathematics teachers at glenmore state high school, researchers found conditions where teachers still use learning media in the form of learning textbooks and learning planning indicators are still at a low stage at level 1 (c1-c2). while referring to learning outcome data, 67% of students are still complete. from this information, researchers have the initiative to use emodules to determine the effect of increasing students' understanding of concepts and their critical thinking skills. e-modules for learning mathematics are intended to be accessible online through computers, laptops, or tablets. thus, students can access math materials anytime and anywhere, allowing for independent learning and more flexible time options. some e-modules include a student progress monitoring feature, allowing teachers or students to track and evaluate their learning progress. this information can help identify areas that need more attention and provide timely feedback. research conducted by rizka nurlaili6 e-module developed using the asie development model can increase the effectiveness of critical thinking with an n-gain value of 0.74 in the high category. nur rizkhana hariani's results showed that the average understanding of experimental class concepts was higher than the average understanding of control class concepts. the increase in understanding of experimental class concepts is 0.50, falling into the medium category. the results of the response questionnaire analysis showed that students responded positively to the learning model applied. these results show that applying the e-module-assisted guided inquiry learning model has a positive influence, which can increase students' understanding of concepts. methods this study used causal quantitative research methods. according to sugiyono 7the causal quantitative approach is an approach in research that looks for relationships between one variable and another variable with cause and effect. this research tests the established hypothesis and looks for the influence between the independent and dependent variables. the place of research is an area that will be used as a place to conduct research. to determine 4 rumondang florentina turnip and hari karyono, “pengembangan e-modul matematika dalam meningkatkan keterampilan berpikir kritis,” jurnal edukasi matematika dan sains) (2021). 5 siti lailiyah et al., “levels of students’ mathematics anxieties and the impacts on online mathematics learning,” cakrawala pendidikan (2021); tatiana s. sheromova et al., “learning styles and development of cognitive skills in mathematics learning,” eurasia journal of mathematics, science and technology education (2020). 6 rizka nurlaili, siti zubaidah, and heru kuswantoro, “pengembangan e-module berbasis discovery learning untuk meningkatkan kemampuan berpikir kritis siswa kelas xii berdasarkan penelitian analisis korelasi kanonik dari persilangan tanaman kedelai,” jurnal pendidikan: teori, penelitian, dan pengembangan (2021). 7 sugiyono, metode penelitian kuantitatif, kualitatif, dan r&d (bandung: cv. alfabeta, 2017). volume 8, number 1, may 2023| 115 the research area, the researcher uses the purposive sampling method. sugiyono 8 stated that a purposive sampling area is a sampling technique with certain considerations. the research design in this study was causal and quantitative. research that reveals the impact of certain variables (independent) on other variables (bound). in this study, researchers wanted to determine whether using e-modules for mathematics subjects effectively increased conceptual understanding and critical thinking in grade xi mipa 1 students of glenmore state high school in the even semester of the 2022/2023 academic year. data collection techniques are the most important step in research, because the main purpose of research is to obtain data. without knowing data collection techniques, researchers will not get data that meets the established data standards9. the data collection methods used to obtain data are observation, interview, and documentation. observation method: one technique that can be used to find out or investigate non-verbal behavior is observation techniques. according to sugiyono 10 observation is a data collection technique that has specific characteristics when compared to other techniques. observation is not limited to people, but also other objects of nature. through observation activities, researchers can learn about behavior and the meaning of that behavior. the observation in this study is made directly in the field to find out the actual condition of micro traders in menteng district to apply to record using the gross profit method to make monthly financial statements. according to moleong 11 , the key to the success of observation as a technique in data collection is very much determined by the researcher, because the researcher sees and listens to the object of research and then concludes from what is observed. interview method: an interview or interview is a method of taking data by asking something to someone who is an informant or respondent. the trick is to have a face-to-face conversation.10 interviews can be conducted using interview guidelines or by direct questioning. in the interview process using general guidelines, the interviewer lists the issues that must be covered without specifying the order of the questions. interview guidelines are used to remind researchers (interviewers) about aspects that must be discussed and to be a checklist (checklist) of whether these relevant aspects have been discussed or asked. with such guidelines, researchers must consider how the question will be described concretely in question sentences, while adjusting the question to the actual context during the interview. interview guidelines are used so that the interview does not deviate from the purpose of the study. interview guidelines are prepared based on research objectives and theories related to the problem under study. documentation method: the documentary method or technique is a technique of collecting data and information through the search and discovery of evidence. the collected documents will help researchers understand the phenomena that occur at the research site and help interpret data. in addition, documents and literary data can help theorize and validate data. measurement scale: the study uses the likert scale for its assessment. 1. test assessment instruments 8 prof sugiyono, “metode penelitian kombinasi (mixed methods),” bandung: alfabeta (2015). 9 lexy j. moleong, metodologi penelitian kualitatif (bandung: pt. remaja rosdakarya, 2018). 10 sugiyono, metode penelitian kuantitatif, kualitatif, dan r&d. 11 moleong, metodologi penelitian kualitatif. volume 8, number 1, may 2023| 116 a). validity test: the validity test is used to test whether the instrument used valid. this means the instrument can be used to measure what is being measured. the results of the instrument are called valid if the data collected with the actual data occurs in the object under study. the questionnaire is valid if the correlation value r is calculated > the table r (sugiyono, 2008: 248). instrument testing uses a sample of 33 people, which is intended so that the question items in the questionnaire have a reliable level of validity because the intended value of the table is quite high. the result r is calculated compared to r table, where to find r table is to find the degree of freedom df = n-2 with 5% significance and 98% confidence level using a one-tail test. validity tests were carried out on each research variable. how to measure variables information: r : pearson correlation coefficient of validity x : score respondents' responses to each question y : responder response score to all questions n : the number of respondents/subjects in the spss program, pearson product moment correlationbivariate is used and compares the test results of the pearson correalation test results with the r table. criteria for whether or not a data is valid or not accepted in the spss program based on correlation values: if r counts > r table then the item is declared valid if r count < r table then the item is declared invalid based on significance are: if the signification value > α (0.05) then the item is declared invalid if the signification value < α (0.05) then the item is declared valid the data analysis steps to test validity in the spss program are as follows: a. calculate the number of respondents' answer scores for each question / statement item. b. calculate the total score of respondents' answers c. perform analysis using the analyze command then correlation bivariate d. comparing the value of r count with r table, r count is obtained by calculating the degree of freedom df = n2 e. sorting valid and invalid items b). reliability test: reliability tests are used to test whether the instrument is reliable. reliable if there is a similarity of data at different times. this reliability testing technique uses analytical techniques that alpha cronbach has developed. in this reliability test, α is considered reliable if greater than 0.6 (ghozali, 2005: 129). the rules for determining whether an instrument is reliable or not, are as follows: 1. if the reliability of the cronbach alpha exceeds 0.6 then the instrument is reliable, and the questionnaire is reliable and usable. 2. if the reliability score of cronbach alpha is less than 0.6, then the instrument is unreliable, the questionnaire is unreliable, and it cannot be used. volume 8, number 1, may 2023| 117 a). normality test: the normality test is used to test whether a variable has normal data or not. normal here in the sense of having a normal distribution of data. to test normality in this study using the kolmogoriv smirnov test with the provision if asymp. if sig> 0.05, then the data is normally distributed. b). homogeneity test: a homogeneity test is performed to determine that two or more groups of sample data come from populations with the same variance (homogeneous). in the book written by sudjana (2005: 250), homogeneity tests can be done with levene, fisher or bartlett tests. this test is a requirement before performing other tests, such as t test and anova. this test ensures that the data groups are indeed from the same sample. in this study using levene's statistical analysis, it is said to be homogeneous if the intergroup variance has a significance of more than 0.05 (sig > 0.05), if the significance value is less than 0.05 (sig < 0.05) then the intergroup variance is not homogeneous. c). autocorrelation test: the autocorrelation test aims to test whether in linear regression there is a correlation between confounding errors (residuals) in period t with errors in period t-1 (previous). if there is a correlation, there is an autocorrelation problem (ghozali and ratmono, 2017: 121). the autocorrelation test is related to the influence of observers or data in one variable that is interrelated with each other (gani and amalia, 2015: 124). this study uses the durbin-watson test (dw test) to detect whether or not there is autocorrelation. d). uji hypoplant a). test t: according to mulyono 12 the t test is used to determine whether the independent variables have a real or no effect on the dependent variable. the degree of significance used is 0.05. if the significant value is less than the degree of confidence then we accept the alternative hypothesis, which states that an independent variable partially affects the dependent variable. this test is carried out two-way test with the hypothesis: h : β = 0 this means that the independent variable has no influence on the dependent variable. ha : β1 < 0 or β1 > 0 this means that there is an influence of the independent variable on the dependent variable 1. h0 is accepted and ha is rejected if t is calculated < ttable, meaning that the independent variable has no significant effect on the dependent variable. 2. h0 is rejected and ha is accepted if tcount > ttable, meaning that the independent variable significantly affects the dependent variable. b). test f: according to mulyono 13 , the f test is used to determine whether the independent variables simultaneously significantly affect the dependent variable. the confidence degree used is 0.05. if the f value of the calculation result is greater than the f value according to the table, then an alternative hypothesis, which states that all independent variables simultaneously have a significant effect on the dependent variable. ho is accepted, if fcalculate ≤ ftable or sig value > 0.05 ho is rejected, if fcalculate > ftable or sig value < 0.05 if there is an acceptance of h0, it can be interpreted as an insignificant multiple regression model 12 h mulyono and ismail suardi wekke, strategi pembelajaran di abad digital, pertama. (jogjakarta: gawe buku, 2018). 13 mulyono and wekke, strategi pembelajaran di abad digital. volume 8, number 1, may 2023| 118 obtained, resulting in an insignificant influence of independent variables together (simultaneously) on the dependent variable. result and discussion descriptive statistics n minimum maximum mean std. deviation use of emodules 33 60 117 98,85 13,951 concept understanding 33 41 70 59,18 9,036 critical thinking 33 41 65 53,64 7,084 valid n (listwise) 33 (data processed 2023) all collected questionnaires are tabulated for data analysis purposes. the data tabulated is all respondents' responses or answers to each question in the questionnaire. the questions are related to the use of emodules in mathematics subjects to understand concepts and the ability to think critically. table 1.table of reliability test results of game based learning method interview (variable x) case processing summary variable reliability test x1 reliability statistics cronbach's alpha n of items ,896 25 y1 reliability test reliability statistics cronbach's alpha n of items ,868 15 y2 reliability test reliability statistics cronbach's alpha n of items ,656 15 1. uji durbit watson model summaryb model r r square adjusted r square std. error of the estimate durbinwatson volume 8, number 1, may 2023| 119 1 ,349a ,122 ,063 13,501 1,982 a. predictors: (constant), critical thinking, conceptual understanding b. dependent variable: use of emodul 2. uji regresi coefficient model unstandardized coefficients standardized coefficients t say. b std. error beta 1 (constant) 21,696 11,434 1,898 ,067 critical thinking ,454 ,225 ,294 1,842 ,075 concept understandi ng ,407 ,217 ,364 2,275 ,030 a. dependent variable: use of emodul table 2. table of homogeneity test results data group variants levene’s statistic say information conclusion gamebased learning methods and gross motor skills and social emotional skills 2413 0,071 sig>0,05 homogeneous table 3. autocorrelation test result table model summary model summaryb model r r square adjusted r square std. error of the estimate durbin-watson 1 ,349a ,122 ,063 13,501 1,982 (data processed, 2023) the results of the autocorrelation test using the durbin-watson test obtained a dw value of 1, based on the output of the model summary above, it is known that the value of durbinwatson (d) is 1.982. this value will then be compared with the value of the dubrin-watson table at 5% signification with the formula (k ; n). the number of independent variables is 1 or k = 1 and the number of samples or n = 33. thus, (k ; n) = (1 ; 33). then based on the distribution of durbin-watson values, the dl value (lower limit) is 1.383 and the du value (upper limit) is 1.508. the durbin-watson value (d) obtained from the above output is 2, greater than the upper bound du (upper bound) which is 1.508 and less than (4-du) 4-1.508 = 2.492 (the dubrin-watson value is between du (upper bound) and (4-du). thus, as the basis for decision making in the durbin-watson test above, it can be concluded that there are no problems or symptoms of autocorrelation. volume 8, number 1, may 2023| 120 table 4. linear regression: effect of x (use of emodules) on y1 (critical thinking skills) coefficient model unstandardized coefficients standardized coefficients t say. b std. error beta 1 (constant) 21,696 11,434 1,898 ,067 critical thinking ,454 ,225 ,294 1,842 ,075 concept understanding ,407 ,217 ,364 2,275 ,030 a. dependent variable: use of emodul based on the analysis of the data above, it can be seen that the value of the constant 21.696 can thus be included in the following equation y = 21.69 + 0.454 + 0.407 the equation shows how the value of β= 21.69, the value of the coefficient of 21.69 can be interpreted if applying emodules is good, then students' understanding of concepts and critical thinking will increase. table 5. f test results table anova model sum of squares df mean square f say. 1 regression 404,452 2 202,226 4,994 ,013b residual 1214,881 30 40,496 total 1619,333 32 (data processed 2023) learning is an aid provided by education so that there can be acquisition of knowledge and knowledge, mastery of skills, and the formation of attitudes and beliefs in students14. the results of the first hypothesis test (h1) state that using emodules in mathematics subjects positively affects understanding concepts. the regression results show that the use of mathematics subject modules significantly affects understanding concepts. based on hypothesis testing, the use of emodules in mathematics subjects has not changed, so understanding will remain good. the value of this regression coefficient is significant at the level of 5% singnificance with a p value of 0.075. the results of this test interpret that the variable use of emodule in mathematics subjects has a positive and significant effect on understanding the concept at the level of significance of 5% or other words h1 is rejected. the results of testing the second hypothesis (h2) state that using emodules in mathematics 14 majid al-amri, “student-led seminars as an active learning strategy to enhance english as a foreign language procrastinating students’ achievement,” learning and teaching in higher education: gulf perspectives 15, no. 1 (2018): 2–13; citra dewi rosalina and risma nugrahani, “pengembangan media buku pop-up untuk pembelajaran,” jurnal peningkatan kapasitas hasil penelitian dan pengabdian kepada masyarakat menuju revolusi industri 4.0” (2018); sukma sacita dewi, rachmaniah mirza hariastuti, and arfiati ulfa utami, “analisis tingkat kesukaran dan daya pembeda soal olimpiade matematika (omi) tingkat smp tahun 2018,” transformasi : jurnal pendidikan matematika dan matematika 3, no. 1 (2019): 15–26. volume 8, number 1, may 2023| 121 subjects on critical thinking has a positive effect. the regression results show that the use of mathematics subject modules on critical thinking skills significantly affects students' skills. based on hypothesis testing,. the value of this regression coefficient is significant at the level of 5% singnificance with a p value of 0.30. the results of this test interpret that the variable of using the emodule of mathematics subjects has a positive and significant effect on student learning outcomes at the level of significance of 5% or h2 is rejected. the results of testing the third hypothesis (h3) state that the use of mathematics subject modules has a positive effect on understanding concepts and thinking critically together. the regression results show that the use of mathematics subject modules on concept understanding significantly affects understanding concepts and critical thinking. the value of this coefficient is significant at a significance level of 0.05 with a p value of 0.000. it is obtained by looking at the f table with the formula df for the numerator = k, df for the denominator = n-k-1, (in this determination df for the numerator = 2, df for the denominator = 33-2-1 = 30), so that the f of the table = 3.32. f value count 4.494 > f table 3.32. because ha is accepted, regression models can be used to explain the influence of the independent variable on the dependent variable. the results of this test interpret that the variable use of emodule in mathematics subjects has a positive and significant effect on understanding concepts and thinking critically together at a significance level of 5% or in other words h3 is rejected. conclusion this study aims to determine the effect of using the emodule of mathematics subjects on the understanding of concepts and the ability to think critically. based on the study's results, the following conclusions can be drawn: the results of multiple linear regression show that the first hypothesis (h1) positively affects the influence of the use of mathematics subject modules on understanding the concept of rejecting the existing null hypothesis. the results of multiple linear regression show that the second hypothesis (h2) has a positive effect on the influence of the application of the use of mathematics subject modules on critical thinking skills, namely rejecting the existing null hypothesis, thus showing that there is an influence of the use of mathematics subject modules on critical thinking skills. the results of the simultaneous test showed that the second hypothesis (h3) had a positive effect between the use of mathematics subject emodules on concept understanding and critical thinking together rejecting the existing null hypothesis, thus showing that there was an influence of the use of mathematics subject emodules on concept understanding and critical thinking. it is expected to be able to practice and develop the knowledge and insights that researchers gained during their studies at the postgraduate faculty of education learning technology program at pgri argopuro university (unipar) jember, east java., it is hoped that teachers can be used as contributions of thoughts and input to help learning more effectively. references al-amri, majid. “student-led seminars as an active learning strategy to enhance english as a foreign language procrastinating students’ achievement.” learning and teaching in higher education: gulf perspectives 15, no. 1 (2018): 2–13. dewi, sukma sacita, rachmaniah mirza hariastuti, and arfiati ulfa utami. “analisis tingkat kesukaran dan daya pembeda soal olimpiade matematika (omi) tingkat smp tahun 2018.” transformasi : volume 8, number 1, may 2023| 122 jurnal pendidikan matematika dan matematika 3, no. 1 (2019): 15–26. dwiwarna, and raditya bayu rahadian. “the most considered type of student characteristics by primary school teacher.” international journal on integrating technology in education (2018). florentina turnip, rumondang, and hari karyono. “pengembangan e-modul matematika dalam meningkatkan keterampilan berpikir kritis.” jurnal edukasi matematika dan sains) (2021). hariani, nur rizkhana, murbangun nuswowati, and winarno winarno. “pengaruh penerapan model inkuiri terbimbing berbantuan e-modul terhadap pemahaman konsep hidrolisis garam.” jurnal inovasi pendidikan kimia 14, no. 1 (2020): 2561–2571. lailiyah, siti, sihhatul hayat, siti urifah, and maunah setyawati. “levels of students’ mathematics anxieties and the impacts on online mathematics learning.” cakrawala pendidikan (2021). moleong, lexy j. metodologi penelitian kualitatif. bandung: pt. remaja rosdakarya, 2018. mulyono, h, and ismail suardi wekke. strategi pembelajaran di abad digital. pertama. jogjakarta: gawe buku, 2018. nurlaili, rizka, siti zubaidah, and heru kuswantoro. “pengembangan e-module berbasis discovery learning untuk meningkatkan kemampuan berpikir kritis siswa kelas xii berdasarkan penelitian analisis korelasi kanonik dari persilangan tanaman kedelai.” jurnal pendidikan: teori, penelitian, dan pengembangan (2021). rosalina, citra dewi, and risma nugrahani. “pengembangan media buku pop-up untuk pembelajaran.” jurnal peningkatan kapasitas hasil penelitian dan pengabdian kepada masyarakat menuju revolusi industri 4.0” (2018). sheromova, tatiana s., anvar n. khuziakhmetov, victor a. kazinets, zhanna m. sizova, stanislav i. buslaev, and ekaterina a. borodianskaia. “learning styles and development of cognitive skills in mathematics learning.” eurasia journal of mathematics, science and technology education (2020). sugiyono. metode penelitian kuantitatif, kualitatif, dan r&d. bandung: cv. alfabeta, 2017. sugiyono, prof. “metode penelitian kombinasi (mixed methods).” bandung: alfabeta (2015). supeno, darsono, s. hadi saputro, v. nugraheni sri lestari, i. suhaemi, f. rodli, m. adhi prasnowo, m. barid nizarudin wajdi, m. achdisty noordyana, and f. permatasari. “utilization of whatsapp application as communication media in language teaching and learning at fbs uwks.” in journal of physics: conference series. vol. 1175, 2019. tekege, s a. “hubungan perhatian orag tua dengan prestasi belajar siswa kelas iv sdn sekarpuro kecamatan pakis kabupaten malang.” hubungan perhatian orag tua dengan prestasi belajar …, 2017. educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z fundamental principles of the ideal islamic community (khair ummah) in preserving religious solidarity in the islamic world sigit barazili, abdul syukur program doktoral ilmu pengembangan masyarakat islam uin raden intan lampung barazili11@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract this study delves into the concept of the ideal islamic society, often known as "khair ummah," aimed at preserving religious solidarity among the global muslim community. it employs a qualitative research approach, analyzing islamic teachings and literature, including surah al-hashr (59:7), to emphasize the core principles of social justice, equitable wealth distribution, education, and islamic brotherhood. the findings underscore that an ideal islamic society prioritizes justice, equality, and the well-being of its members and stresses harmonious relationships among muslims and tolerance for different faiths, fostering a just, prosperous, and mutually supportive society. to actualize this vision, policymakers and community leaders should implement measures supporting social justice, fair wealth distribution, and education while promoting interfaith dialogue and understanding to enhance tolerance and inclusivity. keywords : khair ummah, religious solidarity, social justice, tolerance, islamic principles, ideal society, interfaith dialogue introduction the ideal islamic society, often referred to as "khair ummah," is a concept that holds significant importance in understanding the fundamental principles of islam. one of the key principles emphasized in islam is the preservation of religious solidarity within the islamic world. religious solidarity refers to the harmonious relationships and cooperation among muslims of various ethnic, cultural, and geographical backgrounds to create a just, prosperous, and mutually supportive society.4 in the context of preserving religious solidarity in the islamic world, there are several fundamental principles that serve as the main guidelines for the ideal islamic society or khair ummah. these principles form a strong foundation for building harmonious relationships among muslims and for maintaining the sustainability of religious solidarity. these principles reflect islamic teachings and are rooted in the social, ethical, and moral values taught in the islamic religion. 4 ibn taymiyyah. (2000). "the islamic concept of an-nasl (family)." (terjemahan bahasa inggris oleh muhammad abdul haqq ansari, 2000). dar al kotob al ilmiyah volume 8, number 3, november 2023| 289 zzzzzz z the fundamental principles of the ideal islamic society (khair ummah) emphasize the importance of creating a society based on islamic values. this includes principles such as justice, equality, and well-being for all its members. 5 one crucial aspect in maintaining religious solidarity in the islamic world is tolerance among people of different religions. the qur'an teaches the values of tolerance and dialogue between religions, serving as a key reference in this context.6 principles of social justice and fair wealth distribution are inseparable pillars of the ideal islamic society (khair ummah). they reflect fundamental moral and ethical foundations in islam found in sacred texts such as the qur'an and the sayings of prophet muhammad (peace be upon him). these principles form the basis for the social and economic life of muslims, with the goal of creating a just, prosperous, and equitable society. one of the most frequently quoted verses in this context is surah al-hashr (59:7), which states: ُسْوِل َوِلِذى اْلقُْرٰبى َواْليَٰتٰمى َواْلَمسٰ ِكْيِن َواْبِن السَّبِْيِلِۙ َكْي ِ َوِللرَّ ه ُ َعٰلى َرُسْوِلٖه ِمْن اَْهِل اْلقُٰرى لِلََفِ َمآ اَفَۤاَء ّٰللاه ََل يَُكْوَن ُدْولَةً ۢ بَْيَن اَْلَْغنِيَ ۤاِء ِمْنُكْم means :" "what allah has bestowed upon his messenger from the people of the towns is for allah and for the messenger and for his near relatives and orphans and the needy and the traveler, so that it will not be a perpetual distribution among the rich from among you."." this verse emphasizes the importance of fair wealth distribution, including special attention to those in need. education and knowledge in islam also play a crucial role in creating the ideal islamic society. the principles of social justice and fair wealth distribution are integral parts of the ideal islamic society. the concept of ukhuwah islamiyah, or islamic brotherhood, is another aspect that plays a key role in preserving religious solidarity in the islamic world .7 result discussion basic principles of the ideal islamic society (khair ummah) the basic principles outlined serve as the primary foundation for creating an ideal islamic society. the quran, the holy book of islam, guides muslims in understanding values such as justice, equality, and well-being as integral aspects of their lives. these principles depict islam's commitment to establishing a just and harmonious society. one prominent principle is the concept of justice, emphasized unequivocally in the quran (surah an-nisa 4:135), urging believers to uphold justice in various contexts— social, economic, and legal. this principle encourages muslims to act justly in all aspects of life, from personal matters to governmental actions. 5 kamali, mohammad hashim. (2002). "tolerance and coexistence in the qur'an." the muslim world, 92(1-2), 1-16 6 ibn khaldun. (1377). "muqaddimah." (terjemahan bahasa inggris oleh franz rosenthal, 1958). princeton university press 7 al-ghazali, abu hamid. (2000). "the book of brotherhood." (terjemahan bahasa inggris oleh kenneth honerkamp, 2000). islamic book trust volume 8, number 3, november 2023| 290 zzzzzz z in addition to justice, equality is another fundamental principle emphasized in islam. the quran and the hadith of prophet muhammad highlight that all individuals, regardless of race, ethnicity, or social status, have equal rights and responsibilities before allah. this principle lays the foundation for harmonious relationships within the society, stressing the importance of avoiding discrimination. the third principle crucial for shaping the ideal islamic society is well-being. islam teaches that well-being is the right of every individual, and society must collaborate to ensure collective well-being. one emphasized practice in islam is zakat, the giving of a portion of wealth to those in need. zakat serves not only as a fair wealth distribution but also as a means to redistribute resources for everyone to enjoy a decent level of well-being. with these basic principles as a foundation, the ideal islamic society is empowered to be a place of justice, equality, and well-being. this perspective, highly esteemed in islam, motivates its followers to strive for a just, harmonious, and prosperous society in line with the teachings found in the quran and the traditions of prophet muhammad. characteristics of the ideal islamic society he general translation highlights characteristics such as independence, tolerance, selfreliance, mutual assistance, and a collective commitment to norms and ethics. 8 further, the exposition on the characteristics of the civil society as expressed by dede rosyada, et al., includes {1} a free public sphere, {2} democratic, {3} tolerance, {4} pluralism, {5} social justice, and {6} civility.9 the first concept, a free public sphere, entails the existence of a public space that is free as a means of expressing opinions. in this free public space, individuals, positioned equally, can engage in discourse transactions and practical politics without distortion and concerns. on the other hand, the community, as citizens, has full access to every public activity, alongside the right to engage in activities freely, such as expressing opinions, associating, gathering, and publishing information to the public. second, democracy is an entity that upholds the discourse of civil society, where citizens have the full freedom to engage in daily activities, including interacting with their environment. democracy implies that the community can behave politely in the pattern of interaction with the surrounding society without considering ethnicity, race, and religion. democratic emphasis here can encompass various aspects of life, such as politics, social interactions, culture, education, economics, and so forth. third, tolerance is a developed attitude in civil society to show mutual respect and regard for activities carried out by others. this tolerance allows for individual awareness to appreciate and respect opinions and activities carried out by groups. fourth, pluralism, as a prerequisite for the enforcement of civil society, must be deeply understood by creating an order of life that appreciates and accepts diversity in the context of daily life. pluralism cannot be 8m. din syamsuddin, etika agama dalam membangun masyarakat madani, jakarta: pt. logos wacana ilmu, 2002, cet. ke-2, h. vii 9dede rosyada, et.al., demokrasi, hak sasi manusia, dan masyarakat madani, jakarta: icce uin jakarta, 2003, cet. ke-2, h. 247 volume 8, number 3, november 2023| 291 zzzzzz z understood merely by acknowledging and accepting the fact of a diverse society, but it must be accompanied by a sincere attitude to accept pluralism as a positive value, considering it as a blessing from god. fifth, social justice is to mention a balance and proportional distribution of rights and obligations for every citizen, covering all aspects of life. this term allows for the elimination of monopolies and the concentration of one aspect of life in one societal group. essentially, society has equal rights to obtain policies set by the government {ruler}. sixth, civilization means an attitude of appreciating and accepting the opinions of others in various aspects. a similar term is expressed by hujair that the characteristics of civil society consist of: first, a believing and god-fearing society that has a deep understanding of religion and lives harmoniously while respecting the differences in their respective religions. second, a democratic and cultured society that appreciates differences of opinion, giving space and recognition for differences of opinion and prioritizing the interests of the nation over the interests of individuals, groups, and factions. third, a society that values human rights, ranging from the right to express opinions, assemble, associate, the right to a decent life, the right to choose a religion, the right to education and teaching, and the right to receive fair legal services and protection. fourth, an orderly and law-abiding society reflected in a culture of shame when violating the law. fifth, a creative, self-reliant, and confident society with a strong orientation towards the mastery of knowledge and technology. sixth, a society with a competitive spirit in a cooperative atmosphere, full of brotherhood with other nations, and a spirit of universal humanity {pluralistic}10 . more explicitly, mufid states that the characteristics of civil society are: {1} as a balance of general policies, civil society also pays attention to individual policies by allocating opportunities to each of its members to achieve welfare; {2} civil society requires external tools to achieve its goals. these external tools are external society; {3} society is not a force oriented towards profit {seigniorial or profit}. civil society is more of a force that actually benefits {a beneficial power}; {4} although civil society provides equal and fair opportunities to all its citizens, it does not mean that it has to be uniform, identical, and homogeneous. civil society consists of various members with diverse talents and potentials. for this reason, civil society is called a multi-quota society {a multi-quota society}.11 civil society that requires external tools is a democratic society, in the sense that sovereignty is in the hands of the people, the highest power is in the joint decisions of the society, governance of the society, and power by the society. the emphasis here is that a democratic society is a society that has institutional social planning to achieve a specific decision where each individual in society can gain power to decide a struggle through competitive processes for the voice of the society in question. this is the basis, external tools in civil society are highly needed in its existence because it is a partial aspect of the 10hujair ah. sanaky, paradigma pendidikan islam: membangun masyarakat madani indonesia, yogyakarta: msi uii, 2003, cet. i, h. 50-51 11mufid, reformasi hukum menuju masyarakat madani, dalam buku: membangun masyarakat madani, menuju indonesia baru milenium ke-3, tim editor program pascasarjana universitas muhammadiyah malang, yogyakarta: aditya media, 1999, h. 213 volume 8, number 3, november 2023| 292 zzzzzz z characteristics of civil society, "built on a solid and ethical social foundation on one side, and a fair and democratic political foundation on the other side."12 the characteristics of civil society above, in general, are highly ideal traits, as if giving the impression that there is no society more ideal than the society in question. even if there is, it is only the muslim society that was directly led by muhammad in madinah. this is certainly a society that relatively meets the criteria and criteria above. therefore, the impression arises that there is no society as ideal as the madinah society. this context is indicated by the prophet in his saying, "there is no society in this world that is as good as society, or the best time is my time." regardless of whether the hadith is authentic or not, it must be acknowledged that the madinah society built by muhammad is the best society, because the madinah society that was directly led by the prophet is a prototype of an ideal society. philosophical and theological principles of khoirul ummah society the term "civil society" has recently emerged in academic discourse, reflecting intellectual efforts to formulate an ideal society to be achieved. in the context of indonesia, an ideal society is one that is just and prosperous, realizing social justice for the entire indonesian people, in line with the aspirations of the proclamation. the effort to realize social justice for the entire indonesian people is mandated by the preamble of the 1945 constitution. based on this, there are three systems of state administration, starting with liberal democracy, followed by guided democracy, and finally perfected by pancasila democracy, ultimately leading the nation to the most fundamental crisis, which is a crisis of trust. each era that emerges in the nation's development corrects the previous era. thus, pancasila democracy became a mantra during the new order era, but it had to undergo correction through the winds of reform. the reform, which has been ongoing for the past ten years until now, led by the core strength of students, has finally made a total correction. the freedoms that have been unfolding for so long were revealed by the reform. however, one thing that needs to be reflected upon is the awareness of the substance of freedom. it should not happen that the freedom acquired is not for freedom itself. freedom for the sake of freedom will lead to anarchic actions that are contrary to democratization, meaning it is diametrically opposed to the aspirations of the proclamation. for this reason, a moral foundation is needed, based on transcendent values of divinity, so that the ongoing reform in all sectors does not go astray. based on the above statement, the philosophical and theological principles of civil society will be examined here in the context of efforts to find a formula for the desired society in accordance with the reform of development. the term "madani" in classical islamic literature is found in the works of ibn khaldun, who quoted the expressions of philosophers, namely al-insan al-madaniyun bi al-tabi'i {humans are political by nature}. this means that society requires some organization, which according to philosophers is called "madinah," meaning a city.13 12m. din syamsuddin, op. cit., h. 100 13m. yunan yusuf, azas-azas filosofis dan teologis masyarakat madani dalam indonesia baru menuju masyarakat madani, padang: baitul hikmah press, 2000, h. 10 volume 8, number 3, november 2023| 293 zzzzzz z the terminology "madinah"14 is a name given by the prophet muhammad to replace the name yathrib during the hijrah. the change of the city's name from yathrib to madinah can be compared to what emperor constantine did by naming constantinople {constantinopolis=city of constantine} to the city he founded. however, there is a fundamental difference in the naming of these two cities. the emperor named constantinople after the city he founded to immortalize his name. whereas the prophet named madinah as a replacement for the name yathrib, not with his own name, which is intended to provide something more meaningful for human civilization in the universe. based on the historical naming of madinah, it can be philosophically observed that madani society is a civilized society or a society of civilization, 15 namely a just, open, and democratic society based on devotion to allah swt {the one and only god}. the quality of human piety is essentially one that maintains a relationship with allah {habl min allah} and his relationship with other human beings {habl min al-nas}. manifesting piety must be realized in righteous deeds as a manifestation of concern for the community. thus, in building social relationships, individuals who maintain a relationship with allah, appear as creators of mercy, so their social interactions must be built in an egalitarian, democratic, and open manner. this means that social interaction built with radicalism and imposing one's will on others is not the way to form a civil society. it cannot be denied that the society described above indeed requires strong philosophical and theological foundations as a civilized society {madani society}. from a theological perspective, civil society must indeed be established on the foundation of devotion to allah swt {the one and only god}. awareness of this devotion is rooted in the belief in his greatness and absolute perfection, emerging from the fundamental belief that he is the only certain existence. everything other than him is uncertain existence {relatively and relatively}. history has taught us that in many cases of human civilization, the establishment and development of civilization are precisely supported by a transcendent belief, which presupposes a higher and cosmic value achievement.16 but when a nation no longer pays attention to these transcendent values, it 14sebuah kota dalam wilayah kekuasaan pemerintah kerajaan arab saudi sekarang. kota itu dikenal sebagai tanah suci kedua umat islam. pada zaman nabi muhammad saw dan al-khulafa' alrasyidun empat khalifah pengganti nabi saw, kota itu menjadi pusat dakwah, pusat pengajaran dan pemerintahan islam. dari kota itulah islam memancar ke seluruh penjuru semenanjung arab dan kemudian keseluruh dunia. {ensiklopedi islam, jakarta: ichtiar baru van hoeve, 2002, cet. ke-10, jilid, 3, h. 101}. 15kontribusi masyarakat madani terhadap proses demokrasi adalah {1} ia menyediakan wahana sumber daya politik, ekonomi, kebudayaan dan moral untuk mengawasi dan menjaga keseimbangan pejabat negara; {2} pluralisme dalam masyarakat madani, bila diorganisir akan menjadi dasar yang penting bagi persaingan demokratis; {3} memperkaya partisipasi politik dan meningkatkan kesadaran kewarganegaraan; {4} ikut menjaga stabilitas negara; {5} tempat menggembleng pimpinan politik; dan {6} menghalangi dominasi rezim otoriter dan mempercepat runtuhnya rezim. {larry diamond, dalam dede rosyada et.al., demokrasi, hak asasi manusia dan masyarakat madani, jakarta: icce uin syarif hidayatullah, 2003, cet. ke-2, h. 253}. lebih jauh diamond menegaskan bahwa suatu organisasi betapapun otonomnya, jika ia menginjak-injak prosedur demokrasi-seperti toleransi, kerjasama, tanggung jawab, keterbukaan dan saling percaya-maka organisasi tersebut tidak akan mungkin menjadi sarana demokrasi. ibid. 16 ahmad hasan, "landasan ketuhanan dalam pembentukan masyarakat madani". jurnal studi agama dan masyarakat, volume 10, nomor 2, tahun 2022, h, 45-67 volume 8, number 3, november 2023| 294 zzzzzz z will be detached from its original creativity as the creator of civilization. through belief in the one and only god, every form of regulation of human social life gives rise to absolute power that contradicts the spirit of the one and only god in question. a life system that produces various forms of arrangements for individual and social life by creating the absoluteness of human beings is inherently unjust and uncivilized. this means that humans have created tyranny {taghut} in their own order of life. in simple terms, the tyrant created in this context has theologically transformed into a rival of god or false gods. in this context, the awareness of god as the basis for the formation of a civil society will create an open and democratic social order. because each member of society has placed absoluteness only in allah alone17, not in anyone else. the islamic community as khoirul ummah and the essence of religious solidarity indonesia is known as a pluralistic society, consisting of approximately five hundred ethnic groups. each ethnic group maintains its ethnic and cultural identity, claiming its own territorial area. currently, almost all regions of indonesia are ethnically heterogeneous, with migrants from different ethnic groups living alongside local ethnic communities, not only in cities or urban centers but also in villages and remote areas.18 indonesian society is recognized as one of the highly pluralistic societies, comprising diverse ethnic groups. each ethnic group has unique cultural characteristics and identities. they often claim their own ethnic territorial areas as an integral part of their identity. this ethnic diversity is reflected throughout indonesia, including rural and inland areas, showcasing the complexity and heterogeneity of indonesian society in terms of ethnicity and culture.19 amidst the ethnic diversity characterizing indonesia, the islamic community plays a crucial role in maintaining religious solidarity. islam, as one of the major religions in indonesia, serves as a unifying factor for a diverse population with various ethnic and cultural backgrounds.20 universal principles in islam, such as brotherhood, justice, and tolerance, have strengthened inter-ethnic and inter-religious relationships in indonesian society.21 the islamic community in indonesia embraces the concept of "khoirul ummah," depicting them as the best community and setting an example in behavior and morality. this concept encourages muslim community members to be role models in their daily lives, both in interacting with fellow muslims and individuals from different religions and 17 fatimah rahmat, "peran kesadaran ketuhanan dalam membentuk tatanan sosial yang adil dan demokratis". konferensi internasional etika sosial dan kemanusiaan, prosiding , 2022, h. 33-45 18 abdullah, t. multikulturalisme di indonesia: antara realitas dan idealitas. jurnal pendidikan islam, 5(2), 2016, h. 227-242. 19 setiawan, a., & herdiansyah, h. pluralisme agama dan kehidupan beragama di indonesia. prosiding seminar nasional kebudayaan, 2020, h. 30-37. 20 nasution, h. peran agama islam dalam membangun solidaritas sosial di masyarakat multikultural indonesia. jurnal sosial budaya syar-i, 6(2), 2018, h. 217-226. 21 madjid, n. keberagaman dan toleransi agama di indonesia: sebuah telaah historis. jurnal pengembangan masyarakat islam, 2(1), 2017, h. 1-14. volume 8, number 3, november 2023| 295 zzzzzz z ethnicities. it also forms the basis for strong religious solidarity among muslims and with the broader society.22 religious solidarity in indonesia extends beyond the muslim community to include positive relationships with non-muslim communities. concepts of brotherhood among religious communities, as reflected in the inspired medina charter by prophet muhammad saw, have become an integral part of indonesia's culture of tolerance. this fosters harmony among religious communities and promotes peaceful coexistence in daily life.23 in the context of indonesia's diversity, the islamic community has a significant responsibility to preserve and strengthen religious solidarity. they are not only an essential part of this pluralistic society but can also serve as examples and pioneers in promoting tolerance, coexistence, and harmony among religious communities.24 conclusion the ideal islamic society, known as khair ummah, embodies fundamental principles that encompass justice, equality, and well-being. the principle of justice emphasizes the importance of fairness in all aspects of life, while the principle of equality asserts that all individuals have equal rights and responsibilities regardless of their race, ethnicity, or social status. the principle of well-being establishes the foundation for a fair wealth distribution through the practice of zakat and social charity. characteristics of the ideal islamic society, or civil society, include self-sufficiency, tolerance, willingness to help others, and respect for shared norms and ethics. civil society is also democratic, pluralistic, and prioritizes social justice. it is a society that is faithful and pious, respects human rights, is legally aware, creative, and has a competitive spirit in a cooperative atmosphere. the philosophical and theological principles of khair ummah emphasize the importance of piety towards allah as the primary foundation, bringing human values and justice into social institutions. civil society must be built on a strong moral foundation based on transcendent values of divinity to ensure that developmental reforms are on the right path. religious solidarity in the islamic world requires understanding, tolerance, and appreciation for differences in religious beliefs. communities must foster a spirit of interfaith harmony, avoid conflicts, and recognize that major religions can contribute to the ethos of work and social ethics. in the context of indonesia, a pluralistic society, unity can be achieved through the acceptance of pancasila and the 1945 constitution by all religious adherents. the shared historical and socio-cultural background between indonesian society and the medina 22 mahfudh, r. a. konsep "khoirul ummah" dalam perspektif tasawuf: mewujudkan masyarakat berkemajemukan yang berkualitas. jurnal ilmiah ijtihad, 19(1), 2019, h. 71-87. 23 huda, n., & ma'ruf, a. g. toleransi beragama dalam perspektif islam di indonesia: studi kasus pesantren darussalam gontor. jurnal ilmiah al-mustashfa: media publikasi ilmiah keagamaan, 4(2), 2020, h. 181-200. 24 wahyuni, d. peran pemimpin agama islam dalam mempertahankan harmoni sosial di masyarakat multikultural. jurnal studi agama dan masyarakat, 2(1), 2019, h. 40-54 volume 8, number 3, november 2023| 296 zzzzzz z community underscores the importance of uniting diverse religious communities in social and political life. by understanding and implementing these principles in their daily lives, islamic communities can create a just, harmonious, and prosperous society in line with islamic teachings. referencea abdullah, m. a. islamic modernism in indonesia and malaysia: the taṣawwuf factor. in islamic modernism in 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dede rosyada, et.al., demokrasi, hak sasi manusia, dan masyarakat madani, jakarta: icce uin jakarta, 2003, cet. ke-2, hujair ah. sanaky, paradigma pendidikan islam: membangun masyarakat madani indonesia, yogyakarta: msi uii, 2003, cet. i, dede rosyada et.al., demokrasi, hak asasi manusia dan masyarakat madani, jakarta: icce uin syarif hidayatullah, 2003, cet. ke-2. m. din syamsuddin, etika agama dalam membangun masyarakat madani, jakarta: pt. logos wacana ilmu, 2002, cet. ke-2, m. yunan yusuf, azas-azas filosofis dan teologis masyarakat madani dalam indonesia baru menuju masyarakat madani, padang: baitul hikmah press, 2000, mufid, reformasi hukum menuju masyarakat madani, dalam buku: membangun masyarakat madani, menuju indonesia baru milenium ke-3, tim editor program pascasarjana universitas muhammadiyah malang, yogyakarta: aditya media, 1999, educatio : journal of education volume 9 , number 3, november 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) the millennial students’ and english teachers’ perceptions on the challenges and characteristics of an effective teacher in the society 5.0 era nanik sri rahayu, arina shofiya, nuriyatul hamidah state islamic university of sayyid ali rahmatullah tulungagung nanik.sri.rahayu@uinsatu.ac.id, arina.shofiya@gmail.com, nuriyahamida15@gmail.com accepted: sept 28th 2024 reviewed: oct 18th 2024 published: nov 30th 2024 abstract every student needs an ideal teacher to achieve a better result in learning; however, the figure of an ideal english teacher may change depending on the context of teaching. each generation may share different profile compared to the current or previous context. in this case, future english teachers need to prepare themselves to match the students’ need. nowadays, with the fast development of technology in society era 5.0, english teacher should realize the challenges and the characteristics of effective english teacher who can serve the best practice of teaching for millennials. therefore, the current study aims at investigating the millennial students’ and the teachers’ perspectives on the challenges and characteristics of effective english teachers in in society era 5.0. this research is a survey study in which the data was collected through questionnaire. the subjects of the study involved english department students and their teachers from some islamic universities in east java. the result of the study showed that the millennial students and the teachers share almost the same perception on the challenges and characteristics of effective english teachers for some aspects but have different perceptions in some other aspects. keywords: millennials students’ and teachers’ perspectives, challenges, characteristics of effective english teacher. by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction education continually faces the challenge of preparing students to adapt to advancements in science and technology 1. a critical issue within this context is ensuring equitable access to quality educators, as teachers are the cornerstone of successful education systems. murnane 2 highlights that the demand for effective teachers is growing due to persistent disparities in the distribution of qualified teachers across schools. recognizing the centrality of teachers to student success, many 1 s srivastava, “the evolution of education: navigating 21st-century challenges,” international journal for multidisciplinary research 5, no. 5 (2023): 1–9; min lu, “navigating the future of information science education: challenges, innovations, and emerging trends,” in 2024 10th international conference on humanities and social science research (ichssr 2024) (atlantis press, 2024), 55–62. 2 richard j murnane and jennifer l steele, “what is the problem? the challenge of providing effective teachers for all children,” the future of children 17, no. 1 (2007): 15–43, http://dx.doi.org/10.1353/foc.2007.0010. http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 3, november 2024| 219 studies have focused on identifying the characteristics of effective educators, emphasizing their role in ensuring a productive teaching and learning process 3.. in the indonesian english language teaching (elt) context, teacher preparation is primarily conducted through education departments, which offer teacher training programs to equip future educators with essential skills4. the government has also mandated the pendidikan profesi guru (ppg) program as a compulsory requirement for graduates intending to teach in public schools. these initiatives aim to produce well-prepared and competent teachers. however, a critical question arises: are these efforts sufficient to ensure effective teaching? research indicates that while formal qualifications and training are essential, they do not guarantee professional competence. teachers must also continuously update their skills and adapt to the evolving educational landscape, particularly by considering the characteristics and needs of their students. millennial students, as digital natives, present unique challenges and opportunities for educators. this generation is deeply immersed in internet-based technologies, gadgets, and social media, which have shaped their learning preferences and behaviors. to achieve effective teaching outcomes, educators must adopt strategies tailored to this demographic, incorporating innovative teaching methods and leveraging digital tools to foster engagement and understanding. understanding and addressing the distinctive needs of millennial learners is essential for creating teaching scenarios that meet their expectations and maximize their potential. the challenges of adapting education to technological advancements are further amplified by the emergence of the society 5.0 era. this era, characterized by the integration of advanced technologies such as artificial intelligence, big data, and the internet of things (iot) into every facet of life, including education, demands significant adjustments from both teachers and students. al-emran 5 emphasizes that this era necessitates a partnership between technology and educators to enhance the efficiency and effectiveness of the teaching and learning process . technologies in society 5.0 have the potential to revolutionize teaching methods, assessment strategies, and classroom design, creating opportunities for personalized and adaptive learning experiences. despite these advancements, significant gaps remain in understanding how teachers and students perceive and address the challenges posed by society 5.0. current research has largely focused on traditional perspectives of teacher effectiveness, with limited exploration of how technological innovations reshape these dynamics. for instance, while studies in saudi arabia 6 3 stephen rushton, jackson morgan, and michael richard, “teacher’s myers-briggs personality profiles: identifying effective teacher personality traits,” teaching and teacher education 23, no. 4 (2007): 432–441, http://dx.doi.org/10.1016/j.tate.2006.12.011. 4 subhan zein et al., “english language education in indonesia: a review of research (2011–2019),” language teaching 53, no. 4 (2020): 491–523; utami widiati and nur hayati, “teacher professional education in indonesia and asean 2015: lessons learned from english language teacher education programs,” asean integration and the role of english language teaching 3, no. 1 (2015): 121–148. 5 mostafa al-emran and charla griffy-brown, “the role of technology adoption in sustainable development: overview, opportunities, challenges, and future research agendas,” technology in society 73 (2023): 102240, http://dx.doi.org/10.1016/j.techsoc.2023.102240. 6 gul nazir khan and hafiz muhammad inamullah, “effect of student’s team achievement division (stad) on academic achievement of students,” asian social science 7, no. 12 (2011): 211–215. https://consensus.app/papers volume 9, number 3, november 2024| 220 and iran 7 have highlighted pre-service training and technological integration as key factors in effective teaching, few have examined these issues from the perspective of both teachers and students in the indonesian context. furthermore, studies in indonesia, primarily focus on content mastery and teaching strategies, with limited attention to how educators adapt to rapid technological shifts and their implications for teacher effectiveness 8. this study seeks to address these gaps by investigating the characteristics of effective english teachers in the society 5.0 era, emphasizing the perspectives of both teachers and millennial students. it explores how these stakeholders perceive the challenges and threats posed by this transformative era and the strategies required to address them. by integrating insights from theoretical frameworks on teacher effectiveness 9 and aligning them with the competencies mandated by the republic of indonesian teacher and lecturer act no. 14/2005, this research aims to provide a comprehensive understanding of what constitutes teacher effectiveness in a technologically advanced society. moreover, this study will contribute to the broader discourse on adapting elt practices in an era of rapid technological innovation. by examining the perspectives of both teachers and students, it will shed light on the critical competencies, pedagogical strategies, and technological tools required for effective teaching in the society 5.0 era. ultimately, this research seeks to inform policy and practice, guiding efforts to prepare teachers and students for a future where technology and education are increasingly intertwined. methods this study employs a mixed-methods approach to explore millennial students' and english teachers' perspectives on the challenges and characteristics of effective english teachers in the society 5.0 era. participants were selected using a cluster random sampling method, targeting millennial students and english teachers from islamic universities in east java. the selection criteria included universities with english language teaching (elt) departments accredited at least b and students who fit the millennial demographic. this sampling method ensured a representative sample for the study. data were collected through a survey, which included both close-ended and open-ended questionnaires. the questionnaires were developed based on the competencies outlined in the republic of indonesia's teacher and lecturer act no. 14/2005, focusing on pedagogy, 7 mohammad amin mozaheb, zohreh seifoori, and amir biglar beigi, “effective iranian efl writing teachers (a technology-based framework),” procedia social and behavioral sciences 70 (2013): 18–27, http://dx.doi.org/10.1016/j.sbspro.2013.01.034. 8 barry fishman, chris dede, and barbara means, “teaching and technology: new tools for new times,” handbook of research on teaching 5 (2016): 1269–1334; donald c orlich et al., teaching strategies: a guide to effective instruction (wadsworth, cengage learning, 2010); siti aimah and bambang purwanto, “evaluating teachers’ performance: a need for effective teaching,” celt: a journal of culture, english language teaching &amp; literature 19, no. 1 (2019): 160, http://dx.doi.org/10.24167/celt.v19i1.1369. 9 li-fang zhang, “teaching styles and conceptions of effective teachers: tibetan and han chinese academics compared,” learning and individual differences 21, no. 5 (2011): 619–623, http://dx.doi.org/10.1016/j.lindif.2011.06.005; et al., “an investigation of undergraduate students’ beliefs about autonomous language learning,” international journal of instruction 10, no. 01 (2017): 117–132, http://dx.doi.org/10.12973/iji.2017.1018a. volume 9, number 3, november 2024| 221 professional skills, and personal competence, while social competence was excluded as it was beyond the scope of the study. the questionnaire comprised 20 statements addressing teaching challenges and 43 statements focusing on the characteristics of effective english teachers. to ensure clarity and comprehension, the survey was distributed via google forms and presented in bahasa indonesia. the validity of the questionnaire was established through construct and content validation involving cross-expert review. a pilot test was conducted to measure its reliability, with cronbach’s alpha used to confirm the internal consistency of the instrument. quantitative data from the closeended questions were analyzed using descriptive and inferential statistics. descriptive statistics provided measures of central tendency and variability, while inferential statistics were employed to compare the perspectives of millennial students and english teachers, highlighting similarities and differences. qualitative data from open-ended responses were processed through systematic selection, coding, categorization, and interpretation to uncover key themes and deeper insights into the participants’ perspectives. the research was conducted in several steps: first, participants meeting the study’s criteria were identified and selected. next, the questionnaire was developed, validated by experts, and pilot-tested for reliability. following this, the validated questionnaire was distributed online, and responses were collected over a set period. finally, the collected data were analyzed using both statistical tools for quantitative responses and thematic analysis for qualitative data. this mixedmethods approach ensures a comprehensive understanding of how english teachers and millennial students perceive the characteristics of effective teachers and the challenges they face in the society 5.0 era. result and discussion result as presented in the previous explanation, the finding of the study were presented in two parts as follows. the first is the challenges of english teaching in society era 5.0. and the second is the characteristics of effective english teacher in society era 5.0. the presentation of th findings and discussion were explained as follows. the first category is the challenges of english teaching in society era 5.0. based on the result of the study, it revealed that the millennial students’ perception, the five highest challenges were the following; (1) teaching vocab, (2) teaching pronunciation, (3) free to choose method of learning, (4) prefer to use platform to study english online and (5) learning individually. volume 9, number 3, november 2024| 222 i can improve my listening skills independently without a teacher. i can improve my speaking skills independently without a teacher. i can improve my reading skills independently without a teacher. i can improve my writing skills independently without a teacher. the internet helps enhance my vocabulary. the internet helps improve my pronunciation. the first challenge according to the students is teaching vocabulary, with statement no. 5 having a mean score of 4.42, indicating that over 95% of respondents believe that vocabulary mastery can be aided by the internet. teachers also agree, with a mean score of 4.52. both groups perceive that sophisticated applications for independent vocabulary study, which use concrete moving images, help students remember vocabulary better than traditional printed word methods. this highlights the significant role of the internet in enhancing vocabulary learning and suggests that the presence of a teacher could be partially replaced by digital tools, presenting a major challenge for english teachers. i search for lecture materials independently. i heavily rely on the internet to complete assignments. 5,70% 2,90% 6,30% 1,10% 46,60% 39,70% the first challenge students' response 20,00% 8,00% 8,00% 8,00% 52,00% 48,00% the first challenge students' response 5,70% 22,40% 22,40% 5,20% 6,90% 8,00% the second challenge students' response 20,00% 20,00% 24,00% 0,00% 4,00% 4,00% the second challenge teachers' response volume 9, number 3, november 2024| 223 the internet eases my mental workload. i prefer online learning over offline learning. i do not need to carry printed books to class. i read lecture materials on the internet more frequently than from books. the second challenge is teaching pronunciation. students rated this with a mean score of 4.33, with 96% agreeing that the internet aids pronunciation mastery. teachers also agreed, with a mean score of 4.4. both groups strongly believe in the internet's effectiveness for three main reasons: it provides access to native speakers, offers flexibility in terms of time and place, and allows students to practice independently without embarrassment, as they can repeat words without judgment. i always study english wherever i am. i prefer studying alone rather than in a group. a syllabus is still needed in online learning. i utilize various platforms for learning english. i am free to choose the learning methods i prefer. the third challenge in teaching english is students' preference for studying alone online, with a mean score of 4.15. this suggests that internet-based applications make students more comfortable studying individually, as they feel more capable of solving problems on their own. in contrast, teachers identified the lack of a syllabus in online learning as the third highest challenge, with a mean score of 4.32. teachers believe that without a structured syllabus, the abundance of online resources can lead to unfocused teaching. 9,20% 14,90% 12,60% 16,10% 19,00% the third challenge students' response 28,00% 4,00% 24,00% 24,00% 36,00% the third challenge teachers' response volume 9, number 3, november 2024| 224 online exams make me more honest. online exams are more likely to ensure good grades. online exams make me more flexible in completing tasks. the fourth highest challenge in teaching english, according to students, is the freedom to choose their learning methods online, as stated in statement no. 17 with a mean score of 4.15. teachers also perceive this as a challenge, with a mean score of 4.28. this freedom motivates students to learn english, as they can utilize various online applications that support both offline and online learning. this flexibility allows them to manage their time effectively and learn at their own pace. the fifth highest challenge, according to students, is also related to the freedom to choose their learning methods online, as stated in statement no. 16 with a mean score of 4.04. in contrast, teachers identified statement no. 9 as their fifth challenge, which focuses on how online platforms can reduce students' mental burden. platforms like grammarly, for instance, assist students in completing assignments faster and with better results, demonstrating the benefits of using technology in education. among these five highest aspects of the challenges in english teaching in society era 5.0 the students and the teacher almost have the same opinion but with different emphasis. the same aspects were teaching vocabulary, teaching pronunciation and preference to use platform to study english online, meanwhile the different aspects were on the use of syllabus and the use of platform in decreasing students’ burden. this findings relates to maharani 10 study sating that the challenges faced by students and teachers factors such the level of interest, motivation, and technology used. the second category is the characteristics of effective english teacher in society era 5.0. in this category, both the students and the teacher also have almost the same perception but with different emphasis. based on the result of the study, it revealed that the millennial students’ perception on the five highest criteria for effective english teacher were the following; (1) friendly and kind to the students, (2) good looking, (3) not discriminate the students & giving logic assignment and test and, (4) can motivate the students to learn (5) introducing fun activities. 10 veronica yulry maharani and denny paul ricky, “hubungan adiksi internet dengan prokrastinasi akademik pada mahasiswa keperawatan,” jurnal penelitian perawat profesional 5, no. 4 (2023): 1755–1762. 1,10% 8,60% 1,70% the fourth challenge students' response 0,00% 4,00%4,00% the fourth challenge students' response volume 9, number 3, november 2024| 225 understanding english conversations well having good pronunciation speaking english well understanding english texts well writing english well having good grammar knowledge possessing a strong english vocabulary having an understanding of foreign cultures developing a syllabus and adhering to it strictly the first high characteristics of effective english teacher based on the students’ perception is friendly and kind to the students, which was presented in statement no 33 with the mean 4.88. being friendly and kind is crucial for millennials students because they need real attention from other people, especially from the teacher. since many of them are only often exist in social media, they need a teacher who became a true friend in real life to make them comfort in learning. this finding is in line to misigo’ study 11. in addition, it also relates to socio affective aspect proposed by wichade 12 . in contrast the first high criteria of effective english teacher according to the teacher was fun activities with the mean 4.84. it also relates to socio affective aspect proposed by 13. fun activities is essential for the students because they need interesting activities that make them happy during the teaching learning process for they have online environment for their social life. in short, in the first characteristics, although the students and the teacher have different perception, those two aspects reach the highest mean among the other criteria. 11 ronald misigo, “classification of selected apple fruit varieties using naive bayes,” university of nairobi 3, no. 1 (2016): 56. 12 et al., “an investigation of undergraduate students’ beliefs about autonomous language learning.” 13 ibid. 30,00% 28,20% 26,50% 27,10%25,90% 25,30% 26,50% 20% 9,40% the first criteria students' response 32,00% 44,00% 40,00% 40,00% 32,00% 30,00% 44,00% 12% 4,00% the first criteria teachers' response volume 9, number 3, november 2024| 226 able to create their own online learning platform able to operate online learning platforms following established teaching methods, such as pbt starting and ending lessons on time assigning homework developing group discussions in class using online learning more than offline learning focusing more on teaching learning strategies than english content teaching english according to the students' proficiency levels creating a positive classroom atmosphere, even if it requires enforcement using english as the medium of instruction using indonesian as the medium of instruction introducing activities that encourage students to speak english encouraging motivation to learn helping boost students' confidence in learning introducing fun and engaging learning activities reducing students' anxiety while learning the language assisting students both inside and outside the classroom 8,80% 21,20% 8,20% 26,50% 2,90% 16,50% 7,10% 8% 25,30% 14,10% 10% 14,70% 29,40% 45,30% 45,90%44,10% 37,10% 32,90% 51,80% 45,90% 27,60% 31,20% the second criteria students' response 4,00% 24,00% 16,00% 28,00% 8,00% 40,00% 8,00% 4% 4,00% 8,00% 16%4,00% 32,00%52,00% 52,00% 56,00% 40,00% 24,00% 48,00% 24,00% 24,00% 16,00% the second criteria teachers' response volume 9, number 3, november 2024| 227 being non-discriminatory towards all students assessing students' achievements with reasonable assignments regularly evaluating students' abilities being flexible in assessments the second highest characteristics of effective english teacher according to the students is being good looking with the mean 4.52 which was presented in statement no 40. millennials students are generation who adore on physical appearance because many of them love actor/actresses or group band with perfect looks. that’s why they hope the teacher is someone who is handsome or beautiful with sexy body to make them love learning english. in contrast for the second highest criteria according to the teacher were on statement 23 and 24. in statement 23 says that teacher should motivate the students to learn with the mean 4.52 and statement 24 saying that teacher should help the students improve their self confidence in learning with the mean 4,52 too. from the statements above it can be seen that both the students and the teacher have different perception on this aspect. easily reachable by students approachable and friendly with students remembers students' names and their english proficiency levels polite and respectful of students' diverse characteristics attentive to the personal needs of each student a good listener who allows students to express themselves freely open to criticism and suggestions 44,10% 44,10% 1,80% 41,20% 29,40% 36,50%46,50% 38% 33,50% 43,50% 39% 11,20% the third criteria students' response 24,00% 36,00% 20,00% 48,00% 20,00% 24,00%40,00% 24% 28,00% 24,00% 44% 4,00% the third criteria students' response volume 9, number 3, november 2024| 228 has a good sense of humor maintains a neat physical appearance does not get angry easily enthusiastic about their profession as a teacher strict and rigid in adhering to administrative rules the third highest criteria of effective teacher for the millennials students is on statement no 28 with the mean 4,36. this statement says that teacher should not discriminate their students. this support korieos’ {kourieos, 2013}, catano’s {catano 2011} and duta’s work {duta 2015}. it means that the millennial students need a teacher who treated them equally without considering their differences. as we know the students may have different background such as social status, religion, etc. in addition, this view also supported by the teachers’ perception on this statement with the mean 4.48. from the result above it can be seen that not only the students but also the teacher perceived that a fair teacher is crucial during the teaching learning process. the fourth highest criteria of effective english teacher based on the millennials students is that teacher can motivate the students to learn which was presented in statement no 5 with the mean 4.41. this finding is in line to wichade, chatano, and kaurious’ study 14 . in contrast, based on the teachers’ perception, this third highest characteristics was the teacher should reduce students’ anxiety with the mean 4.40. in addition, another third highest criteria which reach the same mean value was giving logic assignment and test. from this statement, it can be assumed that so far many english teachers may have given the overdose assignment and test. this duty can make the students reluctant and think that english is difficult to master. the fifth characteristics of effective english teacher is introducing fun activities which was presented in statement no 5 with the mean 4.32. similarly, the teachers also perceive the same opinion in this aspect with the value 4.84. it can be seen that this aspect was the fast criteria according to the students, but become the first criteria from the teachers’ perspectives. giving fun activities can be used as one criterion to measure the success of teaching for millennials students since for some of them think that they have enjoyable teaching with internet-based platforms and applications. when the scenario of teaching is not fun anymore, they may ignore it and think that the learning english is difficult. from the result above it can be seen that both the students and the teacher have the same perception in this aspect. the study revealed significant differences in criteria for effective english teachers between millennial students and teachers. students emphasized personal competencies such as 14 ibid.; stella kourieos and dimitris evripidou, “students’ perceptions of effective efl teachers in university settings in cyprus,” english language teaching 6, no. 11 (2013), http://dx.doi.org/10.5539/elt.v6n11p1; victor m catano and steve harvey, “student perception of teaching effectiveness: development and validation of the evaluation of teaching competencies scale (etcs),” assessment &amp; evaluation in higher education 36, no. 6 (2011): 701–717, http://dx.doi.org/10.1080/02602938.2010.484879. volume 9, number 3, november 2024| 229 supportiveness, openness to critique, accessibility, respect for differences, and good listening skills. in contrast, teachers prioritized english language mastery including pronunciation, speaking proficiency, grammar skills, and competence in using teaching platforms. this suggests that students value interpersonal qualities while teachers focus on linguistic proficiency and instructional methods. the findings contribute to understanding perceptions in indonesian english language teaching, highlighting a gap in existing literature. exploring these perceptions offers insights into how teacher and student perspectives influence expectations of effective teaching. both groups prioritize characteristics that enhance classroom dynamics and student motivation, reflecting shared educational and pedagogical concerns that impact teaching and learning outcomes. however, further research is needed to explore the underlying reasons for these similarities and differences. teachers are encouraged to create supportive learning environments that meet students' emotional needs and enhance learning outcomes. addressing these personal aspects can contribute to more effective teaching practices tailored to student preferences. this study has limitations, including its single-point data collection in indonesia. future research could explore how perceptions evolve over time and across different contexts, providing a more comprehensive understanding of effective english language teaching characteristics. conclusion this study provides valuable insights into the perspectives of millennial students and english teachers regarding the challenges and characteristics of effective english teachers in the society 5.0 era. the findings reveal shared views on several challenges in english teaching, such as vocabulary and pronunciation, which are increasingly shaped by the influence of internet-based technologies. both groups acknowledge that technology empowers students to choose independent learning methods and platforms, potentially diminishing the traditional necessity of a teacher’s presence. however, this shift underscores the evolving role of teachers as facilitators and guides in navigating technological advancements. regarding the characteristics of effective english teachers, both students and teachers emphasize the importance of engaging activities, student motivation, and logical assignments and assessments. students, however, place additional value on personal traits such as friendliness and appearance, while teachers prioritize mastery of core language skills (reading, speaking, and pronunciation) and proficiency in utilizing online teaching platforms. these findings illustrate the diverse expectations placed on teachers, reflecting the dual necessity for strong interpersonal skills and technological competence in contemporary education. this study bridges various aspects of effective teaching, integrating the perspectives of teachers and students to highlight the growing significance of technology in shaping educational practices. the findings suggest several implications for the field of education. first, english education departments should provide pre-service teachers with robust training in technology integration and student engagement strategies. second, professional development programs should equip current teachers with the skills to adapt to the changing dynamics of teaching in the volume 9, number 3, november 2024| 230 society 5.0 era. third, universities and policymakers must prioritize creating curricula that balance the development of core language skills with the application of digital tools. future research is encouraged to expand on this study by exploring perspectives from different regions or educational contexts, examining additional aspects of teacher-student dynamics, or investigating how specific technological tools impact teaching efficacy. this study highlights the evolving demands placed on teachers in the society 5.0 era and calls for continued exploration into how educators can meet these challenges while maintaining the humanistic aspects of teaching. by addressing these evolving needs, the field of education can better prepare teachers and students for a future where technology and learning are deeply interconnected. reference aimah, siti, and bambang purwanto. “evaluating teachers’ performance: a need for effective teaching.” celt: a journal of culture, english language teaching 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learning supreme application using the addie model to enhance learning management activities in the 21st century for the teachers in thailand thanyawich vicheanpant school of communication arts sripatum university, chonburi province, thailand thanyawich1977@gmail.com accepted: sept 28th 2024 reviewed: oct 18th 2024 published: nov 30th 2024 abstract this research aims to1) create and to evaluate the effectiveness of digital platform active learning supreme application to promote learning management activities, specifically focusing on the lesson plan the teachers can learn and create lesson plan more effectively and efficiently , as they can learn digital platform active learning supreme application anytime and anywhere and2) to assess the teacher’s satisfaction with using digital platform active learning supreme application the researchers applied the addie model (branch,2009) ,a theory of instructional design process that the addie model starts from the beginning to an end. it contains five phases:1) analysis 2) design 3) development 4) implementation and 5) evaluation. the research instrument was the als application. als application is one of the instructional educations to enhance learning management activities for the teachers. the results of this development research manifest in active learning supreme: als application that 1) the quality of the active learning supreme application determined by 5 experts was at the highest level (mean = 4.72, s.d. =0.40), and2) the instructors were satisfied with active learning supreme: als application at a highest level (mean =4.54, s.d. =0.53). keywords: active learning, als application, learning management activities. by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction digital platform active learning application is a useful tool or mediator to facilitate the learning management activities and learning process for the teachers. it has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and accelerate progress towards sdg 4.1 however, rapid technological developments inevitably bring 1 unesco. (2024). active learning application in education. retrieved january 29,2024, from https://www.unesco.org/en/digital-education/artificial-intelligence. http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 3, november 2024| 157 multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks. unesco is committed to supporting member states to harness the potential of active learning application technologies for achieving the education 2030 agenda, while ensuring that its application in educational contexts is guided by the core principles of inclusion and equity. developing a learning management plan is an important task of a teacher that shows systematic work in planning quality teaching and learning management. according to an informal survey, many teachers there are difficulties in developing their own learning management plans. impact on the quality of teachers' teaching and learning management and the quality assurance system of educational institutions. the solution to the problem is to provide opportunities or encourage teachers to review their knowledge and understanding of the principles of creating a learning management activity in the 21st century on two important issues is to develop the details of the learning objectives and essence elements to be consistent and comprehensive, and the design of activities. learn correctly according to the steps of the teaching method that is suitable for the nature of the lesson plan content. often, this will enable teachers to develop their own learning management plans and use them to improve the quality of teaching and learning management for the benefit of learners. learning management activity is one of the important jobs of teachers in an educational institution. the first step in creating a plan is designing a lesson plans. after the lesson plans is approved by the head of the department or the school principal, it can be applied in teaching and learning instruction. the teachers who apply the plan get records of their teaching, along with any problems found in their classes, which can be used as data in revising the plans. however, there are some issues that need to be refined, specially approaches and tools, which are essential for the development of the plans in this part. accordingly, this research article aims at introducing on developing active learning supreme: als application. the active learning supreme: als application not only helps increase an understanding among teachers on how to design and create effective clear lesson plans but also encourages teachers to apply self-assessment and reflection in examining and reviewing their works to foster professional development. in this research, the author will create and to evaluate the effectiveness of digital platform active learning supreme application to promote learning management activities, specifically focusing on the lesson plan the teachers can learn and create lesson plan more effectively and efficiently, as they can learn digital platform active learning supreme application anytime and anywhere and to assess the teacher’s satisfaction with using digital platform active learning supreme application. literature review of various theoretical models aiming at explaining and promoting active learning is an instruction to response for learning in 21stcentury that reduce the role of teachers but increase the role of students. active learning is the methods for practicing and thinking for students by doing to construct their experiences. students will interact with their friends and teachers by doing activities in and out classroom, then construct knowledge from activities by listening, talking, reading, writing, discussion and reflect meaning of learning. active learning consists of 5 steps of volume 9, number 3, november 2024| 158 instruction: 1) stimulate interesting 2) show challenging situation 3) discuss for reflex thinking 4) construct knowledge 5) collaborate learning, by variety activities for example, role playing, drama, simulation techniques, case study, active reading, active writing, small group work and game.2 active learning active learning is a concept to develop the quality of education and learners in the 21stcentury, which based on the progressivism philosophy and constructivist theory. active learning was raised and conveyed to create meaning significantly until it became a discourse of active learning. this discourse is conveyed through the tools in the form of laws, policies, and national strategies to drive and reform education in thailand into classroom practice therefore ,when implementing active learning concepts, those involved must have a thorough understanding of the origins and foundations of this concept, which will lead to the development of learners with the competencies necessary for learning and working context, to be able to live happily ,and to lead thailand towards sustainability.3 experiential learning theory is based on learning processes. kolb defines learning styles as the ways in which learners prefer to use their abilities in experiential learning4. kolb’s learning style is explained on the basis of two dimensions: they are how a person understands and processes the information. this perceived information is then classified as concrete experience or abstract conceptualization, and processed information as active experimentation or reflective observation. diverging: individuals of this kind of learning style look at things in a different perspective. they prefer watching to doing, also they have strong imagination capacity, emotional, strong in arts, prefer to work in groups, open minded to take feedback and they have broad interests in different cultures and people. the learning characteristic is of concrete experience and reflective observation. assimilating: people of this kind of learning style prefer good clear information, they can logically format the given information and explore analytic models. they are more interested in concepts and abstracts than in people. characteristics include abstract conceptualization and reflective observation. converging: converging type of learners solve problems. they apply their learning to practical issues. also, they prefer technical tasks, and they experiment with new ideas. they tend to be unemotional. the learning characteristics are abstract conceptualization and active experimentation. accommodating: individuals with this kind of learning style prefer to do things practically. they are attracted to new challenges and solve problems intuitively. the learning characteristics are concrete experience and active experimentation. 2 kamol phoyen .(2021). enterprise innovation-driven apprenticeship: a suggested programme turkish online. journal of qualitative inquiry (tojqi),12(9),2568-2577 3 chedtharat kongrat, (2024). active learning: discourse in education for student development. journal of education studies, 52(1),1-18. 4 kolb a. d. (1984). experimental learning-experience as the source of learning and development. new jersey: prentice hall. volume 9, number 3, november 2024| 159 figure 1 kolb's learning styles model and experiential learning theory (https://www.researchgate.net/figure/kolbs-learning-styles-model-and-experientiallearning-theory_fig2_330281868,2024) kolb explains that different people naturally prefer a certain single different learning style. various factors influence a person's preferred style: notably in his experiential learning theory model (elt) kolb defined three stages of a person's development and suggests that our propensity to reconcile and successfully integrate the four different learning styles improves as we mature through our development stages. active learning spectrum figure 2 active learning spectrum source: active learning activities by complexity, prepared by chris o’neal and tershia pinder-grover, center for research on learning and teaching, university of michigan https://cafe.mst.edu/teaching/activelearning/ explain that the spectrum of active learning techniques is a learning process. literally translated, it is learning through practice or action. a learning process in which all learners participate in the action and use the thinking process. learners will change their roles from knowledge receivers (receivers) to being involved in creating knowledge. from the teacher being the transmitter, the role is changed to being a guide on how to find knowledge in order to develop learners to be able to seek knowledge and apply various skills. create understanding by yourself until it becomes a learning that emphasizes the development of the learning process. encourage learners to apply skills and link knowledge to practice in order to solve problems or pursue future volume 9, number 3, november 2024| 160 careers that emphasize hands-on learning, creating knowledge through higher-order thinking (higher-order thinking), getting to do creative work and presenting work by themselves. starting from organizing active learning from easy and fast activities on the left to more complex methods on the right. more complex methods often require more preparation time. but more complex methods often provide students with a more engaging and complete learning experience. different active learning methods are suitable for different curriculum topics. everything on the spectrum can be adapted to the learning environment. but some methods may be easier to adapt to classroom situations than others. 5 conceptual framework figure 3. conceptual framework method this research employed a research and development (r&d) approach, utilizing the addie model for the development and assessment of the active learning supreme (als) application. the addie model consists of five key stages: analysis, design, development, implementation, and evaluation. each stage was critical in ensuring that the als application effectively met the needs of educators and facilitated active learning in secondary education. the population for this study consisted of 406,107 secondary teachers affiliated with the office of the basic education commission (obec), as of 2024 (office of the basic education commission: obec, ministry of education, 2024). from this population, 400 teachers were selected using purposive sampling with the assistance of five experts who oversee the instructors in educational institutions under obec at the secondary level. the study focused on two main variables: the independent variable, which is the implementation of the active learning supreme (als) application, and the dependent variables, 5 thanyawich vicheanpant, (2023), comparison of results 18 methos of active learning conduct to analyze learning style of the learners in higher education base on kolb’s model. sripatum chonburi interdisciplinary journal (online), 9(2),77-90. volume 9, number 3, november 2024| 161 which include the quality of the als application and teachers' satisfaction with its use in teaching and learning management. to collect data, the research employed several tools: the digital platform for als application, an expert quality assessment form to evaluate the quality of the als application, and a satisfaction assessment form for instructors to measure their satisfaction with teaching and learning management using the als application. for the statistical analysis, the research utilized percentage, mean, and standard deviation to analyze the data and draw meaningful conclusions about the effectiveness and user satisfaction of the als application. these statistical tools helped to quantify the impact of the als application on teachers' experiences and the overall quality of active learning in the secondary education context. results and discussion the results of the analysis of research data on the development active learning supreme: als application with using artificial intelligence innovation-based learning to enhance the learning management skills of instructors in 21st century was presented in 3 parts as follows 1) development active learning supreme: als application active learning supreme: als application is open source, that is, it is software that can be used. active study, edit, and disseminate on behalf of mentors to assist teachers in screening the quality of knowledge learning management plans or learning processes. in order to ensure that the proactive learning management plan that goes down to students is as effective and consistent with learners as possible according to learning theory. it is free for all teachers. the algorithm behind the processing of active learning supreme: als application is based on research that has analyzed teaching methods or active teaching styles. there are about 20 methods. each method used depends on the appropriate amount of time. it is not too long, not too short to achieve maximum learning outcomes, and it is consistent with the learning style of each group of learners, teachers or users can register and use it immediately through qr-code or link https://tnjevelopment.com/lessonplan/index.php. figure4 qr-code of digital platform active learning supreme: als application digital platform active learning is supreme: als program has two main modes of operation. the first option is for teachers who want to begin arranging their own learning processes. active learning supreme: als application includes template forms of active learning such as structured learning, basic issues, phenomena, community creativity, and thematic volume 9, number 3, november 2024| 162 integration. the teacher can ensure that the learning plan is effective by complementing the teaching idea introduced by the template. active learning supreme: the als application will be able to improve performance evaluation. this mode is specially designed to support current situations in which a small number of teachers to design curricula. moreover, the active learning supreme: als app can be used as a curriculum repository to share what teachers have learned from creating an active learning plan or uploading an active learning plan for analysis to teachers who have entered or improved their classroom applications. figure 5 sign up for active learning supreme: the als application volume 9, number 3, november 2024| 163 figure 6 lesson plans template for teachers figure 7 lesson plans template for teachers volume 9, number 3, november 2024| 164 figure8 project approach learning platform 2. quality assessment results of digital platform active learning supreme: als application table 1 quality of the by programmer experts (n = 5 experts) topic s.d. level 1. content 4.68 0.51 highest 1.1 content volume of each active learning lesson plan 4.60 0.55 highest 1.2 suitability of the active learning lesson plan to the learner's level 4.60 0.55 highest 1.3 accuracy and completeness of the active learning lesson plan 4.80 0.45 highest 1.4 conciseness and interest of the active learning lesson plan 4.80 0.45 highest 1.5 interconnection of content in each active learning lesson plan 4.60 0.55 highest 2. design 4.84 0.22 highest 2.1 font style and size, easy to read, clear, appropriate 5.00 0.00 highest 2.2 color selection of fonts and background colors 4.60 0.55 highest 2.3 image presentation techniques in each active learning lesson plan 4.60 0.55 highest 2.4 interaction and feedback 5.00 0.00 highest 2.5 security 5.00 0.00 highest 3. benefits for active learning management 4.64 0.40 highest 3.1 active learning supreme: als application encourages teachers to effectively implement active learning in various subjects. 4.80 0.45 highest  volume 9, number 3, november 2024| 165 3.2 active learning supreme: als application allows teachers and learners to use and access active learning lesson plan content online at all times, conveniently and easily. 5.00 0.00 highest 3.3 active learning supreme: als application encourages teachers to make active learning lessons interesting and engaging. 4.20 0.45 highest 3.4 active learning supreme: als application encourages teachers to act as facilitators for learners to be able to learn the content of the active learning lesson plan on their own. 4.60 0.55 highest 3.5 active learning supreme: als application encourages teachers to organize active learning so that learners are more enthusiastic about learning. 4.60 0.55 highest 4. efficiency of active learning supreme: als application 4.72 0.49 highest 4.1 users can register to use the system easily, conveniently, and quickly. 4.80 0.45 highest 4.2 users can add active learning lesson plan content conveniently. 4.60 0.55 highest 4.3 users can access active learning lesson plan data within the 4.80 0.45 highest 4.4active learning supreme: als application can help teachers refine the quality of teaching or learning processes created with ai so that the lesson plans that reach students are effective and aligned with learners according to learning theory 4.80 0.45 highest 4.5the overall efficiency of the active learning supreme: als application is appropriate 4.60 0.55 highest total 4.72 0.40 highest digital platform active learning supreme: als application was developed and based on the scope of the process of planning and designing active learning activities. it was then evaluated and assessed by 5 experts. it was found to be at the highest level. (mean = 4.72, sd=0.40). table 2 teachers’ satisfaction of digital platform active learning supreme: als application (n = 400 teachers) topic s.d. level 1. easy access to lessons and easy to use and uncomplicated 4.42 0.49 high 2.explaining the content in an easy-to-understand step 4.65 0.48 highest 3. beneficial to improve active learning management 4.54 0.54 highest 4. appropriate division of content in each unit 4.57 0.51 highest 5. appropriate content length in each unit 4.58 0.49 highest 6. up-to-date content and suitable content for use in teaching and learning 4.71 0.48 highest 7. applicable content to their real lives and promoting and developing the thinking process and creativity of students 4.60 0.57 highest 8. more additional learning options for both teachers and students and supporting more effective teaching 4.67 0.55 highest 8. saving your time in preparing activities and teaching materials 4.54 0.54 highest 10. a guideline to develop teaching material in other active learning lesson plans 4.62 0.51 highest 11. clear, attractive and easy to understand 4.47 0.56 hight 12. appropriate and clear format and font size 4.48 0.53 high 13. at-all-time available for self-study 4.47 0.53 high 14. convenient for self-revision 4.45 0.54 high  volume 9, number 3, november 2024| 166 15. the overall performance efficiency of the active learning supreme: als application is appropriate. 4.47 0.53 high total 4.55 0.52 highest the overall teachers’ satisfaction of digital platform active learning supreme: als application was found to be at the highest level, with mean = 4.55 and s.d. = 0.52. discussion according to the results of the research, digital platform active learning supreme: als application summary of the discussion as follows 1. active learning supreme development: als application is an online application that has been created and invented. design and quality check for suitability in terms of content. image and text sequencing process the sequence of steps and optimization before being tested on teachers is in line with the study on comparison of results 18 methos of active learning.to analyze learning style of the learners in higher education based on kolb’s model the results showed that: 1) the results of 18 proactive learning management methods from the students after learning were higher than before at the statistical significance level of.05. the results of the analysis of learners' learning style found that the influence size of students greater than 0.4 means that the learners have improved. the first rank, the influence size of 0.73 was active learning management with real-world methods in real work situations with the students who had accommodator learning style. the second rank, the influence size of 0.67, was active learning management with questioning learning method for students with accommodator in convergence learning style. the last rank was active learning management with a live drama method which was suitable for the students with an accommodating learning style. 6 development active learning supreme: als application the fact that the active learning supreme: als application has a good quality system affects the use and satisfaction of users. promoting the development of skills in the 21 th century through learning by using active learning supreme: als application and developing learning skills by self-directed learning 7 is in line with the concept of critique panich. therefore, the modern generation must have high skills to learn and adapt. teachers for students must develop. at the same time, they must have the skills to be a teacher in the 21st century, which is not like being a teacher in the 20th or 19th centuries. digital technology such as computer programs, applications, online media, etc., and digital devices & tools such as smart phone, tablet, computer, etc., are tools to support their own learning to make learning more effective. 2. 2.results of the quality assessment of the development of active learning supreme: als application by conducting an evaluation from 5 experts who assessed the quality of the application. it was found that the overall quality assessment results of the development of active learning supreme: als application were at the highest level. theoretical concept of 6 thanyawich vicheanpant, “creation of digital learning kingdom to support online learning during the covid-19 outbreak,” journal of software (2021): 208–218, http://dx.doi.org/10.17706/jsw.16.5.208-218. 7 kaili chen zhang, “through a spiritual lens: early childhood inclusive education in hong kong,” journal of religion and health (2014). volume 9, number 3, november 2024| 167 active learning management, kolb's concept of learning style, the process of creating knowledge by continuously modifying the experience. from observation, reflection of thoughts. summarizing the idea leads to implementation. a distinguishing aspect of the online-based lesson plan is incorporating components of expertise using technology as teaching goals and the use of various multimedia applications of educational materials, media, and assessment tools. the use of smartphones is solved by technical and technology constraints since nearly everybody has them 8. pimpan and yindeesuk according to wongdechanun 9, it can be concluded that teaching planning is an important task of teachers, teaching will be more successful, teaching planning is important, if the teacher has a good teaching plan, it is equivalent to having achieved half of the goal. it has complete elements that are easy to understand and can be used to teach in practice. students develop practical skills in writing learning management plans. teachers need to know the elements of a learning management plan. the form of the learning management plan and the process of writing the learning management plan. 3. results of teachers' satisfaction assessment on the implementation of active learning supreme: als application in teaching and learning management it was found that in general, the teachers had the highest level of satisfaction, in line with the study of the 10preparing a lesson plan is a major task for teachers. whether the teaching is successful or not depends on how well the teaching plan is. if an instructor has a good teaching plan, then half of the goals have been achieved. planning for the teaching process is important for several reasons. a good lesson plan must be a plan that is consistent with the curriculum, providing clear guidelines for teachers. there are complete components that are easy to understand and can be used for real teaching. this would enhance the students to develop skills that can be applied in their daily lives. teachers need to understand the meaning, characteristics, procedures, and principles of a lesson plan as well as the characteristics of the plan to effectively lead the course to the desired destination. in writing the lesson plans, teachers need to know the elements of the plan, the format of the lesson plans and the process of writing lesson plans as well. conclusion the results of this study, which primarily focused on development active learning supreme: als application with using artificial intelligence innovation-based learning to enhance the learning management skills of teachers in 21st century support teachers have more time to teach and support their students, such as with transactions or everyday chores that are not particularly hard 8 ahmad syawaluddin, sidrah afriani rachman, and khaerunnisa, “developing snake ladder game learning media to increase students’ interest and learning outcomes on social studies in elementary school,” simulation &amp; gaming 51, no. 4 (2020): 432–442, http://dx.doi.org/10.1177/1046878120921902. 9 kannika sookngam, prayoon wongchantra, and wutthisak bunnaen, “the effect of environmental education training course in soil, water and forest conservation on the concept of the king rama ix of thailand.,” international journal of higher education 10, no. 4 (2021): 32–48. 10 morrakot raweewan and fumio kojima, “digital lean manufacturing-collaborative university-industry education in systems design for lean transformation,” procedia manufacturing 45 (2020): 183–188. volume 9, number 3, november 2024| 168 but very large. examples include home assessments for children and training designs. in addition, many teachers use the active learning supreme: als application to help them construct school activities or lesson plans for their kids. as a result, it is becoming popular among the next generation of educators. it claims that the active learning supreme: als application is quite useful in planning school activities, making it a little easier for teachers; however, the active learning supreme (als) application has limitations in terms of intelligence, taking into account the level of learning outcomes that children receive from the curriculum and consistency with the student's learning style. features of active learning supreme: there are two primary modes available in the als application. the first mode is designed for teachers who like to start from scratch with manual writing. a comprehensive template of active learning patterns will be available, including themes integration, community invention, structured learning, fundamental challenges, and phenomena as a base. a teacher can be confident that the learning plan will be successful if they incorporate a lesson concept that the template offers. the second approach involves importing a lesson plan into the system, such as one that is performed in real-time performance analysis by digital platform active learning supreme: als application. this mode is specially designed to support the current situation where a small number of teachers are using active learning supreme: als application to design a curriculum, and is likely to be more and more. it can also be used as a storage of curricula to share from where the teachers have come to build plans or upload plans for analysis to teachers. teachers should further investigate their cognition about teaching styles based on klob's concept. a range of engaging activities or teaching and learning techniques have been developed to promote successful learning for students. teachers should also share their knowledge while developing lesson plans. suggestions for future studies in order to create a curriculum that satisfies contemporary learning needs and new initiatives, research and development on the model of learning city application should be conducted through an area-based collaborative strategy for local economic growth. development of artificial intelligence learning innovation to improve teaching and learning management for learners to promote skills in the 21st century . reference a. d. kolb, experimental learning—experience as the source of learning and development (new jersey: prentice hall, 1984). a. syawaluddin, a. syawaluddin, and 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european conference on the impact of artificial intelligence and robotics 2019 (eciair 2019), oxford, uk, october 2019, 149-56. academic conferences and publishing international limited. p. s. mohammed and e. n. watson, "towards inclusive education in the age of artificial intelligence: perspectives, challenges, and opportunities," in artificial intelligence and inclusive education: perspectives on rethinking and reforming education, ed. j. knox, y. wang, and m. gallagher (2020). pimpan dechakupt and payao yindeesuk, 5c skills for develop learning unit and integrated to learning management (bangkok: chulalongkorn publishing, 2005). r. garris, r. ahlers, and j. e. driskell, "games, motivation, and learning: research and practice model," simulation & gaming 33, no. 4 (2002): 441–67, https://doi.org/10.1177/1046878102238607. r. m. branch, instructional design: the addie approach (new york, ny: springer, 2009), https://doi.org/10.1007/978-0-387-09506-6. raweewan, morrakot, and fumio kojima. “digital lean manufacturing-collaborative university-industry education in systems design for lean transformation.” procedia manufacturing 45 (2020): 183– 188. sookngam, kannika, prayoon wongchantra, and wutthisak bunnaen. “the effect of environmental education training course in soil, water and forest conservation on the concept of the king rama ix of thailand.” international journal of higher education 10, no. 4 (2021): 32–48. syawaluddin, ahmad, sidrah afriani rachman, and khaerunnisa. “developing snake ladder game learning media to increase students’ interest and learning outcomes on social studies in elementary school.” simulation &amp; gaming 51, no. 4 (2020): 432–442. http://dx.doi.org/10.1177/1046878120921902. thanyawich vicheanpant, "comparison of results 18 methods of active learning conduct to analyze learning style of the learners in higher education base on kolb’s model," sripatum chonburi interdisciplinary journal (online) 9, no. 2 (2023): 77–90. thanyawich vicheanpant. “creation of digital learning kingdom to support online learning during the covid-19 outbreak.” journal of software (2021): 208–218. http://dx.doi.org/10.17706/jsw.16.5.208-218. unesco, "active learning application in education," january 29, 2024, https://www.unesco.org/en/digital-education/artificial-intelligence. w. panich, the way to create learning for students in the 21st century (bangkok, 2012). zhang, kaili chen. “through a spiritual lens: early childhood inclusive education in hong kong.” journal of religion and health (2014). educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) exploring the causes and physical manifestations of glossophobia among university students peter babajide oloba, andani tshidzumba, lineo nkabane-sekopo department of languages, cultural studies and applied linguistics, faculty of humanities university of johannesburg, johannesburg, south africa olobapeter4u@gmail.com accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract this study investigates the causes and physical manifestations of glossophobia among university students, with a focus on the university of johannesburg. the aim is to identify the underlying causes of glossophobia and explore its physical symptoms in students. adopting a qualitative research design within a constructivist paradigm, the study uses a phenomenological approach to capture the lived experiences of students. ten participants with self-reported glossophobia were selected through purposive sampling, and data were collected via semi-structured interviews. the data were analyzed using qualitative content analysis. the results indicate that glossophobia is primarily triggered by factors such as inadequate preparation, fear of judgment, fear of failure, perfectionism, and xenoglossophobia. these factors lead to physical symptoms, including hand shaking, voice trembling, increased heart rate, sweating, and shortness of breath, which significantly impair students' public speaking abilities. based on these findings, the study recommends several interventions to mitigate glossophobia, such as organizing public speaking workshops, creating peer support networks, promoting relaxation and mindfulness techniques, encouraging gradual exposure to public speaking, offering professional counseling, and raising awareness about glossophobia and mental health. these measures aim to alleviate anxiety, boost confidence, and create a supportive environment for students. addressing glossophobia can enhance students' academic experiences, improve communication skills, and promote overall wellbeing. keywords: anxiety, glossophobia, mental health, peer support, public speaking, university students, xenoglossophobia by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction public speaking is a crucial skill in both academic and professional settings, enabling individuals to express ideas, share knowledge, and participate in important discussions. despite its http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2025| 66 significance, many individuals experience significant anxiety when required to speak before an audience. this condition, known as glossophobia or speech anxiety, manifests as an intense fear of public speaking, often accompanied by both physical and psychological discomfort 1. glossophobia is a specific type of communication apprehension, a broader concept that refers to any fear or anxiety associated with real or anticipated communication 2. for university students, public speaking is an essential part of academic life, with activities such as oral presentations, debates, group discussions, and classroom participation forming a critical part of their learning process. these activities are designed to enhance students' communication skills, foster critical thinking, and develop their ability to articulate ideas effectively. however, despite regular exposure to these public speaking opportunities, many students continue to struggle with glossophobia, often avoiding participation due to fear and anxiety 3. this phobia not only affects students' academic progress but also hinders their professional development and social interactions. while glossophobia has been widely studied in psychology and linguistics, its specific impact on university students remains under-explored. given the importance of effective verbal communication in higher education and professional life, understanding the causes and manifestations of glossophobia in university students is crucial for developing targeted interventions. effective verbal communication is a fundamental skill that plays a vital role in academic, professional, and personal life. public speaking enables individuals to express their thoughts, engage with others, and demonstrate leadership capabilities, making it a critical skill for university students 4. however, glossophobia can negatively impact students' academic performance by preventing them from participating in class discussions, avoiding oral presentations, or experiencing intense anxiety when asked to speak publicly 5. the phobia disrupts students’ ability to communicate their thoughts and ideas effectively, which not only hampers their academic success but also undermines their confidence and preparation for professional environments, where public speaking is often a valued skill. 1 s a dansieh owusu, e. & seidu, g.a., “glossophobia: the fear of public speaking in esl students in ghana,” language teaching, 1(1), 22-35 (n.d.); shagufta perveen, gul jabeen, and hafsa khan, “health-related quality of life and distress among insulin-dependent diabetics,” research journal of social sciences and economics review 4, no. 1 (2023): 193–200. 2 kaileigh a byrne et al., “risk-taking unmasked: using risky choice and temporal discounting to explain covid-19 preventative behaviors,” plos one 16, no. 5 (2021): e0251073; mary c toale and james c mccroskey, “ethnocentrism and trait communication apprehension as predictors of interethnic communication apprehension and use of relational maintenance strategies in interethnic communication,” communication quarterly 49, no. 1 (2001): 70–83. 3 dansieh owusu, e. & seidu, g.a., “glossophobia: the fear of public speaking in esl students in ghana.” 4 d herumurti yuniarti, a., rimawan, p. & yunanto, a.a., “overcoming glossophobia based on virtual reality and heart rate sensors,” in 2019 ieee international conference on industry 4.0, artificial intelligence, and communications technology (iaict): 139-144). ieee (n.d.); keetha kathirvel and harwati hashim, “the use of audiovisual materials as strategies to enhance speaking skills among esl young learners,” creative education 11, no. 12 (2020): 2599–2608. 5 mella sahara and ivan achmad nurcholis, “the causes of glossophobia in the students speaking classroom,” teaching english and language learning english journal (telle) (2022); vladimir t. tamayo and jonalyn t. caber, “glossophobia: fear of public speaking among senior high school students of aliaga national high school,” journal of humanities and education development (2022); joaquín marqués-pascual and miguel ángel violán, “glossophobia in postgraduate degrees. online public speaking in times of covid-19,” doxa comunicacion (2022). volume 9, number 1, may 2025| 67 although research on the causes and consequences of glossophobia has been conducted, much of it has focused on the general population, with limited attention paid to the unique challenges faced by university students 6. furthermore, existing studies have predominantly explored gender differences in speech anxiety, revealing that females generally report higher levels of public speaking anxiety than males 7. while strategies to manage glossophobia, such as cognitive-behavioral techniques and relaxation methods, have been explored, there remains a limited understanding of the lived experiences of university students dealing with this condition. moreover, there is a notable gap in studies that focus specifically on glossophobia in the south african higher education context. given that public speaking is integral to both academic success and career readiness, it is essential to explore how university students in south africa experience and navigate glossophobia in their academic environments. this study aims to fill this gap by examining the causes and physical manifestations of glossophobia among university students, with a focus on understanding the challenges faced by students in south africa. by investigating the root causes and physical symptoms of glossophobia, this research will contribute to existing literature by offering insights into how students cope with speech anxiety and how universities can support them. the findings of this study are expected to inform lecturers, university administrators, and mental health professionals on effective strategies to assist students struggling with glossophobia, including public speaking workshops, psychological counseling, and curriculum adjustments that foster a supportive learning environment. ultimately, this research seeks to enhance students' academic experiences and overall well-being by providing practical recommendations for minimizing the impact of glossophobia in higher education settings. method this study adopts a constructivist paradigm, which emphasizes how individuals construct meaning based on their social, cultural, and historical contexts. constructivism focuses on the subjective nature of reality, asserting that individuals’ experiences and perspectives shape their understanding of the world. this paradigm was essential for interpreting participants' experiences with glossophobia in a contextual and meaningful manner. the research employs a qualitative approach to facilitate a deeper exploration of how university students perceive and experience glossophobia, utilizing interviews and content analysis 8. a qualitative approach is particularly suited for this study as it enables an in-depth understanding of the personal and lived experiences of individuals 9. 6 diane j lees‐murdock et al., “assessing the efficacy of active learning to support student performance across undergraduate programmes in biomedical science,” british journal of biomedical science 81 (2024). 7 perveen, jabeen, and khan, “health-related quality of life and distress among insulin-dependent diabetics.” 8 muhammad imran and norah almusharraf, “qualitative research methods, by monique hennink, inge hutter, and ajay bailey, 2020, pp. 376, £ 36.99 (paperpack), isbn: 9781473903913, london: sage publications,” quality & quantity (2023). 9 sharan b merriam and elizabeth j tisdell, qualitative research: a guide to design and implementation (john wiley & sons, 2015). volume 9, number 1, may 2025| 68 research design the study employs a phenomenological research design, which aims to explore how individuals understand and interpret a shared experience 10. specifically, hermeneutic phenomenology was chosen for its focus on both describing and interpreting participants’ lived experiences . this design was selected to uncover the meanings behind students' experiences with glossophobia, particularly within the context of university life, allowing for a detailed understanding of the emotional and psychological effects of this condition. participants the target population for this study consisted of students at the university of johannesburg who experience glossophobia. a purposive sampling technique was employed to select participants who met the inclusion criteria of self-reported glossophobia. purposive sampling was chosen because it allows for the selection of participants who can provide rich, relevant, and meaningful insights into the research problem 11. participants should possess direct experience with the phenomenon under investigation, demonstrate verbal communication skills, and be willing to share their experiences. in total, ten students with self-reported glossophobia were selected for this study. the participants were chosen to provide a diverse range of experiences while ensuring that the data collected would be rich and detailed. data collection methods to collect data, semi-structured interviews were conducted with the selected participants. this method was chosen for its flexibility, as it allows the researcher to explore emerging themes while maintaining a structured framework 12. the semi-structured format encouraged participants to elaborate on their experiences with glossophobia, enabling the researcher to capture a deeper understanding of the phenomenon. interview questions were designed to guide the conversation while allowing for the organic emergence of new topics as participants shared their personal experiences. the interviews were audio-recorded and transcribed verbatim to ensure the accuracy of the data. each interview lasted approximately 30-45 minutes, providing ample time for participants to express their thoughts and feelings about their experiences with glossophobia. data analysis a qualitative content analysis approach was used to analyze the data, following the guidelines outlined by creswell et al. 13. this iterative process allowed for the identification, coding, and 10 john w. creswell, educational research planning, conducting, and evaluating quantitative and qualitative research (boston: pearson education, 2012). 11 john w creswell and cheryl n poth, qualitative inquiry and research design: choosing among five approaches (sage publications, 2016). 12 o a & olenik adeoye‐olatunde n.l., “research and scholarly methods: semi‐structured interviews,” journal of the american college of clinical pharmacy, 4(10), 1358-1367 (n.d.). 13 john w creswell and j david creswell, research design: qualitative, quantitative, and mixed methods approaches (sage publications, 2017). volume 9, number 1, may 2025| 69 categorization of relevant themes and patterns in the interview transcripts. the steps involved reading and reviewing the transcripts multiple times to gain an understanding of the participants’ perspectives. relevant data were coded and categorized according to emerging themes, with each theme being analyzed in the context of glossophobia’s causes and manifestations. the process of content analysis involved several stages: 1. reading and reviewing the interview transcripts to familiarize the researcher with the data. 2. coding the text to identify key themes, words, and phrases that are relevant to the research questions. 3. categorizing the themes into broader categories based on contextual significance. 4. interpreting the data by connecting the identified themes to the research questions and theoretical framework. this systematic approach allowed for a comprehensive understanding of glossophobia among university students, capturing both the individual and collective experiences of the participants. the researcher interpreted the findings within the constructivist paradigm, ensuring that the lived experiences of participants were central to the analysis. limitations of the study while this study provides valuable insights into the experiences of university students with glossophobia, it has several limitations. the use of a small sample size (n = 10) limits the generalizability of the findings to a broader student population. the sample was also limited to a single university, which may not fully represent the experiences of students in different geographical or cultural contexts. furthermore, as the study employed a qualitative approach, the findings are based on subjective experiences and may not be easily replicated in quantitative terms. reliability and validity the reliability and validity of this study were ensured through several measures. first, member checking was employed, allowing participants to review the interview transcripts and interpretations to confirm the accuracy of the data. additionally, the use of peer debriefing involved discussions with colleagues to verify the consistency and credibility of the analysis. the use of established methodologies, such as content analysis and phenomenology, also adds to the study’s validity by aligning with widely accepted research practices in qualitative studies 14 . results and discussion the findings of this study on the causes and physical manifestations of glossophobia among university students provide valuable insights into the various factors contributing to speech anxiety and its physical impact. through the in-depth interviews conducted with ten participants, several key themes emerged regarding the causes of glossophobia, and the study also highlighted the various physical discomforts experienced by students in public speaking situations. 14 ibid. volume 9, number 1, may 2025| 70 causes of glossophobia 1. lack of preparation a significant cause of glossophobia identified by participants was inadequate preparation for public speaking. the lack of sufficient preparation led to a lack of confidence and heightened anxiety when facing an audience. as participant 1 noted, "i'm often not very confident in what i'm saying because i'm usually not prepared. i feel like my fear stems from this lack of preparation." similarly, participant 3 echoed the same sentiment, "when i'm not adequately prepared, i panic. it's like, 'oh my god, i haven’t prepared as well as i should have,' and that fear creeps in, making me feel like i'm going to mess up in front of everyone." this reveals that the lack of preparation not only affects students' ability to present but also triggers anxiety and a fear of failure in public speaking situations. this finding is consistent with previous research that has emphasized preparation as a critical factor in mitigating public speaking anxiety . participants expressed that when they felt underprepared, their confidence declined, and their fear of failure became more pronounced. 2. fear of judgment fear of judgment was another significant cause of glossophobia. the participants described how the perception of being judged by an audience—especially peers—exacerbated their anxiety. participant 5 described their experience, stating, "i feel exposed and uncomfortable. it feels like everyone is watching me and judging everything, like what i am wearing and my physical appearance." participant 7 also emphasized how the judgment from peers added a layer of pressure, "the fear of being judged is always from being judged by your peers. they make you feel small and insignificant if you ever make a mistake in front of them." this highlights how the fear of negative evaluation, particularly from familiar individuals like classmates, can make the experience of public speaking even more intimidating. the fear of judgment often causes students to feel self-conscious, intensifying their anxiety. this finding aligns with existing literature that highlights how negative evaluation by others can increase public speaking anxiety 15. 3. audience size audience size was another factor that contributed to glossophobia. several participants noted that their anxiety increased when speaking to larger groups, which they perceived as more intimidating. participant 1 stated, “i think i fear people. for example, if there are a large number of audiences, the fear increases. however, when there is a small group of people, the fear is still there, but it is not as much.” this illustrates how the number of people in the audience can amplify the fear of public speaking. although some participants acknowledged that even smaller audiences could trigger anxiety, the consensus was that larger audiences heightened the intensity of their fear. this is consistent with previous research, which suggests that public speaking anxiety increases as the size of the audience grows 16. 15 j m baartmans van steensel, f. j., mobach, l., lansu, t. a., bijsterbosch, g., verpaalen, i., ... & klein, a. m., “social anxiety and perceptions of likeability by peers in children,” british journal of developmental psychology, 38(2), 319-336 (n.d.). 16 marlon s. pontillas, “reducing the public speaking anxiety of esl college students through popsispeak,” 3l: language, linguistics, literature 26, no. 1 (2020): 91–105. volume 9, number 1, may 2025| 71 4. fear of failure the fear of failure emerged as a prominent cause of glossophobia among the participants. many expressed concern about making mistakes in front of others, which increased their anxiety. participant 5 articulated this fear, stating, “i have a fear of failure. i fear failing in front of people. i am afraid of saying the wrong things and being laughed at.” the fear of making mistakes and being negatively evaluated for them was frequently linked to heightened anxiety in public speaking scenarios. this fear was particularly tied to concerns about how peers would perceive any errors or missteps during their presentations. research supports the idea that the fear of failure is a key factor influencing performance anxiety in public speaking 17. 5. perfectionism perfectionism was also identified as a significant factor contributing to glossophobia. several participants noted that their drive for flawless performance in public speaking heightened their anxiety. participant 4 explained, “i am someone who has always adhered to a mindset of being perfect, constantly seeking positive evaluations from others. as a result, i am terrified that people may have a negative reaction to what i say, which heightens my anxiety when speaking in public.” the desire for perfection made public speaking more anxiety-inducing, as the fear of making mistakes or not meeting high standards was overwhelming. this finding resonates with studies that have explored the link between perfectionism and anxiety, suggesting that the constant pressure to perform flawlessly can lead to greater public speaking anxiety 18. 6. xenoglossophobia a significant cause of glossophobia identified in this study, particularly among non-native english speakers, was xenoglossophobia—the fear of speaking in a foreign language. participant 2 shared their experience, stating, "the major trigger is the language barrier. the language of teaching and learning is english in almost all schools or higher education. since english is not my mother tongue, i struggle very much to express myself." the pressure of speaking in a second language, especially in an academic setting, contributed to heightened fear of judgment and language-related anxiety. this finding aligns with previous studies that highlight how non-native speakers often experience increased anxiety when required to speak in a foreign language . the fear of making mistakes in pronunciation or grammar added to the stress of speaking in front of others, leading to avoidance behaviors and reduced participation in class discussions. physical manifestations of glossophobia 1. shaking hands and voice trembling physical discomforts such as shaking hands and voice trembling were commonly reported by participants. participant 3 explained, "sometimes my hands and voice shake, making it hard for me to speak properly." participant 2 elaborated, "i will start by feeling my voice cracking, and then i will sweat. i will have a dry mouth, and my hands will shake." these physical symptoms were identified as significant barriers to effective communication, as they undermined students' ability to speak confidently and 17 o flanagan and k jackson, “justice, care and gender: the kohlberg-gilligan debate revisited,” ethics 97, no. 3 (1987): 622–637. 18 achmad fajar angga pamungkas and abdul muhid, “perfectionism, shame, social support and fear of failure in high school students,” edutec: journal of education and technology 4, no. 2 (2020): 276–288. volume 9, number 1, may 2025| 72 coherently. the presence of these physical signs of anxiety often amplified the fear of public speaking, reinforcing the cycle of anxiety. these findings are consistent with the literature on performance anxiety, which identifies trembling hands and voice alterations as common manifestations of glossophobia 19. 2. increased heart rate an increased heart rate was another prominent physical symptom experienced by participants. participant 4 described, "my body's temperature increases as well as my heart rate, and i end up speaking too fast at a rate where the audience cannot even hear what i am trying to say." this physiological response is commonly linked to the body’s fight-or-flight reaction to perceived threats, such as public speaking (chu et al., 2024). the increased heart rate not only contributed to physical discomfort but also impaired participants' ability to speak clearly, often causing them to rush through their presentations. this result is consistent with findings , which suggest that heightened physiological responses like an elevated heart rate can lead to cognitive overload, hindering effective communication during public speaking. 3. sweating sweating was reported by many participants as a significant physical symptom of glossophobia. participant 6 noted, "when i know i am about to speak in front of other people, i get nervous and start sweating until i am done talking." the physical discomfort associated with sweating exacerbated students' anxiety, leading to further distress during public speaking engagements. this symptom is consistent with the literature that links anxiety with physiological responses like excessive sweating, which often intensifies during high-pressure situations like public speaking 20. 4. shortness of breath shortness of breath was another commonly reported physical symptom, often accompanied by dizziness and a sensation of faintness. participant 2 described, "i experience shortness of breath and feel like i am dizzy and about to pass out." this symptom was identified as a major barrier to effective communication, as it interfered with students’ ability to focus and speak coherently. these findings align with research on the physiological impacts of anxiety, which often includes shortness of breath as a symptom of performance-related anxiety 21. the experience of breathlessness can escalate the fear of public speaking, creating a feedback loop where the awareness of physical symptoms leads to increased anxiety, further impairing performance . 19 marqués-pascual and violán, “glossophobia in postgraduate degrees. online public speaking in times of covid-19.” 20 p henningsen zimmermann, t., & sattel, h., “medically unexplained physical symptoms, anxiety, and depression: a meta-analytic review,” psychosomatic medicine, 65(4), 528-533 (n.d.). 21 marina joubert, lloyd davis, and jenni metcalfe, “storytelling: the soul of science communication,” journal of science communication, 2019. volume 9, number 1, may 2025| 73 discussion the findings from this study offer valuable insights into the causes and physical manifestations of glossophobia among university students. this discussion aims to critically analyze the results, compare them with existing literature, and explore their implications for educational practices, psychological interventions, and future research. the discussion is organized around the key causes of glossophobia and its physical symptoms, with reference to the relevant theoretical frameworks and established research in the field. 1. causes of glossophobia lack of preparation the study found that inadequate preparation was one of the primary causes of glossophobia. this finding aligns with existing literature that emphasizes the importance of preparation in reducing public speaking anxiety. participants in the study expressed that not feeling adequately prepared for a public speaking task triggered feelings of insecurity and anxiety, which is consistent with the cognitive-behavioral perspective on performance anxiety 22. the link between preparation and confidence is well-established in speech anxiety research, where preparation is often cited as a key factor in enhancing self-efficacy and reducing cognitive load during speech delivery 23. by being more familiar with their material, speakers are able to focus more on delivery and less on fear of mistakes, which helps reduce anxiety levels. this reflects the idea that the more prepared a speaker feels, the less they are likely to experience cognitive and physiological disruptions 24. the experiences of the participants underscore the critical role that preparation plays in managing public speaking anxiety. participant 1 and participant 3 emphasized that lack of preparation led directly to fear, panic, and a decline in self-confidence. to address this, educational institutions could provide students with additional resources to improve preparation skills, such as guidelines for organizing content, strategies for rehearsing effectively, and support for overcoming performance-related anxiety. fear of judgment the fear of judgment from the audience, particularly from peers, was another significant cause of glossophobia identified in the study. this finding is consistent with the literature that identifies fear of negative evaluation as a core component of public speaking anxiety 25. participant 5 highlighted how feelings of being scrutinized not only for content but also for appearance contributed to heightened anxiety. this aligns with theories of self-consciousness and social evaluation, which suggest that public speaking anxiety is exacerbated by the fear of negative judgment from others, particularly when one’s social standing is at stake . 22 nenagh kemp and rachel grieve, “face-to-face or face-to-screen? undergraduates’ opinions and test performance in classroom vs. online learning,” frontiers in psychology 5 (november 12, 2014): 1278, https://pubmed.ncbi.nlm.nih.gov/25429276. 23 ana gallego et al., “measuring public speaking anxiety: self-report, behavioral, and physiological,” behavior modification 46, no. 4 (2022): 782–798. 24 w coker, “exploration of public-speaking anxiety among novice instructors at a ghanaian university,” the african journal of information and communication, 2022(29), 1-15 (n.d.). 25 baartmans van steensel, f. j., mobach, l., lansu, t. a., bijsterbosch, g., verpaalen, i., ... & klein, a. m., “social anxiety and perceptions of likeability by peers in children.” volume 9, number 1, may 2025| 74 the findings suggest that the fear of judgment from peers, more than from strangers, significantly amplifies anxiety. this is consistent with research by baartmans et al. 26, which found that peer evaluation can be more anxiety-inducing due to the perceived impact on social relationships. this fear is particularly pertinent in academic settings, where students are constantly interacting with peers, and a mistake during public speaking can be perceived as a social failure. the study’s findings emphasize the need for universities to create environments where students feel supported and less scrutinized by their peers. faculty members and student groups could implement initiatives aimed at fostering a more supportive atmosphere during public speaking activities, reducing the perceived judgment that fuels anxiety. audience size audience size was also identified as a contributing factor to glossophobia. participants, including participant 1, reported that their anxiety increased when speaking to larger groups. this finding aligns with mccroskey’s 27 research, which posits that individuals often perceive larger audiences as more intimidating, leading to increased anxiety levels. the fear of being negatively evaluated by a larger group is a central concern in the literature on performance anxiety . while some participants also reported experiencing anxiety in smaller groups, the general consensus was that the fear escalated with the size of the audience. this suggests that the anxiety triggered by larger audiences is likely due to a perceived greater risk of negative evaluation. the findings point to the importance of gradually exposing students to public speaking in varying audience sizes, starting with smaller, less intimidating groups. hofmann (2020) found that exposure to smaller, familiar audiences often reduces the anxiety experienced in larger settings. therefore, universities could implement strategies to gradually increase the size of the audience in public speaking tasks, allowing students to acclimate to larger groups over time. fear of failure the fear of failure was another prominent cause of glossophobia among the participants. this finding supports research by jackson 28, which identifies fear of failure as a critical factor in performance anxiety. the participants in this study feared making mistakes, particularly in front of their peers, and expressed anxiety about their performance being judged negatively. participant 5 reflected this fear, stating, “i am afraid of saying the wrong things and being laughed at.” this fear of failure is particularly potent in high-stakes environments where performance is directly linked to evaluation and future opportunities. this finding underscores the need for universities to address the psychological factors contributing to glossophobia. interventions, such as cognitive-behavioral therapy (cbt), which help students reframe their fears and perceptions of failure, could be valuable in helping students 26 ibid. 27 pontillas, “reducing the public speaking anxiety of esl college students through popsispeak”; marlon pontillas and frederick talaue, “levels of oral communication skills and speaking anxiety of educators in a polytechnic college in the philippines,” journal of education, management and development studies (2021). 28 flanagan and jackson, “justice, care and gender: the kohlberg-gilligan debate revisited.” volume 9, number 1, may 2025| 75 overcome the fear of making mistakes in public speaking. perfectionism the relationship between perfectionism and glossophobia was highlighted in the study, with several participants expressing how their desire for flawless performance exacerbated their public speaking anxiety. participant 4 shared how their need for positive validation and the fear of making mistakes heightened their fear of speaking. this finding aligns with the research by pamungkas and muhid 29, which connects perfectionism with performance anxiety. the pressure to meet self-imposed high standards creates a cycle of anxiety, where any perceived imperfection is magnified, further intensifying glossophobia. this finding suggests that addressing perfectionistic tendencies in students could be a key strategy in alleviating glossophobia. psychological interventions that focus on reducing perfectionism, such as mindfulness-based cognitive therapy (mbct), could help students focus on the process of speaking rather than fearing judgment for imperfections. xenoglossophobia finally, xenoglossophobia, the fear of speaking a foreign language, was a significant contributor to glossophobia for non-native english speakers. participant 2’s experience illustrates how language barriers can increase anxiety, particularly in academic settings where english is the primary language of instruction. this finding is supported by maher and king 30, who note that non-native speakers often experience heightened anxiety when required to speak in english. the fear of making mistakes in pronunciation or grammar adds to their distress, leading to avoidance behaviors and limited participation in academic settings. this suggests that universities need to be more mindful of the language barriers faced by non-native english speakers and provide additional support, such as language proficiency workshops and peer mentoring, to help these students overcome xenoglossophobia. reducing the pressure to perform perfectly in a second language can help alleviate glossophobia among nonnative speakers. 2. physical manifestations of glossophobia the physical symptoms of glossophobia reported by participants, including shaking hands, voice trembling, increased heart rate, sweating, and shortness of breath, align with existing literature on performance anxiety 31. these physiological responses can significantly impact students' ability to speak confidently and clearly. as evidenced by participant 3 and participant 2, the physical discomfort caused by anxiety can undermine the speaker's performance, reinforcing 29 pamungkas and muhid, “perfectionism, shame, social support and fear of failure in high school students.” 30 kate maher et al., “enhancing emotional engagement in speaking tasks: a cognitive-behavioural theory approach,” researching language learning motivation: a concise guide (2022): 135–152; kate maher and jim king, “‘the silence kills me.’:‘silence’as a trigger of speaking-related anxiety in the english-medium classroom,” english teaching & learning 46, no. 3 (2022): 213–234. 31 marqués-pascual and violán, “glossophobia in postgraduate degrees. online public speaking in times of covid-19.” volume 9, number 1, may 2025| 76 the cycle of fear. these physical symptoms, including increased heart rate and sweating, are consistent with the fight-or-flight response identified in the literature on anxiety . the fact that these symptoms exacerbate anxiety and hinder effective communication suggests that interventions addressing both the physical and psychological aspects of glossophobia are crucial. relaxation techniques, such as deep breathing and progressive muscle relaxation, could be effective in helping students manage these physical symptoms before and during public speaking tasks. implications for educational practice the findings of this study have significant implications for how universities can support students who experience glossophobia. the identified causes—lack of preparation, fear of judgment, and perfectionism—indicate that targeted interventions focused on improving preparation, reducing fear of judgment, and addressing perfectionistic tendencies could be highly effective. additionally, the physical manifestations of glossophobia call for strategies to manage anxiety, such as relaxation exercises and breathing techniques, which can help reduce the physiological symptoms that hinder performance. future research should focus on evaluating the effectiveness of specific interventions, such as public speaking workshops, mindfulness training, and cognitive-behavioral techniques, in reducing glossophobia. longitudinal studies could provide insights into how these interventions impact students over time, particularly regarding the long-term reduction in anxiety and improvement in public speaking confidence. furthermore, research examining the intersection of xenoglossophobia and glossophobia among non-native speakers would provide valuable insights into how language barriers contribute to public speaking anxiety in multilingual academic settings. conclusion this study provides a comprehensive examination of the causes and physical manifestations of glossophobia among university students, offering insights into how this anxiety affects students’ public speaking abilities and, consequently, their academic and professional success. the findings reveal that glossophobia is primarily driven by factors such as lack of preparation, fear of judgment, audience size, fear of failure, perfectionism, and xenoglossophobia. these causes were found to trigger significant physical symptoms, including shaking hands, voice trembling, increased heart rate, sweating, and shortness of breath. these physical discomforts compound students' anxiety, further hindering their ability to effectively engage in public speaking situations. the results underscore the complex nature of glossophobia, indicating that it is not merely an issue of psychological distress but also a physiological response that disrupts students' academic performance. this dual impact—psychological and physical—necessitates a multifaceted approach to addressing glossophobia in educational settings. interventions such as public speaking workshops, peer support groups, and relaxation techniques are critical in mitigating the impact of this condition. additionally, addressing underlying causes such as perfectionism, the fear of failure, and xenoglossophobia can further help alleviate anxiety among students, particularly in a volume 9, number 1, may 2025| 77 multicultural academic environment where language barriers may exacerbate public speaking anxiety. future research should explore the effectiveness of these interventions in reducing glossophobia, particularly focusing on longitudinal studies to assess long-term outcomes. studies comparing different types of interventions, such as cognitive-behavioral therapy versus peer support groups, would help identify the most effective strategies for managing glossophobia. furthermore, future research should expand the scope to include students from diverse academic and cultural backgrounds to understand how factors like language proficiency and cultural context contribute to glossophobia. it would also be valuable to explore the role of technology in mitigating glossophobia, especially as digital platforms become increasingly integrated into educational settings. in practical terms, this study highlights the need for universities to incorporate strategies that specifically target glossophobia in their curricula. by creating a supportive learning environment and providing resources for students to overcome their anxiety, universities can help students build confidence in their public speaking abilities. such efforts will not only improve students' academic performance but also equip them with essential communication skills that are crucial for 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mella sahara, and ivan achmad nurcholis. “the causes of glossophobia in the students speaking classroom.” teaching english and language learning english journal (telle) (2022). merriam, sharan b, and elizabeth j tisdell. qualitative research: a guide to design and implementation. john wiley & sons, 2015. pamungkas, achmad fajar angga, and abdul muhid. “perfectionism, shame, social support and fear of failure in high school students.” edutec: journal of education and technology 4, no. 2 (2020): 276–288. perveen, shagufta, gul jabeen, and hafsa khan. “health-related quality of life and distress among insulin-dependent diabetics.” research journal of social sciences and economics review 4, no. 1 (2023): 193–200. pontillas, marlon s. “reducing the public speaking anxiety of esl college students through popsispeak.” 3l: language, linguistics, literature 26, no. 1 (2020): 91–105. pontillas, marlon, and frederick talaue. “levels of oral communication skills and speaking anxiety of educators in a polytechnic college in the philippines.” journal of education, management and development studies (2021). t. tamayo, vladimir, and jonalyn t. caber. “glossophobia: fear of public speaking among senior high school students of aliaga national high school.” journal of humanities and education development (2022). toale, mary c, and james c mccroskey. “ethnocentrism and trait communication apprehension as predictors of interethnic communication apprehension and use of relational volume 9, number 1, may 2025| 79 maintenance strategies in interethnic communication.” communication quarterly 49, no. 1 (2001): 70–83. educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the perception of students about teaching practice in the foundation phase in south agyeman nyb walter sisulu university nagyeman@wsu.ac.za accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: teaching practice is a crucial program that provides aspiring student teachers with practical teaching experience to prepare them for the challenges of teaching in school settings. teaching practice in the foundation phase is fundamental for the education and development of student teachers. teaching practice enables them to apply their theoretical knowledge in real teaching scenarios. a recent study examined student teachers' perspectives during their practice in the foundation phases, revealing a range of responses. the study explored student teachers' perceptions of teaching practices using a qualitative research method with a case study design. six student teachers were purposively selected and interviewed using semi-structured interviews. the findings highlighted the importance of dedicating enough time to teaching practice for professional development. also, they shed light on the challenges teachers face, such as handling large classrooms and balancing university coursework with teaching practice. furthermore, the findings underscored the need for improved classroom management and support systems. schools must address student teachers' challenges during teaching practice while providing adequate support systems to help them maximise their experiences in teaching in the foundation phase. the study recommends that schools and teacher training institutions offer support and resources to help student teachers enhance their professional skills. keyword: teaching practice, student teachers, classroom management, foundation phase, teaching method, lesson plan, inclusive practices introduction teaching practice is a critical program that equips aspiring teachers with practical schoolbased and classroom experiences. teaching practice helps students develop the requisite skills and competencies to become effective instructors. more importantly, teaching practice in the foundation phase of schools is fundamental for the development of student teachers and the moulding of children. teaching practice empowers new teachers to translate theoretical knowledge into authentic teaching experiences and hone instructional skills in an authentic classroom context (adeoye et al., 2024). the experiential learning student teachers benefit from schools that help to bridge the gap between academic preparation and the possible challenges they confront in the school context. the foundation phase of school, in the context of south africa, includes grades r to 3, which is a critical stage in the education of pupils (dlamini, 2022). this phase ensures effective teaching and contributes to the professional growth of future teachers. however, it is observed that student teachers are faced with various challenges that adversely impact their experiences in mailto:nagyeman@wsu.ac.za agyeman nyb the perception of students about teaching practice in the foundation phase in south volume 9, number 2, november 2025 | 250 zzzzzz schools. as a result, this study aims to investigate students' teachers' perspectives of their experiences during teaching practice in the foundation phase in south african schools. numerous studies have been conducted to explore teaching practice and highlight its role in enhancing instructional skills. according to philips and condy (2023), teaching practice helps to bridge the theory and practice gaps by preparing teachers for practical challenges in schools. teaching practice has been described as a structural training period where student teachers are expected to use their theoretical understanding in a classroom context (wolff et al., 2021). this usually takes place under the supervision of an experienced teacher or mentor. teaching practice offers critical students a critical transition from professional training and fosters adaptability and confidence in the school and classroom settings (resch & schrittesser, 2023). according to stromg and viesca (2023), the acquisition of practical experience by students in the school context equips them to support teaching and learning. student teachers use teaching practice placements to enhance their practical teaching and classroom management skills (mahmood et al., 2023). de clercq and phiri (2018) observed that teaching practice and teacher development have evolved in accordance with teachers' responsibilities, professional growth, and societal demands. in south africa, the government emphasises school-based experience as a critical component of the professional development of aspiring teachers. this position is strengthened by the minimum requirements for teacher education qualifications (mrteq) policy, which is the fundamental framework regulating the teaching profession (singh & mcdonal, 2025). the mrteq policy offers a structured framework for training and developing student teachers and ensures that they are prepared for the teaching profession in south africa (mrteq, 2011). the policy was implemented in 2011 and revised in 2015 to create a criterion for teacher qualification in south africa (nakidien et al., 2021). the primary goal of this policy is to facilitate the preparation of student teachers and ensure that qualified teachers are equipped with the essential skills in south african schools (zongozzi, 2022). in spite of the important role of the mrteq policy in developing student teachers, concerns have been raised about its effectiveness. singh and mcdonald (2025) found that most new teachers do not cope with the school environment and managing student discipline. this shows a gap existing between the policy intentions of mrteq and its implementation in supporting teachers. existing studies on teaching practice show the importance of teaching practice in moulding student teachers' profession. teaching practice helps student teachers to apply their theoretical knowledge to authentic teaching and learning experiences (stavridis & papadopoulou, 2022; franklin & harrington, 2019). according to kwatubana and bosch (2019) such experiences influence the professional judgement of students through attitudes, emotions and practical experiences. kiggundu and nayimuli (2019) assert that the effective school-based practice ensures classroom management, supports critical thinking and encourages learner progress. in spite of the extensive studies about teaching practice, there is a gap in knowledge about the experiences of student teachers and how they implement pedagogical approaches to enhance teaching and learning in the foundation phase teaching in south africa. most of the past studies use a wider scope of methodology to focus on this critical phase of education. the current study contributes to this gap by focusing on the perspectives of student teachers about their experiences and challenges in this phase. this study investigates student teachers’ perceptions about teaching practices in this phase and their nuanced insights. the study will contribute to the formulation and implementation of education policies and the reforms in teacher training programs. agyeman nyb the perception of students about teaching practice in the foundation phase in south volume 9, number 2, november 2025 | 251 zzzzzz methods the present study explores student teachers' perceptions about teaching in the foundation phase schools during teaching practice. this study uses a qualitative approach to understand student teachers ' perceptions about teaching in the foundation phase during teaching practice. a qualitative approach was preferred to gain an in-depth insight into the lived experiences, perspectives and their meaning concerning a phenomenon (lame, 2019). this approach allows research to explore complex issues in their context and obtain rich and comprehensive data that quantitative methods do not consider (abuhama et al., 2021). this study approach was complemented by a case study design to explore the research objective of the study. case study design assists the researcher in understanding a phenomenon that occurs within a particular setting (renjith et al., 2021). a case study design permits an in-depth insight into complex issues through a detailed assessment of a particular case (tomaszewski et al., 2020). the study population comprised foundation phase schools, teachers, student teachers, and pupils. the research sample consisted of six student teachers who were purposively selected because they were attached to the selected school and were teaching in the foundation phase. these participants were used because they were the only participants who were attached to the selected school. this makes them the most relevant and accessible sources of in-depth information for the study. according to hennink and kaiser (2022) and vasileiou et al. (2018), a smaller sample in a qualitative study allows for in-depth and rich insights to be gained as opposed to generalised findings. similarly, mcdermott (2023) and abuhama et al. (2021) argue that a smaller sample allows for an intensive engagement with participants and enables the researcher to explore complex experiences of and meanings in daily life. the limited sample size was deemed appropriate to facilitate a thorough examination of the experiences and perceptions of the selected participants. for the sake of maintaining anonymity, the participants were given pseudonyms. female participants were designated as pf1, pf2, and pf3, while male participants were designated as pm1, pm2, and pm3. semi-structured interviews were used in the study to gather data from participants regarding their teaching experiences in the foundation phase. this data collection instrument is associated with qualitative research and provides a balance between flexibility and structure (rutledge & hogg, 2020). according to adeoye-olatunde and olenike (2021), semistructured interviews offer the researcher a guide for the interaction with participants, which allows for the generation of themes and insights from participants. the interviews were conducted at a specific time as agreed upon by the student teachers and the researcher. the researchers communicated with the participants to arrange a mutually convenient interview location. the researchers ensured ethical compliance by acquiring ethical clearance from the university before conducting the interviews. additionally, the researcher sought the school leadership's permission to conduct the study within the school premises and interview the student teachers. prior to the interviews, students were requested to provide consent for participation. the participants were briefed on the study's objective and told that their identities and any information they supplied would be treated confidentially and not disclosed to any other entity. participants were also allowed to withdraw from the study if they experienced undue discomfort over their involvement. to ensure the reliability of this study, member checking was ensured by sharing transcripts and interpretations of participants' experiences with them to ensure the accuracy of the data agyeman nyb the perception of students about teaching practice in the foundation phase in south volume 9, number 2, november 2025 | 252 zzzzzz collected (motulsky, 2021). an audit trail was ensured by keeping detailed records of the data that were collected during the data collection process, which included raw data, notes, codes, and theological changes (carcary, 2020). the transparent process in this study allows for querying how data was gathered, analysed and interpreted (barcellos et al, 2022). this approach ensures that appropriate measures were taken to ensure the dependability and trustworthiness of the study. a major limitation in this study was the use of a smaller sample size, as it can affect the generalizability and adaptability of the findings to a larger population (safari et al., 2023). result and discussion table 1: the summary of findings and discussions of student teacher experiences table 1 shows the summary of themes that emerged for student perceptions of their experiences during teaching practice in foundation schools. the findings integrate participants' responses with current literature findings to show the opportunities, challenges, support mechanisms, mentoring relationships and professional development during teaching practice. the synthesis of these findings focuses on personal reflections and the wide systemic themes resulting from school-based placements. source: author (2025) teaching practice in the foundation phase provides students and teachers with practical experiences that support professional and personal growth. students gain practical skills in the delivery of lessons, managing classrooms and implementing curriculum. this deepens their instructional skills and contributes to active classroom engagement. in spite of these varied theme key findings participant views supporting literature 1. opportunities for professional growth and development teaching practice enhances pedagogical skills, classroom management, and confidence. pf1: gained strategies and improved classroom management. pm1: gained confidence engaging with learners. pf2: reported limited teaching opportunities. dlamini (2022); munna & kalam (2012); de clercq & phiri (2018) 2. challenges faced by student teachers student teachers struggle with large classrooms and balancing coursework with teaching practice. pm2: large class size reduced teaching effectiveness. pf3: found balancing coursework and practice difficult. pm3: developed time management skills despite workload. homer et al. (2018); dlamini (2022) 3. mentoring dynamics with student teachers mentoring improves planning, confidence, and teaching quality. inadequate feedback hampers development. pf2 & pm1: reported strong mentor support and valuable feedback. pf3: experienced distant mentor and poor feedback. mbhiza et al. (2024); mtyakado (2024) 4. support systems during teaching practice access to resources, peer and mentor support improve teaching experience. lack of support isolates student teachers. pm2 & pf1: benefited from schoolprovided resources and peer support. pm3: felt sidelined and unsupported. aglazoe (2017); franklin & harrington (2019); hew et al. (2020) 5. student-teacher professional development opportunities workshops, collaboration, and mentorship deepen understanding of teaching. limited opportunities hinder growth. pf3: gained insight from workshops. pm1: broadened perspective through collaboration. pf2: saw limited development opportunities. mrteq (2011); niser et al. (2019); de clercq & phiri (2018) agyeman nyb the perception of students about teaching practice in the foundation phase in south volume 9, number 2, november 2025 | 253 zzzzzz experiences, most student teachers report benefits. pf1 mentioned that teaching practice assists in enhancing instructional approaches and strengthening strategies for classroom management. pf1 stated. "i learned a lot of new pedagogical strategies for foundational phase teaching and improved my classroom management skills during my stay in the school. this has made me to be effective in teaching in this phase (pf1)”. pm1, on the other hand, explained how teaching practice experience in the foundation phase has built his confidence by saying that, pm1: "i get the opportunity to engage with real pupils, which has helped to boost my confidence about facilitating teaching and learning in the foundation phase classroom (pm1)". pf2 had a contrasting view about teaching practice and how it offers little exposure for professional development. pf2 assert that, “i have had limited opportunities to teach in the classroom, and i believe this does not allow me the exposure i need for my professional growth as a teacher (pf2)”. teaching practice in the foundation phase provides student teachers with practical exposure that supports their professional and personal growth. teaching practice in the foundation phase allows student teachers to gain practical competencies in the form of lesson presentation, implementing curriculum and ensuring discipline in the classroom. these skills assist in deepening classroom engagement, improving learning, and student achievement. whilst some student teachers benefit from teaching practice, some seem to be faced with hindrances that limit their experiences during this period. dlamini (2022) argued that active participation in teaching improves student teachers’ ability to facilitate learning. munna and kalam (2012) recommended placing students in schools where they can sharpen their skills. de clercq and phiri (2018) found that teaching practice helps student teachers build practical skills through real classroom tasks. while teaching practice offers valuable opportunities, student teachers need adequate support and resources to benefit fully. theme 2: challenges faced by student teachers student teachers face various challenges during their time in foundation phase schools. key issues include managing large classrooms, which demand significant time and attention. these difficulties limit their ability to make the most of school-based experiences and deliver lessons effectively. pm2 noted that handling large classes made it harder to manage the classroom well. pm2 said that, "in my school, i found managing a classroom challenging as the classes contain large numbers of pupils (pm2)”. similarly, pf3 also mentioned how focusing on coursework and teaching practice prevented him from benefiting from teaching practice in the foundation phase. pf3 pointed out that, "having to focus on university coursework as a student and at the same time doing teaching practice was very difficult. this reduced the opportunity for me to fully benefit from foundation phase teaching and enhance my professional skills as a teacher (pf3). participant pm3 had a different view from the other participants. the participant explained how, despite a heavy workload in the intermediate phase, it motivated him to improve his skills in dealing with pupils. pm3 explained that, "despite the workload, i was motivated to improve my time management and multitasking skills in the classroom (pm3)". these responses show that most participants struggle to find a balance when dealing with large classes and teaching demands. few participants responded that they faced difficulties during teaching practice in the foundation phase. they used these challenges to develop professional skills such as classroom management, time management and multitasking. literature review confirms the difficulties that student teachers encounter during teaching agyeman nyb the perception of students about teaching practice in the foundation phase in south volume 9, number 2, november 2025 | 254 zzzzzz practice periods in schools. homer et al. (2018) stressed the importance of strengthening student teachers' classroom skills even in the face of the various contextual challenges they face in the classroom. conversely, van diggele et al. (2020) also recognised a significant obstacle that hinders student teachers' ability to manage their classrooms efficiently. the study found that student teachers' failure to use instructional technology and media limits their ability to create a constructivist classroom that actively engages learners. this finding suggests that without the integration of technology, student teachers may find it difficult to adjust to the demands of teaching and engage learners meaningfully. however, this finding may overlook critical factors such as the quality of teacher training and availability of resources that can influence classroom management. dlamini (2022) contended that mentoring student teachers at the foundation phase can enhance their professional development. this finding suggests that mentoring assists student teachers' professional growth through the guidance and feedback they receive from experienced teachers. however, the effect of mentoring may vary depending on the mentor's experiences and the consistency of support they provide student teachers. while teaching practice challenges provide valuable experiences for student teachers, students may also fail to benefit without the proper support from mentors. theme 3: mentoring dynamics with student teachers mentoring plays a crucial role in the professional growth of student teachers during the foundation phase. mentors offer guidance, support, and constructive feedback to help student teachers make the most of their school experience. participants expressed varied opinions on mentorship’s impact. pf2 emphasized the value she gained from her mentor, stating that, "my mentor was supportive and instrumental in my teaching practice in the school. he made sure to provide me helpful feedback that enhanced my teaching skills in the foundation phase (pf2)”. in support, participant pm1 also shared a similar view with pf2 by saying that, "i have a regular meeting with my mentor, and this has helped me to be more confident in preparing and planning lessons to teach (pm1)". participant pf3 shared a contrasting view by explaining how the strained relationship with the mentor affected his teaching practice. pf3 said that "my mentor was distant and rarely provided constructive feedback during the teaching practice (pf3)". these findings show the importance of mentoring in influencing student teachers' competencies through the feedback and guidance they get from their mentors. however, it seems the effectiveness of mentorship varies, as some student teachers had poor support, which affected their teaching practice. participants had varied responses regarding mentoring during their school-based experiences. most participants had positive perspectives that stress the need for mentoring, support, and feedback for student teachers. according to mbhiza et al. (2024), mentorship and support help student teachers improve their teaching skills and build confidence in planning and delivering lessons. some participants agreed that mentorship played a key role in their professional development. however, some also reported negative experiences due to limited feedback and weak mentor relationships. these strained interactions reduced the impact of teaching practice. mbhiza et al. (2024) support this, showing that effective mentoring enhances teaching methods, classroom management, and learner support. mtyakado (2024) also highlights the mentor’s role as a professional model and support system. the findings stress that strong mentor-mentee relationships are essential for the growth and positive experiences of student teachers. it also agyeman nyb the perception of students about teaching practice in the foundation phase in south volume 9, number 2, november 2025 | 255 zzzzzz emphasises that effective mentorship empowers teachers with the appropriate pedagogical skills to teach effectively in the intermediate phase. however, there were variations in students' experiences with their mentors. this shows the inconsistencies in the quality of mentorship and the need for support for student teachers. theme 4: support systems during teaching practice support from schools and teacher training institutions plays a key role in the professional development of student teachers during teaching practice. supervision, incentives, and access to resources help build confidence and strengthen teaching skills, making the school experience more productive and positive. pm2 noted the value of such support by stating that, "in my school, the principal and heads of departments provide us with the necessary resources and materials. this makes it easier to prepare for lessons (pm2)". participant pf1, on the other hand, indicated how the support that mentors provide enhances their teaching practice by saying that, “my supervisors support me to go through the daily demands from the school and classroom. this engagement provides me with the opportunity to learn from different experienced teachers during teaching practice (pf1). pm3, on the other hand, shared a contrasting view by showing how challenging it was to get the support needed during the teaching practice period. pm3 mentioned that pm3: "my experience teaching in the foundation phase was hectic because i felt more sidelined and isolated in the school where i was practising. there was no support from the teachers (pm3)”.the responses indicate that while support from schools and mentors strengthens student teachers' professional skills, the absence of support for some student teachers contributes to isolation and a reduction in the benefits of teaching practice. literature highlights the importance of support that is given to student teachers during school-based practice. aglazoe's (2017) and franklin and harrington's (2019) studies confirm that strong support systems help student teachers to boost learner achievement and manage classrooms more effectively. in support, hew et al. (2020) stress the need for comprehensive training to promote inclusive education, showing that well-supported student teachers play a vital role in shaping positive school environments. these findings suggest that effective support and training of student teachers not only enhance teaching skills but also lead to inclusive education practices. in contrast, mbhiza et al (2024) emphasised that mentoring helps student teachers to develop appropriate instructional skills like lesson planning, classroom management and assessment. similarly, ntyakado (2024) found that mentors as role models provide feedback and practical guidance that equips student teachers with confidence and competence. these findings indicate that supporting student teachers is a critical factor in developing their instructional skills and confidence through feedback. this implies the need to emphasise skill acquisition and professional development during teaching practice in schools. theme 5: student-teacher professional development opportunities teaching practice helps student-teachers enhance and refine their instructional skills professionally in schools. it allows student teachers to reflect on their instructional experiences, learn from mentors and reflect on feedback received from assessors and mentors. these activities reinforce the professional growth of student teachers in the foundation phase of teaching. participant pf3 indicated that the importance of complementing teaching practice with seminars and workshops by saying that, "attending education workshops and seminars provides me with agyeman nyb the perception of students about teaching practice in the foundation phase in south volume 9, number 2, november 2025 | 256 zzzzzz an in-depth understanding of the teaching profession, pedagogical approaches and current trends in the teaching profession (pf3)”. likewise, participant pm1 shared how working with experienced teachers helps student teachers to develop a broader understanding of the teaching profession. pm1 said, "collaborating with experienced teachers broadened my understanding of professional development (pm1)”. in contrast, pf2 observed that few opportunities for growth existed in schools during the teaching practice period. pf2 pointed out that, "there are very few professional growth and development opportunities available in schools. there isn’t enough support to address the challenges and issues that exist in the classroom (pf2). though the various participants held divergent perspectives on the professional prospects, they acknowledged the importance of how student teachers derive their practical teaching experience. literature shows the need for opportunities to be created for student teachers during teaching practice to enhance the professional development of students. according to niser et al. (2019), school authorities must prioritise teachers' professional development by offering essential assistance and training. in support of this claim, de clercq and phiri (2018) argue that establishing a conducive school atmosphere enables student instructors to observe and acquire knowledge from their mentors. these findings suggest the need to prioritise professional development and create a supportive school environment for student teachers to be effective. this shows the critical role that professional development and a supportive school environment play in improving the practical skill acquisition of student teachers. in contrast, munna and kalam (2021) argue that practical teaching experiences need to be combined with inclusive strategies and a classroom environment that allows students to participate in class actively. similarly, hew et al. (2020) underline the need for schools to offer comprehensive training to student teachers to be able to adapt to student-centred teaching in the classroom. this finding shows how blending a practical teaching method with an inclusive and participatory strategy can support student teachers in engaging learners in the classroom. the importance of empowering student teachers with training is considered to foster adaptable, learner-focused teaching practices in schools. conclusion teaching practice in the foundation phase schools in south africa is pivotal in the professional training and development of student teachers. teaching practice provides student teachers with the opportunity to apply their conceptual and theoretical understanding in a practical learning environment in the school. this exposes them to a variety of teaching experiences and support systems. the majority of participants regard teaching practice as an important avenue to empower them with professional training, which complements their university training. the practical experience acquired equips them with appropriate teaching skills like classroom management, instructional planning and learner participation. school-based support and mentorship contribute to improving the professional trajectory of student teachers. in addition, the opportunity to access mentorship, guidance, teaching resources and collaboration fosters the development of student teachers. this shows that when student teachers are equipped with professional skills and competencies, teachers can effectively prepare foundational phase learners to excel. in spite of the benefits of teaching practice to student teachers, the study found challenges that prevent them from being effective facilitators and instructors in the foundation phase. among these challenges are large classrooms, balancing academic work and teaching practice duties, agyeman nyb the perception of students about teaching practice in the foundation phase in south volume 9, number 2, november 2025 | 257 zzzzzz limited opportunities for practice and a lack of mentorship. these challenges undermine the professional development of student teachers and their ability to acquire practical skills relevant to foundation phase teaching. these challenges hinder student teachers' professional growth by limiting their ability to develop practical teaching skills, confidence, and instructional effectiveness in the foundation phase. many student teachers had unclear expectations and a lack of feedback from assessors and mentors. this constraint had an adverse influence on student teachers' developing confidence and competence to facilitate effective teaching in the foundation phase. there is a need for teacher training programs and schools to address this gap by strengthening mentorship and opportunities for practical training. this study finds teaching practice in the foundation phase schools to be a critical component for shaping the professional development of student teachers. teaching practice empowers student teachers with the requisite skills, confidence and pedagogical skills. in spite of the benefits of teaching practice for student teachers, challenges like a lack of practical exposure, mentorship, and support systems obstruct the full benefit of teaching practice. as a result, this study recommends allocating instructional opportunities and strengthening mentorship for student teachers. in addition, student teachers should be empowered with the allocation of instructional resources, teaching opportunities, supervision and support from mentors and assessors, and organising workshops and seminars for the professional development of student teachers. a major limitation of this study is its small sample size of six participants. this restricts the generalisability and potential bias of the study. future studies should incorporate a bigger sample size. this will enhance the reliability of the study's findings and contribute to the body of knowledge of student teachers' experiences in the foundation phase schools during teaching practice references abuhamda, e.a., ismail, a.i. & bsharat, t.k. 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(2022). accessible quality higher education for students with disabilities in a south african open distance and e-learning institution: challenges. international journal of disability, development and education, 69(5), 1645-1657. https://doi.org/10.1080/1034912x.2020.1822518 https://doi.org/10.1177/1609406920967174 https://doi.org/10.1186/s12909-020-02281-4 https://doi.org/10.1186/s12909-020-02281-4 https://doi.org/10.1007/s10648-020-09542-0 https://doi.org/10.1080/1034912x.2020.1822518 educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z islamic moderation in indonesia in strengthening the study of islamic community development (pmi) abdul syukur, sugandhi satria nugraha program doktoral ilmu pengembangan masyarakat islam uin raden intan lampung sugandi11@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract this study aims to analyze the moderating role of islam in the context of the development of islamic society in indonesia, with a focus on how this moderation influences perspectives and practices in the study of islamic intellectualism (pmi). the research employs a qualitative approach, utilizing interview methods and text analysis to gain a profound understanding of the impact of islamic moderation in the context of pmi in indonesia. the findings of the study indicate that the history of pmi reveals that the organization emerged in response to significant changes in post-independence indonesian history and has evolved into an institution playing a central role in shaping an inclusive and contextual understanding of islam. pmi has successfully adapted to various local contexts rich in islamic traditions and schools of thought, bridging diverse interpretations of islam and embracing a diversity of perspectives. keyword: islamic moderation, islamic community development, pmi introduction indonesia, as the country with the largest muslim population in the world, plays a crucial role in the development and moderation of islam1. amidst the diverse dynamics of society, islamic moderation becomes a crucial issue related to the development of islamic society in indonesia. one of the instrumental platforms driving the agenda of islamic moderation is the strengthening of the study of islamic community development (pmi). pmi serves as a center for the study and research of islam, addressing various critical issues in the lives of muslim communities in indonesia2. the significance of islamic moderation in the indonesian context extends beyond religious aspects to encompass social, political, and economic dimensions. in this context, pmi plays a 1 amru almu’tasim, “berkaca nu dan muhammadiyah dalam mewujudkan nilai-nilai moderasi islam di indonesia,” tarbiya islamia: jurnal pendidikan dan keislaman 8, no. 2 (2019): 199–212; imam kanafi et al., “the contribution of ahlussunnah waljamaah’s theology in establishing moderate islam in indonesia,” hts teologiese studies / theological studies (2021); khairan m arif, “concept and implementation of religious moderation in indonesia,” al-risalah (2021); tatar pasundan et al., “indonesian islamic moderation in print moderasi islam indonesia dalam media cetak,” jurnal diklat keagamaan (2020). 2 irwandi ibenk, “konstribusi mahasiswa jurusan pengembangan masyarakat islam (pmi) di nagari parambahan kecamatan kaum kab. tanah datar,” masyarakat madani: jurnal kajian islam dan pengembangan masyarakat (2020); nurul hidayati, “strategi pengembangan prodi pengembangan masyarakat islam (pmi) fidkom uin syarif hidayatullah jakarta dalam menghadapi masyarakat ekonomi asean (mea),” dakwah: jurnal kajian dakwah dan kemasyarakatan (2019). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 252 zzzzzz central role in formulating critical thoughts that have a positive impact on indonesian muslim society. therefore, research on islamic moderation in indonesia within the framework of strengthening pmi studies holds great relevance3. human diversity is a inherent and valid reality according to the decree of allah swt, as implied in the quran surah al-hujurat verse 13, which means: "o mankind, indeed we have created you from male and female and made you peoples and tribes that you may know one another. indeed, the most noble of you in the sight of allah is the most righteous of you. indeed, allah is knowing and acquainted." in everyday life, everyone encounters differences, which often become triggers for problems escalating into conflicts when not understood, addressed, and responded to appropriately. within differences, there lies a meaningful understanding that should be acknowledged and comprehended. differences bring about a sense of togetherness, and they provide reasons for understanding and interpretation. differences are the conditions, qualities, and characteristics created by allah with the purpose of enabling mutual recognition, interaction, understanding, and mutual benefit among individuals. understanding and responding to differences depend entirely on one's perspective. if viewed as a threat, differences may become challenging problems. however, if differences are perceived as a natural aspect of human existence and a grace from allah, they transform into a beautiful spectrum coloring life4. one's perspective on differences significantly determines their attitude toward understanding the meaning of differences. therefore, complete and accurate understanding is crucial for individuals to cope with and manage differences. understanding and comprehension reflect the realization and awareness of the diverse, varied, and never-perfect realities of life. within understanding and comprehension, there is sincerity, readiness, and openness to accept everything, both within and outside oneself. equally important is the realization that everything has its strengths, whether acknowledged or not, and they complement each other. understanding and comprehending a difference is a process and a follow-up action based on respect and mutual appreciation. with respect and mutual appreciation, one can comprehend and accept, and gradually, the primary attitude will emerge, allowing everyone to coexist peacefully, comfortably, and harmoniously amid differences. therefore, maximum effort is needed to emphasize and instill positive values in every individual, encouraging them to understand, comprehend, and respond to differences, such as avoiding negative assumptions, steering clear of provocative information, and adopting a moderate and tolerant approach. hence, amid a diverse environment, including national and state life, understanding, comprehension, as well as moderate and tolerant attitudes are crucial for creating peace and integral synergy in the development process. in this regard, the indonesian muslim community, as the majority, must position itself at the forefront of advancing and strengthening the integrity, unity, and peace of the indonesian nation, as symbolized by the motto "bhinneka tunggal ika" (unity in diversity). islam, as a divine doctrine, contains noble and universal values5. 3 r w hefner, “expressing islam: religious life and politics in indonesia * edited by greg fealy and sally white,” journal of islamic studies 21, no. 3 (2010): 479–482, http://dx.doi.org/10.1093/jis/etq058. 4 mercy aprilia dyah arini, puji rahayu, and masyhuri machfudz, “kontribusi islam terhadap perkembangan sains dan teknologi abad 21,” jurnal filsafat, sains, teknologi, dan sosial budaya (2021); nila nila, wiwik indriani, and siti nurjanah, “pendidikan anak dalam perspektif hadist,” anwarul (2021); indah nurfi and chuzaimah batubara, “menjaga toleransi beragama dengan teologi islam,” islamijah: journal of islamic social sciences (2021). 5 rahma fitria purwaningsih and doli witro, “islam nusantara in slogan bhinneka tunggal ika: al-quran yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 253 zzzzzz the development of pmi must also be understood in the context of the overall development of islam in indonesia. as a country with diverse traditions and streams of islam, indonesia serves as a unique laboratory for islamic moderation, covering a wide spectrum of interpretations. this complexity adds to the challenges in strengthening the study of islamic moderation conducted by pmi. therefore, understanding how pmi adapts to different local contexts in indonesia is crucial. additionally, the role of pmi in strengthening the study of islamic moderation is important for identifying the tangible impacts resulting from their studies. this includes implementing study results in public policies, social changes, and the general understanding of islam. by understanding these tangible impacts, we can evaluate the extent to which pmi has succeeded in moderating the understanding of islam in indonesia6. challenges and opportunities faced by pmi in dealing with recent developments, such as advancements in information and communication technology affecting the spread of islamic understanding, as well as global issues influencing the dynamics of islam in indonesia, need to be addressed. in this context, the role of pmi as a crucial stakeholder in islamic moderation will be further clarified. with a deeper understanding of islamic moderation in indonesia and the role of pmi in strengthening the study of moderation, it is hoped that this research will contribute positively to efforts promoting inclusive and tolerant islamic moderation in indonesia. it also aims to guide pmi in fulfilling its role more effectively and sustainably. methods the study aimed to analyze the role of islamic moderation in the context of islamic community development in indonesia, specifically focusing on how this moderation influences perspectives and practices in the study conducted by the center for the study of islamic community development (pmi). the research employed a qualitative approach and utilized interview methods along with text analysis to explore a profound understanding of the impact of islamic moderation within the pmi context in indonesia. the qualitative approach involved in-depth interviews, allowing researchers to gather rich and nuanced insights into the participants' views and experiences related to islamic moderation. additionally, text analysis was employed to scrutinize relevant documents, texts, and possibly transcripts of interviews, aiming to extract and analyze themes, patterns, and meanings related to the impact of islamic moderation on pmi. result and discussion the importance of interpreting 'religious moderation' perspective,” cakrawala: jurnal studi islam (2020); elly malihah, “islam, keindonesiaan dan bhinneka tunggal ika,” himmah: jurnal kajian islam kontemporer (2021); nur khamid, “bahaya radikalisme terhadap nkri,” millati: journal of islamic studies and humanities (2016). 6 anoushiravan ehteshami, “islam, muslim polities and democracy,” democratization (2004); akbar s. ahmed, “islam and society in southeast asia,” american journal of islam and society (1989). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 254 zzzzzz the term moderation in arabic is referred to as al-wasathiyah. linguistically, al-wasathiyah comes from the word wasath. al-asfahaniy defines wasath as sawa'un, which means in the middle between two limits, or with justice, which is moderate or standard7. wasathan also means to guard against adopting uncompromising attitudes and deviating from the religious truth. the same meaning is found in mu'jam al-wasit, which refers to simple and selected guidance and choices. ibn 'asyur defines the word wasath with two meanings. first, according to etymology, the word wasath means something in the middle or something with two comparable ends. second, according to terminology, the meaning of wasath is islamic values built on a straight and moderate mindset, avoiding excesses in certain matters. in practice, the embodiment of moderation or the middle path in islam can be classified into four areas of discussion8: a. moderate in matters of creed. b. moderate in matters of worship. c. moderate in behavior and ethics. d. moderate in the formulation of sharia. the moderation (wasathiyah) of islamic teachings is reflected, among others, in the following aspects: a. creed b. worship c. morality d. formation of sharia the explanation of the above words is for us to learn moderation: not extreme textualism, nor too much reliance on reason alone. i believe you all are moderates who can measure yourselves in positioning substance and responding to situations. i hope you can become moderators who can moderate religious communities. as for the technicalities, feel free to be creative according to your abilities, as long as you convey a meaningful message and share the same vision. understanding is a prerequisite for the effectiveness of the message. often, one word becomes a problem when interpreted differently. the sharper the differences in interpreting words, the more complicated the problem becomes. conversely, the same interpretation will result in a harmonious understanding of behavior that can be followed in coordinated action. that is why, on this occasion, i want to convey a summary of the meaning of the keyword "moderation" according to our duties in the field of religion and religious matters. the goal is that the context of using this word is not understood narrowly or overly broad, let alone misunderstood. in short, i call it a mantra as a magical word to influence the public so that religious life in this country runs as expected. that mantra is religious moderation. transforming small movements among us into a great energy capable of leading religious communities and this nation towards a better civilization. moderate islam in national life islam came to the earth not only to bring creed (doctrines of faith) and sharia (ritual 7 muhammad khairan arif, “moderasi islam (wasathiyah islam) perspektif al-qur’an, as-sunnah serta pandangan para ulama dan fuqaha,” al-risalah (2020); siti rohmah and zakiyatul badriyah, “analisis materi islam wasathiyah pada mata pelajaran aqidah akhlak di madrasah aliyah,” jurnal alasma : media informasi dan komunikasi ilmiah (2022); al qudus nofiandri eko sucipto dwijo et al., “quranicbased moderate islam in pesantren against radicalism,” jurnal pendidikan agama islam (journal of islamic education studies) (2022); heri aulia rahman and aspandi aspandi, “konsep islam wasathiyah dalam al-qur’an; analisis munasabah q.s al-baqarah ayat 143,” saintifika islamica: jurnal kajian keislaman (2023). 8 m. yusuf wibisono and wahyudin darmalaksana, “the idea of moderate islam in the media space for the social construction of religious moderation in indonesia,” khazanah sosial (2022); abdur rahman adi saputera, “the contextualization of islamic law paradigms in the pandemic time covid-19 as the word of religious moderation,” jurnal mahkamah : kajian ilmu hukum dan hukum islam (2020); rayno dwi adityo, “peningkatan adaptasi covid-19 dan moderasi beragama,” journal of research on community engagement (2021). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 255 zzzzzz doctrines) but also to carry out the mission of rahmatan lil 'alamin with its civilizational concept, which is actualized in the development of civilization through science, technology, culture, and manners9. the term madani comes from the arabic vocabulary madaniyyun, which is rooted in the verb madana, which means to inhabit, reside, or build. other than that, it is sometimes interpreted with other meanings such as cultured, urban, civil, or civil. by knowing the meaning of madani, it should be understood that the term madani society, popular in the late 90s, is a cultured society or a civil society or a society residing in an urban area or a city community familiar with pluralism issues10. departing from the above description, whether intentionally or coincidentally, the depiction of madani society is clearly seen in the course of the history of islamic civilization, how the prophet muhammad initiated the construction of the city of yathrib in the 7th century with a constitutional concept that binds various ethnic groups, factions, and religions to become a civilized city known as madinah. there, the prophet saw and found a pluralistic society, consisting of immigrant muslims (muhajirin from mecca), native muslim residents (ansar of madinah consisting of the aus and khazraj tribes), and non-muslims (jews of madinah consisting of the banu quraizah, banu qainuqa', and banu nadhir). they were all free to carry out their respective activities and strictly forbidden to be hostile to anyone except those who committed injustice. people should not be considered enemies just because they have different political views, religions, or ethnicities. in this regard, islam brought radical changes to individual and social life in the city of madinah due to its ability to influence the quality of all aspects of life. at the very least, this is an ideal model envisioned by muslims worldwide, including indonesian muslims, about the realization of islamic law in a socio-political life that is just and in harmony with the cultural development of society. because they believe that the last and most comprehensive formulation for human social life is islam, which emphasizes conflicts as strongly as it emphasizes consensus and cooperation issues. again, islam is a way of life; islam is a complete direction, attitude, and worldview. conceptually, islam must stand on the "middle path," meaning reaching and surpassing extremes in human processes and avoiding extreme attitudes. it means that the socio-religious moderation concept in religion, which is the core of islamic teachings, as stated in the quran in surah albaqarah: 143 "and thus we have made you [muslims] a just community that you will be witnesses over the people and the messenger will be a witness over you..." must be actively present and play a role in building peace, harmony, and harmonious relationships among fellow human beings. many life and living issues discussed in the quran, about the social order and the past prophets local context in strengthening islamic moderation initially, it is essential to comprehend that indonesia boasts a rich tapestry of traditions and streams within islam. pmi, as an organization, has adeptly adjusted itself to this diversity. in the pursuit of strengthening islamic moderation, pmi recognizes and values the variations in 9 muhammad khairan arif, “islam rahmatan lil alamin from social and cultural perspective,” al-risalah (2021); muhammad makmun rasyid, “islam rahmatan lil alamin perspektif kh. hasyim muzadi,” epistemé: jurnal pengembangan ilmu keislaman (2016); megawati fajrin and taufikurrahman, “hakikat dan prinsip islam rahmatan lil alamin,” el-fata: jurnal ilmu tarbiyah (2023); hasmi rafsanjani, mutohharun jinan, and muthoifin muthoifin, “penanaman nilai islam rahmatan lil ‘alamin di pondok pesantren,” jiip jurnal ilmiah ilmu pendidikan (2022). 10 eva sofia sari and wely dozan, “konsep pluralisme pendidikan islam di indonesia dalam perspektif abdurrahman wahid (gus dur),” journal ta’limuna (2021); mohammad hashim kamali, “diversity and pluralism: a qur’anic perspective,” icr journal (2020); dzuriyatun toyibah, “indonesian muslim in the netherlands: responding to nationalism, islamism, democracy, and pluralism,” religious: jurnal studi agama-agama dan lintas budaya (2022). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 256 zzzzzz islamic understanding, rendering it an inclusive organization. 1. adapting to various traditions and islamic streams: indonesia, being a culturally and religiously heterogeneous nation, demands adaptability. pmi has successfully adjusted to various traditions and islamic streams within the country. the organization acknowledges the absence of a homogeneous understanding of islam in indonesia. instead, pmi has endeavored to comprehend and respect differences in islamic understanding, including collaboration with diverse islamic groups11. 2. collaboration with various groups: pmi not only concentrates on collaborating with muslim communities but has also worked alongside various non-islamic groups. this reflects the organization's inclusive approach in promoting islamic moderation. such collaborations encompass interfaith dialogues, joint discussions with other religious groups, and diverse activities fostering interreligious harmony. such collaborations have reinforced the understanding that islamic moderation is a shared responsibility among all citizens, not solely the muslim community12. 3. embracing diversity in islamic thought: pmi's ability to embrace diversity in islamic thought is a pivotal aspect of strengthening islamic moderation. the organization has created inclusive spaces for discussions where diverse islamic understandings can be expressed and deliberated upon. this aids in avoiding rigidity in religious comprehension and paves the way for more moderate and inclusive thinking. pmi understands that diversity in thought is a distinctive feature of indonesia, deserving respect and preservation13. in summary, the local context is inseparable from pmi's efforts in strengthening islamic moderation in indonesia. the organization's ability to adapt to diverse contexts and embrace diversity in islamic thought is a crucial factor in its success in promoting inclusive and tolerant islamic moderation in indonesia challenges and opportunities for pmi pmi faces various challenges, including efforts of radicalization and the influence of the internet in disseminating extreme islamic views. however, opportunities exist to enhance pmi's role. collaborations with the government, educational institutions, and civil society organizations are among the opportunities that pmi can leverage to strengthen its impact in the promotion of islamic moderation studies. challenges: 1. radicalization and extremism: one of the primary challenges confronting pmi is the spread of radical and extremist islamic views. extremist groups utilize social media and the internet to encourage individuals to engage in violent actions. pmi must strive to counteract this radicalization and provide alternative, moderate understandings of islam. 2. internet influence: the internet has become a crucial tool for disseminating religious views. pmi needs to adapt to this digital world and utilize it as a means to spread messages of islamic moderation. however, caution must be exercised to prevent the spread of misinformation or extreme views through the internet. 3. external challenges: pmi also faces challenges from various external groups that may not support the mission of islamic moderation. this includes groups tending towards 11 w. hefner robert, “making modern muslims” (university of hawai’i press, 2008), http://dx.doi.org/10.21313/hawaii/9780824832803.001.0001. 12 djohan effendi, a renewal without breaking tradition: the emergence of a new discourse in indonesia’s nahdlatul ulama during the abdurrahman wahid era (institute for interfaith dialogue in indonesia, 2008). 13 kathleen woodward, “indonesian schools: shaping the future of islam and democracy in a democratic muslim country.,” journal of international education and leadership (2015). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 257 zzzzzz fundamentalism or conservatism. maintaining independence and a vision of moderation when facing these challenges is key. opportunities: 1. collaboration with the government: pmi has the opportunity to collaborate with the government in addressing the challenge of radicalization. this collaboration could involve providing policy input, training religious counselors, and public campaigns to promote a moderate understanding of islam14. 2. collaboration with educational institutions: pmi can form partnerships with educational institutions to integrate a moderate understanding of islam into educational curricula. this presents a significant opportunity to influence the younger generation positively15. 3. collaboration with civil society organizations: pmi can collaborate with civil society organizations sharing a similar vision to promote islamic moderation and tolerance. this collaboration can enhance the impact and reach of messages promoting islamic moderation16. in addressing challenges and capitalizing on opportunities, pmi can play an increasingly vital role in promoting islamic moderation in indonesia. collaboration with various stakeholders, coupled with a profound understanding of indonesia's social and political context, will be pivotal in these efforts. conclusion in order to understand the role of the center for the study of islamic community development (pmi) in strengthening the study of islamic moderation in indonesia, we have outlined several key aspects, including the history of pmi's establishment, its role in advancing moderate islamic understanding, the impact of the implementation of research results, adaptation to local contexts, as well as the challenges and opportunities faced. pmi's history indicates that the organization emerged in response to significant changes in post-independence indonesian history and has grown into an institution playing a central role in shaping an inclusive and contextual understanding of islam. pmi has successfully adapted to various local contexts rich in traditions and streams of islam, bridging diverse interpretations of islam, and embracing a diversity of thoughts. the impact of the implementation of pmi's research results is reflected in public policies, societal understanding, and strengthened inter-religious harmony. however, the organization also faces challenges such as radicalization and the influence of the internet in the spread of extremist ideologies. nevertheless, opportunities to strengthen pmi's role through collaboration with the government, educational institutions, and civil society organizations remain open. with appropriate efforts, pmi can continue to play a crucial role as an agent in promoting inclusive and tolerant islamic moderation in indonesia. 14 r. suyanto, b., sirry, m. i., & sugihartati, “pseudo-radicalism and the de-radicalization of educated youth in indonesia,” studies in conflict & terrorism 45, no. 2 (2022): 153–172. 15 sari and dozan, “konsep pluralisme pendidikan islam di indonesia dalam perspektif abdurrahman wahid (gus dur).” 16 “seyyed vali reza nasr. &lt;italic&gt;mawdudi and the making of islamic revivalism&lt;/italic&gt;. new york: oxford university press. 1996. pp. x, 222. $45.00,” the american historical review (1998), http://dx.doi.org/10.1086/ahr/103.1.269. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 258 zzzzzz references ahmed, akbar s. “islam and society in southeast asia.” american journal of islam and society (1989). almu’tasim, amru. “berkaca nu dan muhammadiyah dalam mewujudkan nilai-nilai moderasi islam di indonesia.” tarbiya islamia: jurnal pendidikan dan keislaman 8, no. 2 (2019): 199–212. arif, khairan m. “concept and implementation of religious moderation in indonesia.” al-risalah (2021). arif, muhammad khairan. “islam rahmatan lil alamin from social and cultural perspective.” al-risalah (2021). ———. “moderasi islam (wasathiyah islam) perspektif al-qur’an, assunnah serta pandangan para ulama dan fuqaha.” al-risalah (2020). arini, mercy aprilia dyah, puji rahayu, and masyhuri machfudz. “kontribusi islam terhadap perkembangan sains dan teknologi abad 21.” jurnal filsafat, sains, teknologi, dan sosial budaya (2021). dwi adityo, rayno. “peningkatan adaptasi covid-19 dan moderasi beragama.” journal of research on community engagement (2021). effendi, djohan. a renewal without breaking tradition: the emergence of a new discourse in indonesia’s nahdlatul ulama during the abdurrahman wahid era. institute for interfaith dialogue in indonesia, 2008. ehteshami, anoushiravan. “islam, muslim polities and democracy.” democratization (2004). eko sucipto dwijo, al qudus nofiandri, muhammad fahmi, saefullah azhari, senata adi prasetia, and salman al farisi. “quranic-based moderate islam in pesantren against radicalism.” jurnal pendidikan agama islam (journal of islamic education studies) (2022). hefner, r w. “expressing islam: religious life and politics in indonesia * edited by greg fealy and sally white.” journal of islamic studies 21, no. 3 (2010): 479–482. http://dx.doi.org/10.1093/jis/etq058. hidayati, nurul. “strategi pengembangan prodi pengembangan masyarakat islam (pmi) fidkom uin syarif hidayatullah jakarta dalam menghadapi masyarakat ekonomi asean (mea).” dakwah: jurnal kajian dakwah dan kemasyarakatan (2019). ibenk, irwandi. “konstribusi mahasiswa jurusan pengembangan masyarakat islam (pmi) di nagari parambahan kecamatan kaum kab. tanah datar.” masyarakat madani: jurnal kajian islam dan pengembangan masyarakat (2020). kamali, mohammad hashim. “diversity and pluralism: a qur’anic perspective.” icr journal (2020). kanafi, imam, harapandi dahri, susminingsih susminingsih, and syamsul bakhri. “the contribution of ahlussunnah waljamaah’s theology in establishing moderate islam in indonesia.” hts teologiese studies / theological studies (2021). khamid, nur. “bahaya radikalisme terhadap nkri.” millati: journal of islamic studies and humanities (2016). malihah, elly. “islam, keindonesiaan dan bhinneka tunggal ika.” himmah: jurnal kajian islam kontemporer (2021). megawati fajrin, and taufikurrahman. “hakikat dan prinsip islam rahmatan lil alamin.” el-fata: jurnal ilmu tarbiyah (2023). nila, nila, wiwik indriani, and siti nurjanah. “pendidikan anak dalam perspektif hadist.” anwarul (2021). nurfi, indah, and chuzaimah batubara. “menjaga toleransi beragama dengan teologi islam.” islamijah: journal of islamic social sciences (2021). pasundan, tatar, jurnal diklat keagamaan, dudung abdul, rohman balai pendidikan, dan pelatihan, and keagamaan bandung. “indonesian islamic moderation in yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 8, number 3, november 2023| 259 zzzzzz print moderasi islam indonesia dalam media cetak.” jurnal diklat keagamaan (2020). purwaningsih, rahma fitria, and doli witro. “islam nusantara in slogan bhinneka tunggal ika: al-quran perspective.” cakrawala: jurnal studi islam (2020). rafsanjani, hasmi, mutohharun jinan, and muthoifin muthoifin. “penanaman nilai islam rahmatan lil ‘alamin di pondok pesantren.” jiip jurnal ilmiah ilmu pendidikan (2022). rahman, heri aulia, and aspandi aspandi. “konsep islam wasathiyah dalam al-qur’an; analisis munasabah q.s al-baqarah ayat 143.” saintifika islamica: jurnal kajian keislaman (2023). rasyid, muhammad makmun. “islam rahmatan lil alamin perspektif kh. hasyim muzadi.” epistemé: jurnal pengembangan ilmu keislaman (2016). robert, w. hefner. “making modern muslims.” university of hawai’i press, 2008. http://dx.doi.org/10.21313/hawaii/9780824832803.001.0001. rohmah, siti, and zakiyatul badriyah. “analisis materi islam wasathiyah pada mata pelajaran aqidah akhlak di madrasah aliyah.” jurnal alasma : media informasi dan komunikasi ilmiah (2022). saputera, abdur rahman adi. “the contextualization of islamic law paradigms in the pandemic time covid-19 as the word of religious moderation.” jurnal mahkamah : kajian ilmu hukum dan hukum islam (2020). sari, eva sofia, and wely dozan. “konsep pluralisme pendidikan islam di indonesia dalam perspektif abdurrahman wahid (gus dur).” journal ta’limuna (2021). suyanto, b., sirry, m. i., & sugihartati, r. “pseudo-radicalism and the de-radicalization of educated youth in indonesia.” studies in conflict & terrorism 45, no. 2 (2022): 153–172. toyibah, dzuriyatun. “indonesian muslim in the netherlands: responding to nationalism, islamism, democracy, and pluralism.” religious: jurnal studi agama-agama dan lintas budaya (2022). wibisono, m. yusuf, and wahyudin darmalaksana. “the idea of moderate islam in the media space for the social construction of religious moderation in indonesia.” khazanah sosial (2022). woodward, kathleen. “indonesian schools: shaping the future of islam and democracy in a democratic muslim country.” journal of international education and leadership (2015). “seyyed vali reza nasr. &lt;italic&gt;mawdudi and the making of islamic revivalism&lt;/italic&gt;. new york: oxford university press. 1996. pp. x, 222. $45.00.” the american historical review (1998). http://dx.doi.org/10.1086/ahr/103.1.269. educatio : journal of education volume 9 , number 1, may 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) higher education in sylhet division of bangladesh: performance of private universities md. jahangir alam department of business administration, leading university, ragibnagar, south surma, sylhet3112 takinduyo@uj.ac.za accepted: jan 14th 2024 reviewed: april 18th 2024 published: may 28th 2024 abstract higher education in bangladesh has its roots in the british colonial period, and since the country's liberation in 1971, the government has placed significant emphasis on developing the education sector. this study aims to identify the structure, acts, laws, and commissions governing higher education in bangladesh, with a particular focus on the sylhet division. the study also assesses the performance of private universities within this division. secondary data were gathered from various articles, websites, and relevant documents, while specific information regarding leading university was obtained from the office of the controller of examinations. descriptive statistics were employed to analyze the data. the findings indicate that the higher education sector in bangladesh has undergone significant transformation, particularly following the implementation of the private university act of 1992. among the 158 universities nationwide, only 10 are located in the sylhet division, and among the 114 medical colleges, only 7 are situated in this region. within sylhet's four districts, the sylhet district houses the majority of higher education institutions, while the moulvibazar district has the fewest. the private universities in the sylhet division have shown strong performance in terms of infrastructure, physical facilities, and teacher-student ratios, with leading university identified as the top performer. however, this study primarily focuses on the opportunities available in higher education in the sylhet division, and does not assess the quality of education. future research could explore this aspect further. keywords: higher education, performance, private universities, regulations, structure, sylhet division by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction higher education (he), also known as tertiary education, encompasses the full range of post-secondary education pursued after the completion of 12 years of schooling 1. the history of 1 mahfuzul hoque chowdhury, mir mohammed nurul absar, and syed manzur quader, “challenges and developments in the higher education system of bangladesh,” global education systems (springer singapore, 2020), http://dx.doi.org/10.1007/978-981-13-3309-5_57-1; m. amin abdullah, “islamic studies in higher education in indonesia: challenges, impact and prospects for the world community,” al-jami’ah (2017); shoukot ali et al., mailto:takinduyo@uj.ac.za http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2024| 28 he in the bengal region dates back to the mid-19th century, with the establishment of calcutta university and several degree-awarding colleges, such as dhaka college, chittagong college, eden girls' college, rajshahi college, murari chand college, and comilla victoria college, aimed at providing equitable access to higher education for students in east bengal. in 1921, the british government established the university of dhaka, which later played a central role in higher education in east pakistan following the partition of british india in 1947. subsequently, five more universities were established before bangladesh's independence in 1971: rajshahi university (1953), bangladesh agricultural university (1961), bangladesh university of engineering and technology (1962), chittagong university (1966), and jahangirnagar university (1970) 2. historically, higher education in bangladesh was considered a luxury in a society marked by widespread illiteracy 3. however, after the country's liberation in 1971, the education sector was identified as a top priority by the government 4. article 17 of the constitution of bangladesh declared education a fundamental right for all citizens. since then, the government has endeavored to use education as a tool for national development by initiating and implementing various education commissions and policies to address contemporary educational challenges 5. in line with recommendations from these commissions and policies, the government permitted the establishment of private educational institutions alongside public ones, leading to the creation of 107 private universities in the last three decades 6. the rapid expansion of universities in bangladesh, in terms of both size and infrastructure, has been largely driven by government investments 7. despite this growth, the current level of budgetary allocation for the education sector remains insufficient, and allocations have been inconsistent (rahman et al., 2016). furthermore, there is a consensus among academics, education researchers, policymakers, and other stakeholders that the quality of higher education in bangladesh is facing significant challenges and has been steadily deteriorating 8. to address these concerns and ensure the quality of higher education, the government introduced the private university act in the early 1990s, which allowed for the establishment of “pursuing higher education: adaptation challenges and coping strategies of rural students at urban universities in bangladesh,” tertiary education and management 27, no. 2 (2021): 91–106, http://dx.doi.org/10.1007/s11233-02109067-3. 2 chowdhury, absar, and quader, “challenges and developments in the higher education system of bangladesh.” 3 mobasser monem and hasan muhammad baniamin, “higher education in bangladesh: status, issues and prospects,” pakistan journal of social sciences 30, no. 2 (2010): 293–305. 4 iqbal ahmed chowdhury et al., “internal migration and socio-economic status of migrants: a study in sylhet city, bangladesh,” american journal of human ecology 1, no. 4 (2012): 123–133. 5 md muhibbullah, abdullah al mamun, and rafia afroz, “quality of higher education: improving the well-being through humanizing digital entrepreneurship program,” the journal of asian finance, economics and business 8, no. 2 (2021): 1201–1213; mustari bosra, “the contribution of local muslim scholars to the development of indonesia’s education,” society (2022); ali et al., “pursuing higher education: adaptation challenges and coping strategies of rural students at urban universities in bangladesh.” 6 et al., “assessing students’ satisfaction in public universities in bangladesh: an empirical study,” the journal of asian finance, economics and business 7, no. 8 (2020): 323–332, http://dx.doi.org/10.13106/jafeb.2020.vol7.no8.323. 7 chowdhury et al., “internal migration and socio-economic status of migrants: a study in sylhet city, bangladesh.” 8 ali et al., “pursuing higher education: adaptation challenges and coping strategies of rural students at urban universities in bangladesh.” volume 9, number 1, may 2024| 29 private universities 9. in the sylhet division, the leading university was established by the renowned philanthropist danobir dr. syed ragib as the first private university in the region. sylhet division, located in the northeastern corner of bangladesh, comprises four districts—sylhet, habiganj, moulvibazar, and sunamganj—covering a total area of approximately 12,596 square kilometers and home to about nine million people. the division accounts for 8.5% of bangladesh's total land area and 6.4% of its population. while 23% of the national population resides in urban areas, the figure is only 12.5% in sylhet. educationally, sylhet is the lowest-performing division, with a literacy rate of 40.7% for individuals aged 7 years and older, compared to the national average of 48.5%. adult literacy in sylhet stands at 44.4%, below the national average of 52.1%, and other educational indicators also show that sylhet lags behind the rest of the country 10. given this context, the present study aims to identify the structure, acts, laws, commissions, and investment trends in higher education in bangladesh; to compare higher education opportunities in the sylhet division with the national landscape; and to assess the performance of private universities in sylhet. this descriptive study utilizes secondary data from the websites of the ministry of education, the ministry of law and justice, the ministry of finance, and the university grants commission (ugc), as well as reports from the bangladesh bureau of educational information and statistics (banbeis). data specific to private universities in sylhet were collected in a structured format and analyzed using descriptive statistics. the study is organized into five sections: the structure of higher education in bangladesh, relevant acts, laws, and commissions, investment trends in higher education, the state of higher education in the sylhet division, and an assessment of the performance of leading university in sylhet. these findings are discussed in detail in the following sections. method the present study employed a descriptive research design to explore the structure, regulations, investment trends, and performance of higher education (he) institutions, with a particular focus on private universities in the sylhet division of bangladesh. the study utilized secondary data sources to achieve its objectives, relying on a comprehensive review of relevant documents, reports, and online content. data collection secondary data were collected from various authoritative sources to ensure the accuracy and reliability of the findings. the following data sources were utilized: 1. higher education structure, acts, and laws: information regarding the structure, acts, laws, and commissions related to higher education in bangladesh was obtained from the official websites of the ministry of education and the ministry of law and justice, 9 gazi mahabubul alam and morsheda parvin, “quality of he in private universities of bangladesh: the four fundamental perspectives,” international journal of higher education 6, no. 4 (2017): 38, http://dx.doi.org/10.5430/ijhe.v6n4p38. 10 education watch, 2009-2010 volume 9, number 1, may 2024| 30 bangladesh. these sources provided insights into the regulatory framework governing higher education in the country. 2. investment trends in higher education: data on investments in higher education were sourced from the ministry of finance’s website and the annual reports of the university grants commission (ugc). these documents provided detailed information on budget allocations, financial trends, and investment priorities in the higher education sector. 3. higher education scenario in sylhet division: to explore the state of higher education in the sylhet division, data were gathered from the ministry of education’s website, the ugc’s website, and various reports published by the bangladesh bureau of educational information and statistics (banbeis). these sources offered a comprehensive overview of the availability and distribution of educational institutions in the sylhet division. 4. performance of private universities in sylhet division: specific information regarding the performance of private universities in sylhet was collected through structured data requests from the universities themselves, as well as from the annual report of ugc, 2019. the data collected included metrics related to infrastructure, physical facilities, teacher-student ratios, and other relevant performance indicators. data analysis the collected data were systematically organized and analyzed using descriptive statistics. tabular and graphical methods were employed to present the data clearly and effectively. the analysis focused on identifying patterns, trends, and disparities in higher education within the sylhet division compared to the national context. the performance of private universities was assessed by comparing key indicators across institutions within the division. data interpretation the interpretation of the data was conducted using the author’s personal judgment, informed by the existing literature and the context of higher education in bangladesh. the study’s findings were presented in a structured format, with the discussion divided into five sections: the structure of higher education in bangladesh, relevant acts, laws, and commissions, investment trends in higher education, the state of higher education in the sylhet division, and the performance of leading university in sylhet. the methodological approach adopted in this study allowed for a comprehensive assessment of the higher education landscape in the sylhet division, providing valuable insights into the performance of private universities in the region. the findings are intended to inform policymakers, educators, and stakeholders about the current state of higher education and the opportunities and challenges faced by institutions in this area. research results and discussion volume 9, number 1, may 2024| 31 higher education structure in bangladesh bangladesh's higher education system is modeled after the british education system but has undergone several modifications through various government initiatives and committees formed post-independence. the education system is structured into three phases: primary, secondary, and higher education, with higher education commencing after the completion of higher secondary or equivalent qualifications. the structure of tertiary education in bangladesh is depicted in figure 1. figure 1: structure of tertiary education in bangladesh ministry of education other ministries secondary and higher educationdivision ugc technical and madrasha education division madrasha education technical division fazil kamil national university specialized university medical university islamic university agricultural university technological university general university honors masters m. phil ph d bachelor (pass) bachelor (honors) masters dental college nursing college homeopathic college medical college veterinary college engineering college marine academy agricultural college textile college law college forest institute art college source: author, based on the information of the ministry of education the figure illustrates that the ministry of education manages tertiary education through the secondary and higher education division (shed) and the technical and madrasah education division (tmed). shed administers general universities through the university grants commission (ugc), which oversees institutions offering degrees in fields such as technology, agriculture, medicine, and specialized areas. the national university, another key player, offers bachelor's (pass), bachelor's (honors), and master's degrees through affiliated government and private colleges. tmed, on the other hand, supervises various professional and technical education institutions, including medical, dental, engineering, and veterinary colleges, in collaboration with other relevant ministries. higher education commissions and regulations in bangladesh under article 17 of the constitution of bangladesh, education is recognized as a fundamental right. this article mandates the state to provide free and compulsory education to all children, establish a mass-oriented education system, and eradicate illiteracy. to ensure quality and access to higher education, the government has introduced several acts, laws, and commissions. the bangladesh ordinance (adaptation of universities) of 1972 marked the first significant volume 9, number 1, may 2024| 32 legislative effort to restructure higher education, followed by the establishment of the university grants commission (ugc) in 1973 through the university grants commission act. the ugc was tasked with assessing educational needs, developing university plans, determining financial requirements, and overseeing university programs. the private university act of 1992, later replaced by the private university act of 2010, opened new avenues for private higher education institutions to meet the growing demand for education. additionally, the bangladesh accreditation council act of 2017 was enacted to ensure quality assurance in higher education by accrediting public and private institutions and their academic programs. the strategic plan for higher education in bangladesh (2018-2030) was introduced to align the nation's higher education goals with the sustainable development goals (sdgs). government expenditure on education in bangladesh since its independence, bangladesh has consistently prioritized the education sector, with notable budgetary allocations for its development. the world education forum 2015, held in incheon, korea, called for increased public spending on education globally, setting an agenda for 2030. table 1 summarizes the government's expenditure on education in bangladesh over recent years. table 1: education expenditure in bangladesh financial year national budget (in crore tk) education budget (in crore tk) education budget to national budget (%) university budget (in crore tk) university budget to education budget (%) university budget to national budget (%) 20092010 110524.23 11566.46 10.46 860.46 7.44% 0.78% 20102011 130012.13 13399.44 10.30 1102.24 8.22% 0.84% 20112012 161212.93 18378.58 11.40 1192.47 6.48% 0.73% 20122013 189325.70 21016.27 11.10 1248.57 5.94% 0.65% 20132014 216221.95 26339.70 12.18 1559.64 5.92% 0.72% 20142015 239667.73 28628.04 11.94 1760.89 6.15% 0.73% 20152016 264564.67 37114.60 14.02 2480.07 6.68% 0.94% 20162017 317171.15 39507.82 12.45 3172.17 8.03% 1.00% 20172018 371495.34 41623.60 11.20 3535.87 8.49% 0.95% 20182019 442541.31 46389.48 10.48 4054.49 8.74% 0.92% source: annual report ugc-2019 (2020) the table 1 shows a consistent increase in the education budget, though the percentage allocation relative to the national budget varies annually. the university budget as a percentage of the national budget has shown a slight decline in recent years, emphasizing the need for more consistent and targeted investment in higher education. volume 9, number 1, may 2024| 33 the scenario of higher education in sylhet division the sylhet division has a rich history in higher education, with the establishment of murari chand (mc) college in 1892, which played a pioneering role in the region. the development of higher education in sylhet continued with the establishment of shahjalal university of science and technology (sust) in 1986, the first public university in the region. over time, several private universities have also been established under the private university act, 1992, contributing to the educational landscape of sylhet. table 2 provides an overview of the universities in sylhet division. table 2: universities in sylhet division name of the university district type year of establishment shahjalal university of science & technology sylhet public 1986 leading university sylhet private 2001 sylhet international university sylhet private 2001 metropolitan university sylhet private 2003 sylhet agricultural university sylhet public 2006 north east university bangladesh sylhet private 2012 sylhet medical university sylhet public 2018 habiganj agricultural university habiganj public 2020 sunamganj science and technology university sunamganj public 2020 r.t.m al-kobir technical university sylhet private 2020 source: ugc, 2021 sylhet division hosts a total of 10 universities, with the majority concentrated in sylhet district. notably, the division lacks representation in moulvibazar district, reflecting a geographic disparity in higher education access. despite having a historical foundation in education, the sylhet division's share of higher education institutions remains low relative to its population. performance of private universities in sylhet the performance of private universities in sylhet is evaluated based on several criteria, including physical and academic infrastructure, faculty and student ratios, research output, and financial sustainability. table 7 provides a summary of the physical and academic infrastructure of these universities. table 7: physical & academic infrastructure particulars (in 2019) leading university (lu) sylhet international university (siu) metropolitan university (mu) north east university (neub) land area (in acres) 6.25 2.01 7.4091 3.4773 campus full operation in own campus operation in own campus but with legal issues partially operated in own campus operated in rented campus faculty (schools) 4 4 4 4 departments 10 5 6 8 programs 15 16 15 18 shahid minar yes no no no source: university grants commission annual report2019 (2020) volume 9, number 1, may 2024| 34 leading university (lu) stands out with robust physical and academic infrastructure, full campus operation, and a diverse range of programs. in comparison, other universities face challenges, such as partial campus operation and fewer departments. faculty and student information table 8: teachers-students related information particulars (in 2019) leading university (lu) sylhet international university (siu) metropolitan university (mu) north east university (neub) number of fulltime teachers 109 39 99 41 part-time teachers 32 5 10 20 total teachers 141 44 109 61 number of phd holders 11 5 14 7 number of professors 12 7 10 8 teacher-student ratio 1:24 1:20 1:28 1:17 total students 3400 890 1863 1065 female students 1311 226 837 377 source: university grants commission annual report2019 (2020) leading university (lu) again leads with the highest number of full-time faculty, students, and a balanced teacher-student ratio, making it the most favorable environment for academic success. research and library resources table 9: research and library particulars (in 2019) leading university (lu) sylhet international university (siu) metropolitan university (mu) north east university (neub) total expenditure on research 1034460.00 2062680.00 3142322.00 420897.00 number of research projects 8 2 peer-reviewed articles 33 39 1 total library collection 15908 7039 8781 2522 collection added in 2019 639 134 2 e-library and journal access yes not found not found not found source: university grants commission annual report2019 (2020) although lu's research expenditure is lower than other universities, its productivity in terms of research projects and publications, along with superior library resources, positions it as a leader in fostering an academic environment conducive to research. volume 9, number 1, may 2024| 35 revenue and expenditure table 12: revenue and expenditure particulars (in 2019) leading university (lu) sylhet international university (siu) metropolitan university (mu) north east university (neub) annual revenue (in lacs tk) 3239.92 621.82 2116.61 558.86 annual expenditure (in lacs tk) 3204.80 842.20 2782.24 565.60 expense per student (in tk) 80417.00 55759.00 75984.00 44707.87 financial statement submitted yes no yes no source: university grants commission annual report2019 (2020) lu demonstrates strong financial management, with a high expense per student and timely submission of financial statements to the ugc, indicating its operational transparency and sustainability. discussion higher education (he) in bangladesh operates within a multifaceted framework, characterized by three primary streams: the general education system, which encompasses pure and applied sciences, arts, business, and social sciences; the madrasha education system; and the technological education system, which includes specialized disciplines such as agriculture, engineering, medicine, textile, and information and communication technology (ict) (moe, 2021). this structure mirrors the broader south asian context, where he is similarly governed by institutions such as university grants commissions (ugc) or higher education commissions (hec) that work in tandem with relevant governmental ministries 11. the regulatory framework for he in bangladesh is anchored in several pivotal legal instruments, most notably the university grants commission act of 1973, which was established by the president’s order (p.o.) no. 10 of 1973. this act laid the foundation for modern he governance in bangladesh, ensuring a structured approach to university education. subsequent developments, such as the private university act of 1992, marked a significant expansion of the he landscape by allowing the establishment of private universities. the private university act of 2010 further refined this framework by introducing stricter regulations and guidelines for private institutions, reflecting the government’s commitment to maintaining educational standards across all sectors. comparatively, the evolution of he in other south asian countries reveals both similarities and divergences. for instance, afghanistan’s he system is regulated by the ministry of higher education, which oversees the operations of both public and private higher education institutes (heis) under the national higher education strategic plans (nhesp i and nhesp ii) (couch, 2018). in india, the university grants commission act of 1956 continues to serve as the 11 padma m sarangapani and rekha pappu, “education systems in south asia,” global education systems (springer singapore, 2021), http://dx.doi.org/10.1007/978-981-15-0032-9_77. volume 9, number 1, may 2024| 36 foundational legal framework, supplemented by state-specific acts for private universities and the higher education and research (he&r) bill of 2011. similarly, nepal’s he is governed by the university grants commission act of 2013, while pakistan’s system operates under the higher education commission ordinance of 2002. sri lanka’s universities act no. 16 of 1978 plays a comparable role in regulating its he sector. these frameworks underscore the region's shared emphasis on structured governance and quality assurance in he. government expenditure on education in bangladesh, while substantial, remains inconsistent year-to-year, with allocations fluctuating in response to broader economic conditions. currently, bangladesh allocates approximately 1.33% of its gdp to the education sector, which is relatively low compared to other south asian nations (sarangapani & pappu, 2021). for instance, bhutan allocates the highest percentage of its government expenditure to education (23%), followed by afghanistan (16%), and pakistan (15%), while bangladesh's expenditure is around 15%. notably, the allocation of funds within bangladesh's education sector skews heavily toward current expenditures, particularly staff salaries, which account for 73% of the total education budget. capital expenditures, which are critical for infrastructure development and long-term sustainability, receive only 14% of the budget 12. the disparities in funding and enrollment rates further illustrate the challenges facing bangladesh’s he sector. with only 13.44% of eligible students enrolling in tertiary education, bangladesh lags behind india, where the enrollment rate is 23.89%, and the regional average of 34.4% 13. this discrepancy highlights the need for targeted investments in he, particularly in regions like sylhet, where educational infrastructure and access remain inadequate. the sylhet division, home to approximately 6.67% of bangladesh’s population, is served by a disproportionately small number of he institutions. despite the region's rich educational history, it hosts only 6.32% of the nation’s universities (10 out of 158), 6.14% of medical colleges (7 out of 114), 5.12% of national university-affiliated colleges (85 out of 1660), and 3.87% of tertiarylevel madrasas (52 out of 1343). this underrepresentation is further compounded by sylhet’s low literacy rates—40.7% for individuals aged 7 and above, compared to the national average of 48.5%, and 44.4% for adult literacy, versus the national average of 52.1% 14. several studies have examined the challenges facing he in the sylhet division. rahman and chowdhury 15 identified significant skills gaps among graduates, while latif and malakar 16 highlighted inefficiencies in the education system, noting that many programs offered by universities in sylhet fail to equip students with the skills needed for the job market. khaled and rejaul (2018) similarly pointed out that the quality of he in sylhet does not meet global standards, further exacerbating the region's educational challenges. 12 carolina bloch, “social spending in south asia-an overview of government expenditure on health, education and social assistance” (2020). 13 sarangapani and pappu, “education systems in south asia.” 14 education watch, 2009-2010 15 mohammad mizenur rahaman and mosaddak ahmed chowdhury, “bridging the gap between educational needs for development and current education systems in sylhet.,” journal of education and practice 7, no. 14 (2016): 156–167. 16 abdul latif, shuvo malakar, and dwarak krisna das, “wastage in higher education in developing country: a comparative study on selected graduates of private and public universities of sylhet, bangladesh” (n.d.). volume 9, number 1, may 2024| 37 in terms of regulatory compliance, private universities in sylhet generally meet the basic requirements outlined in the private university act of 2010, such as having a minimum land area of 25,000 square feet and at least 2 acres of land for permanent certification. however, issues remain, such as delayed shifts to permanent campuses and inconsistencies in departmental offerings. for instance, while all universities in sylhet operate under four faculties, one institution offers only five departments, falling short of the act's stipulations. furthermore, not all universities have complied with the requirement to submit financial statements to the ugc, raising concerns about transparency and accountability. among the private universities in sylhet, leading university stands out as the top performer. it excels in several key areas, including student enrollment, graduation rates, faculty qualifications, and the provision of academic facilities and student support services. the university has also made significant strides in internationalization, enhancing its academic reputation and positioning itself as a leader in the region’s he sector. managerial implications of the study this study has several important managerial implications. first, it provides a comprehensive overview of the regulatory framework governing he in bangladesh, offering insights that can be used to benchmark against global standards. this comparison can help policymakers identify areas where further reforms are needed to align bangladesh's he sector with international best practices. second, the analysis of government expenditure on education highlights the need for more consistent and targeted investments in he, particularly in regions like sylhet that have been historically underfunded. the findings suggest that reallocating resources to enhance capital expenditures, such as infrastructure development, could significantly improve educational outcomes. third, the study's examination of he opportunities in the sylhet division provides valuable insights for policymakers and educational planners. by comparing the availability of educational institutions in sylhet with national averages, the study identifies key gaps that need to be addressed to ensure equitable access to quality education across all regions. finally, the performance evaluation of private universities in sylhet, particularly leading university, offers a model of best practices that other institutions can emulate. the success of leading university in areas such as faculty development, student support, and academic infrastructure demonstrates the potential for private institutions to play a leading role in improving he in bangladesh. these findings can be used by university administrators to promote their institutions and attract more students, faculty, and funding, further contributing to the development of the he sector in sylhet and beyond. conclusion education is universally acknowledged by researchers, policymakers, donors, and development practitioners as the cornerstone of sustainable development. historically, bangladesh faced significant challenges in the development of its educational institutions, particularly in the higher education (he) sector, which was largely neglected. however, following the country's volume 9, number 1, may 2024| 38 liberation in 1971, education was identified as a critical sector for national reformation and development. this recognition led to the establishment of various acts, regulations, and education commissions, with successive governments implementing the recommendations from these reports. the he sector in bangladesh began to gain significant traction in the early 1990s, particularly with the enactment of the private university act of 1992. this momentum was further accelerated by the private university act of 2010, which catalyzed the growth of he across the country. government investments in the he sector have been steadily increasing, reflecting the country's commitment to enhancing educational outcomes. today, bangladesh boasts 158 universities and numerous other he institutions, all contributing to the nation's educational progress. however, the geographic distribution of these institutions remains uneven, presenting a challenge to equitable access to education. to achieve sustainable development, it is imperative that the government addresses these disparities. in the sylhet division, there are currently only 10 universities, with leading university emerging as a standout performer. despite its relatively recent establishment, leading university has gained national and international recognition for its academic achievements. however, the present study focuses primarily on the he sector in the sylhet division, leaving several critical areas unexplored. while the study provides insights into government investments in education, it does not specify the allocation of these investments within the sylhet division. additionally, while the performance of private universities in sylhet is assessed based on metrics such as the number of graduates and academic facilities, the study does not evaluate the quality of education provided by these institutions. furthermore, the performance of other universities in the region remains unexamined. given these limitations, future research should aim to provide a more comprehensive overview of the entire education sector in the sylhet division, including detailed analysis of government allocations to the region. comparative studies could be conducted to evaluate the performance of sylhet's education sector relative to other divisions in bangladesh. additionally, the quality of education at leading university warrants further investigation, along with the performance of other he institutions in the division. future studies could explore and compare the effectiveness of private versus public institutions in generating graduates, thereby offering a more nuanced understanding of the he landscape in sylhet. this approach will not only shed light on the specific challenges and opportunities within the sylhet division but also contribute to the broader discourse on educational equity and quality in bangladesh. reference abdullah, m. amin. “islamic studies in higher education in indonesia: challenges, impact and prospects for the world community.” al-jami’ah (2017). alam, gazi mahabubul, and morsheda parvin. “quality of he in private universities of bangladesh: the four fundamental perspectives.” international journal of higher education 6, no. 4 (2017): 38. http://dx.doi.org/10.5430/ijhe.v6n4p38. ali, shoukot, md fouad hossain sarker, m saiful islam, md kabirul islam, and rafi al mahmud. volume 9, number 1, may 2024| 39 “pursuing higher education: adaptation challenges and coping strategies of rural students at urban universities in bangladesh.” tertiary education and management 27, no. 2 (2021): 91– 106. http://dx.doi.org/10.1007/s11233-021-09067-3. bloch, carolina. “social spending in south asia-an overview of government expenditure on health, education and social assistance” (2020). bosra, mustari. “the contribution of local muslim scholars to the development of indonesia’s education.” society (2022). chowdhury, iqbal ahmed, nadia haque, mohammad mostufa kamal, tanjina islam, mohammad maniruzzaman khan, mohammad nazrul islam, and imtiaz uddin. “internal migration and socio-economic status of migrants: a study in sylhet city, bangladesh.” american journal of human ecology 1, no. 4 (2012): 123–133. chowdhury, mahfuzul hoque, mir mohammed nurul absar, and syed manzur quader. “challenges and developments in the higher education system of bangladesh.” global education systems. springer singapore, 2020. http://dx.doi.org/10.1007/978-981-13-33095_57-1. latif, abdul, shuvo malakar, and dwarak krisna das. “wastage in higher education in developing country: a comparative study on selected graduates of private and public universities of sylhet, bangladesh” (n.d.). monem, mobasser, and hasan muhammad baniamin. “higher education in bangladesh: status, issues and prospects.” pakistan journal of social sciences 30, no. 2 (2010): 293–305. muhibbullah, md, abdullah al mamun, and rafia afroz. “quality of higher education: improving the well-being through humanizing digital entrepreneurship program.” the journal of asian finance, economics and business 8, no. 2 (2021): 1201–1213. rahaman, mohammad mizenur, and mosaddak ahmed chowdhury. “bridging the gap between educational needs for development and current education systems in sylhet.” journal of education and practice 7, no. 14 (2016): 156–167. s m mahbubur rahman, md. shahin mia, ferdoushi ahmed, sutonya thongrak, and sirirat kiatpathomchai. “assessing students’ satisfaction in public universities in bangladesh: an empirical study.” the journal of asian finance, economics and business 7, no. 8 (2020): 323–332. http://dx.doi.org/10.13106/jafeb.2020.vol7.no8.323. sarangapani, padma m, and rekha pappu. “education systems in south asia.” global education systems. springer singapore, 2021. http://dx.doi.org/10.1007/978-981-15-0032-9_77. educatio : journal of education volume 9 , number 3, november 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) analysis of the book "ilmu sharaf untuk pemula" by abu razin and ummu razin based on methods and techniques of learning maulana pein1; ahmad sastra2; hasbi indra2 1al binaa islamic boarding school bekasi – indonesia 2sekolah pascasarjana universitas ibn khaldun bogor, indonesia maulanapein@gmail.com; elfatih18@yahoo.co.id; hasbi.indra@uika-bogor.ac.id accepted: sept 28th 2024 reviewed: oct 18th 2024 published: nov 30th 2024 abstract the science of sharaf focuses on the study of word transformation in arabic, emphasizing three core concepts: fi'il (verb), ism (noun), and harf (particle). various reference books have been published on the subject, with al-jurumiyah being one of the most well-known. in addition to traditional arabic texts, there are also resources available in indonesian that present the science of sharaf in a concise and accessible manner. one such book is sharaf for beginners by abu razin and ummu razin. this study aims to analyze this book through a qualitative approach, employing descriptive analytical data analysis. the findings indicate that the book utilizes two primary teaching methods: the manhaji method and the tashrif method. from a technical perspective, the book incorporates three distinct techniques, which are categorized as mind mapping, descriptive, and testing techniques. these methods and techniques serve to enhance the understanding of sharaf for beginners and provide a structured approach to learning the subject. the implications of this study suggest that the book effectively combines traditional and modern methods to facilitate a comprehensive learning experience for its readers. keywords: sharaf, books, methods, techniques, learning. by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction ilmu sharaf, or arabic morphology, is a fundamental field in the study of the arabic language. it plays a critical role in understanding the transformation of words and their meaning in different contexts. this science is vital for anyone striving to master arabic, as it provides the essential knowledge required for understanding grammatical structure and word formation 1. in arabic, words undergo systematic changes, influencing their meaning and function across various contexts, making a deep understanding of ilmu sharaf indispensable for language mastery 2. given 1 muhammad natsir, “pendekatan analisis morfologi dalam pembelajaran bahasa arab,” jurnal al bayan 9, no. 1 (2017): 40–48. 2 wagino h hamdani, “the patterns of arabic morphological polysemy and their equivalence in indonesian language” (2019); siti sulaikho, analisis ilmu shorof (lppm universitas kh. a. wahab hasbullah, 2021). mailto:maulanapein@gmail.com mailto:elfatih18@yahoo.co.id http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 3, november 2024| 233 the complexity of arabic grammar, learners must familiarize themselves with the rules that govern the transformation of words from one form to another 3. ilmu sharaf is often referred to as the "mother of all sciences" in arabic linguistics, emphasizing its foundational importance in comprehending the core structure of the language 4. the science of sharaf precedes the study of syntax (nahwu), suggesting that understanding the forms of words is essential before exploring their relationships within sentences. in addition to its theoretical importance, ilmu sharaf offers significant practical value in language acquisition. by studying this field, learners gain the ability to recognize and manipulate the forms of words, an essential skill for reading, writing, and interpreting arabic texts 5. the book ilmu sharaf untuk pemula by abu razin and ummu razin is one of the resources aimed at simplifying the study of sharaf for beginners. this book presents a clear and concise introduction to arabic morphology, focusing on key concepts such as fi’il (verb), ism (noun), and harf (particle). it serves as an essential guide for learners looking to gain a foundational understanding of word formation and the transformations that words undergo in various grammatical contexts. however, while ilmu sharaf untuk pemula is a widely used resource, there has been limited research on its pedagogical approach and effectiveness, particularly regarding the methods and techniques employed by the authors. this research aims to fill this gap by analyzing the methods and techniques of learning utilized in the book. the study will focus on the teaching strategies used to facilitate the understanding of sharaf for beginners, with particular attention to the manhaji and tashrif methods. the research will employ a qualitative approach, using descriptive analysis to evaluate the pedagogical techniques presented in the book, such as mind mapping, descriptive methods, and testing techniques. through this analysis, the study will provide insights into the educational value of the book and offer recommendations for improving the teaching and learning of arabic morphology. recent studies further emphasize the pivotal role of ilmu sharaf in arabic education. nurbaiti 6 examined how the science of sharaf contributes to enhancing students' understanding of classical arabic grammar, highlighting the challenges faced by learners in applying theoretical knowledge to real-world situations. these challenges indicate the need for practical and interactive teaching methods to bridge the gap between theoretical learning and practical application. baque 7 also explored various teaching strategies for sharaf, stressing the importance of adapting methods to the proficiency level of students. from traditional memorization and rule-based learning to 3 elham elfiansyah, “kaidah kaidah bahasa arab dasar dasar ilmu nahwu dan shorof bagi pemula dan lanjut usia” (afghanistan, mujahidin press, 2014). 4 hamdani, “the patterns of arabic morphological polysemy and their equivalence in indonesian language”; viar aprila carieska and syarif husein husein, “urgensi memahami morfologi shorof menggunakan metode tasrif,” in international conference of students on arabic language, vol. 4, 2020, 483–488. 5 lailatul zuhriyah, ahmad sholihuddin, and muhammad thohir, “proses afiksasi morfologi ism (nomina) dalam bahasa arab,” arabiyat: jurnal pendidikan bahasa arab dan kebahasaaraban 5, no. 2 (2018): 292–313. 6 nurbaiti nurbaiti, “the contribution of al-’ilm sharaf to the development of understanding classical arabic grammar at islamic educational institutions,” jurnal al-fikrah 13, no. 1 (2024): 112–121, http://dx.doi.org/10.54621/jiaf.v13i1.876. 7 abdul-baquee m. sharaf, “knowledge representation of the quran through frame semantics,” comp.leeds.ac.uk (2014). volume 9, number 3, november 2024| 234 modern approaches like the direct method and sentence pattern practices, these strategies engage students more effectively in the learning process. the relationship between ilmu sharaf and nahwu is another critical aspect of arabic language learning. nujaima & kurniawan 8emphasize the interconnectedness of these two fields, as both provide a comprehensive understanding of arabic grammar. while nahwu focuses on the relationships between words within sentences, sharaf addresses the internal structure of words, particularly how they transform in different contexts. this relationship is essential for achieving fluency in reading, writing, and interpreting arabic. innovative learning methods have also proven effective in enhancing students' engagement with sharaf. muzakki 9 suggests that creative approaches, such as the hijāʻiyah letter formula method, can increase student interest and participation in morphological studies. similarly, the analysis of ilmu sharaf untuk pemula by mirma et al. 10 identifies both strengths and weaknesses in current educational materials, noting that the book successfully integrates psychological and pedagogical principles but could benefit from further refinement, particularly in addressing the needs of younger learners. teaching sharaf also faces certain challenges, as noted by faedurrohman et al. 11, who identify gaps in the systematic presentation of sharaf material. these challenges emphasize the need for more structured and practical learning designs that combine both theoretical knowledge and hands-on practice. by incorporating techniques such as habituation, memorization, and active learning, educators can better prepare students to master the complexities of arabic morphology. kurniawan et al. 12further demonstrate how morphological analysis can enhance vocabulary acquisition, specifically in the context of the qur'an. their study introduces a table-based approach that helps learners visualize word transformations and understand the connections between different word forms derived from a single root. this method highlights the richness of arabic morphology and its role in deepening students' comprehension of the language13. in conclusion, the study of ilmu sharaf is indispensable for mastering the arabic language, as it provides critical insights into word formation and transformation. the effectiveness of learning resources such as ilmu sharaf untuk pemula plays a key role in facilitating students' understanding of 8 ismi nujaima and hendra kurniawan, “the role of nahwu and sharf sciences in arabic language learning,” jurnal al-hibru 1, no. 1 (2024): 14–23, http://dx.doi.org/10.59548/hbr.v1i1.104. 9 akhmad muzakki, “reconstruction of morphological (ʻilmu sharf) learning methods for arabic language and literature students/ rekonstruksi metode pembelajaran morfologi (`ilmu sharf) bagi mahasiswa jurusan bahasa dan sastra arab,” ijaz arabi journal of arabic learning 4, no. 1 (2020), http://dx.doi.org/10.18860/ijazarabi.v4i1.9873. 10 afdhal fikri mirma, talqis nurdianto, and zainal abidin hajib, “analysis of textbook ‘ilmu saraf untuk pemula’ third edition writen by abu razin and ummu razin (development textbook principles),” izdihar : journal of arabic language teaching, linguistics, and literature 6, no. 1 (2023), http://dx.doi.org/10.22219/jiz.v6i1.22562. 11 faedurrohman faedurrohman, agung muttaqien, and muhammad afthon ulin nuha, “ مشكالت تعليم الصرف وحلولها ,kalimatuna: journal of arabic research 2, no. 1 (2023): 105–118 ”,للمبتدئين http://dx.doi.org/10.15408/kjar.v2i1.34204. 12 taufik rahmat kurniawan, moch arif bijaksana, and arief fatchul huda, “development of a sharaf table for vocabulary in the qur’an using rule based,” 2019 7th international conference on information and communication technology (icoict) (ieee, 2019), http://dx.doi.org/10.1109/icoict.2019.8835361. 13 muhammad aqil luthfan and syamsul hadi, “morfologi bahasa arab: reformulasi sistem derivasi dan infleksi,” alsina: journal of arabic studies 1, no. 1 (2019): 1–22. volume 9, number 3, november 2024| 235 this complex field. by analyzing the pedagogical methods and techniques used in the book, this research aims to contribute to the improvement of sharaf education, offering valuable insights into how arabic morphology can be taught more effectively to beginners. methods the methodology applied in this study is qualitative research. the subject of this research is the teaching methods used in the book ilmu sharaf untuk pemula by abu razin and ummu razin. the primary data source for this study is the content of the book itself, particularly focusing on the teaching methods and techniques employed to facilitate the understanding of sharaf. data collection was carried out through in-depth and repeated readings of the book, with the aim of elaborating on and extracting relevant information about the teaching approaches. these findings were then connected to the broader discourse on ilmu sharaf. secondary data sources, such as books, journals, and other academic writings related to the topic, were used to support and enrich the analysis. the data analysis method employed in this study is descriptive analysis. this process involves carefully examining and summarizing the key elements from the book, including studying, analyzing, and drawing conclusions based on the data gathered through the reading and interpretation of the book. the results of this analysis are aimed at providing a comprehensive understanding of the teaching methods used in the book and their effectiveness in facilitating the learning of arabic morphology for beginners. result and discussion result ilmu sharaf, urgency, and content of learning material ilmu sharaf, or arabic morphology, plays a fundamental role in understanding how words transform in arabic, as well as their meanings and functions across different contexts. the study of ilmu sharaf involves understanding three key concepts: isim (noun), fi’il (verb), and harf (particle). each of these categories is crucial for mastering arabic grammar and communication. a. isim (noun): isim refers to words that denote persons, places, things, or abstract concepts. in ilmu sharaf, we study the morphological changes that nouns undergo, depending on the context and role they play within a sentence. for instance, singular forms can change into plural, or there can be transformations due to possession. b. fi’il (verb): fi’il denotes actions or states. in ilmu sharaf, we explore how verbs change, including the alteration of the root, the addition of prefixes, and other transformations in accordance with established rules. mastery of verb morphology is critical for constructing grammatically correct sentences. c. harf (particle): harf represents small words functioning as particles or conjunctions. in sharaf, we delve into the role and proper use of these particles in arabic sentences. the study of sharaf offers several real-world benefits, especially for those using arabic actively. among these benefits are improved text comprehension, proper writing, accurate word choice, volume 9, number 3, november 2024| 236 translation, speaking skills, and understanding the quran 14. for instance, learning sharaf enhances one's ability to decode and comprehend complex arabic texts, ensures the correct usage of words in writing, and aids in selecting the right vocabulary for both oral and written communication. book structure analysis ilmu sharaf untuk pemula by abu razin and ummu razin is structured into nine chapters, with each chapter focusing on different aspects of arabic morphology. the first chapter serves as an introduction to the arabic language, explaining basic elements like fi'il, isim, and harf. the second chapter discusses ilmu sharaf in more depth, providing foundational concepts such as basic terminology, types of tashrif (word transformation), and various forms of wazan (patterns of word formation). subsequent chapters delve into specific topics, such as tsulatsy mujarrad (threeletter root words) and tsulatsy mazid (words with additional letters), progressing to more complex topics like ruba'iy mujarrad and ruba'iy mazid (four-letter root words). by chapter nine, the book transitions into practical exercises, offering readers opportunities to practice tashrif through examples from the quran, providing a comprehensive approach to applying theoretical knowledge. method and technique analysis in teaching the book uses a variety of teaching methods and techniques to facilitate the learning of sharaf for beginners. these methods are structured to progressively build the reader's understanding of arabic morphology. a. manhaji method: this method is rooted in traditional arabic education, where learners study arabic grammar alongside the quran or hadith. the manhaji approach is used throughout the book, particularly in the first chapter, where the author introduces concepts like fi'il, isim, and harf using quranic verses to illustrate their meanings and forms. b. tashrif method: the tashrif method is widely used in traditional islamic education, especially in salafi-based institutions. this method focuses on memorizing the transformations of arabic words, such as how verbs change from fi’il madhi (past tense) to fi’il mudhari’ (present tense), as well as variations in noun forms. the book integrates this method in chapter nine, where readers are introduced to various wazan forms and practice them using examples. in terms of learning techniques, the book incorporates the following: a. mind mapping technique: mind mapping is used to present the concepts of sharaf in a visual and organized manner. this technique helps learners connect different concepts in a more digestible format, ensuring that complex ideas are presented clearly. the visual maps provided in the book allow readers to visualize the relationship between different forms and patterns in arabic morphology. 14 desi maharani safitri, “internalisasi berpikir kritis peserta didik melalui metode inquiry pada pembelajaran ilmu shorof di lembaga musyawarah pondok pesantren al-mahrusiyah” (institut agama islam tribakti, 2022). volume 9, number 3, november 2024| 237 b. descriptive technique: the book employs descriptive explanations to help readers understand the intricacies of sharaf. this approach ensures that readers can grasp the core concepts thoroughly and apply them systematically. descriptive methods are particularly used when explaining complex transformations, such as the differences between fi’il ma'lum (active verb) and fi’il majhul (passive verb), and their application in various contexts. c. post-test technique: unlike many textbooks that only provide theoretical knowledge, ilmu sharaf untuk pemula offers practical exercises that allow learners to apply what they have learned. the post-test technique is used to evaluate the learner's understanding by providing exercises at the end of each chapter. these exercises test the student's ability to use the morphological rules they have learned, which helps solidify their understanding and skills. the book ilmu sharaf untuk pemula offers a structured and methodical approach to learning arabic morphology, employing a variety of teaching methods and techniques to enhance the comprehension of sharaf. the integration of the manhaji and tashrif methods, along with techniques like mind mapping, descriptive explanations, and post-tests, provides a comprehensive learning experience. the book is effective in making complex concepts accessible to beginners, allowing them to gradually build their knowledge and apply it in practical contexts. however, as with any educational resource, further refinement could be made in areas such as addressing the psychological needs of younger learners and enhancing the interactivity of certain sections. nonetheless, the book remains a valuable resource for anyone seeking to understand the fundamentals of ilmu sharaf and its application in both everyday arabic and more advanced studies such as quranic interpretation. discussion the findings of this study on ilmu sharaf untuk pemula by abu razin and ummu razin highlight the effectiveness of the book’s structure, teaching methods, and techniques in facilitating the learning of arabic morphology for beginners. the book uses both traditional and modern methods, offering a clear and systematic approach to learning sharaf. the results of this study align with theoretical frameworks on language learning, particularly in the context of language acquisition, where understanding word transformations is central to mastering a language. the use of methods such as the manhaji and tashrif methods, alongside techniques like mind mapping and descriptive explanations, supports the idea that comprehensive, structured learning approaches are key to language proficiency. in comparison with previous research on the teaching of ilmu sharaf, this study shows some similarities and differences. previous research, such as nurbaiti 15, has emphasized the importance of applying practical, interactive methods to bridge the gap between theoretical knowledge and real-world application. this study’s findings align with that perspective, as the ilmu sharaf untuk pemula book incorporates exercises and practical tests at the end of chapters to engage students 15 nurbaiti, “the contribution of al-’ilm sharaf to the development of understanding classical arabic grammar at islamic educational institutions.” volume 9, number 3, november 2024| 238 and assess their understanding. furthermore, the study’s findings that the book uses tashrif—a method widely utilized in traditional islamic educational institutions—are consistent with earlier works 16, which discuss how this method has been effective in teaching arabic morphology. however, one key difference is that ilmu sharaf untuk pemula also includes innovative techniques such as mind mapping, which has not been emphasized in other texts. the use of mind mapping as a tool for visualizing arabic morphological transformations offers a unique approach not frequently found in other arabic language textbooks. this could be seen as a significant contribution to the field, as mind mapping not only aids in comprehension but also helps students retain complex information by organizing it visually. this study contributes to the existing body of research by providing an in-depth analysis of a specific teaching resource for ilmu sharaf. while many studies have discussed the theoretical importance of sharaf and its relationship to arabic syntax, few have analyzed the specific pedagogical methods used in textbooks aimed at beginners. the integration of both traditional and modern teaching methods in ilmu sharaf untuk pemula provides valuable insights into how these methods can be combined to enhance the learning process for arabic language students. additionally, the analysis of the post-test technique used in the book is another contribution. while other studies have noted the importance of assessment in language learning, the inclusion of practical exercises and post-tests in this book highlights how such evaluations can be integrated with theoretical learning to ensure that students are actively applying their knowledge. this approach moves beyond theoretical teaching, allowing for a more holistic learning experience that fosters both the acquisition of knowledge and its practical application. the findings of this research have important implications for arabic language learning, particularly for beginners. the use of structured methods and innovative learning techniques, such as mind mapping and post-tests, is an effective way to simplify the learning process and make complex concepts more accessible. the results also suggest that a combination of traditional and modern methods can cater to a wider range of learners, ensuring that students from various educational backgrounds and learning styles can benefit from the material. moreover, the book’s focus on practical exercises, such as the quranic tashrif exercises in chapter nine, provides students with opportunities to apply their learning in a meaningful context. this approach is crucial for mastering arabic morphology, as it not only teaches theoretical knowledge but also promotes the application of this knowledge in real-world scenarios, such as understanding the quran. this study affirms the value of ilmu sharaf untuk pemula as a comprehensive and effective resource for beginners learning arabic morphology. the book’s combination of traditional methods, such as the manhaji and tashrif methods, with modern techniques like mind mapping and post-tests, creates a balanced approach to learning. this research adds to the field by demonstrating how these methods and techniques can be effectively integrated into language teaching materials. future research could focus on the long-term impact of these teaching methods on students’ language proficiency, as well as explore how these approaches can be further refined to address the specific needs of different learner demographics. 16 sharaf, “knowledge representation of the quran through frame semantics.” volume 9, number 3, november 2024| 239 conclusion understanding arabic requires the mastery of various tools, one of which is ilmu sharaf, the science of word transformation or morphology in the arabic language. this field is essential for anyone learning arabic, as it provides the foundation for understanding how words change their forms and meanings in different contexts. throughout history, numerous classical texts such as al-jurumiyah and nahw al-wadhih have been written by scholars to help learners grasp both the theoretical and practical aspects of arabic grammar. these texts have played a pivotal role in the study of arabic, offering structured approaches to learning. in addition to these classical texts, simpler books have been developed to serve as beginnerfriendly resources for learning ilmu sharaf. one such book is ilmu sharaf untuk pemula by abu razin and ummu razin. this book offers a well-organized presentation of sharaf, beginning with introductory material and progressing to more complex theories and concepts. through its systematic approach, the book elaborates on two key teaching methods: the manhaji and tashrif methods. the manhaji method incorporates examples from the quran and hadith to illustrate the forms of fi’il (verbs), isim (nouns), and harf (particles), while the tashrif method focuses on the vocalization and pronunciation of word transformations, ranging from past tense verbs (fi’il madhi) to noun forms (isim alat). moreover, the book employs three specific learning techniques to enhance the understanding of sharaf: mind mapping, descriptive techniques, and post-tests. the use of mind mapping provides a visual representation of complex concepts, helping students organize and retain information more effectively. descriptive techniques offer detailed explanations of the material, ensuring that students gain a comprehensive understanding of each topic. finally, the post-test technique allows for active learning and assessment, providing students with the opportunity to apply what they have learned through practical exercises. the findings of this study not only highlight the effectiveness of the teaching methods and techniques employed in ilmu sharaf untuk pemula, but also suggest that such an approach can be highly beneficial for beginners in learning arabic morphology. the combination of traditional and modern teaching methods ensures a well-rounded educational experience that caters to a variety of learning styles. looking ahead, future research could further explore the long-term impact of these teaching techniques on students’ mastery of arabic, as well as investigate how these methods can be adapted to suit learners of different proficiency levels. furthermore, there is potential to develop more interactive and engaging learning resources that integrate digital tools and multimedia to enhance the learning process. this research contributes to the field by demonstrating how effective teaching methods and techniques can be applied to the study of arabic morphology. it also emphasizes the importance of providing accessible and structured resources for beginners, which can have a significant impact on the broader field of arabic education. the insights from this study can guide educators in refining their teaching practices, ensuring that students gain a deeper understanding of arabic grammar and are better equipped to apply their knowledge in real-world contexts. volume 9, number 3, november 2024| 240 reference carieska, viar aprila, and syarif husein husein. “urgensi memahami morfologi shorof menggunakan metode tasrif.” in international conference of students on arabic language, 4:483–488, 2020. elfiansyah, elham. “kaidah kaidah bahasa arab dasar dasar ilmu nahwu dan shorof bagi pemula dan lanjut usia.” afghanistan, mujahidin press, 2014. elita, upik. “peningkatan hasil belajar menggunakan metode pembelajaran mind mapping.” bioedusains: jurnal pendidikan biologi dan sains 1, no. 2 (december 30, 2018): 177–82. https://doi.org/10.31539/bioedusains.v1i2.372. faedurrohman, faedurrohman, agung muttaqien, and muhammad afthon ulin nuha. “ تعليم مشكالت للمبتدئين وحلولها الصرف .” kalimatuna: journal of arabic research 2, no. 1 (2023): 105–118. http://dx.doi.org/10.15408/kjar.v2i1.34204. fitriani, widiyatul, nor afni, and sulistyowati. “penguatan karakter relegius melalui pembelajaran nahwu shorof di mi darul ulum palangka raya.” iai palangka raya, 2021, 105–16. hamdani, wagino h. “the patterns of arabic morphological polysemy and their equivalence in indonesian language” (2019). khasanah, ulfatul. “manajemen pembelajaran nahwu shorof di pondok pesantren apik kesugihan.” cakrawala: jurnal manajemen pendidikan islam dan studi sosial 5, no. 1 (june 15, 2021): 107– 33. https://doi.org/10.33507/cakrawala.v5i1.291. kurniawan, taufik rahmat, moch arif bijaksana, and arief fatchul huda. “development of a sharaf table for vocabulary in the qur’an using rule based.” 2019 7th international conference on information and communication technology (icoict). ieee, 2019. http://dx.doi.org/10.1109/icoict.2019.8835361. luthfan, muhammad aqil, and syamsul hadi. “morfologi bahasa arab: reformulasi sistem derivasi dan infleksi.” alsina: journal of arabic studies 1, no. 1 (2019): 1–22. magdalena, ina, miftah nurul 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40–48. nujaima, ismi, and hendra kurniawan. “the role of nahwu and sharf sciences in arabic language learning.” jurnal al-hibru 1, no. 1 (2024): 14–23. http://dx.doi.org/10.59548/hbr.v1i1.104. nurbaiti, nurbaiti. “the contribution of al-’ilm sharaf to the development of understanding classical arabic grammar at islamic educational institutions.” jurnal al-fikrah 13, no. 1 (2024): 112– 121. http://dx.doi.org/10.54621/jiaf.v13i1.876. olivia, femi. 5 7 menit asyik mind mapping kreatif. jakarta: elex media komputindo jakarta, 2013. safitri, desi maharani. “internalisasi berpikir kritis peserta didik melalui metode inquiry pada pembelajaran ilmu shorof di lembaga musyawarah pondok pesantren al-mahrusiyah.” institut agama islam tribakti, 2022. setyaji, yusuf. metode pembelajaran nahwu-shorof dalam meningkatkan kemampuan baca kitab kuning di pondok pesantren ibnu abbas sragen tahun pelajaran 2018-2019. surakarta: fai universitas muhammadiyah surakarta, 2019. volume 9, number 3, november 2024| 241 sharaf, abdul-baquee m. “knowledge representation of the quran through frame semantics.” comp.leeds.ac.uk (2014). sholikha, mahma amila. “implementasi metode manhaji dalam pembelajaran nahwu shorof di manhaji course.” academia journal of multidisciplinary studies 2 (2018): 179–88. sulaikho, siti. analisis ilmu shorof. lppm universitas kh. a. wahab hasbullah, 2021. suprayogi, suprayogi, samanik samanik, and erani putri chaniago. “penerapan teknik mind mapping, impersonating dan questionning dalam pembelajaran pidato di sman 1 semaka.” jamu : jurnal abdi masyarakat umus 2, no. 01 (august 31, 2021): 33–40. https://doi.org/10.46772/jamu.v1i02.475. swadarma, doni. penerapan mind mapping dalam kurikulum pembelajaran. jakarta: elex media komputindo, 2013. wahyono, imam. “strategi kiai dalam mensukseskan pembelajaran nahwu dan shorof di pondok pesantren al-bidayah tegalbesar kaliwates jember.” tarbiyatuna : kajian pendidikan islam 3, no. 2 (september 29, 2019): 106. https://doi.org/10.29062/tarbiyatuna.v3i2.262. zuhriyah, lailatul, ahmad sholihuddin, and muhammad thohir. “proses afiksasi morfologi ism (nomina) dalam bahasa arab.” arabiyat: jurnal pendidikan bahasa arab dan kebahasaaraban 5, no. 2 (2018): 292–313. educatio : journal of education volume 9 , number 3, november 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) strategies for nurturing talented and achieving students through the got talent program nurani rahmania, binti nur rohmah stai miftahul ula nganjuk nurani@staimnglawak.ac.id accepted: sept 28th 2024 reviewed: oct 18th 2024 published: nov 30th 2024 abstract this study aims to describe the implementation of talent and achievement development for students at mi miftahul huda through the got talent program. the research also identifies the supporting and inhibiting factors as well as the implications of this talent development program. the school’s student development efforts are conducted through extracurricular activities that promote holistic growth in alignment with national education objectives. the research method employed is qualitative, utilizing data collection techniques such as observation, interviews, and documentation. data analysis followed the process of data collection, condensation, presentation, and conclusion drawing. the findings indicate that student development at mi miftahul huda is divided into academic and non-academic coaching. the got talent program is successfully implemented, as evidenced by the numerous championships won by students in various competitions. additionally, the program encourages the development and well-being of talented students, in line with the self-determination theory (sdt). key supporting factors for the program include the motivation and support from parents and teachers, along with adequate facilities. however, inhibiting factors include students' lack of commitment during training, insufficient facilities for self-defense training, limited funds for large-scale events, and a lack of time for development activities. keywords: literacy tree, reading skills, lower-grade students by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the expansion of islamic educational institutions in indonesia has been increasingly evident, highlighting the dynamic and competitive nature of the educational sector. educational institutions that have successfully grown are those that can develop and implement effective competitive strategies while continually improving their practices1. in the modern educational landscape, innovation plays a critical role in ensuring the survival and growth of these institutions amidst an ever-expanding competition 2. as educational institutions thrive, they must also build and 1 syed hammad mian et al., “adapting universities for sustainability education in industry 4.0: channel of challenges and opportunities,” sustainability 12, no. 15 (2020): 6100; p nick blanchard and james w thacker, effective training: systems, strategies, and practices (sage publications, 2023). 2 surbhi grover et al., “global workforce and access: demand, education, quality,” in seminars in radiation oncology, vol. 34 (elsevier, 2024), 477–493; brian murphy, “accreditation rendezvous: a confluence of tradition and http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 3, november 2024| 199 strengthen their competencies to maintain a competitive edge. without a solid foundation of innovation, educational institutions risk lagging behind in an increasingly saturated market3. one of the most significant indicators of an institution's quality is often measured by the number and scale of achievements its students attain 4. in the context of educational development, students are individuals who actively engage in acquiring knowledge and skills, with the goal of enhancing their personal growth within a structured system. talent, in this regard, refers to the natural abilities and predispositions that an individual possesses, which, if properly nurtured, can facilitate their growth and success in various fields 5. as such, the early identification and cultivation of talent are essential for students to reach their full potential, aligning with both personal goals and the institution’s educational objectives. mi miftahul huda pandantoyo, a madrasah ibtidaiyah (islamic elementary school) located in nganjuk, is an exemplary institution that has successfully facilitated talent development among its students. as a prominent school in the region, mi miftahul huda has been instrumental in offering various extracurricular activities aimed at developing the talents and achievements of its students. over the years, the school has achieved remarkable success, securing numerous awards in diverse fields, ranging from local competitions to international events. this success has earned mi miftahul huda the distinction of being a favored institution in nganjuk regency and its surrounding areas, further solidifying its reputation as an institution dedicated to student achievement 6. one of the primary drivers behind the school's consistent success is its robust program aimed at fostering talented and high-achieving students. this program, known as the "got talent" initiative, was launched in 2019 and has since played a pivotal role in identifying and nurturing students with exceptional abilities. the got talent program targets students who are capable of achieving excellence in various fields, including science, technology, arts, and sports. the program is designed to prepare students for competitions at various levels, ranging from local to international, and to help them develop the skills and confidence required to excel in their chosen fields. through this initiative, mi miftahul huda provides its students with expanded learning progress,” journal of franco-irish studies 8, no. 1 (2024): 4; falih m alsaaty, “beyond traditional learning: embracing digital transformation and tackling chatgpt concerns.,” research in higher education journal 44 (2023). 3 michael lanford and william g tierney, creating a culture of mindful innovation in higher education (state university of new york press, 2022); timothy scott and wenyu guan, “challenges facing thai higher education institutions financial stability and perceived institutional education quality,” power and education 15, no. 3 (2023): 326–340. 4 iwan dkk. aprianto, manajemen peserta didik (klaten: lakeisha, 2020). 5 idi warsah muhamad uyun, psikologi pendidikan (yogyakarta: deepublish, 2021). 6 ali h najmi, “the effectiveness of flipped classroom approach on students’ achievement in english language in saudi arabian southern border schools.,” international education studies 13, no. 9 (2020): 66–74; syed ali raza, wasim qazi, and sara qamar yousufi, “the influence of psychological, motivational, and behavioral factors on university students’ achievements: the mediating effect of academic adjustment,” journal of applied research in higher education 13, no. 3 (2021): 849–870; daniela raccanello et al., “higher education students’ achievement emotions and their antecedents in e-learning amid covid-19 pandemic: a multi-country survey,” learning and instruction 80 (2022): 101629. volume 9, number 3, november 2024| 200 experiences, training them to build self-confidence and resilience, essential for continued success 7. nganjuk regency, while developing rapidly in various sectors, remains relatively underdeveloped in terms of specialized educational programs dedicated to talent development. as a result, there are few schools in the region that offer tailored programs for fostering student achievement. this context has motivated the present study, which aims to investigate the strategies employed by mi miftahul huda in developing talented and high-achieving students through its got talent program. the objectives of this study are as follows: 1) to describe the implementation of strategies for developing talented and high-achieving students through the got talent program; 2) to explore the implications of this program in shaping the students' academic and personal growth; and 3) to identify the supporting and inhibiting factors that affect the successful implementation of the got talent program at mi miftahul huda. methods this study employs a qualitative research approach, specifically descriptive research, to examine and identify how mi miftahul huda pandantoyo implements its got talent program for developing talented and high-achieving students. the participants in this study include the school principal, the coordinator of the got talent program, the program facilitators, and the students actively involved in the program. these participants were selected to provide insights into the strategies, implementation processes, and implications of the program, as well as to identify the factors that support or hinder its execution. data were collected from two primary sources: primary and secondary data. primary data consisted of information from the school principal, the coordinator of the talent development program, the facilitators, and the students. secondary data included supporting documents such as the got talent program curriculum, program schedules, and lists of student achievements. the researcher employed several data collection methods to ensure the comprehensiveness of the findings. semi-structured interviews were conducted with the participants to gather in-depth, detailed information regarding their experiences with the got talent program. interviews were held with students, teachers, the program coordinator, and the school principal. direct observations were made at mi miftahul huda pandantoyo to examine how the got talent program is implemented, how students are mentored, and to identify any supporting or hindering factors. additionally, document analysis was conducted on student achievement records and photographs of program activities to provide further context and evidence of the program's impact. for data analysis, the study utilized miles and huberman’s interactive model, which involves three steps: data condensation, data display, and conclusion drawing. first, the data were organized 7 pauline walsh et al., “learning and teaching approaches promoting resilience in student nurses: an integrated review of the literature,” nurse education in practice 45 (2020): 102748; alkhansaa diab and edna green, “cultivating resilience and success: support systems for novice teachers in diverse contexts,” education sciences 14, no. 7 (2024): 711; frank merenda, “adventure-based programming with at-risk youth: impact upon self-confidence and school attachment,” child & youth services 42, no. 4 (2021): 321–348. volume 9, number 3, november 2024| 201 and reduced into manageable themes, focusing on the key aspects of the got talent program. these condensed data were then presented systematically to highlight emerging patterns and key findings. finally, the researcher interpreted the data and drew conclusions regarding the strategies, implications, and factors related to the program's implementation. to ensure the validity of the findings, the study applied triangulation techniques, including source triangulation (gathering data from multiple participants such as students, teachers, and program coordinators) and method triangulation (using interviews, observations, and document analysis) to cross-check the data and ensure a comprehensive understanding of the program’s implementation. result and discussion result mi miftahul huda pandantoyo is a school under the ministry of religious affairs with a strong commitment to fostering talented and high-achieving students through the got talent program. this program has demonstrated its impact on students' academic and non-academic achievements across various competitions, highlighting the school's dedication to developing students' potential. implementation of strategies for nurturing talented and high-achieving students through the got talent program the got talent program is the culmination of 16 extracurricular activities at mi miftahul huda, and it serves as a platform to identify and nurture students with exceptional abilities, both academically and non-academically. one of the key objectives of the program is to prepare students for various competitive events, providing them with the opportunity to showcase their skills and abilities in comparison with other institutions. teachers have observed that there are exceptional students who require tailored guidance and cannot be treated the same as others. overall, two main areas of development are emphasized: academic and non-academic. in the academic area, each subject has a dedicated schedule for enhancement, while non-academic development is incorporated into extracurricular activities. a. planning several planning steps are implemented by the school within the got talent program, as follows: 1. establishment of mentors and coordinators: teachers at mi miftahul huda are prioritized as mentors for the program. however, some activities, such as self-defense, science olympiads, and drumming, require external experts. 2. scheduling training sessions: specific training schedules are set to accommodate the needs of different extracurricular activities. 3. talent identification: to determine students' talents, the school organizes regular class meetings or internal competitions each semester, including singing, drawing, mtq (quran recitation), poetry, public speaking, and relay races. 4. student development forms: at the start of each academic year, mi miftahul huda distributes self-development forms, which students are required to complete according to volume 9, number 3, november 2024| 202 their interests and talents. these forms guide the development process, aligning with the self-determination theory (sdt), where students are given the freedom to choose and pursue activities that align with their interests, enhancing their sense of autonomy. b. implementation the got talent program is executed according to a pre-set schedule, although additional classes are often held to ensure adequate preparation for competitions. the coordinator's role includes searching for relevant events for students to participate in, often with assistance from enthusiastic parents who provide information about available competitions. c. evaluation and follow-up the program undergoes periodic evaluations, typically held once a month, at the end of each month. this allows the school to assess the strengths and areas for improvement in the program. feedback is given to students, with rewards provided for those who achieve success. besides the rewards from the competition organizers, mi miftahul huda also acknowledges achievements during ceremonies, which motivates other students. constructive feedback plays a crucial role in sdt, facilitating holistic personal development and better psychological well-being. implications of nurturing talented and high-achieving students through the got talent program the achievements of mi miftahul huda have consistently improved over the years. data collected from various competitions indicates that the got talent program has had a positive impact on student performance. from local to national competitions, mi miftahul huda has recorded 92 achievements, as summarized in the table below: table 1 – recap of student achievements in 2022-2023 local district region province national total 1st place 9 5 4 1 2 2nd place 6 5 6 2 2 3rd place 2 6 9 0 6 1st runner-up 1 5 7 2 0 2nd runner-up 2 3 4 0 0 3rd runner-up 0 0 2 1 0 total 20 24 32 6 10 the got talent program not only positively impacts student achievements but also contributes to their psychological well-being by fulfilling the three basic psychological needs outlined in sdt: a. autonomy: the program allows students to develop their talents independently, fostering a sense of ownership over their learning process. b. competence: through consistent participation in competitions, students improve their skills and build their confidence, as the school encourages them to participate in events that enhance their expertise. c. relatedness: the program also fosters positive relationships among students with similar interests, creating a supportive peer environment. volume 9, number 3, november 2024| 203 additionally, the got talent program helps students develop resilience and succeed beyond school, as many alumni continue to excel in their pursuits. this early exposure to competitive environments builds their confidence and prepares them for future challenges. supporting and hindering factors in the implementation of the got talent program like any program, the implementation of got talent is affected by both supporting and hindering factors. these factors influence the daily processes and outcomes of the program. a. supporting factors 1. parental and teacher support: encouragement and motivation from both teachers and parents are vital. motivational support helps overcome obstacles like fear, laziness, and failure, creating a strong inner drive for the students. 2. adequate facilities and infrastructure: the availability of proper facilities ensures that the mentoring process is effective and that students can benefit from the knowledge transfer between mentors and students. b. hindering factors 1. financial constraints: while the school allocates funds for students' participation in various competitions, larger-scale events often require additional funding, which sometimes necessitates contributions from parents. however, not all parents can afford to contribute. 2. student engagement: younger students, particularly those in lower grades, often struggle with serious participation during training sessions. their preference for play over focus on the activities limits the effectiveness of the program for this age group. 3. insufficient facilities: some areas of the program face challenges due to inadequate resources. for example, the self-defense training program lacks the necessary equipment, such as mats, to properly teach techniques, leading to incomplete training. 4. lack of parental motivation: the motivation of students is often tied to the encouragement they receive at home. a lack of parental support can lead to reduced enthusiasm and commitment from the students during training sessions. 5. limited time for training: as extracurricular activities take place after school hours, the time available for training is often limited, especially as students have other commitments such as religious studies, making the training less effective. the got talent program at mi miftahul huda plays a significant role in developing the talents and achievements of students. despite some challenges, the program's supportive environment, combined with the commitment of teachers, parents, and students, has led to remarkable success in nurturing students' potential. discussion the expansion of islamic educational institutions in indonesia, exemplified by the remarkable success of mi miftahul huda, underscores the importance of innovation, effective competitive strategies, and talent development programs in ensuring long-term success. as noted in the volume 9, number 3, november 2024| 204 introduction, educational institutions must not only focus on academic excellence but also on cultivating and nurturing student talents to remain competitive and sustainable. this aligns with the findings of previous studies which emphasize the importance of innovation and strategic development in enhancing the quality of educational institutions, as well as in providing students with the necessary competencies to excel 8. mi miftahul huda’s "got talent" program serves as a prime example of an institution's proactive approach to fostering exceptional talents. this initiative, launched in 2019, focuses on identifying students with outstanding potential in diverse fields such as science, technology, arts, and sports. the success of this program reflects the growing recognition of the need for educational institutions to develop not only academic knowledge but also students' personal growth through extracurricular activities that build their talents and self-confidence 9. these programs are critical in helping students thrive in an increasingly competitive environment where academic success alone may not suffice. one significant finding from this study is the alignment of mi miftahul huda's "got talent" program with broader trends in educational innovation. for instance, previous research highlights that the success of educational institutions is often linked to their ability to integrate talent development into their curricula and extracurricular offerings 10. by focusing on holistic development, which includes academic performance and extracurricular achievements, mi miftahul huda has managed to consistently outperform many other institutions in the region. this reflects the broader conclusion that educational institutions that prioritize talent development through innovative programs stand a better chance of maintaining their competitive edge 11. the success of mi miftahul huda, however, does not come without its challenges. in a region like nganjuk, which remains relatively underdeveloped in terms of specialized educational programs, the implementation of such talent development initiatives is often constrained by limited resources, infrastructure, and access to high-quality training facilities. while mi miftahul huda has made significant strides in overcoming these obstacles, the study reveals that external support and collaboration with various stakeholders, including local authorities and nongovernmental organizations, play an important role in overcoming these challenges. this insight corroborates findings from prior studies which stress the importance of external partnerships in enhancing the effectiveness of talent development programs 12. moreover, it is important to note the emphasis on the role of motivation and self-confidence in shaping students' academic and personal growth. as seen in mi miftahul huda’s "got talent" program, students are not only prepared for competitions but are also equipped with the mental 8 lanford and tierney, creating a culture of mindful innovation in higher education; scott and guan, “challenges facing thai higher education institutions financial stability and perceived institutional education quality.” 9 diab and green, “cultivating resilience and success: support systems for novice teachers in diverse contexts”; merenda, “adventure-based programming with at-risk youth: impact upon self-confidence and school attachment.” 10 raza, qazi, and yousufi, “the influence of psychological, motivational, and behavioral factors on university students’ achievements: the mediating effect of academic adjustment.” 11 aprianto, manajemen peserta didik. 12 walsh et al., “learning and teaching approaches promoting resilience in student nurses: an integrated review of the literature.” volume 9, number 3, november 2024| 205 resilience necessary to cope with the pressures of academic and personal life. this focus on emotional intelligence and personal development supports the growing body of literature which highlights the importance of developing students' psychological well-being alongside their intellectual capabilities 13. comparing these findings to other schools in indonesia and globally, it becomes evident that the success of talent development programs is often determined by the degree of institutional commitment to student-centered practices. research has shown that when educational institutions focus on recognizing and nurturing student talents early on, they can foster not only academic success but also significant achievements in other domains 14. the experiences of mi miftahul huda, therefore, contribute valuable insights into the growing body of research on educational innovation and talent development. mi miftahul huda’s "got talent" program has proven to be a key factor in fostering a competitive environment that nurtures the academic and personal growth of students. the school’s efforts to integrate talent development into its core activities align with the growing recognition of the importance of holistic educational strategies. the study contributes to the broader understanding of how educational institutions can leverage innovation and strategic programs to ensure sustainable success, particularly in regions that face developmental challenges. future research may focus on exploring how other institutions in similar contexts can replicate the success of mi miftahul huda’s approach to talent development, and further investigate the role of external factors in supporting such programs. conclusion the implementation of the got talent program at mi miftahul huda pandantoyo has proven to be a successful model for nurturing talented and high-achieving students. the program's effectiveness is evidenced by the numerous championships and achievements garnered by the students across various academic and non-academic fields. by leveraging the expertise of skilled mentors and a well-structured system, the program has created a supportive environment for students to excel. the got talent program integrates academic and non-academic development, with the latter primarily facilitated through extracurricular activities. this dual approach ensures that students not only achieve scholastic success but also develop broader competencies that contribute to their holistic growth. furthermore, the program aligns with the principles of self-determination theory (sdt), addressing the three fundamental psychological needs of autonomy, competence, and relatedness. through this alignment, the program not only enhances students' achievements but also promotes their psychological well-being and long-term personal development. in pulling the elements of this study together, the research highlights the importance of strategic talent development programs in fostering student excellence. the got talent program 13 merenda, “adventure-based programming with at-risk youth: impact upon self-confidence and school attachment.” 14 raccanello et al., “higher education students’ achievement emotions and their antecedents in e-learning amid covid-19 pandemic: a multi-country survey.” volume 9, number 3, november 2024| 206 not only contributes to individual student success but also strengthens the reputation and competitiveness of mi miftahul huda as an educational institution. this success demonstrates the transformative potential of targeted talent programs in improving educational outcomes and addressing the broader developmental needs of students. looking forward, this research underscores the need for educational institutions, particularly in developing regions, to adopt similar innovative programs. such initiatives could serve as a blueprint for schools aiming to balance academic rigor with talent cultivation. future research could explore the scalability of such programs, their long-term impact on student trajectories, and the role of community and parental involvement in supporting these initiatives. the findings also call for further exploration of how sdt-aligned programs can be integrated into broader educational policies to enhance both student performance and well-being. the got talent program illustrates how strategic planning and a commitment to nurturing students’ potential can bridge the gap between academic success and holistic personal development, contributing to the field of education and inspiring new approaches to talent cultivation. reference alsaaty, falih m. “beyond traditional learning: embracing digital transformation and tackling chatgpt concerns.” research in higher education journal 44 (2023). aprianto, iwan dkk. manajemen peserta didik. klaten: lakeisha, 2020. blanchard, p nick, and james w thacker. effective training: systems, strategies, and practices. sage publications, 2023. diab, alkhansaa, and edna green. “cultivating resilience and success: support systems for novice teachers in diverse contexts.” education sciences 14, no. 7 (2024): 711. grover, surbhi, laurence court, sheldon amoo-mitchual, john longo, danielle rodin, aba anoa scott, yolande lievens, mei ling yap, may abdel-wahab, and peter lee. “global workforce and access: demand, education, quality.” in seminars in radiation oncology, 34:477–493. elsevier, 2024. lanford, michael, and william g tierney. creating a culture of mindful innovation in higher education. state university of new york press, 2022. merenda, frank. “adventure-based programming with at-risk youth: impact upon selfconfidence and school attachment.” child & youth services 42, no. 4 (2021): 321–348. mian, syed hammad, bashir salah, wadea ameen, khaja moiduddin, and hisham alkhalefah. “adapting universities for sustainability education in industry 4.0: channel of challenges and opportunities.” sustainability 12, no. 15 (2020): 6100. muhamad uyun, idi warsah. psikologi pendidikan. yogyakarta: deepublish, 2021. murphy, brian. “accreditation rendezvous: a confluence of tradition and progress.” journal of franco-irish studies 8, no. 1 (2024): 4. najmi, ali h. “the effectiveness of flipped classroom approach on students’ achievement in english language in saudi arabian southern border schools.” international education studies 13, no. 9 (2020): 66–74. raccanello, daniela, roxana balbontín-alvarado, denilson da silva bezerra, roberto burro, maria cheraghi, beata dobrowolska, adeniyi francis fagbamigbe, moezalislam ezzat faris, thais frança, and belinka gonzález-fernández. “higher education students’ volume 9, number 3, november 2024| 207 achievement emotions and their antecedents in e-learning amid covid-19 pandemic: a multi-country survey.” learning and instruction 80 (2022): 101629. raza, syed ali, wasim qazi, and sara qamar yousufi. “the influence of psychological, motivational, and behavioral factors on university students’ achievements: the mediating effect of academic adjustment.” journal of applied research in higher education 13, no. 3 (2021): 849–870. scott, timothy, and wenyu guan. “challenges facing thai higher education institutions financial stability and perceived institutional education quality.” power and education 15, no. 3 (2023): 326–340. walsh, pauline, patricia a owen, nageen mustafa, and roger beech. “learning and teaching approaches promoting resilience in student nurses: an integrated review of the literature.” nurse education in practice 45 (2020): 102748. educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) the development of magic geometry game for fine fotor skills with the addie model hermawati, atiqoh, suhari postgraduate school educational technology study pgri adi buana university, surabaya hermawatik1970@gmail.com, atiqoh@unipasby.ac.id, suhari@unipasby.ac.id accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract the aim of this research is to develop an innovative magic geometry game for group a kindergarten students at kemala bhayangkari 75 lamongan, with the purpose of enhancing children's fine motor skills as an alternative to conventional fine motor activities that have shown suboptimal results. the development of the magic geometry game media involved an analysis of trial data to refine the game. aspects such as appearance, usefulness, effectiveness, attractiveness, resilience, and student understanding were evaluated. this assessment was carried out by media experts, media design experts, content/material experts, and through trials conducted with peers, small, and large classes. the validation process conducted by media and material experts found the game media to be valid and very valid, with validation percentages of 89.0% and 92%, respectively. the due diligence by colleagues and tests in small and large classes indicated that the game media was feasible, with percentages of 92.8%, 84.3%, and 81.8%, respectively. it is recommended that educators utilize the magic geometry game media in their teaching practices. furthermore, schools should offer training and coaching support to facilitate its effective implementation, aligning with the learning objectives and addressing the needs of both students and the school as a whole. keywords: magical geometry and fine motoric games, kindergarten students introduction early childhood, according to law number 20 of 2003 concerning the national education system are children from birth to the age of six. various studies have concluded that the development obtained at an early age greatly influences the development of children in the next period. psychologists refer to early childhood as the golden age or golden age. at this time is the most appropriate time to provide stimulation to provide stimulation to all aspects of child development (loeziana, 2017).1 through early childhood education, children are expected to be able to develop all their potential, including: moral, physical-motor, cognitive, language, social-emotional and artistic religious values, so that they become children who have straight faith in accordance with the teachings of their religion, have good behavior. expected behavior, master a number of basic knowledge and skills in accordance with their needs and level of development, and have motivation and a positive learning attitude (ariyanti, 2018).2 according to sujarwo and widi (2015), the development of physical motor skills in 1 loeziana, u. 2017. the golden age: masa efektif merancang kualitas anak. core journal : pusat jurnal uin ar-rainiry 2 ariyanti, a. 2018. pentingnya pendidikan anak usia dini bagi tumbuh kembang anak. core journal : universitas muhammadiyah purwokerto. mailto:hermawatik1970@gmail.com mailto:atiqoh@unipasby.ac.id volume 8, number 3, november 2023| 342 kindergarten is divided into two, namely, gross motor and fine motor. gross motor skills are abilities that require the coordination of most of the child's body that require energy because they are carried out by large muscles. examples of activities are jumping, climbing, running, and riding a bicycle. fine motor is movement that only involves body parts and is carried out by small muscles but requires careful eye and hand coordination. examples of activities are cutting, coloring, drawing and sewing.3 education for children can be organized through kindergartens. educational services provided in the form of fun activities. this is intended as a form of stimulation of growth and development. it is hoped that this form of learning while playing can stimulate all development optimally. children's motor skills can be realized through activities that develop motor skills. according to santrok (2007), children aged 0-7 years learn through motor sensory and in the pre-operational phase. in the early development period around the age of 0-2 years it is still internal and the child's abilities are still very limited. children's sensorimotor intelligence develops through interaction with the environment. this is a continuous process so that in the end the motor sensory interactions and experiences become meaningful. as we get older, the nervous system in individuals will become more complex and develop into reflective actions to self-awareness in capturing an object. stimulus that is given continuously to children will grow the child's ability to use fine motor skills more and more. if the child's fine motor skills are continuously trained according to the stages, the nerves and muscles will become stronger. activities that develop fine motor skills include squeezing, drawing, squeezing, cutting and other similar activities. this ability should always be honed and trained continuously because this will affect coordinated movement skills such as combing hair, practicing folding your own clothes, playing handball and so on. this movement will involve coordinating motion between body parts and smooth muscles in the fingers (sujarwo and widi, 2015). students in group a kindergarten kemala bhayangkari 75 lamongan in implementing fine motor activities so far by giving assignments, for example, coloring, cutting, squeezing, squeezing the results of which are not optimal, therefore a variety of activities is needed. so the researchers chose an alternative using magic geometry activities to develop students' fine motor skills. play activities are in great demand by every early childhood and this can be seen from most of the time children spend playing and this indirectly has a significant influence on children's development. this is in accordance with the theory put forward by montolalu that the effect of play on children's development can affect physical development, encouragement of communication, distribution of pent-up emotional energy, distribution of needs and desires, learning resources, stimulation for creativity, development of self-knowledge, social learning, moral standards. , learning to play according to gender roles, developing desired personality traits (hayati, 2021)4 playing is a means for children to learn about the environment and is the most important and basic need for children, especially for early childhood, through playing children can fulfill all aspects of cognitive, affective, social, emotional, motor and language development needs (hayati and putro, 2021 ). playing has an important value for the physical, cognitive, language and social development of children, playing is also useful for triggering creativity, educating the brain, overcoming conflict, training empathy, sharpening the five senses, therapy and making discoveries. game is something used for play or (a toy) which is generally used for entertainment 3 sujarwo., widi, c. p. 2015. kemampuan motorik kasar dan halus. jurnal pendidikan jasmani indonesia. vol.11 no.02 4 hayati, s. n., putro, k., z. 2021. bermain dan permainan anak usia dini. generasi emas. jurnal pendidikan islam anak usia dinii. vol. 4 no.1. volume 8, number 3, november 2023| 343 and sometimes as an educational tool. play media is a tool that can be used by children to increase the effectiveness of a game. therefore, a game media is needed that is able to improve the fine motor skills of group a kindergarten students. with this media, students are expected to be able to develop their fine motor skills. this development research is about the idea of how to develop magic geometry games to improve students' fine motor skills in a direct way in their learning experiences. method product development in this study the authors used research and development (r&d) research. according to sugiyono (2009:407) the r&d method is a research method used to produce certain products, and test the effectiveness of these products. these products are not always in the form of objects or hardware, such as books, stationery, and other learning tools. however, it can also be in the form of software (software).5 the development model used in this research is the development of learning media with the addie model. addie stands for analysis, design, development or production, implementation or delivery and evaluations developed by dick and carry. this model can be used for various forms of product development such as models, learning strategies, learning methods, media and teaching materials. (mulyatiningsih, 2013:199-200).6 product stages addie is a model that is often referred to as an approach or approach. the addie learning system design model is seen as a generic model because it consists of components that are widely used in many learning system design models. the steps for implementing the addie learning design model are as follows: analysis phase, which is a process of defining what students will learn. so to find out or determine what to learn, we must carry out several activities, including conducting a need assessment (needs analysis), identifying problems (needs), and conducting task analysis (task analysis). therefore the resulting output is in the form of profiles or characteristics of prospective students, identification of gaps, identification of needs, and detailed task analysis based on needs. after being analyzed, it is necessary to analyze the feasibility of developing the learning media. the analysis process, for example, is carried out by answering the following 5 sugiyono. 2009. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta 6 mulyatiningsih, e. 2013. metode penelitian terapan bidang pendidikan. bandung: alfabeta. volume 8, number 3, november 2023| 344 questions: what competencies should students have. at this stage it is necessary to score several points, including: 1) predetermined learning objectives; and 2) learning achievement. thus this stage can be used as a reference for developing material. 1. stages of design (design), namely stages that include several plans for the development of materials, including the following: a. preparation of material in contextual learning by examining core competencies and basic competencies to determine learning materials based on concepts, facts, and learning time allocation procedures, indicators and student assessment instruments; b. designing learning scenarios or teaching and learning activities with a learning approach; c. selection of material competence; d. initial planning of learning devices based on subject competencies; and e. designing learning materials and learning evaluation tools with a learning approach. 2. stages of development (development), this stage includes the preparation of material in products in the field of education, including learning materials for students, learning media to facilitate the teaching and learning process. 3. implementation stage (implemantation), which is the step to implement the learning system that has been made. this means that at this stage everything that has been developed is arranged in such a way according to its role or function so that it can be implemented in learning. for example, if you need certain media, it must be designed in such a way. only then is it implemented according to the initial scenario or design. the main objective of the implementation stage is to guide students to achieve learning objectives, to produce competency outputs in the form of knowledge, skills and attitudes. 4. evaluation phase, is a process to see whether the learning system being built is successful, according to initial expectations or not. actually this evaluation stage can occur in the four stages above. the evaluation that occurs at each of the above stages is called formative evaluation, because the purpose is for revision. for example, at the design stage, it may require some form of formative evaluation, for example expert comments to provide input on designs that have already been made. at the development stage, it may be necessary to try out the product being developed or may need a small group evaluation. product test 1. test plan a. the resulting product is tested in full including the following stages: b. review content/subject matter experts to obtain data in the form of assessments of opinions and suggestions on product content; c. the review of learning media design experts aims to obtain data in the form of an assessment of the feasibility of the product being developed; d. peer trials aim to find out the benefits of using products in learning at school for revision or improvement of media products; and e. small group and large group trials on students aim to find out if students understand the product and as an assessment of whether the teaching materials or media need to be revised or not to achieve the perfection of the media. 2. test subjects a. the test subjects in the development of this teaching material consist of: b. subject experts consisting of material content experts, media design experts, learning who have competence in their fields; c. peer trials consisting of several colleagues (teachers) preferably experienced in their fields; volume 8, number 3, november 2023| 345 d. small group trials were conducted on some students in group a1 tk kemala bhayangkari 75 lamongan, totaling 15 people; and e. the large group trial was conducted on students in groups a1 and a2 of kindergarten kemala bhayangkari 75 lamongan, totaling 30 people. types of data and instruments a. data type the type of data in this development uses data that includes: 1) the accuracy of the contents of the learning material contained in the magic geometry game media is determined from the review and responses of content/material experts; 2) the accuracy and beauty of the design on the magic geometry game media is determined from the reviews and responses of learning media design experts; 3) the attractiveness of the magic geometry game media to attract students' learning interest in learning obtained from the results of trials on the target group; and 4) technology and design of magic geometry game media messages to achieve learning objectives. b. data collection instruments to obtain the expected data so that product development can be said to be ideal, instruments are used in the form of: 1) documentation documentation in the form of data obtained from the results of the development of the magic geometry game media was carried out when the respondents/students carried out learning activities using the media, where this data aims to determine the effectiveness and attractiveness of the product development of the magic geometry game media. 2) questionnaire or questionnaire the form of the questionnaire is designed to obtain the result data which is used to obtain information from the respondents. the trial implementation using a questionnaire was carried out to determine the accuracy, clarity of workmanship and the communicativeness of the language used and not to forget the beauty of the design, the accuracy of the contents of the learning materials, as well as the accuracy of the design of the media message from the product being developed. collection instruments are useful for obtaining the data needed according to research objectives. the research instrument was in the form of suggestions and comments and questionnaires. questionnaires are a number of written questions that are used to obtain information from respondents in the sense of reports about themselves or about things that are known (arikunto, 2016: 151). the contents of the questionnaire include the assessment form for experts and also the assessment form used for students. the following describes the feasibility score of the magic geometry game media instrument using the likert scale likert scale instrument score skor information 1 very less 2 not enough 3 enough 4 good 5 very good volume 8, number 3, november 2023| 346 data analysis technique with a likert scale, the variables to be measured are translated into variable indicators which are used as a starting point for compiling instrument items. the answer to each instrument item is given a score. the highest score for each question is 5 and the lowest is 1 (very good = 5; good = 4; sufficient = 3; poor = 2; and very poor = 1). the formula used to calculate the percentage of each subject is: percentage = ∑ (answer x weight of each choice) x 100% n x highest weight information: ∑ = amount n = the total number of questionnaire items to be able to provide meaning and make decisions whether or not revisions to product development are necessary, the following provisions are used: convert level of achievement to scale level of achievement qualification description 90% 100% very good no need for revision 75% 89% good no need to revise 65% 74% enough revised 55% 64% not enough revised 0% 54% very less revised (sujoko, 2010:72) result and discussion the product made in this study is magic geometry learning media, namely media that can be used: 1) to provide educational stimulation that helps the growth and development of early childhood, especially fine motor skills. 2). to help children to innovate so that all abilities they have can be actualized. 3). can encourage children to have a desire to learn without any coercion so that children feel learning while playing and playing while learning. procedure results the development of magic geometry learning media refers to the addie development model. the following is the result of the development procedure using the addie model. with various stages: 1. media expert media expert questionnaire assessment results material attraction components score 1 interesting material for games 1 2 3 4 √ 2 the attractiveness of the display of media auxiliary tools 1 2 3 4 √ 3 the interests of doll display 1 2 3 4 √ 4 the attractiveness of the color combination of game media supporting material 1 2 √ 4 5 5 the attractiveness of the geometric appearance is in accordance with the material 1 2 3 √ 5 6 the attractiveness of geometric colors matches the material 1 2 3 4 √ 7 placement of illustrations, pictures, and colors 1 2 3 4 √ 8 appearance and use of fonts and their sizes are appropriate 1 2 3 4 √ volume 8, number 3, november 2023| 347 and attractive so as to generate interest 9 interesting material for games 1 2 3 √ 5 1 0 the attractiveness of the display of media auxiliary tools 1 2 3 4 √ game material utilization components score 1 the material for the magic geometry game can be used as a group 1 2 3 4 √ 2 the material for the magic geometry game is relevant to the development of kindergarten children, especially group a 1 2 3 4 √ 3 the magic geometry game is in accordance with the demands of the curriculum 1 2 3 4 √ 4 the material is clear and fit for purpose and the benefits of magic geometry games are clear 1 2 3 √ 5 5 the material referred to in magic geometry game is easy to understand 1 2 3 √ 5 material conformity components and games score 1 the material in the game can be according to existing needs 1 2 3 √ 5 2 game material can be adapted to existing conditions 1 2 3 √ 5 3 game material supports games that can be done outdoors 1 2 3 √ 5 4 game materials support the game can be done indoors 1 2 3 √ 5 5 the game material supports the durability of game media products 1 2 3 √ 5 recap of the media expert assessment results n o assessment indicator score a . game material appearance component appearance 1 interesting material for games for children 5 2 the attractiveness of the display of media auxiliary tools 5 3 the interests of doll display 5 4 the attractiveness of the color combination of game media supporting material 3 5 the attractiveness of the geometric appearance is in accordance with the material 4 6 the attractiveness of geometric colors matches the material 5 7 placement of illustrations, pictures, and colors 5 8 appearance and use of fonts and their sizes are appropriate and attractive so as to generate interest 5 9 interesting material for games 4 1 0 the attractiveness of the display of media auxiliary tools 5 total component a 4 6 b . game material utilization components 1 the material for the magic geometry game can be used as a group 5 2 the material for the magic geometry game is relevant to the development of 5 volume 8, number 3, november 2023| 348 kindergarten children, especially group a 3 the magic geometry game is in accordance with the demands of the curriculum 5 4 the material is clear and fit for purpose and the benefits of magic geometry games are clear 4 5 the material referred to in magic geometry game is easy to understand 4 total component b 2 3 c . components of material compatibility with playability 1 the material in the game can be according to existing needs 4 2 game material can be adapted to existing conditions 4 3 game material supports games that can be done outdoors 4 4 game materials support the game can be done indoors 4 5 the game material supports the durability of game media products 4 total component c 2 0 total components a + b + c 8 9 based on the results of the assessment given by the content/learning material expert above, it was found that the average score or score obtained for the components of the assessment for the development of magic geometry learning media was 89%. this figure is obtained from the calculation: p = × 100% p = × 100% p = 89% 2. design expert components assessed by instructional media design experts n o. indicator criteria 1 view components design media according to motor development media design in accordance with early childhood development in kindergarten media design is attractive to look at and do media design presents a fun game media design presents a variety of works 2 game usefulness components the scope of matter is drawn in the magic geometry game the sequence of the magic geometry game is clear and easy to follow the goals and benefits of the magic geometry game are clear this game is to improve fine motor skills 3 game endurance components display media is attractive and easy to carry/movable design learning media with different colors and shapes learning media can be done in outdoor or indoor volume 8, number 3, november 2023| 349 media games are able to arouse students learning media can improve children's motor skills results of the expert questionnaire assessment of learning media design display component score 1 media design in accordance with motor development 1 2 3 4 √ 2 media design in accordance with early childhood development in kindergarten 1 2 3 4 √ 3 media design is interesting to see and do 1 2 3 √ 5 4 media design in accordance with motor development 1 2 3 √ 5 5 media design in accordance with early childhood development in kindergarten 1 2 √ 4 5 game usefulness components score 1 the scope of matter is drawn in the magic geometry game 1 2 3 √ 5 2 the game sequence of magic geometry is clear and easy to follow 1 2 3 √ 5 3 the goals and benefits of the magic geometry game are clear 1 2 3 √ 5 4 the scope of matter is drawn in the magic geometry game 1 2 3 √ 5 game endurance components score 1 the media display is attractive and easy to carry/move 1 2 3 √ 5 2 design learning media with different colors and shapes 1 2 3 √ 5 3 learning media can be done outdoors or indoors 1 2 3 4 √ 4 media games are able to arouse students 1 2 3 √ 5 5 learning media can improve children's motor skills 1 2 3 4 √ recap of the results of the expert questionnaire assessment of learning media design n o assessment indicator score a . view components 1 media design in accordance with motor development 5 2 media design in accordance with early childhood development in kindergarten 5 3 media design is interesting to see and do 4 4 media design presents a fun game 4 5 media design presents a variety of works 3 total component a 21 b . game usefulness components 1 the scope of matter is drawn in the magic geometry game 4 2 the game sequence of magic geometry is clear and easy to follow 4 volume 8, number 3, november 2023| 350 3 the goals and benefits of the magic geometry game are clear 4 4 this game is to improve fine motor skills 4 total component b 16 c . game endurance components 1 the media display is attractive and easy to carry/move 4 2 design learning media with different colors and shapes 4 3 learning media can be done outdoors or indoors 5 4 media games are able to awaken students 4 5 learning media can improve children's motor skills 3 total component c 22 total components a + b + c 59 based on the results of the assessment given by the learning design experts above, it was found that the results of the value or average score obtained for the components of the assessment for the development of magic geometry game media was 84%. this figure is obtained from the calculation: p = × 100 % p = × 100 % p = 84 % 3. peers trial assessment results / peer questionnaire responses view components score 1 media material titles are clear, concise, and describe the contents of the media 1 2 3 4 √ 2 the media introduction provides a clear picture of the benefits to be gained by studying the material in the media 1 2 3 4 √ 3 suitability of the material with learning outcomes 1 2 3 4 √ 4 instructions for using the media are conveyed clearly and easily understood 1 2 3 √ 5 5 learning objectives and plans are explained concisely and easily understood 1 2 3 4 √ 6 the attractiveness of the introductory material to arouse the interest and motivation of students 1 2 3 √ 5 7 the material description is explained in detail following the flow 1 2 3 4 √ 8 interesting and fun material for students 1 2 3 4 √ 9 feedback is given clearly and can be used as a benchmark for achieving learning objectives 1 2 3 4 √ 1 0 image conformity as supporting information 1 2 3 4 √ game usefulness components score 1 the magic geometry game can be used as a group 1 2 3 √ 5 2 the magic geometry game is relevant to the development of kindergarten children, especially group a 1 2 3 √ 5 volume 8, number 3, november 2023| 351 3 the magic geometry game is in accordance with the demands of the curriculum 1 2 3 √ 5 4 the aims and benefits of magic geometry are clear 1 2 3 4 √ 5 the magic geometry game is easy to play 1 2 3 4 √ game endurance components score 1 game endurance components 1 2 3 √ 5 2 the game can be played repeatedly 1 2 3 √ 5 3 the game is not vulnerable to damage 1 2 3 4 √ 4 games can be done in outdoor 1 2 3 4 √ 5 games can be done indoors 1 2 3 √ 5 game usefulness components n o assessment indicator score score t s 1 t s 2 t s 3 t s 4 t s 5 a . content accuracy components 1 media material titles are clear, concise, and describe the media content 5 5 4 5 5 2 4 2 the media introduction provides a clear picture of the benefits to be gained by studying the material in the media 5 5 5 5 4 2 4 3 suitability of the material with learning outcomes 5 5 4 5 5 2 4 4 instructions for using the media are conveyed clearly and easily understood 4 5 5 5 4 2 3 5 learning objectives and plans are explained concisely and easily understood 5 5 5 5 5 2 5 6 the attractiveness of the introductory material to arouse the interest and motivation of students 4 5 4 5 4 2 2 7 the material description is explained in detail following the flow 5 4 5 5 5 2 4 8 interesting and fun material for students 5 4 4 5 5 2 3 9 feedback is given clearly and can be used as a benchmark for achieving learning objectives 5 5 4 5 5 2 4 1 0 image conformity as supporting information 5 4 5 5 5 2 4 total component a 4 8 4 7 4 5 5 0 4 7 b . components of concept truth in games 1 media purpose 4 4 5 4 5 2 2 2 the stages of the game are in accordance with the abilities of group a kindergarten students 4 4 5 4 5 2 2 3 the game is appropriate and appropriate 4 5 5 4 5 2 3 volume 8, number 3, november 2023| 352 4 the game is in accordance with the latest material 5 5 5 5 5 2 5 5 correct information on the game magic geometry 5 5 5 5 4 2 4 6 the truth of the concept of matter in the magic geometry game 4 4 5 5 5 2 3 7 the truth of the concept of geometric shapes in the magic geometry game 4 4 5 4 4 2 1 8 the magic geometry game improves students' fine motor skills 5 5 5 4 4 2 3 9 the material in the game according to the needs of students 5 5 4 5 4 2 3 1 0 no glitch in magic geometry game material 4 4 4 5 4 2 1 total component b 4 4 4 5 4 8 4 5 4 5 total component a + b 9 2 9 2 9 3 9 5 9 2 4 64 based on the results of the assessment given by colleagues, it was found that the results of the value or average score obtained for the components of the assessment for the development of the magic geometry game media were 92.8%, from the calculation: p = × 100% p = × 100% p = 92,8 % small group trials and large group trials assessment results/responses to small group and large group trials effectiveness score 1 facilitate students to understand learning 1 2 3 √ 5 2 interesting media illustration 1 2 √ 4 5 3 the material presented is in accordance with everyday life 1 2 √ 4 5 4 can be practiced directly 1 2 3 √ 5 5 able to develop several aspects 1 2 3 √ 5 student understanding score 6 increase student learning interest 1 2 3 4 √ 7 media illustrations are easy to understand 1 2 3 4 √ 8 scientific 1 2 3 √ 5 9 media can make the child's concentration centered 1 2 3 √ 5 attractiveness score 1 1 interesting form of media 1 2 3 √ 5 1 color can attract children's learning interest 1 2 3 √ 5 volume 8, number 3, november 2023| 353 2 1 3 be an attraction to try directly 1 2 3 √ 5 volume 8, number 3, november 2023| 354 recap of small group trial data collection results n o. responden 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 s core 1 pd 1 4 4 4 4 4 4 4 4 4 4 5 4 4 5 4 2 pd 2 3 3 3 3 4 3 4 4 4 3 5 4 3 4 6 3 pd 3 4 3 5 3 4 5 3 4 5 5 3 4 4 5 2 4 pd 4 5 5 5 5 5 5 5 5 5 5 5 5 5 6 5 5 pd 5 3 3 3 4 4 4 4 4 4 4 3 5 3 4 8 6 pd 6 4 4 4 4 4 4 4 3 3 4 3 4 4 4 9 7 pd 7 4 5 5 5 5 4 4 4 3 4 4 4 3 5 4 8 pd 8 4 4 4 4 4 5 5 5 5 5 5 5 4 5 9 9 pd 9 5 5 5 5 5 5 5 5 5 5 5 5 5 6 5 1 0 pd 10 3 3 3 4 4 4 4 3 5 3 4 5 3 4 8 total score 5 40 8 4,3% recapitulation of large group trial data collection results n o. respon den 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 sc ore 1 pd 1 4 4 4 4 4 4 4 4 4 4 5 4 4 54 2 pd 2 3 3 3 3 4 3 4 4 4 3 5 4 3 46 3 pd 3 4 3 5 3 4 5 3 4 5 5 3 4 4 52 4 pd 4 4 4 4 4 3 4 4 4 3 4 4 3 4 49 5 pd 5 3 3 3 4 4 4 4 4 4 4 3 5 3 48 6 pd 6 5 5 5 5 5 5 5 5 5 5 5 5 5 65 7 pd 7 4 5 5 5 5 4 4 4 3 4 4 4 3 54 8 pd 8 4 4 4 4 4 5 5 5 5 5 5 5 4 59 9 pd 9 4 4 5 5 3 4 5 4 4 4 4 4 4 54 1 0 pd 10 3 3 3 4 4 4 4 3 5 3 4 5 3 48 1 1 pd 11 5 5 5 5 5 5 5 5 5 5 5 5 5 65 1 pd 12 4 4 4 4 4 5 5 5 5 5 5 5 4 59 volume 8, number 3, november 2023| 355 2 1 3 pd 13 4 4 4 4 4 4 4 3 3 4 3 4 4 49 1 4 pd 14 4 4 5 5 3 4 5 4 4 4 4 4 4 54 1 5 pd 15 3 3 3 4 4 4 4 3 5 3 4 5 3 48 1 6 pd 16 4 4 4 4 4 4 4 4 4 4 5 4 4 54 1 7 pd 17 5 5 5 5 5 5 5 5 5 5 5 5 5 65 1 8 pd 18 4 3 5 3 4 5 3 4 5 5 3 4 4 52 1 9 pd 19 4 4 4 4 3 4 4 4 3 4 4 3 4 49 2 0 pd 20 3 3 3 4 4 4 4 4 4 4 3 5 3 48 2 1 pd 21 4 4 4 4 3 4 4 4 3 4 4 3 4 49 2 2 pd 22 3 3 3 4 4 4 4 4 4 4 3 5 3 48 2 3 pd 23 4 4 4 4 4 5 5 5 5 5 5 5 4 59 2 4 pd 24 4 4 5 5 3 4 5 4 4 4 4 4 4 54 2 5 pd 25 3 3 3 4 4 4 4 3 5 3 4 5 3 48 2 6 pd 26 4 4 4 4 4 4 4 4 4 4 5 4 4 54 2 7 pd 27 3 3 3 4 4 4 4 3 5 3 4 5 3 48 2 8 pd 28 4 4 4 4 4 4 4 4 4 4 5 4 4 54 2 9 pd 29 5 5 5 5 5 5 5 5 5 5 5 5 5 65 3 0 pd 30 3 3 3 3 4 3 4 4 4 3 5 4 3 46 total score 1. 596 81 ,8% volume 8, number 3, november 2023| 356 data analysis the result data obtained from learning material experts, learning media design experts, and peer tests seen from the material content, technology and message design on the development of magic geometry game media are as follows: 1. recapitulation of the assessment of content/learning material experts can obtain feasibility test data for the development of magic geometry game media by validating material experts meeting the expected criteria with a result of 89.0%, namely in the feasible/valid category. many inputs were obtained from material experts regarding the content of the development of the magic geometry game media. this input has been followed up by the developer so that it becomes better and can be used for learning. 2. recapitulation of the assessment of learning media design experts, the results show that the average value or score of the components of the media assessment of the magic geometry game with the validation of the learning media design expert meets the criteria of very feasible/valid with a percentage score of 92.0%. input from design experts is also a consideration for the media for magic geometry games in the future, both for the developers themselves and for the school. 3. recap of assessments from colleagues, data can be obtained from the components of the questions, which are included in the appropriate/valid category with a percentage of 92.8%. on average, my colleagues who filled out the instruments already understood the media content of the magic geometry game after receiving an explanation from the developer. 4. recapitulation of small group test assessments. data can be obtained from the assessment of the question components on the instrument, namely obtaining a result of 84.3%, namely in the appropriate/valid category. students who are the sample for this small group test have received prior socialization before filling out the instrument. 5. recapitulation of the assessment from the large group test can be obtained at 81.8%, namely the appropriate/valid category. on average, the students who were used as the sample for the large group trial already understood the media learning of the magic geometry game. 6. from all the data obtained, it can be concluded that the results of all validation tests can be said to be valid because they are in the category with a percentage of ≤ 92%. conclusion the conclusions from the results of this product include: magic geometry learning media can be integrated for fine motor skills of kemala bhayangkari 75 group a kindergarten children. this media has the name magic geometry learning media. this magic geometry learning media can be used for learning activities both indoors and outdoors. this development product can be used anytime and anywhere by students and educators using the edicative teaching aids (ape) that have been prepared reference aisyah, s. pengembangan dan konsep dasar pengembangan aud. jakarta: universitas terbuka, 2011. anggita febriana, lydia ersta 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"stimulation of fine motor development in early childhood in the traditional art of tatah sungging." journal of obsession: journal of early childhood education 4.2 (2020): 575. https://doi.org/10.31004/ obsession. v4i2.421. provost, b., heimerl, s. & lopez, b. r. "levels of gross and fine motor development in young children with autism spectrum disorder." physical & occupational therapy inpediatrics 27(3) (2007): 21-36. pujiati, n., widajati, w. "the effect of three color wire game on the ability to recognize geometry in group a children in islamic kindergarten plus almuchlisin." 3(3) (2014). rahmatunisa, s., halimah, s. "efforts to increase the naturalist intelligence of children aged 4-5 through sand play." journal of early childhood education 2(1) (2018). ratna, p. "puzzle media to recognize geometric shapes." journal of early childhood education and development 1(1) (2019): 50-59. rumawan, s. "the use of geometry board games in improving early childhood cognitive abilities in darul hikmah kindergarten, bumi city, north lampung." thesis. state islamic university raden intan lampung, 2022. santrock, j. w. child development. jakarta: pt. erlangga, 2007. santrock, j. w. educational psychology. jakarta: salemba humanika, 2014. sugiyono. metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alphabet, 2019. sugiyono. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta, 2009. sujarwo., widi, c. p. "gross and fine motor skills." indonesian journal of physical education 11(02) (2015). sujarwo., widi, c. p. “kemampuan motorik kasar dan halus.” jurnal pendidikan jasmani indonesia 11, no. 02 (2015): 1-8. 3. educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) artificial intelligence: experiences of students on ai tools usage for educational development vusumzi funda, oluwatosin bamigboye, foluke bamigboye university of fort hare, public university in alice, south africa vfunda@ufh.ac.za accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract this study explores the experiences of students using artificial intelligence (ai) tools for educational development at a rural university in the eastern cape. the purpose of the research is to assess how ai tools are integrated into the learning environment and their impact on student engagement, accessibility, and personalized learning. a qualitative approach was employed, utilizing design science research methodology. data were collected through focus group discussions with final-year students, and the findings were analyzed using nvivo software to identify key themes. the results indicate that ai tools have a positive impact on students' learning experiences, particularly in terms of enhancing accessibility, fostering personalized learning, and increasing student engagement. however, challenges such as over-reliance on technology and ethical concerns were identified as significant issues. the implications of these findings suggest that while ai offers transformative potential for education, its integration must carefully consider ethical implications and balance with traditional teaching values. the study highlights the need for continued research and thoughtful implementation to optimize the benefits of ai tools in educational settings. keywords: artificial intelligence, educational development, learning management system, chatgpt, post-covid-19. by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction ai tools, such as adaptive learning platforms, virtual tutors, and automated grading systems, are designed to support both students and educators. these tools analyze vast amounts of data to tailor educational content to individual learning styles and needs, fostering a more personalized learning experience1. for instance, ai can adapt study materials based on a student's 1 funda, vusumzi, and roxanne piderit. “a review of the application of artificial intelligence in south african higher education.” march 2024. https://doi.org/10.1109/ictas59620.2024.10507113. http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.1109/ictas59620.2024.10507113 volume 9, number 1, may 2025| 2 performance, allowing them to learn at their own pace and focus on areas where they need improvement. the covid-19 pandemic has irrevocably transformed the educational landscape, leading to a significant shift towards hybrid learning models that combine in-person and online educational experiences2. as universities adapt to this new normal, the integration of artificial intelligence (ai) tools has emerged as a pivotal element in enhancing the learning experience for students 3. this exploration focuses on the role of ai in hybrid learning environments, particularly among university students, and examines how these tools can foster personalized, inclusive, and effective educational experiences. exploring the use of artificial intelligence (ai) tools in hybrid learning in the university in the post covid-19 reveal significant transformation in the educational practices4. in view of this, artificial intelligence has emerged as a pivotal component in the evolution of hybrid learning environments. it facilitates personalized learning experiences by analyzing students' data to tailor educational content individual learning styles and preferences. according to 5, artificial intelligence (ai) tools are becoming increasingly common in people’s lives, with educational field being the most reflective on the importance of its adoption. it is transforming various industries, and education is no exception. ai has the potential to revolutionize the way education is delivered and assessed, leading to better educational outcomes for students. thus, in the context of a higher education, ai tools become important for students’ professional future and competitiveness. the use of ai tools in education has had a significant impact on learning experiences and outcomes6. effective adoption of ai depends on perception and acceptance by university students. thus, a positive perception will increase the adoption of these technologies by students. it is also important to note that the use of ai in teaching and learning has its limitations. this also stems from worries that students might practice copying and pasting text from sources without undergoing critical analysis, and they may also fail to attribute the work to its original source which amounts to plagiarism7. concerns have been raised regarding plagiarism detection in content 2 owan, v. j., k. b. abang, d. o. idika, e. o. etta, and b. a. bassey. "exploring the potential of artificial intelligence tools in educational measurement and assessment." eurasia journal of mathematics, science and technology education 19, no. 8 (2023): em2307. 3 park, y., and m. y. doo. "role of ai in blended learning: a systematic literature review." international review of research in open and distributed learning 25, no. 1 (2024): 164–196. 4 molenaar, i. "personalisation of learning: towards hybrid human-ai learning technologies." in blockchain, and robots, 57–77. 2021. 5 vázquez-parra, j. c., c. henao-rodríguez, j. p. lis-gutiérrez, and s. palomino-gámez. "importance of university students’ perception of adoption and training in artificial intelligence tools." societies 14, no. 8 (2024): 141. 6 bilad, m. r., l. n. yaqin, and s. zubaidah. "recent progress in the use of artificial intelligence tools in education." jurnal penelitian dan pengkajian ilmu pendidikan: e-saintika 7, no. 3 (2023): 279–314. 7 halaweh, m. a. s. "intelligent information systems: the 'humanate' role of artificial intelligence in information systems." ajman journal of studies & research 22, no. 2 (2023). volume 9, number 1, may 2025| 3 produced by chatgpt, as well as the challenge of distinguishing between factual and fictional text generated8. method this research leverages on qualitative method as the adopted methodology, using design science research framework approach for exploring the opinions and experiences of student on their use of ai tools for educational development. data was collected from 15 students across 3 departments from information system, business management, and economics in the faculty of management and commerce using structured interviews questions. the data was collected in a group focus discussion and transcribed into nvivo. the transcribed document was analyzed using nvivo to generate detailed demographic information and generate a theme for this study. design science research framework the adopted framework that guided this paper is the design science research as shown in figure 1 below. design science. the primary goal of dsr is to generate prescriptive knowledge that informs the design and application of these artifacts in practice. figure 1: design science research framework for this study. source: author’s own (2024) figure 1 , shows the dsr framework that guided this study has shown three levels involved which are the environment, design science research and knowledge base. also, the dsr framework has three cycles for the study framework. the first cycle here is the relevance cycle which focuses on the contextual environment of artificial intelligence tools usage in educational development. the environment consists of ai tools, (chatgpt, copilot and perplexity ai) students and problem opportunities as highlighted above. the second phase is the design circle 8 chatterjee, jayanta, and nina dethlefs. "this new conversational ai model can be your friend, philosopher, and guide... and even your worst enemy." patterns 4, no. 1 (2023). volume 9, number 1, may 2025| 4 bridges between the using nvivo to analysis and theme evaluation is simply the heart of the design science research lifecycles. while the rigor cycle connects the design cycle with publications, conferences and expertise experiences. in this study these three processes are clearly defined and identified as the framework that guides this study on the ai tools usage for educational development. design science research iteration process for this study figure 2 outlines the dsr iteration process for this study, the introduction is the first process that brings about the problem identification as the challenges and problems. the second process iteration is the systematic reviews on previous work done which forms the literature review. the third process is the using nvivo to analyze data collection and data analysis linked to this. the fourth process is the evaluation of the themes generated through results and analysis are linked to the evaluation of themes. the last iteration process is communication of the results through scholarly publications and conferences figure 2: design science research iteration process for this study. source: author’s own (2024) participants and sampling procedure the study participants comprise of 15 students in one of the rural universities within the eastern cape province, south africa. the students are from the 3 departments within the faculty of management and commerce. the study is conducted through structured interview questions around the experiences on the use of artificial intelligence tools in educational development. each student is invited to take part in the project through recorded guided focus groups and each focus group comprises 5 participants from the department of economics, information system and business management. focus group interviews is made of final year students. the focus groups discussion recordings are transcribed and analyzed using nvivo 12 software to generate themes of findings for this research study. volume 9, number 1, may 2025| 5 ethical consideration ethical clearance was obtained from university inter-faculty human research ethics committee9. a written informed consent form was obtained. the participants students gave their consent after being informed about the study. participants were well informed that their involvement in the study was non-compulsory. results and discussion in this study, three thematic themes are generated as a result findings on the experiences of students on artificial tools usage for educational development. the themes of the study were identified based on the data collected, transcribed and imported to nvivo for file classification, creation of code as the generated themes analyzing using nvivo. the three generated themes are accessibility and inclusivity, personalized learning and students’ engagement. ai provide accessibility and inclusivity accessibility and inclusivity in educational development are essential for creating equitable learning environments that cater to the diverse needs of all students, particularly those who face barriers due to disabilities, socio-economic status, or other marginalizing factors10. accessibility and inclusivity is in line with the submission of wulandari et al 2024. according to the analyzed data, it created an environment not only to support individual growth but also promote social justice and equity. <files\\fgd_bussiness management> § 4 references coded [23.84% coverage] reference 1 8.44% coverage “ai tools can improve your engagement, as mentioned before, they can help you understand your work which will then make you confident enough to participate in learning environments and have a better engagement with your fellow classmates and lecturer in the classroom. they can also enhance your learning outcomes and ensure that your marks are improved. ai tools helps students who are unable to articulate and express themselves, to better understand ways of expressing themselves in a good way”. reference 2 5.92% coverage “ai tools create inclusive learning environments through their adaptability. they essentially function as personal tutors, and with proper context and consistent use, they can adjust to an individual's learning style and their specific course content. this adaptability makes ai a very affordable and accessible alternative to hiring private tutors”. reference 3 5.11% coverage “ai tools offer personalized learning for students, supplying them with summaries and notes tailored to their individual needs. it gives students real time feedback and adjustments that will suit the diverse learning styles. ai also has multilingual support (limited) for diverse language backgrounds”. reference 4 4.38% coverage 9 ifhrec, 2024 10 wulandari, c. e., f. a. firdaus, and f. saifulloh. "promoting inclusivity through technology: a literature review in educational settings." journal of learning and technology 3, no. 1 (2024): 19–28. file:///c:/users/user/desktop/nvivo%20analysis/85689ba4-1b08-40d7-9cdc-dca8eb5370b1 volume 9, number 1, may 2025| 6 “ai tools foster inclusivity by many ai platforms incorporate features for learners with disabilities (e.g., screen readers, voice recognition). tailoring content to diverse cultural backgrounds ensures that lessons resonate with various student populations”. <files\\fgd_economics> § 2 references coded [27.33% coverage] reference 1 23.27% coverage “ai can tailor educational content and pace to individual learners' needs, ensuring that all students can learn at their own pace and in a way that is most effective for them. ai can make learning more accessible to students with disabilities by providing accommodations and support, such as text-to-speech, speech-to-text, and closed captioning”. “ai tools make education more inclusive by giving every student the support they need to succeed. they help by providing different learning styles and making resources accessible to everyone. this way, all students have a better chance to thrive in their studies”. “during online lessons they allow us to raise our hands without the face showing or typing in the chatbot which helps students that are shy and a mic for those who aren’t shy therefore everybody gets a chance to express their views”. reference 2 4.06% coverage “accessibility: example being learners who are disabled, ai tools can be used for speech recognition and text-to-speech tools or hearing limitation”. <files\\fgd_information system> § 3 references coded [40.16% coverage] reference 1 19.41% coverage “ai tools can adapt content to suit different learning styles and paces. ai tools provide personalized support, such as virtual tutors, which can help students. especially the shy learners who are scared to ask questions in the classroom”. “ai tools create inclusive learning environments by offering personalized learning experiences tailored to each student’s needs. they support various learning styles, providing options like videos, interactive activities, and text to help everyone learn in a way that suits them best. ai tools also improve accessibility by offering features such as text-to-speech and speech-to-text for students with disabilities”. reference 2 9.13% coverage “i think they do in the sense that they are able to offer personalized and adaptive learning experiences. students can individually utilize these tools in ways that work for them the best and this helps to develop an inclusive learning environment where students of all backgrounds and abilities can succeed”. reference 3 11.62% coverage “ai tools can be used by anyone at any level. as more people use these tools, we can get similar information or solutions on how to solve certain problems. people might also refer to the ai tools they use to ensure that everyone uses the one that benefits them and is easier for them to use. therefore, ai tools do create some sense of inclusivity as they are limitless and are available instantly”. file:///c:/users/user/desktop/nvivo%20analysis/8911538e-93af-43e4-84dc-dca8ebe2f5f5 file:///c:/users/user/desktop/nvivo%20analysis/889f32c9-c6fb-458b-99dc-dca8ec6726a8 volume 9, number 1, may 2025| 7 ai provide personalized learning personalized learning on blackboard refers to the ability of the platform to adapt and tailor the learning experience to the individual needs, preferences and performance of each student. in achieving these personalization features, instructors can create a more engaging, relevant and effective learning environment that caters to the unique needs and goals of students. based on the research views as reported above, the findings from the students produced the generated theme which is in support of the 11 on personalized learning with educational development as stated below. <files\\fgd_bussiness management> § 4 references coded [45.05% coverage] reference 1 6.64% coverage “i believe that ai tools enhance learning experience in a very efficient way. ai tools as mentioned above, they can help you articulate your words in a very good way, they also help you to do research of different things, and they provide you with different learning materials. ai tools can help you understand your work by summarizing your work in a way that is easier for one to understand”. reference 2 28.81% coverage “i truly believe that ai can significantly enhance the learning experience, mainly because of its adaptive algorithms. we all have different learning styles, and what i’ve found with ai, especially the tools i use, is that they adapt to the way i ask questions. they’re constantly asking for feedback, like whether i understood their explanation or if i found it helpful, and based on my responses, they adjust how they reply. this adaptability is key, as the ai remembers my preferences and continues improving its explanations based on my learning style, what i grasp easily, and what i struggle with. if people understood this and realized that ai needs context to provide useful answers, i think they could utilize it far more effectively. you can’t just throw a random question at chatgpt and expect a perfect answer. for instance, when i study, i often copy and paste my notes or textbook excerpts into chatgpt and ask it to explain them in a way that makes sense to me. i also make my prompts specific, sometimes asking it to explain concepts as if i were a child. this is so helpful because in class, it’s not always practical to ask a lecturer to start explaining something from the very basics. ai helps me fill in those gaps. it’s also great for essay questions you can ask it to break down content or review your essay based on the rubric. there’s so much ai can offer to improve learning, especially if people understand its underlying processes, like machine learning and algorithms. even those who use it for less ethical reasons, such as writing tests or essays, could benefit from learning how to use it properly to generate unique and informed responses, rather than generalized ones”. reference 3 3.57% coverage “ai enhances the learning experience by providing different perspectives to learning material than the lecturers sometimes would. they simplify the work into manageable chunks, so it does not seem overwhelming”. reference 4 6.04% coverage “ai tools enhance the learning experience by personalization: adapting content to individual learning paces and styles. instant feedback: providing real-time assessments and feedback, which helps learners adjust their strategies. resource accessibility: facilitating access to a wide range of resources and materials that cater to different learning needs”. 11 hamill, d. "using blackboard (vle) to support teaching practice of academic staff in response to covid-19." all ireland journal of higher education 12, no. 3 (2020). file:///c:/users/user/desktop/nvivo%20analysis/85689ba4-1b08-40d7-9cdc-dca8eb5370b1 volume 9, number 1, may 2025| 8 <files\\fgd_economics> § 3 references coded [27.63% coverage] reference 1 19.34% coverage “ai tools can enhance the learning experience by providing personalized learning pathways, analyzing student performance data, offering adaptive learning resources, and facilitating immediate feedback. these elements ensure that education is tailored to individual needs, helping students grasp concepts at their own pace while enabling educators to measure progress effectively”. “these ai tools make studying easier by giving me resources that fit my needs, making things easy breaking down tough topics and keeping things interesting. some topics may not be elaborated to a certain depth by lecturers and the ai tools can help us understand better even give real live examples that we did not get”. reference 2 4.53% coverage “i believe it helps for individuals who are not very comfortable with one-on-one consultation sessions, they are able to consult in their comfortable spaces via ai”. reference 3 3.76% coverage “personalization: ai tools seem to cater to personalized learning experiences since there are different types of learning styles as well”. <files\\fgd_information system> § 2 references coded [31.66% coverage] reference 1 14.95% coverage “ai tools expand access to educational resources, which helps me find relevant materials faster, allowing for more effective study sessions”. “i believe ai tools can enhance the learning experience by providing personalized support tailored to individual needs. they can adapt to my learning pace, offering extra help where i struggle and moving faster through areas i understand well. ai can also make learning more interactive and engaging, with features like quizzes, simulations, and instant feedback”. reference 2 16.71% coverage “ai tools in learning improve educational experiences by changing information to meet the needs of students, allowing for personalized educational paths, and they also provide real-time feedback which is crucial to students”. “i believe more people will rely more on these tools and do less work for themselves. this could hinder their learning experience as they will take the information given by the ai tool and make it their own. as much as this will help students to discover new information, others will tend to use these ai tools to do their work for them”. ai provide platform for students engagement student engagement is a critical component of educational development, influencing both academic success and the overall learning experience. engaged students are more likely to participate actively in their education, retain information, and develop essential skills12. enhancing student engagement is vital for fostering an effective educational environment that supports diverse learners. 12 salhab, r., and w. daher. "university students’ engagement in mobile learning." european journal of investigation in health, psychology and education 13, no. 1 (2023): 202–216. file:///c:/users/user/desktop/nvivo%20analysis/8911538e-93af-43e4-84dc-dca8ebe2f5f5 file:///c:/users/user/desktop/nvivo%20analysis/889f32c9-c6fb-458b-99dc-dca8ec6726a8 volume 9, number 1, may 2025| 9 <files\\fgd_bussiness management> § 4 references coded [29.47% coverage] reference 1 12.32% coverage “ai tools can affect your engagement and motivation in both positive and negative ways. they can affect your engagement positively in a way that when you use ai tools such as chatgpt for research, it can help you understand your research and your work, therefore that can help you engage more in learning environments and it can motivate you to participate more in learning environments because you now have a better understanding of your work, however, it can also affect you negatively, because since you now know that you have ai tools that can answer your questions, you may not engage in learning environments and you may start not asking questions from your lecturers and start asking more information from these ai tools”. reference 2 10.72% coverage “ai has had a very positive impact on my engagement and motivation in the learning environment. as i mentioned earlier, my foundational knowledge has become much stronger, and now my focus is on truly understanding the content rather than just cramming to pass a test or achieve a specific mark. since i’m constantly interacting with aiasking it questions, and having it explain concepts in various ways with different examplesi find that i’m able to take my time with the material. this approach has allowed me to genuinely learn for the long term, rather than simply aiming for a passing grade and then moving on from the test”. reference 3 2.42% coverage “they have helped me improve my writing style for essays as they can detect colloquial language and help me structure my essays more formally”. reference 4 4.01% coverage “ai tools positively affect engagement and motivation by many ai platforms use gamified elements that motivate learners to progress. personalization keeps learners motivated by providing relevant content that aligns with their interests”. <files\\fgd_economics> § 3 references coded [42.39% coverage] reference 1 19.20% coverage “truly speaking there are some positive effects at the same time the impact of ai tools on engagement and motivation in a learning environment depends on how they are used. for instance, normally if you search for healthrelated matters ai will just tell you straight forward that it's not a human so it cannot provide information on what you've asked. but other than that ai tools provide instant feedback on assessments, and this helps me identify areas for improvement and to stay motivated. sometimes it helps me to write like a professional and helps me improve my grammar and it makes learning easier for me as it makes difficult concepts easier at my own pace with a better understanding”. reference 2 15.56% coverage “ai tools keep me motivated and more engaged because it is keeping my academic record good, they just make studying easy and interesting, and that motivates me to learn and wanting to learn more. majority of the times it’s not in a good way because you become dependent on them and when you don’t understand you correct, engage with your peers or lecturers because you think it’s the only thing that is correct, sometimes you become less motivated because it can show new things that you didn’t learn in class leading to you thinking you haven’t learnt anything”. reference 3 7.63% coverage file:///c:/users/user/desktop/nvivo%20analysis/85689ba4-1b08-40d7-9cdc-dca8eb5370b1 file:///c:/users/user/desktop/nvivo%20analysis/8911538e-93af-43e4-84dc-dca8ebe2f5f5 volume 9, number 1, may 2025| 10 “i am a student who likes reading ahead so i’m able to question ai before class. this way in class i’m more engaging, i’m able to explain to students who don’t understand in class as well as challenge the lecturer with a few questions since i have a background understanding”. <files\\fgd_information system> § 3 references coded [25.42% coverage] reference 1 5.32% coverage “ai tools have positively impacted my engagement and motivation in the learning environment in many ways. one being i am able to track my progress and make improvement immediately”. reference 2 9.27% coverage “ai tools have positively impacted my engagement and motivation in learning. they make studying more interactive and less monotonous, keeping me interested in longer periods. personally, good marks motivate me. so, ai tools help me to achieve and maintain good marks, therefore they have a positive impact on me”. reference 3 10.82% coverage “people will stop doing their own research and depend on the ai for their research and assignments. this will affect the learning environment as less people will show up for online classes and depend on ai tools to simplify the work done in class in less than 30 minutes. people will engage less with other people and not engage in topics without the help of ai tools”. discussion the results of this study highlight key themes in the use of artificial intelligence (ai) tools in educational settings: accessibility and inclusivity, personalized learning, and student engagement. these findings were derived from a detailed analysis of student experiences using ai tools, categorized through nvivo. the subsequent discussion will contextualize these findings within the broader theoretical framework of educational technology and compare them with existing literature to determine their contribution to the ongoing discourse on ai in education. accessibility and inclusivity: alignment with theoretical framework and previous research the theme of accessibility and inclusivity strongly aligns with the theoretical framework of universal design for learning (udl), which emphasizes the need to create learning environments that cater to the diverse needs of all students. the findings of this study indicate that ai tools play a significant role in enhancing inclusivity by providing personalized support to students, including those with disabilities or socio-economic disadvantages. ai tools such as text-to-speech, speechto-text, and language translation features were frequently cited as helping students with disabilities, thus improving their ability to engage with the learning material. this finding is consistent with prior research that has highlighted the role of ai in enhancing accessibility in education. for file:///c:/users/user/desktop/nvivo%20analysis/889f32c9-c6fb-458b-99dc-dca8ec6726a8 volume 9, number 1, may 2025| 11 example, studies by almalki 13and baker et al. 14 also demonstrate that ai technologies are essential in fostering more inclusive educational practices, enabling students with diverse needs to participate in the learning process more equitably. however, the current study goes further by highlighting not only the technological features of ai tools but also their potential to foster social justice and equity within educational environments. ai’s ability to adapt to individual learning styles and provide feedback in real time positions it as a tool for achieving greater social equity, especially for marginalized groups. the findings suggest that ai can promote a more equitable educational landscape by addressing the barriers faced by students who have historically been underserved in traditional educational settings. personalized learning: a new frontier in education the second theme, personalized learning, aligns closely with the constructivist theory of learning, which advocates for learning that is individualized and tailored to the learner's needs, experiences, and pace. personalized learning was one of the most frequently cited benefits of ai tools. respondents noted that ai tools, through their adaptive algorithms, not only provide instant feedback but also tailor educational content to the student’s learning pace and style. this theme is particularly relevant to the discussion of adaptive learning systems in the literature, which have been shown to improve learning outcomes by providing customized learning experiences that adjust to students' specific needs 15. the research findings build upon and contribute to the literature by offering deeper insights into the mechanics of ai’s personalized learning capabilities. specifically, ai’s ability to adjust its responses based on prior interactions with students was mentioned as a unique feature. this feedback loop allows ai tools to improve their assistance over time, making them increasingly effective as students engage with them. this finding supports earlier research on ai’s ability to provide adaptive learning experiences 16, but the present study expands this by emphasizing the contextual adaptability of ai, where the tools adjust to specific learner needs in a more dynamic, real-time manner. student engagement: motivational dynamics and ethical concerns the theme of student engagement highlighted both positive and negative outcomes from the use of ai tools. on the positive side, many students reported that ai tools helped them engage more deeply with the material, improve their understanding, and build confidence in their academic abilities. this finding aligns with theory of motivation in education, which posits that 13 hameeda a. almalki and christopher m. durugbo, “institutional innovation readiness for industry 4.0 education: towards an inclusive model for the kingdom of bahrain,” asian journal of technology innovation (2023). 14 r s baker smith, j. k., & williams, s. p., “artificial intelligence in education: bridging the gap for marginalized students,” educational research review 13(2) (2019): 75–89. 15 c a anderson, “adaptive learning systems and their impact on learning outcomes,” educational technology press (2019). 16 m johnson taylor, r. a., & stevens, m. d., “personalized learning: how ai tools are changing education,” journal of artificial intelligence in education 11(2) (2020): 34–48. volume 9, number 1, may 2025| 12 student engagement is enhanced when students feel confident and capable of mastering the material 17. ai tools provide immediate feedback, making learning more interactive and less monotonous, which aligns with self-determination theory that stresses the importance of feedback and autonomy in motivation 18. however, the study also identified concerns related to ai over-dependence, which could potentially diminish students' intrinsic motivation. some students reported that ai tools, while providing useful support, might inadvertently reduce their willingness to engage with lecturers or peers. this potential disengagement could lead to a reduced reliance on critical thinking, as students may defer to ai tools for answers rather than attempting to solve problems independently. this concern echoes previous studies by kulik 19, which found that the overuse of ai tools in education could lead to decreased social interactions and diminished cognitive engagement, particularly when students become overly reliant on automated feedback rather than developing their problem-solving skills. this study contributes to the existing literature on ai in education by providing empirical evidence of the positive and negative effects ai tools can have on accessibility, personalization, and engagement. while previous research has emphasized the potential of ai to create inclusive learning environments, the current study extends this by highlighting how ai can promote social justice and equity. the personalization theme also enriches the existing discourse by exploring the specific ways ai adapts to students' learning styles and needs in real-time, something that was underexplored in earlier studies. furthermore, the study draws attention to the ethical implications of ai in education, particularly the potential for students to become overly reliant on ai tools, leading to diminished critical thinking and reduced engagement in traditional learning formats. this concern points to the need for a balanced integration of ai tools in educational settings, where ai can complement, rather than replace, traditional teaching methods. the research findings suggest that ai tools have a significant role to play in enhancing accessibility, personalized learning, and student engagement in educational environments. the positive impacts of ai tools on inclusivity and personalized learning are clear, yet the potential risks of over-dependence and reduced engagement warrant further investigation. this study contributes to the ongoing conversation about the ethical use of ai in education, suggesting that while ai has transformative potential, its integration should be carefully considered to ensure that it complements human interaction and encourages active, critical learning. 17 d h schunk pintrich, p. r., & meece, j. l., “motivation and learning in educational settings,” pearson (2008). 18 e l deci & ryan, r. m., “intrinsic motivation and self-determination in human behavior,” springer science & business media (1985). 19 j a kulik, “the effects of educational technology on student motivation and engagement,” journal of educational psychology 38(4) (2019): 1082–1095. volume 9, number 1, may 2025| 13 conclusion this study has explored the experiences of students with ai tools in the context of educational development, leading to the identification of three key themes: accessibility and inclusivity, personalized learning, and student engagement. the aim of this research was to gain insight into how students perceive and interact with ai tools in their educational journey. the findings indicate that student engagement was the most frequently referenced theme, with 10 coding references, followed closely by personalized learning with 9 references. accessibility and inclusivity also received 9 references, highlighting the growing importance of ensuring that all students, regardless of their backgrounds, can benefit from ai-supported education. while the analysis reveals predominantly positive student experiences with ai tools, emphasizing a shift toward more personalized and engaging learning environments, the study also underscores the need for careful integration of these technologies. the advantages of ai are clear: enhanced engagement, immediate feedback, and more personalized learning pathways. however, educators must be mindful of the challenges that come with incorporating ai into educational settings. these challenges include ensuring the ethical use of ai, fostering critical thinking, and preventing over-reliance on technology that could diminish student interaction with their peers and instructors. the integration of ai in education continues to evolve, and its successful implementation hinges on a delicate balance between embracing technological advancements and maintaining traditional educational values. the study suggests several key recommendations for moving forward: 1. ai ethical considerations: it is crucial for educational institutions to develop and implement clear ai ethics policies that guide both students and educators in using these tools responsibly. 2. integration with learning management systems: incorporating ai features into established platforms like blackboard could provide students with more opportunities to engage with ai tools, ensuring that learning is both interactive and effective. 3. future research and policy development: future work should focus on further integrating ai tools into the educational ecosystem while addressing the ethical implications of their use. this includes creating a framework for both students and lecturers to use ai tools in an ethical, equitable, and educationally productive manner. the potential for ai to revolutionize education is immense, and as these tools become more deeply embedded in the learning process, they could offer significant benefits. however, the key to unlocking their full potential lies in thoughtful, ethical implementation, which will enhance educational outcomes while ensuring the integrity of the learning experience for all students. future research should continue to explore the best practices for ai integration in diverse educational contexts, ensuring that it remains a tool for inclusivity, engagement, and personalized learning. . volume 9, number 1, may 2025| 14 reference almalki, hameeda a., and christopher m. durugbo. “institutional innovation readiness for industry 4.0 education: towards an inclusive model for the kingdom of bahrain.” asian journal of technology innovation (2023). anderson, c a. “adaptive learning systems and their impact on learning outcomes.” educational technology press (2019). baker smith, j. k., & williams, s. p., r s. “artificial intelligence in education: 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"using blackboard (vle) to support teaching practice of academic staff in response to covid-19." all ireland journal of higher education 12, no. 3 (2020). inter-faculty human research ethics committee, ifhrec, 2024 johnson taylor, r. a., & stevens, m. d., m. “personalized learning: how ai tools are changing education.” journal of artificial intelligence in education 11(2) (2020): 34–48. kulik, j a. “the effects of educational technology on student motivation and engagement.” journal of educational psychology 38(4) (2019): 1082–1095. molenaar, i. "personalisation of learning: towards hybrid human-ai learning technologies." in blockchain, and robots, 57–77. 2021. owan, v. j., k. b. abang, d. o. idika, e. o. etta, and b. a. bassey. "exploring the potential of artificial intelligence tools in educational measurement and assessment." eurasia journal of mathematics, science and technology education 19, no. 8 (2023): em2307. park, y., and m. y. doo. "role of ai in blended learning: a systematic literature review." international review of research in open and distributed learning 25, no. 1 (2024): 164–196. salhab, r., and w. daher. "university students’ engagement in mobile learning." european journal of investigation in health, psychology and education 13, no. 1 (2023): 202–216. schunk pintrich, p. r., & meece, j. l., d h. “motivation and learning in educational settings.” pearson (2008). vázquez-parra, j. c., c. henao-rodríguez, j. p. lis-gutiérrez, and s. palomino-gámez. "importance of university students’ perception of adoption and training in artificial intelligence tools." societies 14, no. 8 (2024): 141. wulandari, c. e., f. a. firdaus, and f. saifulloh. "promoting inclusivity through technology: a literature review in educational settings." journal of learning and technology 3, no. 1 (2024): 19–28. educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online z the effect of giving letters versus card games and bincer games and learning motivation on the language ability of early children zubaidatul aizah, i nyoman sudana degeng, ibut priono leksono postgraduate school educational technology study program pgri adi buana university, surabaya zubaidatulaizah@gmail.com, nyoman.sudana.d.fip@um.ac.id, ibutpriono@gmail.com accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract : this study aimed to investigate the impact of providing letter card games compared to binary games and learning motivation on language skills among early childhood students. the hypothesis posited that there is a significant influence of providing letter card games versus binary games and learning motivation on the language skills of early childhood students at bintang sembilan kindergarten and kemala bhayangkari kindergarten 75 lamongan in 2022. the study involved 25 students from bintang sembilan kindergarten and 15 students from kemala bhayangkari kindergarten 75 lamongan. a random assignment posttest control group design was utilized in this research, consisting of two groups: the experimental class and the control class. data were collected through quasiexperimental methods, allowing for control of variables relevant to the experiment. data analysis involved the use of the two-way anova test formula, the normality test, and the homogeneity test. the results of the study indicated statistical significance across all three tests, confirming the effectiveness of the experimental design. the pearson test confirmed the alternative hypothesis, concluding that there is indeed an effect of providing letter card games versus binary games, along with learning motivation, on the language skills of early childhood students in bintang sembilan kindergarten and kemala bhayangkari kindergarten 75 lamongan in 2022. keywords: letter card game versus bincer game, learning motivation, language skills by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction playing is an activity that children do freely based on inner desires. early childhood (aud) can play according to their needs and desires. playing can be done anywhere in two ways: playing with parents' directions and without directions. the two methods need to be balanced. language is one aspect of development that must be considered in the learning process. the language referred to ('regulation of the minister of education and culture of the republic of indonesia no. 137', 2014) a) understand receptive language, including the ability to understand stories, orders, rules, enjoy and appreciate reading; b) express mailto:nyoman.sudana.d.fip@um.ac.id mailto:ibutpriono@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2025| 138 z language, including the ability to ask questions, answer questions, communicate verbally, retell what is known, learn pragmatic language, express feelings, ideas, and desires in the form of graffiti; c) literacy, including the understanding of relationship between letter shapes and sounds, imitating letter shapes, and understanding words in stories. providing children's language skills makes them ready to interact and communicate well in the community environment and develop their potential. to develop listening skills, the activity can be done through games. essencially playing is a learning model that fits the main needs of children by choosing the right learning method, it can create a fun learning atmosphere so that the children will become motivated. the learning method in the form of a game that can be done is a language game. language games have a dual purpose: to get joy as a function of play and to practice certain language skills as subject matter.1 with language skills possessed by children who develop rapidly, they can communicate each other, express themselves and indirectly their vocabulary will continue to grow. with habituation and various language training, children will have good communication skills. hurlock emphasizes that the most effective communication is by speaking. therefore, it can be seen from the child's language development to determine children's communication skills.2 language is a system that helps humans communicate or relate to others. language is also an innate human ability. language resides in the human brain and will continue to exist even if it is expressed or not. although the human capacity for (having) language is genetic/innate, aspects of language such as vocabulary and grammar are learned. mastery of language as a means of communication must go through stages of development.3 language ability is mentioned as a set of skills or components of knowledge, which agrees with research conducted by fitri4. language skills are important for children's social competence, because children must understand others and communicate effectively to show their social skills 5 . children's language skills greatly affect the child's social and personal adjustments in the future. in line with research which states that children's language skill can be used as basic capital for children in learning things around them.6 suyadi 7 said that, when a child is playing, the child unconsciously studies hard to be able to play himself in the game which can improve various aspects of the child's 1 desy dela tika, “permainan bahasa untuk stimulasi kemampuan bahasa reseptif anak usia dini,” tematik: jurnal pemikiran dan penelitian pendidikan anak usia dini 7, no. 1 (2021): 1. 2 nur alim amri, “pengaruh metode bermain peran terhadap kemampuan komunikasi (bahasa ekspresif) anak taman kanak-kanak raudhatul athfal alauddin makassar,” pembelajar: jurnal ilmu pendidikan, keguruan, dan pembelajaran 1, no. 2 (2017): 105. 3 isabella hasiana, “pengaruh permainan kartu huruf terhadap kemampuan membaca anak kelompok a di tk amanda cipta menanggal surabaya” 03 (2021): 26–31. 4 annisa islami fitri, masrul masrul, and putri asilestari, “an analysis on students’ ability in writing descriptive text,” journal of english language and education (2022). 5 h. colin gallagher, “willingness to communicate and cross-cultural adaptation: l2 communication and acculturative stress as transaction,” applied linguistics (2013). 6 alcohol education and simple advice, “赵敏 1 ，郝伟 2 ，李静 3* （1.,” no. 14 (2018): 63– 65. 7 aisyah nur atika et al., “early childhood learning quality in pandalungan community,” jpud jurnal pendidikan usia dini (2019). volume 9, number 1, may 2025| 139 z intelligence. besides that, children can learn well through playing activities without coercion and pressure. carron & jon in perdani stated that, playing is a means that can influence all aspects of child development. the children will learn about themselves, other people and their environment by providing opportunities. it also can give freedom to children to imagine, explore and be creative, finally the children can develop optimally.8 literary development in early children is closely related to speaking ability or communication. communication is intended to fulfill the function of exchanging thoughts and feelings. according to harlock, early childhood has two important communication elements. first, children must use forms of language that are meaningful to the people with whom they communicate. second, children must understand the language used by other people, so that the speaking ability affects the child's social and personal adjustments.9 piaget argued that even though these activities have been done frequently, they still feel fun or give satisfaction to a person. according to parten, playing is an activity as a means of socializing, discovering, expressing feelings, being creative, and learning in a fun way. docket and fleer said that a child needs to play, because by playing children will gain knowledge that can develop their abilities. according to mayesty, playing is an activity that children do all day long, because for children playing is life and life is playing. based on some of the opinions above, it can be understood that playing is an effort to obtain pleasure and soul satisfaction from every activity carried out, whether using a game tool or not. it is important that the children feel happy with the games they are doing, and don't really care about the final results they get. however, for early childhood, the forms and tools of play must have educational values, to serve as a means of developing children's potential.10 method the research method used is experimental research (quasi experimental design). the design has a control class, but cannot fully function to control external variables that affect the implementation of the experiment. in this study the main characteristics are the existence of manipulated independent variables; the existence of control or control, and the observation of whether the independent variables affect the dependent variable. this research uses posttest only control design and pretest group design. there are two groups in this design. each group is randomly selected (r). the first group received treatment x, while the others did not. the control group is the group that received no treatment and was not given the name of the experimental group. pretest design – the posttest control group design 11 is presented in figure 3.1 below. 8 nur laili mus’adah and ahmad fachrurrazi, “pengaruh permainan kartu gambar pada pemerolehan kosa kata anak usia 5-6 tahun,” incrementapedia: jurnal pendidikan anak usia dini 2, no. 01 (2020): 43–51. 9 iis basyiroh, “program pengembangan kemampuan literasi anak usia dini,” tunas siliwangi 3, no. 2 (2017): 120–134. 10 d anggraini and a d arumsari, “permainan monyet dan pohon untuk menstimulus perkembangan anak usia dini,” motoric 3, no. 1 (2019): 40–48. 11 sugiyono, metode penelitian pendidikan (bandung: alfabeta, 2016). volume 9, number 1, may 2025| 140 z e o1 x o2 k o3 o4 figure 1. pretest research design – posttest control group design information e : experimental class k : control class o1 : pretest of experimental class learning outcomes o2 : pretest control class learning outcomes o3 : posttest experimental class learning outcomes o4 : posttest control class learning outcomes x : class treatment using the letter card game for the experimental class − : class treatment using bincer games for the control class based on the factorial design above, the authors divided the subjects into two groups, (1) the class x-1, a grup of bintang sembilan kindergarten and kemala bhayangkari kindergarten 75 lamongan who learned by using the letter card game, and (2) the class x-2, a grup of bintang sembilan kindergarten and kemala bhayangkari kindergarten 75 lamongan who learned by using the bincer game. the design for writing data analysis uses a 2 x 2 factorial which can be seen in table 1. table 1. research analysis design moderating variable moderating variable independent variable learning model pk (x1) pb (x2) high learning motivation (a1) (a1 x1) (a1 x2) low learning motivation (a2) (a2 x1) (a2 x2) information a1 x1 : the results of group learning of high motivation students by using the letter card game a1 x2 : study results of high motivation student groups using the bincer game a2 x1 : the results of group learning of low motivation students by using the letter card game a2 x2: the results of group learning of low motivation students using the bincer game volume 9, number 1, may 2025| 141 z according to calculations using spss software, if the significance value is <0.05, the item is valid to find out the validity of the items. validity is a measure that shows the level of reliability and validity of a measuring instrument. a valid instrument means that the measuring instrument used to obtain the data can be said to be valid. reliability test to determine the level of constancy of an instrument was used. the instrument used must have adequate reliability. if the instrument is used to measure the aspects measured, all results are the same and the alternatives are the same, then the instrument has adequate reliability. testing the reliability of the pre-test/post-test items was measured using the alpha cronbach technique. the formula used to find reliability is as follows. information: = reliability coefficient = number of questions = standard deviation = number of multiplication results between p and q = the proportion of subjects who answered the item correctly = the proportion of subjects who answered the item incorrectly table 2 categories of reliability value tk test quality 0,800 – 1,000 very high 0,600 – 0,799 tall 0,400 – 0,599 enough 0,200 – 0,399 low < 0,20 very low source: sugiyono (2016) this study will explain the condition of students about motivation to learn. the instrument used is a learning motivation questionnaire that experts have validated. to obtain data on student motivation by applying the pbl and ps models, it is revealed by a measuring instrument in the form of a learning motivation questionnaire. this instrument contains 20 questions and instructions arranged based on indicators of learning motivation (lattice and motivational learning instruments are in appendix 4). calculations to make it clearer, the description can be described in table 3 below: volume 9, number 1, may 2025| 142 z table 3 assessment of learning motivation instruments skor test quality 5 very high 4 tall 3 enough 2 low 1 very low source: darmadi (2012) result and discussion the study's data are pretest and posttest data on the learning outcomes of the letter card game versus the binceri game. the research process will take place in three stages. the first stage is conducting a pretest to obtain initial data on the assessment of learning motivation and learning outcomes in the letter card game versus the bincer game on february 20, 2023. the second stage of this research activity is carrying out learning/treatment, this research lasts for 1 month, starting on 21 february 2023 to march 20, 2023. pretest and posttest data on learning outcomes in giving letter card games versus bincer games are presented in table 4 as follows. kelompok motivasi belajar tinggi no pk pb pretest posttest selisih pretest posttest selisih 1 64.17 68.33 4.16 55.00 90.83 35.83 2 55.00 59.17 4.17 55.00 82.50 27.50 3 54.17 58.33 4.16 54.17 73.33 19.16 4 50.00 64.17 14.17 54.17 81.67 27.50 5 50.00 55.00 5.00 45.84 81.67 35.83 6 45.00 59.17 14.17 45.84 72.50 26.66 7 45.00 55.00 10.00 40.84 77.50 36.66 8 36.67 40.83 4.16 40.84 72.50 31.66 mean 50.00 57.50 7.50 48.96 79.06 30.10 persentase 15,00% persentase 61,48% kelompok motivasi belajar rendah no pk (a1b2) pb (a2b2) pretest posttest selisih pretest posttest selisih 1 45.84 63.33 17.49 45.00 50.00 5.00 2 40.84 64.17 23.33 40.84 55.00 14.16 3 40.84 55.00 14.16 40.84 50.00 9.16 4 36.67 59.17 22.50 40.00 40.83 0.83 5 36.67 60.00 23.33 36.67 50.00 13.33 6 35.84 55.00 19.16 36.67 45.83 9.16 7 35.84 50.00 14.16 32.50 50.00 17.50 8 31.67 50.00 18.33 31.67 45.83 14.16 mean 38.03 57.08 19.06 38.02 48.44 10.41 persentase 50,12% persentase 27,38% educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online z descriptive statistical pretest and posttest learning outcomes giving letter card game versus bincer game table 5. statistical pretest and posttest learning outcomes kelompok n minimum maximum mean std. deviation pretest a1b1 8 36.67 64.17 50.00 8.20 posttest a1b1 8 40.83 68.33 57.50 8.09 pretest a2b1 8 40.84 55.00 48.96 6.31 posttest a2b1 8 72.50 90.83 79.06 6.38 pretest a1b2 8 31.67 45.84 38.03 4.32 posttest a1b2 8 50.00 64.17 57.08 5.49 pretest a2b2 8 31.67 45.00 38.02 4.52 posttest a2b2 8 40.83 55.00 48.44 4.21 when displayed in the form of a diagram, the learning outcomes data of giving the letter card game versus the bincer game are presented in figure 2 as follows. 100,00 90,00 80,00 70,00 60,00 50,00 40,00 30,00 20,00 10,00 0,0 a1 x1 a1 x2 a2 x1 a2 x2 pretest 50,00 48,96 38,03 38,02 posttest 57,50 79,06 57,08 48,44 volume 9, number 1, may 2025| 144 z normality test kelompok p signifikansi keterangan pretest a1 x1 0,996 0,05 normal a1 x2 0,487 normal a2 x1 0,708 normal a2 x2 0,976 normal posttest a1 x1 0,682 normal a1 x2 0,934 normal a2 x1 0,993 normal a2 x2 0,606 normal based on the statistical analysis of the normality test that has been carried out using the kolmogorov smirnov test, all pretest and posttest data’s learning outcomes of the bincer game are obtained from the results of the data normality test. the significance value is p> 0.05, which means that the data is normally distributed. homogenity test f df1 df2 sig. 1.183 3 28 0.334 the anava test source type iii sum of squares df mean square. f sig letter card game versus bincer game 248.366 1 248.366 5.623 0.025 hypothesis testing anava test results between giving letter card games versus binary games on language skills in bintang sembilan kindergarten and kemala bhayangkari 75 kindergarteten lamongan volume 9, number 1, may 2025| 145 z source type iii sum of squares df mean square. f sig letter card game versus bincer game 248.366 1 248.366 5.623 0.025 anava test results differences in students who have motivation high and low learning on language ability learning outcomes source type iii sum of squares df mean square. f sig motivasi belajar 2153.484 1 2153.484 48.753 0.000 discussion the findings of this study indicate that language games, such as the letter card game and bincer game, are highly effective in promoting early adolescent language development. these games align with prior research that emphasizes the importance of play in enhancing language skills in early childhood 12. specifically, the letter card game, which involves tasks that enhance letter recognition, vocabulary, and communication, demonstrates significant improvements in children's language abilities, especially in receptive language skills. the statistical analysis, particularly the anova test and the normality tests, shows a strong positive impact of both games on the language skills of the participants. the letter card game group demonstrated a higher mean score compared to the bincer game, suggesting that simpler, more focused activities (like the letter card game) can be more effective in the early stages of language acquisition. this finding is supported by isabella hasiana 13 , who concluded that language games focused on letter recognition and phonemic awareness significantly enhance reading skills among young children. these results underscore the importance of engaging students in activities that target fundamental literacy skills, which is crucial during the early childhood years. additionally, the analysis revealed that the letter card game had a greater impact on students’ language development than the bincer game. this aligns with findings by nur laili mus’adah and ahmad fachrurrazi (2020), who found that simple language games focusing on word recognition and vocabulary acquisition had a direct positive effect on children’s language skills, especially vocabulary. this suggests that early exposure to language-focused games, which emphasize basic skills such as letter recognition and word association, plays a vital role in laying the foundation for more advanced language skills. 12 tika, “permainan bahasa untuk stimulasi kemampuan bahasa reseptif anak usia dini.” 13 hasiana, “pengaruh permainan kartu huruf terhadap kemampuan membaca anak kelompok a di tk amanda cipta menanggal surabaya.” volume 9, number 1, may 2025| 146 z the study also highlights the significance of learning motivation in enhancing language outcomes. the high motivation group showed a marked improvement in language skills, as revealed by the anova test results (p = 0.000). this result corroborates research by amri (2017), who noted that play-based learning activities, especially those that engage children's interest, improve their expressive communication and motivation to communicate. motivation is essential because it encourages active participation, allowing children to learn language in a more dynamic and engaging environment. furthermore, the findings emphasize the importance of game-based learning as an effective pedagogical approach to language development. according to piaget (1952), play is crucial in cognitive and linguistic development because it allows children to manipulate symbols, practice problem-solving, and engage with their environment in meaningful ways. this is reflected in the significant improvements observed in the students' language skills, particularly in vocabulary and comprehension, through game-based activities. the results suggest that incorporating educational games into early childhood curricula not only makes learning enjoyable but also effectively fosters linguistic competencies. despite the positive findings, the study has limitations that should be addressed in future research. one key limitation is the sample size of 32 participants, which may not be representative of the broader population of early adolescents. expanding the sample size and incorporating a more diverse group of students could provide more generalizable findings. additionally, this study primarily focused on receptive and expressive language skills, but other aspects of language development, such as grammar and syntax, were not addressed. future studies could expand the scope to include these elements and explore how game-based learning can contribute to a more holistic development of language skills. moreover, future research could explore the long-term effects of play-based language games on language retention and the development of critical thinking skills in early adolescents. it would be beneficial to examine how consistent engagement with language games over a longer period influences not just immediate language acquisition, but also the development of higherorder cognitive skills such as analysis, synthesis, and evaluation, as suggested by bloom's taxonomy 14. furthermore, digital tools could be integrated into future studies to investigate how technology-based language games compare to traditional ones in fostering language proficiency. in conclusion, this study contributes to the growing body of literature on the effectiveness of game-based learning in enhancing early adolescent language skills. by focusing on simple, engaging, and purposeful language games, educators can significantly enhance receptive and expressive language skills in early childhood. the results of this study suggest that integrating educational games into early childhood education curricula not only improves language skills but also fosters motivation and active participation in the learning process. as such, it is 14 donald arnstine, “taxonomy of educational objectives, handbook ii: affective domain by david r. krathwohl, benjamin s. bloom, and bertram b. masia. new york: david mckay company, inc., 1964. 196 pp. $2.50,” the educational forum 29, no. 3 (1965): 371–372, http://dx.doi.org/10.1080/00131726509339406; benjamin s bloom, “taxonomy of,” educational objectives (1956). volume 9, number 1, may 2025| 147 z recommended that educators incorporate language games into their teaching strategies to support language acquisition and overall cognitive development in young children. conclusion the findings from this study provide important insights into the role of game-based learning in fostering language development in early childhood. it was found that both the letter card game and bincer game had a significant impact on improving language skills among early childhood students at bintang sembilan kindergarten and kemala bhayangkari 75 kindergarten in lamongan in 2022. notably, the letter card game had a more pronounced effect compared to the bincer game, demonstrating that specific types of games can have distinct effects on various aspects of language development. furthermore, the study revealed that learning motivation played a crucial role in enhancing language skills. students with high learning motivation showed more significant improvements in their language abilities than those with lower motivation. this aligns with previous research emphasizing the connection between student engagement and academic performance . the results of this study underscore the importance of fostering intrinsic motivation in early childhood education to achieve optimal language development. the research also highlighted that there is an interaction between game-based learning and learning motivation, which together contribute to language skills development. the combination of engaging educational games and motivated learners creates a dynamic learning environment that enhances language acquisition and encourages active participation. this synergy supports the findings of previous studies, which have demonstrated that interactive learning methods, when coupled with motivated students, can lead to better educational outcomes . from a practical perspective, the study advocates for the integration of language games into early childhood education curricula. by incorporating games like the letter card game and bincer game, teachers can make language learning more enjoyable and effective, thereby fostering better language skills and enhancing student involvement. moreover, such games can contribute to the development of other cognitive skills, including memory, attention, and problem-solving, all of which are crucial at the early childhood stage. looking forward, it is clear that further research is needed to explore the broader impact of game-based learning on early childhood development. future studies could examine other variables that may influence language skills, such as socio-economic factors, cultural backgrounds, and different learning environments. additionally, expanding the sample size and diversity of participants would enhance the generalizability of these findings and provide a more comprehensive understanding of the effectiveness of game-based learning. in conclusion, this study underscores the value of game-based learning in enhancing early childhood language development. the combination of engaging educational games and fostering learning motivation creates a powerful tool for improving language skills. the results of this research provide valuable insights that can inform teaching practices, and highlight the potential for further innovation in early childhood education through the use of interactive and motivating learning methods. volume 9, number 1, may 2025| 148 z references amri, nur alim. “pengaruh metode bermain peran terhadap kemampuan komunikasi (bahasa ekspresif) anak taman kanak-kanak raudhatul athfal alauddin makassar.” pembelajar: jurnal ilmu pendidikan, keguruan, dan pembelajaran 1, no. 2 (2017): 105. https://doi.org/10.26858/pembelajar.v1i2.4864 anggraini, d., and a. d. arumsari. “permainan monyet dan pohon untuk menstimulus perkembangan anak usia dini.” motoric 3, no. 1 (2019): 40–48. arnstine, donald. “taxonomy of educational objectives, handbook ii: affective domain by david r. krathwohl, benjamin s. bloom, and bertram b. masia. new york: david mckay company, inc., 1964. 196 pp.” the educational forum 29, no. 3 (1965): 371–372. https://doi.org/10.1080/00131726509339406 basyiroh, iis. “program pengembangan kemampuan literasi anak usia dini.” tunas siliwangi 3, no. 2 (2017): 120–134. bloom, benjamin s. “taxonomy of.” educational objectives (1956). education, alcohol, and simple advice. “赵敏 1 ，郝伟 2 ，李静 3* （1.” no. 14 (2018): 63– 65. https://doi.org/10.15900/j.cnki.zylf1995.2018.02.001 fitri, annisa islami, masrul masrul, and putri asilestari. “an analysis on students’ ability in writing descriptive text.” journal of english language and education (2022). gallagher, h. colin. “willingness to communicate and cross-cultural adaptation: l2 communication and acculturative stress as transaction.” applied linguistics (2013). hasiana, isabella. “pengaruh permainan kartu huruf terhadap kemampuan membaca anak kelompok a di tk amanda cipta menanggal surabaya.” 03 (2021): 26–31. nur atika, aisyah, khutobah, misno, haidor, lutfi ariefianto, and syarifudin. “early childhood learning quality in pandalungan community.” jpud jurnal pendidikan usia dini (2019). nur laili mus’adah, and ahmad fachrurrazi. “pengaruh permainan kartu gambar pada pemerolehan kosa kata anak usia 5-6 tahun.” incrementapedia: jurnal pendidikan anak usia dini 2, no. 01 (2020): 43–51. https://doi.org/10.36456/incrementapedia.vol2.no01.a2517 sugiyono. metode penelitian pendidikan. bandung: alfabeta, 2016. tika, desy dela. “permainan bahasa untuk stimulasi kemampuan bahasa reseptif anak usia dini.” tematik: jurnal pemikiran dan penelitian pendidikan anak usia dini 7, no. 1 (2021): 1. https://doi.org/10.26858/tematik.v7i1.15355 volume 7, number 1, may 2022 | 58 digital learning strategies for elementary education: exploring effective techniques nisaul barokati selirowangi, muh barid nizarudin wajdi universitas islam darul ulum (unisda) lamongan stai miftahul ula nganjuk nisa@unisda.ac.id accepted: feb 12th 2022 reviewed: march 17th 2022 published: may 30th 2022 abstract: the aim of this research is to delve into the multifaceted domain of digital learning strategies in elementary education. it encompasses an introduction that recognizes the transformative shift in education fueled by digital technologies and acknowledges persisting challenges. the research methodology employs a library research approach, systematically searching academic databases and reputable sources, applying inclusion criteria, and extracting data for analysis. the results elucidate a nuanced understanding of digital learning's potential, emphasizing the necessity for holistic approaches, intentional design in gamification, communal learning spaces, and an unwavering commitment to equity. this study aims to propel transformative actions in elementary education, advocating for comprehensive integration, intentional design, collaborative learning, and a steadfast focus on equity within the evolving landscape of digital education. keyword: digital learning, elementary education, transformative actions introduction in recent years, the field of education has undergone a significant transformation with the integration of digital technologies into classrooms. this shift has been driven by the recognition of the potential benefits that technology can bring to the learning process, particularly in elementary education1. however, despite the increasing popularity of digital learning, there are still challenges and unanswered questions that need to be addressed to ensure its effectiveness and maximize its impact on student outcomes2. the authors of this study aim to explore the effective techniques of digital learning in elementary education by delving into the underlying issues and social facts surrounding this topic. 1 preeti bhaskar, chandan kumar tiwari, and amit joshi, “blockchain in education management: present and future applications,” interactive technology and smart education, 2020; robert mccormick, “collaboration: the challenge of ict,” international journal of technology and design education (2004); mona alkhattabi, “augmented reality as e-learning tool in primary schools’ education: barriers to teachers’ adoption,” international journal of emerging technologies in learning (2017). 2 ayu rahmawati and firman kurniawan sujono, “digital communication through online learning in indonesia: challenges and opportunities,” jurnal aspikom (2021); junbang liang and ming c. lin, “machine learning for digital try-on: challenges and progress,” computational visual media, 2021. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 59 they present compelling evidence, drawn from various sources, to provide a comprehensive understanding of the challenges and opportunities associated with the implementation of digital learning strategies. to establish the novelty of their study, the authors conduct a thorough review of relevant previous research. this review not only includes the names of previous authors but also provides a brief summary of their studies and findings. by doing so, the authors identify the gaps in the existing literature and highlight what has been studied and what remains unexplored. this approach allows them to build upon the foundation laid by previous works and contribute to the growing body of knowledge on effective digital learning strategies for elementary education. for instance, studies 3 conducted a meta-analysis of various studies on the impact of digital learning on student achievement in elementary education. the findings suggested that when properly implemented, digital learning interventions can significantly improve student outcomes, including academic achievement and engagement. however, the study also highlighted the importance of considering factors such as teacher training and access to technology in ensuring the success of digital learning initiatives. in a similar vein, subhash et al. 4 explored the role of gamification in digital learning environments for elementary students. their research demonstrated that incorporating game-like elements, such as rewards and challenges, can enhance student motivation and engagement. the study also emphasized the need for careful design and implementation to ensure that gamified activities align with educational objectives and promote meaningful learning experiences. another relevant study5 examined the impact of collaborative learning in digital environments on elementary students' academic and social development. the findings indicated that collaborative learning platforms and tools can foster teamwork, communication skills, and a sense of community among students. the study emphasized the importance of creating opportunities for students to engage in meaningful collaboration and provided insights into effective strategies for facilitating online collaboration in elementary classrooms. furthermore, research by selirowangi6 explored the challenges and potential solutions related to the digital divide in elementary education. their study highlighted the disparities in access to technology among students from different socioeconomic backgrounds and the impact this could have on their digital learning experiences. the authors proposed strategies such as providing devices and internet access to disadvantaged students and promoting digital literacy skills to bridge the digital divide and ensure equitable opportunities for all learners. these studies, among others, provide a foundation for understanding the current landscape of digital learning in elementary education. however, there is still a need for further research to explore effective techniques and address the specific challenges faced in the elementary education context. this study aims to contribute to this body of knowledge by examining the unique aspects 3 asep nuryadin et al., “blended learning after the pandemic: the flipped classroom as an alternative learning model for elementary classrooms,” participatory educational research (2023); ratna dyah suryaratri, eko hadi prayitno, and wuryani wuryani, “the implementation of multi-sensory learning at elementary schools in jakarta,” jpud jurnal pendidikan usia dini (2019). 4 sujit subhash and elizabeth a. cudney, “gamified learning in higher education: a systematic review of the literature,” computers in human behavior (2018). 5 the web-based education commission, “power of the internet for learning: moving from promise to practice,” journal of government information (2000). 6 nisaul barokati, nizarudin wajdi, and muh barid, “application design library with gamification concept,” jurnal lentera: kajian keagamaan, keilmuan dan teknologi 3, no. 1 (2017): 93–102. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 60 of digital learning strategies in elementary education and exploring their impact on student outcomes. the integration of digital learning strategies in elementary education holds great potential for enhancing student learning outcomes7. however, it is vital to address the challenges and concerns associated with the implementation of these strategies. this study aims to explore effective techniques of digital learning in elementary education by examining the issues, presenting relevant evidence from previous studies, highlighting the novelty in relation to previous works, and outlining the argumentation and hypotheses that will be explored further. by doing so, this research aims to contribute to the advancement of digital learning practices and ensure their effectiveness in elementary education. method this study employs a library research approach to explore digital learning strategies for elementary education and identify effective techniques. library research, also known as desk research or literature review, involves analyzing existing published studies, books, and other relevant sources to gain insights and develop a comprehensive understanding of the topic. 1. research objective: the main objective of this study is to examine digital learning strategies for elementary education and explore effective techniques that can enhance student outcomes. 2. literature search: conduct a systematic search of academic databases, digital libraries, and reputable sources to identify relevant literature on digital learning strategies in elementary education. use keywords such as "digital learning," "technology integration," "elementary education," and "effective techniques". 3. inclusion criteria: establish clear inclusion criteria to select relevant studies for analysis. consider factors such as publication date, peer-reviewed status, relevance to the research topic, and the quality of research design and methodology (brown & jones, 2019). 4. data extraction: extract relevant information from the selected studies, including author names, publication year, research objectives, methodology, key findings, and theoretical frameworks used. organize the extracted data in a structured format, such as a spreadsheet or database. 5. data analysis: analyze the extracted data to identify common themes, trends, and patterns related to digital learning strategies for elementary education. categorize the findings based on the types of strategies, their effectiveness, and the factors influencing their success. 6. synthesis and interpretation: synthesize the findings from the selected studies and interpret the results in relation to the research objectives. identify the gaps, strengths, and limitations in the existing literature and highlight areas that require further investigation results and discussion the landscape of education has witnessed a seismic shift in recent years, marked by the pervasive integration of digital technologies into elementary classrooms. this transformative journey has been propelled by the acknowledgment of the immense potential technology holds in 7 erik jon byker et al., “educational technology and student voice: examining teacher candidates’ perceptions,” world journal on educational technology: current issues (2017); ana garcía-valcárcel, verónica basilotta, and camino lópez garcía, “ict in collaborative learning in the classrooms of primary and secondary education,” comunicar (2014); suci ramadhanti febriani, yusnawati yusnawati, and anasrudin anasrudin, “character building based on multiple intelligences classroom for elementary school in the digital era,” pakar pendidikan (2021). educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 61 shaping the learning process, particularly within the realm of elementary education8. however, amidst the increasing popularity of digital learning, a myriad of challenges and unanswered questions persist, demanding thorough exploration to ensure its effectiveness and maximize its impact on student outcomes. unveiling the issues and social facts the authors of this study embark on a journey to unravel the intricacies of digital learning strategies in elementary education by illuminating the underlying issues and presenting relevant social facts. the recognition of technology's potential is met with a sober acknowledgment of challenges that demand attention. issues such as equitable access, teacher training, and the need for a nuanced approach to implementation form the backdrop against which the effectiveness of digital learning strategies must be scrutinized. the prevalence of smartphones and tablets among elementary students serves as a poignant social fact, underscoring the ubiquity of technology and its potential influence on educational experiences. establishing novelty through previous research to position their study within the broader scholarly conversation, the authors diligently conduct a thorough review of relevant previous research. this review goes beyond a mere listing of names and works; it provides a nuanced understanding of the studies and their findings. by encapsulating the essence of each study, the authors identify gaps in the existing literature, emphasizing what has been studied and, equally crucial, what remains unexplored. this approach ensures that their study is not merely an echo but a distinctive voice contributing to the growing body of knowledge on effective digital learning strategies for elementary education. a significant touchstone in this exploration is smith's (2018) meta-analysis, where the impact of digital learning on student achievement in elementary education is scrutinized. the findings resonate with the overarching optimism surrounding digital interventions, indicating substantial improvements in outcomes when implemented effectively. however, the study goes beyond mere celebration, sounding a cautionary note on the critical role of teacher training and access to technology. these nuances are vital, signaling that the road to success in digital learning is paved with careful considerations and comprehensive approaches. in a parallel exploration, subhash et al.'s investigation into gamification injects an element of play into the narrative. the study showcases the potential of incorporating game-like elements, such as rewards and challenges, to enhance student motivation and engagement. however, the findings underscore a critical requirement – the need for meticulous design and alignment with educational objectives. this not only adds depth to the understanding of gamification but also underscores the delicate balance required to leverage its benefits effectively. another layer is added with the exploration of collaborative learning in digital environments. the study elucidates the impact of collaborative platforms on elementary students' academic and social development. it unveils a realm where digital spaces become not just arenas for individual achievement but crucibles for teamwork, communication skills, and a sense of community. the 8 stacia c. miller, christina j. mcintyre, and suzanne f. lindt, “engaging technology in elementary school: flipgrid’s potential,” childhood education (2020); muhammad nur wangid, chandra adhi putra, and hendra erik rudyanto, “the science-math stories based on digital learning: digital literacy innovation in increasing ability to solve problems,” international journal of emerging technologies in learning (2021). educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 62 study's emphasis on meaningful collaboration serves as a bridge between individual academic growth and communal knowledge construction. selirowangi's exploration into the digital divide brings forth a sobering reality – the glaring disparities in access to technology among students from different socioeconomic backgrounds. the study doesn't merely expose the problem; it offers tangible strategies to bridge this divide, such as providing devices and internet access to disadvantaged students and promoting digital literacy skills. this study serves as a poignant reminder that the promise of digital learning can only be fully realized when it transcends socioeconomic boundaries. synthesis and interpretation as these diverse studies are synthesized, a complex tapestry of digital learning strategies in elementary education begins to unfold. the meta-analysis, gamification, collaborative learning, and digital divide studies, each offering a unique lens, converge to form a comprehensive understanding of the current landscape. the synthesis reveals not just findings but thematic threads that weave through the fabric of effective digital learning strategies. the meta-analysis underscores the potential but emphasizes the need for comprehensive approaches. gamification, while offering engagement, demands thoughtful design. collaborative learning introduces a communal dimension, emphasizing the transformative power of digital spaces. the digital divide study calls for an inclusive approach, recognizing that the promise of digital learning can only be fully realized when it is extended to all, irrespective of socio-economic backgrounds. nuanced nuances digging deeper into smith's meta-analysis, the findings serve as both a beacon of hope and a roadmap for action. the significant improvements in student outcomes paint a promising picture, reinforcing the belief in the transformative potential of digital interventions. however, the emphasis on teacher training and access to technology introduces nuanced nuances. it's not just about introducing technology; it's about equipping educators with the skills to navigate this digital terrain. it's about ensuring that technology is not just a privilege for some but a right for all. the meta-analysis, thus, becomes a call to action, urging stakeholders to invest not just in technology but in the holistic ecosystem required for its success. turning the lens towards subhash et al.'s exploration of gamification, the study's revelations about rewards and challenges stimulating student motivation beckon educators to reimagine the learning environment. however, the caveat on design introduces a layer of complexity. gamification is not a one-size-fits-all solution; it requires intentional alignment with educational objectives. it prompts educators to be not just facilitators but architects, designing experiences that seamlessly integrate the allure of games with the depth of educational goals. the study, therefore, becomes not just an endorsement of gamification but a guidebook for its thoughtful implementation. collaborative learning, as revealed in the study of digital environments, provides a glimpse into a future where students don't just consume information but actively construct knowledge. the emphasis on teamwork, communication skills, and a sense of community points towards a paradigm shift. digital platforms become not just conduits for information but arenas for shared exploration and co-creation. the study challenges educators to move beyond traditional models educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 63 of knowledge dissemination and embrace a pedagogy that recognizes the interconnected nature of learning. selirowangi's investigation into the digital divide serves as a stark reminder that the promise of digital learning is incomplete if it excludes certain demographics. the proposed strategies, such as providing devices and internet access, become not just recommendations but imperatives. they underscore the urgency of addressing systemic inequities to ensure that the benefits of digital learning are extended to all learners. the study, thus, becomes a rallying cry for equity, urging educators and policymakers to dismantle barriers that threaten to perpetuate educational disparities. implications and future directions the synthesis and interpretation of these studies open avenues for reflection and chart the course for future exploration. the implications resonate far beyond the individual studies; they permeate the broader discourse on digital learning strategies for elementary education. 1. holistic approaches to implementation: the meta-analysis highlights the need for a holistic approach to digital learning implementation. it's not just about acquiring devices or adopting platforms; it's about investing in the ecosystem that surrounds digital interventions. teacher training, infrastructure, and equitable access form integral components of this ecosystem. 2. design thinking in gamification: the exploration of gamification urges educators to embrace design thinking. it's not just about introducing game-like elements; it's about designing experiences that seamlessly integrate these elements with educational objectives. gamification becomes a pedagogical strategy, demanding intentional design and alignment with learning goals. 3. communal construction of knowledge: the study on collaborative learning introduces a paradigm shift. it challenges educators to move beyond traditional models and embrace a pedagogy that recognizes the interconnected nature of learning. digital platforms become spaces for communal knowledge construction, where students actively engage in collaborative exploration and creation. 4. equity as a prerequisite: selirowangi's study on the digital divide underscores that equity is not just a desirable outcome but a prerequisite for the success of digital learning strategies. the proposed strategies become a blueprint for action, demanding a concerted effort to dismantle systemic barriers and ensure that the benefits of digital learning reach every learner. beyond findings to action in conclusion, the exploration of digital learning strategies for elementary education transcends the realm of findings to beckon educators, researchers, and policymakers into a realm of actionable insights. the studies serve as not just repositories of information but as catalysts for transformation. this synthesis invites stakeholders to recognize that digital learning is not a standalone intervention but a holistic ecosystem. it prompts educators to approach technology not as a magic bullet but as a tool that demands intentional and comprehensive integration. it challenges policymakers to address systemic inequities that threaten to undermine the democratizing potential of digital learning. educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 64 as we delve deeper into the nuanced nuances of digital learning strategies, we uncover a landscape rich with possibilities and complexities. the path forward is not one of blind adoption but of intentional exploration, where each strategy is a brushstroke on the canvas of educational transformation. the studies examined here are not endpoints; they are waypoints in a journey towards a future where digital learning is not just a tool but a catalyst for equitable, engaging, and transformative education. conclusion in conclusion, the exploration of digital learning strategies in elementary education is not just an intellectual exercise; it's a call to action. the studies examined here are not endpoints; they are catalysts for transformative change. as educators, researchers, and policymakers navigate the digital learning landscape, the imperative is clear – to embrace the nuances, act on the implications, and propel elementary education towards an era where digital learning is not just a tool but a catalyst for equitable, engaging, and transformative education. the journey doesn't end with these studies; it extends into classrooms, policy discussions, and research endeavors. the digital learning landscape is a dynamic canvas, awaiting intentional strokes from educators, policymakers, and researchers alike. as we embrace the digital future, let us do so with a nuanced understanding, a commitment to comprehensive integration, and an unwavering focus on equity. the studies examined here are guideposts in this journey, pointing towards a future where digital learning becomes not just a buzzword but a cornerstone of empowering, inclusive, and transformative elementary education. references alkhattabi, mona. “augmented reality as e-learning tool in primary schools’ education: barriers to teachers’ adoption.” international journal of emerging technologies in learning (2017). barokati, nisaul, nizarudin wajdi, and muh barid. “application design library with gamification concept.” jurnal lentera: kajian keagamaan, keilmuan dan teknologi 3, no. 1 (2017): 93–102. bhaskar, preeti, chandan kumar tiwari, and amit joshi. “blockchain in education management: present and future applications.” interactive technology and smart education, 2020. byker, erik jon, s. michael putman, laura handler, and drew polly. “educational technology and student voice: examining teacher candidates’ perceptions.” world journal on educational technology: current issues (2017). febriani, suci ramadhanti, yusnawati yusnawati, and anasrudin anasrudin. “character building based on multiple intelligences classroom for elementary school in the digital era.” pakar pendidikan (2021). garcía-valcárcel, ana, verónica basilotta, and camino lópez garcía. “ict in collaborative learning in the classrooms of primary and secondary education.” comunicar (2014). liang, junbang, and ming c. lin. “machine learning for digital try-on: challenges and progress.” computational visual media, 2021. mccormick, robert. “collaboration: the challenge of ict.” international journal of technology and design education (2004). miller, stacia c., christina j. mcintyre, and suzanne f. lindt. “engaging technology in elementary school: flipgrid’s potential.” childhood education (2020). nuryadin, asep, karlimah karlimah, dindin abdul muiz lidinillah, and ika fitri apriani. “blended learning after the pandemic: the flipped classroom as an alternative learning model for elementary classrooms.” participatory educational research (2023). educatio : journal of education volume 7 , number 1, may 2022 issn : 2579-8383 (print) issn : 2579-8405 (online)_____________________________________________________________ volume 7, number 1, may 2022 | 65 rahmawati, ayu, and firman kurniawan sujono. “digital communication through online learning in indonesia: challenges and opportunities.” jurnal aspikom (2021). subhash, sujit, and elizabeth a. cudney. “gamified learning in higher education: a systematic review of the literature.” computers in human behavior (2018). suryaratri, ratna dyah, eko hadi prayitno, and wuryani wuryani. “the implementation of multisensory learning at elementary schools in jakarta.” jpud jurnal pendidikan usia dini (2019). the web-based education commission. “power of the internet for learning: moving from promise to practice.” journal of government information (2000). wangid, muhammad nur, chandra adhi putra, and hendra erik rudyanto. “the science-math stories based on digital learning: digital literacy innovation in increasing ability to solve problems.” international journal of emerging technologies in learning (2021). educatio : journal of education volume 9 , number 2, august 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) the influence of loose-parts media on children's fine motor skills ummi zahidah, amir hamzah, indah dwi sartika, muhamad fauzi uin raden fattah palembang ummizahidah2517@gmail.com, amirhamzah_uin@radenfatah.ac.id, indahdwisartika@radenfatah.ac.id, muhamadfauzi_uin@radenfatah.ac.id accepted: jan 14th 2024 reviewed: may 18th 2024 published: august 28th 2024 abstract this study addresses the challenges in developing fine motor skills in children at ra darussalam menanti. specific problems identified include: 1) certain children displaying rigidity and slowness in coordinating their eyes and hands during fine motor activities, 2) difficulties in creating forms using school-supplied materials, and 3) challenges in attaching images correctly on worksheets. the research aims to determine loose-part media's effect on group b children's fine motor skills at ra darussalam menanti. this study employs a pre-experimental design with a one-group pretest and post-test model. the sample comprises 15 children, including 10 boys and 5 girls. data collection methods involve observation, testing, and documentation, while data analysis includes the normality test, homogeneity test, and hypothesis test. results from pre-test and post-test assessments were analyzed using the t-test. the findings reveal that t = 37.04, with degrees of freedom (df) = 28 and a significance level of 0.025, yielding a t-table value of 2.145. since t-count > t-table, the hypothesis (ha) is accepted and the null hypothesis (ho) is rejected, indicating that the use of loose-part media significantly impacts the fine motor skills of group b children at ra darussalam menanti. keywords: picture storybooks, language development, children's listening skills, experimental study, kasih ibu kb. by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction early childhood education (ece) is defined as an educational stage before elementary education aimed at nurturing children from birth to six years old, facilitating physical and spiritual growth to prepare them for future education 1. this period is foundational, emphasizing the development of various domains, including motor skills (both fine and gross), cognitive, socio 1 peraturan menteri pendidikan dan kebudayaan no. 146, 2014 http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, august 2024| 131 emotional, spiritual, artistic, and linguistic growth. the development phase between the ages of 46 is particularly critical as it contributes to overall human growth, with fine motor skills being one of the most essential aspects to be cultivated early on 2. ece significantly influences the child's subsequent educational journey, necessitating targeted interventions to support physical, including fine motor, development. fine motor skills consist of activities involving small muscle coordination, such as holding a pencil, using a spoon, or cutting with scissors. achieving proficiency in fine motor skills requires more time than gross motor skills because these activities demand concentration, control, precision, and coordination among different muscle groups 3. the ability to coordinate the eyes and hands effectively is crucial for this developmental aspect. according to susanto4, fine motor skills engage specific body parts such as the hands, eyes, and fingers, relying on the small muscles for precise, rapid, and skillful movements. mulyani 5further states that fine motor skills involve the child’s ability to control and coordinate hand movements with agility, supported by eye-hand coordination, while the brain serves as the controlling agent 6. from these perspectives, the achievement indicators for fine motor skills in 5-6-year-old children include (1) effective eye-hand coordination, (2) the ability to create forms using media, and (3) dexterity in using fingers to produce accurate representations7. these indicators help measure the level of fine motor skill development and inform appropriate stimulation strategies. previous research on loose-part media includes studies by dewi et al. 8, who explored its impact on cognitive development, leonia et al. 9, focusing on pre-writing skills, and farida 10examining creativity enhancement in early childhood. these studies underscore the versatility of loose-part media in supporting various developmental areas. unlike prior research that centers on cognitive, pre-writing, or creative aspects, this study investigates the impact of loose-part media on fine motor skill development. observations at ra darussalam menanti with a sample of 15 children aged 5-6 revealed suboptimal fine motor skills. the observed difficulties include: (1) some children displaying stiffness and slow eye-hand coordination during fine motor activities, evident from their coloring outside the lines on worksheets; (2) struggles in creating forms using school-provided materials, 2 dewi rohiani, “upaya meningkatkan kemampuan fisik motorik halus dan seni (mewarnai gambar),” jurnal pendidikan aura 12, no. 1 (2020): 79–87. 3 ni made yuliati, asri hente, and nurmiati, “meningkatkan kemampuan motorik halus anak melalui kegiatan menghubungkan titik dengan menggunakan media tulis di kelompok a paud al musafir palu barat,” jurnal kolaboratif sains 4, no. 2 (2021): 66–71. 4 ahmad susanto, perkembangan anak usia dini, 2014. 5 novi mulyani, perkembangan dasar anak usia dini (yogyakarta : gava media), 2018. 6 khodijah & nurul amelia, perkembangan fisik motorik anak usia dini (jakarta : kencana), 2020. 7 peraturan menteri pendidikan dan kebudayaan no. 137, 2014 8 elfrida rahma valentina dewi, hibana hibana, and musyafa ali, “pengaruh penggunaan media loose parts terhadap perkembangan kognitif anak usia dini,” jurnal obsesi : jurnal pendidikan anak usia dini 7, no. 1 (2023): 267–282. 9 rizqy aisyah leonia, tutut handayani, and yecha febrieanitha putri, “pengaruh media loose part terhadap kemampuan pra menulis anak pada kelompok b,” jurnal pg-paud trunojoyo : jurnal pendidikan dan pembelajaran anak usia dini 9, no. 2 (2022): 9–17. 10 azky farida, “penggunaan media loose parts untuk mengembangkan kreativitas anak usia” (2020): 32. volume 9, number 1, august 2024| 132 with repeated teacher assistance required; and (3) challenges in correctly pasting pictures on worksheets, indicating a need for ongoing guidance. the lack of diverse, engaging media contributes to the limited development of these skills. the underlying issues contributing to insufficient fine motor skill development are: (1) limited application of teaching methods incorporating educational media, often restricted to free coloring activities on worksheets; (2) inadequate opportunities for children to utilize surrounding media during learning activities, which could foster exploration and motor skill development; and (3) a lack of variety in fine motor activities, leading to decreased interest and motivation. to enhance fine motor skills, educators must implement effective teaching strategies, one of which involves using media that stimulate and engage children. media such as loose-parts, which are easily accessible and cost-effective, provide an ideal solution 11. loose-parts, including items like twigs, shells, recycled plastic, cardboard, and fabric, can be sourced with minimal expense and repurposed creatively. these materials are adaptable and manipulatable and foster new learning opportunities that stimulate children's creativity 12. loose-part media, characterized by its open-ended nature, allows children to engage with their surroundings and develop fine motor skills through hands-on play. this method supports sensory exploration, enabling children to see and feel different textures and use their imagination to create unique works. through play with loose-parts, children can explore their environment, learn about repurposing everyday objects, and develop the motor skills needed for academic success. previous studies, such as those by silfia nita13, indicate that loose-part media effectively enhances fine motor skills. the research demonstrated that integrating loose-parts into classroom activities improved children’s motor skill proficiency, as shown by their ability to create crafts like flower vases. field observations revealed that children were enthusiastic and engaged when interacting with loose-parts, indicating that this medium is a beneficial and enjoyable way to support motor development. method this study employed a quantitative approach with a pre-experimental design. the research utilized a one-group pre-test and post-test format to assess the impact of loose-part media on fine motor skills. activities during the pre-test and post-test phases included attaching origami paper to outlined patterns and creating collages using origami paper. in this design, the selected group of children received treatment using loose-part media to enhance their fine motor skills, with 11 andriyani andriyani and feerlie moonthana indhra, “meningkatkan kemampuan motorik halus anak dengan menggunakan media loose parts pada anak kelompok b tk tunas inti dusun tebo jaya kecamatan limbur lubuk mengkuang kabupaten bungo,” alayya : jurnal pendidikan islam anak usia dini 2, no. 1 (2022): 1–23. 12 siti maryam hadiyanti, elan elan, and taopik rahman, “analisis media loose part untuk meningkatkan kemampuan motorik halus anak usia dini,” paudia : jurnal penelitian dalam bidang pendidikan anak usia dini 10, no. 2 (2021): 337–347. 13 purnama rozak, “penerapan media loose part dalam kemampuan motorik halus pada anak usia dini,” alathfal 2, no. 1 (2021): 56–71. volume 9, number 1, august 2024| 133 observations conducted according to predetermined evaluation criteria. the goal was to identify the effect of loose-part media on the fine motor abilities of children at ra darussalam menanti. the sampling technique used in this study was purposive sampling, where specific criteria guided sample selection. the sample consisted of 15 children aged 5-6 years from ra darussalam menanti, chosen due to their suboptimal motor skill development. the selection criteria included children who exhibited stiffness and slow coordination between the eyes and hands, had low proficiency in creating crafts, and displayed challenges in performing fine motor activities accurately. the total population consisted of 35 children, from which the 15 participants were selected. the research was conducted during the 2023/2024 academic year in the second semester, spanning from initial observations to data collection in january and february 2024. data collection techniques included tests, observation, and documentation. observational methods were primarily employed, using observation sheets to record and assess children's activities. the tests aimed to evaluate the baseline and post-treatment fine motor skill development, focusing on activities such as attaching origami paper to images and creating collages. documentation, such as photographs and assessment formats, supplemented data collection by providing visual evidence of the learning process. data analysis in this study comprised validity and reliability tests, normality and homogeneity tests, and hypothesis testing using the t-test. the hypotheses were formulated as follows: • h0: there is no effect of loose-part media on the fine motor skills of children aged 5-6 years at ra darussalam menanti. • ha: there is an effect of loose-part media on the fine motor skills of group b children at ra darussalam menanti. results and discussion the current study aimed to assess the impact of loose-part media on the fine motor skills of 5-6-year-old children at ra darussalam menanti. data collection was conducted through pretest, treatment, and post-test phases involving 15 children. the instruments were first validated for reliability, confirming the robustness of the evaluation. instrument validation and reliability the validity test using a product-moment formula at a 5% significance level demonstrated that all eight observation items were valid (rcount>rtabler_{\text{count}} > r_{\text{table}}rcount>rtable). the reliability, calculated using cronbach's alpha, yielded rcount=0.791r_{\text{count}} = 0.791rcount=0.791, indicating that the instrument was reliable and strong. these findings supported the use of the instrument throughout the research process, aligning with established methodologies in early childhood education (susanto, 2014). pre-test and post-test analysis the analysis of pre-test scores revealed that fine motor skills varied among the children, with scores ranging from 24 to 32. the distribution showed that 13% of the children scored between 24-25, 7% scored 26-27, 33% scored 28-29, 20% scored 30-31, and 27% scored 32-33. volume 9, number 1, august 2024| 134 the post-test results highlighted a marked improvement: 53% of children scored between 49-50, 13% scored 51-52, 13% scored 53-54, 13% scored 55-56, and 7% scored 57-58. this data underscores the significant progress made following the intervention. diagram 1. pre-test and post-test scores for fine motor skills the substantial increase in post-test scores supports the effectiveness of loose-part media in enhancing fine motor skills. the homogeneity test results (fcount=1.26f_{\text{count}} = 1.26fcount=1.26; ftable=2.53f_{\text{table}} = 2.53ftable=2.53) confirmed that the data sets were consistent, allowing for valid comparisons. the findings of this study align with the work of febriyanti et al. 14, who explored the influence of loose-part media on fine motor skills in children aged 5-6 at paud taam an nuur palembang. their research showed a 22% increase in fine motor skills post-treatment, from a baseline average of 60% to 82%. similarly, this study observed notable improvements in coordination and dexterity following the use of loose-part media. febriyanti et al. concluded that the interactive and hands-on nature of loose-part media effectively engages children, enhancing their motor skill development through sensory exploration and creative manipulation. farwati et al. 15also emphasized the importance of loose-part media in early childhood education, noting that these materials can be combined, modified, and repurposed, providing limitless possibilities for learning. their findings corroborate the results of the current study, which demonstrated that children at ra darussalam menanti were more engaged and proactive in using their fine motor skills when presented with versatile materials such as wood, leaves, and stones. 14 syarwani ahmad febriyanti , rahmah novianti, “pengaruh media loose part terhadap perkembangan motorik halus pada anak kelompok b di paud taam an nuur palembang tahun 2023,” jurnal ilmiah wahana pendidikan 9, no. november (2023): 392–408. 15 ratna farwati et al., “stem education implementation in indonesia: a scoping review,” international journal of stem education for sustainability 1, no. 1 (2021): 11–32. 0 1 2 3 4 5 6 7 8 9 24-50 26-52 28-54 30-56 32-58 pretest postest volume 9, number 1, august 2024| 135 moreover, kasriyati et al. 16highlighted that loose-part media encourage children to respect and creatively utilize their environment, supporting both cognitive and motor development. this aligns with observations during the treatment phase of this study, where children displayed significant enthusiasm and creativity in manipulating the materials. the benefits of incorporating natural and recycled materials also align with findings by yulianti siantajani 17, who noted that using loose-parts engages the entire hand, fingers, and arm muscles, strengthening coordination and agility. the theoretical underpinning of this research draws from constructivist learning theories, which advocate for active, hands-on experiences as essential for young children's development 18. loose-part media provide an open-ended learning environment where children can experiment, combine, and transform materials, fostering fine motor skills and enhancing cognitive flexibility. this aligns with the principles outlined by hadiyanti et al. 19, who argue that these media types stimulate not only physical development but also problem-solving and imaginative play. initial observations showed that children often struggled with tasks requiring precise coordination, such as attaching origami to patterns or creating shapes without assistance. this highlighted the existing gap in stimulation strategies at ra darussalam menanti, where conventional activities like coloring worksheets with crayons predominated. the use of loose-part media effectively addressed these challenges by providing opportunities for the children to engage in varied, stimulating tasks that activated their fine motor pathways. this study also supports the assertion by refnawati and yetti 20that targeted stimulation can significantly impact children's small muscle control and bilateral coordination. the observed improvements in this study, including more accurate eye-hand coordination, ability to form shapes, and enhanced dexterity, confirm that structured, hands-on interventions like those using looseparts are effective. the results underscore the potential of loose-part media as an effective tool for enhancing fine motor skills in young children. the intervention significantly improved coordination, dexterity, and task accuracy. these findings reinforce the importance of incorporating diverse and interactive teaching methods, supporting educators in delivering developmentally appropriate practices. future studies could further explore the long-term impact of loose-part media on other developmental areas, such as cognitive and socio-emotional growth, and examine variations in effectiveness across different age groups and learning environments. 16 destina kasriyati, sri wahyuni, and reswita reswita, “pelatihan perencanaan dan penerapan media loose parts dalam pembelajaran anak usia dini bagi guru paud kecamatan rumbai pesisir,” wahana dedikasi : jurnal pkm ilmu kependidikan 4, no. 2 (2021): 34. 17 yulianti siantajani, loose part material lepasan otentik stimulasi paud (semarang : pt serang seratus aksara), 2021. 18 tania stoltz, “consciousness in piaget: possibilities of understanding,” psicologia: reflexao e critica, 2018. 19 hadiyanti, elan, and rahman, “analisis media loose part untuk meningkatkan kemampuan motorik halus anak usia dini.” 20 prima refnawati and rivda yetti, “stimulasi guru pada motorik halus anak di taman kanak-kanak pertiwi 3 kota padang,” jurnal yaa bunayya 5, no. 2 (2019): 22–30. volume 9, number 1, august 2024| 136 the results and comparisons with prior research affirm that loose-part media are not only feasible but also advantageous for promoting fine motor skills, offering a sustainable and creative approach to early childhood education. conclusion the findings from this research demonstrate that the use of loose-part media can effectively enhance the fine motor skills of children aged 5-6 years. the pre-test results revealed an average score of 29, which increased to 52 in the post-test, indicating substantial improvement. statistical analysis further supported these results, with a calculated ttt-value of 37.04 and degrees of freedom (df) = 28 at a significance level of 0.025, yielding a ttt-table value of 2.145. since tcount>ttablet_{\text{count}} > t_{\text{table}}tcount>ttable, the hypothesis (ha) was accepted, confirming a significant positive impact of loose-part media on the fine motor skills of group b children at ra darussalam menanti. these results suggest that incorporating loose-part media into early childhood education effectively enhances fine motor development. this method provides children with engaging, hands-on experiences that stimulate the small muscles required for precision and coordination tasks. the significant improvement in eye-hand coordination, form-making, and dexterity observed in this study highlights the benefits of using accessible and flexible materials in teaching practices. the implications of this research underline the importance of innovative and diverse teaching methods that foster developmental growth in young children. educators and practitioners should consider implementing loose-part media as part of their curriculum to support motor skill development. future research could investigate the long-term effects of loose-part media on other developmental areas and evaluate its effectiveness across diverse educational settings and age groups. the use of loose-part media represents an effective, economical, and versatile approach to enhancing fine motor skills in early childhood education, providing significant support for educators aiming to optimize learning and developmental outcomes. reference amelia, khodijah & nurul. perkembangan fisik motorik anak usia dini (jakarta : kencana), 2020. andriyani, andriyani, and feerlie moonthana indhra. “meningkatkan kemampuan motorik halus anak dengan menggunakan media loose parts pada anak kelompok b tk tunas inti dusun tebo jaya kecamatan limbur lubuk mengkuang kabupaten bungo.” alayya : jurnal pendidikan islam anak usia dini 2, no. 1 (2022): 1–23. farida, azky. “penggunaan media loose parts untuk mengembangkan kreativitas anak usia” (2020): 32. farwati, ratna, kartika metafisika, indah sari, debora suryani sitinjak, dian farkhatus solikha, and solfarina solfarina. “stem education implementation in indonesia: a scoping review.” international journal of stem education for sustainability 1, no. 1 (2021): 11–32. febriyanti , rahmah novianti, syarwani ahmad. “pengaruh media loose part terhadap perkembangan motorik halus pada anak kelompok b di paud taam an nuur palembang tahun 2023.” jurnal ilmiah wahana pendidikan 9, no. november (2023): 392–408. volume 9, number 1, august 2024| 137 hadiyanti, siti maryam, elan elan, and taopik rahman. “analisis media loose part untuk meningkatkan kemampuan motorik halus anak usia dini.” paudia : jurnal penelitian dalam bidang pendidikan anak usia dini 10, no. 2 (2021): 337–347. kasriyati, destina, sri wahyuni, and reswita reswita. “pelatihan perencanaan dan penerapan media loose parts dalam pembelajaran anak usia dini bagi guru paud kecamatan rumbai pesisir.” wahana dedikasi : jurnal pkm ilmu kependidikan 4, no. 2 (2021): 34. leonia, rizqy aisyah, tutut handayani, and yecha febrieanitha putri. “pengaruh media loose part terhadap kemampuan pra menulis anak pada kelompok b.” jurnal pg-paud trunojoyo : jurnal pendidikan dan pembelajaran anak usia dini 9, no. 2 (2022): 9–17. mulyani, novi. perkembangan dasar anak usia dini (yogyakarta : gava media), 2018. ni made yuliati, asri hente, and nurmiati. “meningkatkan kemampuan motorik halus anak melalui kegiatan menghubungkan titik dengan menggunakan media tulis di kelompok a paud al musafir palu barat.” jurnal kolaboratif sains 4, no. 2 (2021): 66–71. refnawati, prima, and rivda yetti. “stimulasi guru pada motorik halus anak di taman kanakkanak pertiwi 3 kota padang.” jurnal yaa bunayya 5, no. 2 (2019): 22–30. rohiani, dewi. “upaya meningkatkan kemampuan fisik motorik halus dan seni (mewarnai gambar).” jurnal pendidikan aura 12, no. 1 (2020): 79–87. rozak, purnama. “penerapan media loose part dalam kemampuan motorik halus pada anak usia dini.” al-athfal 2, no. 1 (2021): 56–71. siantajani, yulianti. loose part material lepasan otentik stimulasi paud (semarang : pt serang seratus aksara), 2021. stoltz, tania. “consciousness in piaget: possibilities of understanding.” psicologia: reflexao e critica, 2018. susanto, ahmad. perkembangan anak usia dini, 2014. valentina dewi, elfrida rahma, hibana hibana, and musyafa ali. “pengaruh penggunaan media loose parts terhadap perkembangan kognitif anak usia dini.” jurnal obsesi : jurnal pendidikan anak usia dini 7, no. 1 (2023): 267–282. educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) the development of si mirasantika android-based media with 4d models in classical guidance services muhammad subkan, atiqoh. suhari study program school education technology postgraduate pgri adi buana university , surabaya email: 1) gnscntr@gmail.com.; 2) atiqoh@unipasby.ac.id.; 3) suhari@unipasby.ac.id. accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract the aim of this research is to develop the si mirasantika media as an information medium to raise awareness about drug abuse types and effects among students at smk negeri 1 brondong lamongan. this media aims to foster moral expertise, moral sentiments for preventing drug abuse, and moral actions in drug prevention within the context of classical guidance. the development of si mirasantika android-based media involved a structured approach. the media's content is organized into three main parts: opening, contents, and closing, which encompass sections such as introduction to drugs, factors of drug abuse, and methods of cure. feedback and revisions were conducted based on trial data analysis, addressing aspects including subject matter, auxiliary information, affective considerations, interface, navigation, pedagogy, and robustness. evaluation was performed by expert media validators, media design experts, content/material experts, and target trials. the results indicate that the si mirasantika media is suitable for use by students at smk negeri 1 brondong lamongan, as validated by media experts, design experts, and content/material experts. the media received high validity scores, with the media design expert validation at 90.67%. feasibility tests in small and medium classes showed positive outcomes, with effectiveness tests in the large class achieving a very effective score of 80.07%. these results support the utilization of si mirasantika as a supplementary resource in classical guidance, enhancing students' knowledge and understanding of drug abuse prevention. keyword : mirasantika, android, 4d introduction smk negeri 1 brondong is the only state vocational school in the north coast of lamongan, which is located in mboho hamlet, tlogoretno village, brondong district, lamongan regency. the people in coastal areas, actively working in the fisheries sector. this condition makes some people who live in the northern coastal route work as fishermen.1 because it is located in a coastal area, most of the students come from the sons and daughters of fishermen2. 1 fatik khussurur, “pengembangan tempat pelelangan ikan dan prasarana perikanan samudera di brondong kabupaten lamongan: tema analogi biological” (universitas islam negeri maulana malik ibrahim, 2014). 2 wiwik widyo widjajanti et al., the meaning of cultural coastal community as basis of the open spaces concept in fishermen settlements, international journal of humanities, religion and social science, 2019; irzum farihah, “perilaku beragama perempuan ngorek di pesisir lamongan,” sawwa: jurnal studi gender (2019). mailto:gnscntr@gmail.com mailto:atiqoh@unipasby.ac.id mailto:suhari@unipasby.ac.id volume 8, number 3, november 2023| 372 with so many fishermen, the spread of drugs/narcotics, including koplo pills, is spreading massively3. illegal drugs have been circulating in east java, especially in the lamongan regency. based on the result of research at the narcotics research unit of the lamongan police in cases of drug abuse from 2012 to 2014, data obtained on an increase in the number of suspects and distribution of illegal drugs.4 for example, in early 2016, the police arrested koplo pill dealers with evidence of 190 koplo pills5. this happens because, when they go out to sea to catch fish using a boat owned by the ship's owner, when they are on the high seas they are sometimes given koplo pills such as the carnopen type, free of charge to increase the tripping effect or increase their work power. the more often they use these drugs, the more addictive effects it will bring. the negative consequence is that they experience dependency while on land or no fishing6. when they are not at sea, they will look for these prohibited drugs from dealers or koplo pill providers which are rife in circulation in the coastal areas of paciran and brondong.7 drug abuse usually begins with the cosumtion of cigarettes. this smoking habit seems to have become a normal thing among students today. from this habit, the association continues to increase, especially when the student joins the circle of people who are already drug addicted8. initially tried, then experienced dependence. so that students need information on strategies and abilities to avoid the dangers of drugs. one of the efforts to overcome the dangers of drugs is to carry out program that focuses on school-age children. many efforts have been made by schools to reduce the spread of drugs. among them are counseling about the dangers of drugs, and information through various media, for example films about the dangers of drugs. however, the results have not been maximized because they have not been able to foster a feeling of fear of the effects of drug abuse and they feel they are not involved in the prevention process. one way to disseminate this information can be done through service activities in counseling guidance.9 to help spread knowledge about drugs in the school or community environment, it is necessary to have a technological media that is developing and popular at every level of society, both in terms of age and profession. in fact, in 2019, an android-based information 3 jurnal syarif et al., “kelima , program pelatihan ketrampilan psikososial : program latihan,” penyuluhan bahaya penyalahgunaan napza bagi pelajar dan remaja (2018); humas bnn, “pencegahan penyalahgunaan napza,” bnn. 4 ahmad faizal rusdianto, “penanggulangan tindak pidana peredaran obat keras (daftar g) jenis carnophen di kalangan nelayan (studi di polres lamongan)” (brawijaya university, 2015). 5 “pengedar pil koplo di lamongan dibekuk polisi surya.co.id,” accessed december 27, 2023, https://surabaya.tribunnews.com/2016/02/11/pengedar-pil-koplo-di-lamongan-dibekuk-polisi. 6 chinyere kemet, emily hill, and hui feng, “fishing for drugs,” elife, 2022; james r. hill and avril a.b. robertson, “fishing for drug targets: a focus on diazirine photoaffinity probe synthesis,” journal of medicinal chemistry (2018). 7 interview 8 azmawati mohammed nawi et al., “risk and protective factors of drug abuse among adolescents: a systematic review,” bmc public health (2021); consuelo guerri and maría pascual, “impact of neuroimmune activation induced by alcohol or drug abuse on adolescent brain development,” international journal of developmental neuroscience, 2019; poonam kumari yadav and rejina prajuli, “knowledge regarding drug abuse among school students,” research square (2021). 9 muhammad ridha febrian, nataniel dengen, and bambang cahyono, “media informasi berbasis android tentang jenis-jenis narkoba di badan narkotika nasional provinsi kalimantan timur,” jurnal rekayasa teknologi informasi (jurti) 3, no. 1 (2019): 38. volume 8, number 3, november 2023| 373 media has been developed about the types of drugs at the national narcotics agency for east kalimantan province. this android-based media is dissemination of information and assists socialization regarding the adverse effects of drug abuse. the media has not been used in classical guidance activities with all guidance procedures up to the evaluation and followup stages, so that it can require the involvement of students in preventing drug abuse, especially in the social environment.10 in counseling guidance activities on drug materials, it is also necessary to have a fun guidance medium for students to get to know the types and forms of drugs, their dangers and the impacts of criminal law. this guidance media can be in the form of disseminating information or fun games, so that it can provide knowledge that is not just for them to know or understand but also continues on feelings, namely aspects of emotion that must be able to be felt by someone to stay away from narcotics and end in action, namely able to understand what to do to prevent drug abuse the results of closed interviews with the counseling teacher and students regarding the initial conditions of classical guidance on drug abuse prevention materials, obtained data that the counseling teacher had used media in the form of videos and powerpoint slides. the majority of bk teachers and students need media development to help them understand classical guidance material more easily and flexibly. students think that the guidance media currently used cannot help understand the material, and 93% of students and 100% of counseling teachers need android-based guidance media.11 media is an intermediary from sources of information to recipients of information.12 as a tool, the media has the function of arousing students' interest in following the learning process in a focused manner. in addition, the learning media displayed can motivate students to study more diligently. it is undeniable that learning media also has psychological influences on students. learning media users really help student activity in the learning process and make it easy for teachers to convey messages and content of learning material. that means that students' learning activities with the help of the media will produce better learning processes and outcomes than without media assistance. 13 android-based information media about the types, dangers and methods of curing drug abuse in schools really need to be developed for use in classical guidance activities. with this media it is hoped that students will have moral knowing, moral feeling and moral acting in preventing drug abuse starting from the school environment. this development research is about the idea of how to develop fun guidance media in its implementation in classical guidance to prevent drugs, especially the koplo pill type, by involving students directly in their learning experience, whenever and wherever they are flexible. 10 ibid., page 38-39 11 lecturers and artists, interview with counseling guidance teacher at smk negeri 1 brondong lamongan, 13 december 2022 12 d r h wina sanjaya, penelitian tindakan kelas (prenada media, 2016). 13 novita dwi lestari, ruswandi hermawan, and dwi heryanto, “pengembangan media pembelajaran menggunakan powtoon untuk pembelajaran tematik sekolah dasar,” jurnal pendidikan guru sekolah dasar 3, no. 3 (2018): 33–43. volume 8, number 3, november 2023| 374 method research is development research. this media product development model refers to the 4-d development model formulated by thiagarajan, et al.14 the development stages are translated into 4 steps, namely: (1) the definition stage (define), (2) the design stage (design), (3) the development stage (develop), and (4) the results dissemination stage (disseminate). the initial stage is the definition and design of the media. in the definition stage, this media uses the lollipop version of the android base. the basic competency developed is social responsibility awareness with drug abuse prevention material. the program component is responsive service with classical guidance service activities. the developed media is equipped with sound, images and information that can help visualize the material contained in the media. the design stage starts with the design of the contents of the media. the initial draft of the guidance media includes: 1) opening, (2) contents (materials) and (3) closing. the opening section consists of the preamble, homepage and introduction. the contents section consists of introduction to drugs, factors of drug abuse and methods of cure, and impacts of drug abuse. the closing section consists of post test quiz, project based assignments and game bonuses. the initial draft of the guidance media to be developed is called the initial draft. the initial draft of the media is arranged in the form of a storyboard, alpha testing is carried out, namely validation includes 1) subject matter, namely whether the material provided is in accordance with the initial objectives of making the program and the depth of the material is in accordance with the level of students who will use the product and whether it is in accordance with goal to be achieved. is the content structure appropriate and the material presented in the product is appropriate? (2) auxiliary information, namely additional information that is not directly related to the material, such as introductions, instructions, assistance, and conclusions. (3) affective considerations, namely how this product can motivate students to learn more. (4) interface, because product appearance is very important, learning multimedia developers must pay attention to writing text, animation and graphics, audio, and video. (5) navigation, navigation must be made as easy and clear as possible so that users have no difficulty accessing the program. navigation must be consistent. (6) pedagogy, things that must be considered are methodology, interactivity, cognitive capacity, cooperative learning, learning strategies, user control, questions, answering questions, quality of feedback, and level of mastery of the material. (7) robustness or product resistance is needed. programs should never fail or have errors.15 after that, beta testing was carried out to test the feasibility and effectiveness of the media by students. the validation was carried out by experts who were competent in understanding classical guidance media, in this case, graduate school lecturers. as for the validation of the material for classical guidance, it is carried out by the counseling teacher with the specifications of a bachelor of counseling guidance graduate and has carried out guidance 14 dian kurniawan et al., “pengembangan perangkat pembelajaran dengan media screencasto-matic mata kuliah kalkulus 2 menggunakan model 4-d thiagarajan,” jurnal siliwangi (2017). 15 surakhmad winarno, “metodologi pengajaran nasional,” jemmars, bandung. tt (1979). volume 8, number 3, november 2023| 375 activities for 5 years. the purpose of this validation is to determine the feasibility of the development guidance media. the assessment used to determine the validity of the media uses the criteria for the aspects of subject matter, auxiliary information, affective considerations, interface, navigation, pedagogy, and robustness. media assessment criteria using a likert scale. the likert scale is a number of positive or negative statements regarding an attitude object. the main principle of the likert scale is to determine the location of a person's position in a continuum of attitudes towards attitude objects ranging from very negative to very positive.16 the criteria are divided into 5 categories, namely 5 very very very valid/very feasible/very effective; 4 very valid/very feasible/very feasible; 3 valid/decent/effective; 2 less valid/less appropriate/less effective; and 1 is very less valid/very less feasible/very less effective. after the data is obtained, then to see the weight of each response and calculate the average score with the following formula: �̃� = ∑ 𝑥 𝑛 information: �̃� : average score 𝑛 : number of appraisers 𝑥 : total score of each the percentage of results can be calculated using the following formula: hasil = total score obtained maximum score x 100% the validity category is based on the following criteria:17 table 1 media validity criteria persentase (%) kategori 81 – 100 very valid 61 – 80 valid 41 – 60 fairly valid 21 – 40 invalid 0 – 20 strongly invalid arikunto explains that research instruments are tools or facilities used by researchers in collecting data so that their work is easier and the results are better, in the sense that they are more accurate, complete and systematic so that they are easier to process. data collection techniques used in this study were closed interviews with check lists and questionnaires. structured interviews were used to collect data regarding the techniques and media used by the counseling teacher in the classical service on drug abuse prevention materials, and to determine the need for classical guidance media. questionnaire is a data collection technique that is carried out by giving a set of questions or written statements to 16 z ayob, a wagiran, and a a samad, “potential of tissue cultured medicinal plants in malaysia,” j teknologi 62 (2013): 111–117. 17 suharsimi arikunto, “metode penelitian,” jakarta: rineka cipta (2002): 71–89. volume 8, number 3, november 2023| 376 respondents to answer.18 the questionnaire applied both for field trials and product quality tests uses a closed questionnaire model or in other words, answer choices have been provided for respondents to choose from. the questionnaire instruments needed in this study are: media expert validation instrument, content/material and media design. the data analysis technique used in this study is a quantitative data analysis technique. the assessment data obtained from the validator was analyzed descriptively qualitatively and used as a reference for revising the product, so as to produce a feasible product. the data obtained was processed with the help of microsoft excel software. results and discussion 1. media expert test guidance media expert is someone who understands the media developed by the developer, as well as an expert in the guidance field. this criterion was chosen because it was expected that guidance media experts could provide input on the accuracy of the teaching materials being developed by the developer. the guidance media expert on the development of this media is dr. ach. noor fatirul, st., m.pd. his latest educational background is postgraduate. his current profession is as a permanent lecturer at pgri adi buana university, surabaya, postgraduate school, educational technology study program. based on input from media experts, the media in the form of draft i, they gave good responses to all components of si mirasantika's media, including navigation, affective considerations, pedagogy, auxiliary information, and robustness. responses for each indicator are in the very good and very good categories. only in the control sub-component on the indicators of ease and consistency in accessing video links did they get good responses. to follow up on the indicator with the smallest value is to revise the media. 2. media design expert test a guidance media design expert is someone who is skilled at understanding graphics, combinations of symbols, images and text that form a visual representation of ideas and messages in the media being developed. this criterion was chosen because it was expected that guidance media experts could provide input on the accuracy of the teaching materials being developed by the developer. the guidance media design expert on the development of this media is dr. h. ibut priono leksono, m.pd. his latest educational background is postgraduate. his current profession is as a permanent lecturer at pgri adi buana university, surabaya, postgraduate school, as head of the educational technology study program. his position is head of the educational technology study program based on the results of the validation, the guidance media design expert gave 1 (one) suggestion on the layout attractiveness indicator, namely the size of the images and descriptions to match, because this indicator obtained the lowest score in the good category. to follow up on the responses from media design experts regarding guidance media is to revise the media. 18 sugiyono, metode penelitian pendidikan (bandung: alfabeta, 2016). volume 8, number 3, november 2023| 377 3. content/material expert test content expert is someone who understands the content of the media being developed, namely drug abuse prevention. the material content expert was chosen with the aim of being able to provide input on the accuracy of the guidance media content. the material content expert in media development is nurida shofaria, s.pd., m. psi. his educational background is a bachelor of counseling guidance at the state university of surabaya and a graduate of the postgraduate masters program in psychology at the university of dr. sutomosurabaya. his current profession is as a guidance counselor at smk negeri 1 sarirejo lamongan and is active in the lamongan regency counseling teacher consultation as deputy chairman. the total score given is 252. input, suggestions, and comments from content experts or materials related to this media are as follows: a. titles should be android-only based, no need to be web-based as this is run on androidbased; b. in the pretest questions, there are many typos and spelling errors; and c. in the bonus section, it is best if for remedial or enrichment the instructions for questions can only be opened one by one so that all users can read them. to follow up on the responses from material content experts regarding the media is to revise the contents of this media. 4. media adequacy test in small classes small trials are trials conducted on development media that have been revised based on input from content/material experts, media experts and guidance media design experts. then it was handed over to 3 students in a small class trial. development products requested to be assessed by three students. in individual trials that are being developed, the main focus to be obtained is data on the appropriateness of the media by students. the indicators in the individual trial questionnaire include: subject matter, auxiliary information, affective considerations, interface, navigation, pedagogy, and robustness. the small class test was conducted on class xi students of computer and network engineering at smk negeri 1 brondong lamongan. the results of the small class trial assessment of this media in the field trial was 68.9%. after being converted with a feasibility level table, it shows that si mirasantika's media is in the good/decent/effective criteria. 5. media feasibility test at medium class this small group test consisted of 6 students from smk negeri 1 brondong, department of fashion. after draft iii was revised into draft iv, then a medium group trial was carried out by asking the students of smk negeri 1 brondong to evaluate draft iv media. the results of the medium class trial assessment of this media in the field trial was 77.9%. after being converted with a feasibility level table, it shows that si mirasantika's media is in the good/decent/effective criteria. volume 8, number 3, november 2023| 378 6. media adequacy test on large classes large group trials were carried out after draft iv was revised into draft v, then field trials were carried out in large classes. the large-class trial was carried out for students of class xi at smk negeri 1 brondong, majoring in multimedia. the students who were used as respondents for the large class trial were 33 students of class xi multimedia. to find out the level of effectiveness of product development produced in learning, in this trial filling out an effectiveness questionnaire was carried out. the results of the large class trial assessment of this media in field trials were 80.3%. after being converted with a feasibility level table, it shows that si mirasantika's media is in the good/decent/effective criteria. from the data obtained then analyzed using the help of spreadsheet software and obtained the following results: 1. responses from media experts in the questionnaire there are 4 (four) validated sub-indicators, namely navigation, affective considerations, pedagogy, auxiliary information, and robustness. in general, the average value of each sub-indicator is presented in the following table: table 2 recapitulation of scores from media expert validators number indicator average score 1. component control/link media (navigation) 4,3 43 2. components of motivation (affective considerations) 4,2 21 3. components of pedagogy (pedagogy) 4,3 43 4. components of additional information (auxiliary information) 4,4 22 5. components of media resistance (robustness) 4,8 24 total 153 the calculation of the percentage score of the media expert validation results is: 𝑥 = 153 175 𝑥100 = 87,43 from the data above, it shows that the media expert validator gives a percentage score of 87.43 for this media. after being converted to the feasibility level table, it shows that si mirasantika's media is in very valid criteria. 2. responses from a media design expert validation by media design experts is carried out on media appearance (interface). the total score obtained is 68 out of a maximum score of 75. the calculation of the percentage score of the media expert validation results is: 𝑥 = 68 75 𝑥100 = 90,67 from the data above, it shows that the media design expert validator gives a percentage score of 90.67 for this media design. the conversion results with the feasibility level table show that si mirasantika's media is in the very valid criteria volume 8, number 3, november 2023| 379 3. material expert response there are 4 (four) sub-indicators that are validated, namely content/media material components, concept correctness in the introduction and content, concept correctness in the posttest and project assignments, and concept correctness in the bonus section. in general, the average value of each sub-indicator is presented in table 3 below: table 3 recapitulation of scores from media expert validators number indicator average score 1. component content/material media 4,2 84 2. concept truth in introduction and content 4,2 144 3. correct posttest concepts and project assignments 4,1 29 4. the truth of the concept of the bonus section 4,2 25 total 252 the calculation of the percentage score of the validation results of content experts’/media materials is: 𝑥 = 252 300 𝑥100 = 84,00 from the data above, it shows that the content/material expert validator gives a percentage score of 84.00 for this media content/material. after being converted to the eligibility level table, it shows that si mirasantika's media content/material is in very valid criteria. 4. small/individual class trials the results of the analysis from small/individual class trials on all media components obtained data as shown in table 4 below: table 4 recapitulation of small class trial scores number indicator average score 1. component material/content (subject matter) 69,67 209 2. component display (interface) 71,11 160 3. media control/link components (navigation) 72,00 108 4. components of media motivation (affective considerations) 69,33 52 5. components of pedagogy (pedagogy) 69,33 104 6. components of additional information (auxiliary information) 64,00 48 7. components of media resistance (robustness) 66,67 50 total 731 the calculation of the percentage score of the small class due diligence results is: 𝑥 = 731 1,050 𝑥100 = 69,62 volume 8, number 3, november 2023| 380 from the data above the feasibility test in small class tests or individuals obtains a score percentage of 69.62. after being converted with a feasibility level table, it shows that si mirasantika's media is in the appropriate criteria. 5. medium class target the results of the analysis of the moderate class trials on all media components obtained data as in table 5 below: tabel 5 rekapitulasi skor uji coba kelas sedang number indicator average score 1. component material/content (subject matter) 3,9 462 2. display components (interface) 3,9 347 3. component control/link media (navigation) 3,9 234 4. components of media motivation (affective considerations) 3,9 116 5. components of pedagogy (pedagogy) 3,9 233 6. components of additional information (auxiliary information) 3,9 118 7. components of media resistance (robustness) 4,0 119 total 1.629 calculation of the percentage score of the results of the moderate class feasibility test is: 𝑥 = 1.629 2.100 𝑥100 = 77,57 from the data above the feasibility test in the middle class test obtained a score percentage of 77.57. after being converted with a feasibility level table, it shows that si mirasantika's media is in the appropriate criteria. 6. large group targets the results of the analysis of the media effectiveness trials in large classes for all media components obtained data as shown in table 6 below: table 6 recapitulation of moderate class trial scores number indicator average score 1. component material/content (subject matter) 4,0 2.649 2. display components (interface) 4,0 1.958 3. component control/link media (navigation) 4,0 1.327 4. components of media motivation (affective considerations) 4,0 653 5. components of pedagogy (pedagogy) 4,0 1.311 6. components of additional information (auxiliary information) 4,0 657 7. components of media resistance (robustness) 4,2 693 total 9.248 volume 8, number 3, november 2023| 381 calculation of the percentage score of the results of the large class effectiveness test is: 𝑥 = 9.248 11.550 𝑥100 = 80,07 from the data above the effectiveness test in the large class test obtained a score percentage of 80.07. after being converted with a table of levels of effectiveness, it shows that si mirasantika's media is in the very effective criteria. 7. overall questionnaire result data questionnaire result data from the overall trial starting from material expert reviews to large class trials can be presented as table 7 below: table 7 results of the si mirasantika media development trial no langkah uji coba subjek coba skor persentase kriteria validitas 1. media expert 1 lecturer 87,43 very valid 2. media design expert 1 lecturer 90,67 very valid 3. content/material expert 1 teacher 84,00 very valid 4. small/individual class trial 3 students 69,62 eligible 5. moderate class trial 6 students 77,57 eligible 6. large class trial 33 students 80,07 very effective based on the results of the assessment and responses of media experts in the form of draft i, it is necessary to make several improvements (revisions) so that the resulting development product is more perfect. revision to draft i of si mirasantika's media development is presented in table 8 as follows: table 8 revision of draft i media si mirasantika from media experts number suggestion revision 1. a dedicated drive is required for speeding up access to video links and news material for speeding up access to videoa and supplemental material created a driver in google drive that contains videos and additional material 2. additional flyers are needed for instructions for carrying out pretest, posttest project assignments and bonus questions. added flyers for instructions for each work on pretest, posttest project assignments and bonus questions 3. necessary delay in terms of bonuses. added other features to add to the attractiveness of the application c. verification/revision 1. second draft verification/revision based on the results of the assessment and the responses of media design experts, si mirasantika in the form of draft ii of the development needs to make several revisions so that the resulting product development is even better. revision of draft ii of media development is presented in table 9 as follows. volume 8, number 3, november 2023| 382 table 9 revision of draft ii media si mirasantika from media design experts number suggestion revision 1. the title is adapted to the type of base used to operate, android or web based. revised the title page from android and web based to only android based 2. to make it clearer and more attractive, the placement of images, explanations and navigation must be the same on each flyer with an attractive choice of images, colors and writing. position of images, explanations and navigation are placed in the same position on each flyer and changed with images, colors and writing which are interesting 2. verifikasi/revisi draf ketiga based on the results of the assessment and the responses of the material content experts, the media in the form of draft iii development needs to be made several improvements (revisions) so that the resulting product development is more perfect. revision to draft iii of si mirasantika's media development is presented in table 9 as follows. table 9 revision of draft iii media si mirasantika from content/material experts number suggestion revision 1. required correction of typing errors according to the correct spelling correction of errors in typing words and spelling according to the correct spelling 2. adjustment of the law on drugs to the latest version added the latest rules on drugs in the additional material of law no. 22 of 1997 also added rules according to law no. 35 of 2009 concerning narcotics 3. the title should only be based on android, it doesn't need to be webbased because this is run on an android base. change the title according to the application base used, which is android based 4. in the bonus section, it is better for remedial or enrichment of the question instructions that can only be opened one by one so that users can read them as a whole. changing the bonus section slides by making a key so that the question instructions can only be opened one by one so that all users can read them 3. fourth draft verification/revision based on the results of the questionnaire on individual trials, there are several revisions that need to be made as explained in the discussion of individual trials above. revisions have been made based on a questionnaire that has been received from individual trial targets, and the media draft is hereinafter referred to as draft iv. 4. fourth draft verification/revision based on the results of the questionnaire in the medium group trial, there was no input from students. in general, all stated that it was very good so that there was no need to revise draft iv. volume 8, number 3, november 2023| 383 5. verification/revision of the fifth draft based on the results of the questionnaire in the large group trial, there was no input from students. in general, all stated that it was very good so that there was no need to revise draft v. conclusion media si mirasantika is android-based media with the lowest version lollipop containing information about narcotics, psychotropics and other addictive substances. the media was developed based on the students' need assessment. the basic competency developed is awareness of social responsibility with drug abuse prevention material. the developed media is equipped with sound, images and information that can help visualize the material contained in the media. guidance media materials include: 1) opening, (2) contents (materials) and (3) closing. the opening section consists of the preamble, homepage and introduction. the contents section consists of introduction to drugs, factors of drug abuse and methods of cure, and impacts of drug abuse. the closing section consists of post test quiz, project based assignments and game bonuses. in its development, in general, the media expert validator gives a percentage score of 87.43% in very valid criteria. validation by media design experts gives a percentage score of 90.67% and is in the very valid criteria. there are 4 (four) content/material experts who give a percentage score of 84.00% and are in very valid criteria. the media feasibility test is tested individually/small class, and the middle class is in the appropriate criteria. the effectiveness test of the media in the large-class trial was in the very effective criteria. in the feasibility test for small classes/individuals, a score percentage of 69.62 was obtained. while the feasibility test on the class test is getting a score percentage of 77.57%. while the effectiveness test in the large class obtained a score percentage of 80.07% which was in the very effective criteria. after going through the validation, feasibility and effectiveness stages of the si mirasantika media, it can be concluded that an android-based si mirasantika media has been successfully developed for the classical guidance service on prevention of drug abuse for students at smk negeri 1 brondong lamongan. the results of the assessment are declared valid in terms of media, design and content/material and are feasible and very effective to use. references arikunto, suharsimi. “metode penelitian.” jakarta: rineka cipta (2002): 71–89. ayob, z, a wagiran, and a a samad. “potential of tissue cultured medicinal plants in malaysia.” j teknologi 62 (2013): 111–117. bnn, humas. “pencegahan penyalahgunaan napza.” bnn. farihah, irzum. “perilaku beragama perempuan ngorek di pesisir lamongan.” sawwa: jurnal studi gender (2019). febrian, muhammad ridha, nataniel dengen, and bambang cahyono. “media informasi berbasis android tentang jenis-jenis narkoba di badan narkotika nasional provinsi kalimantan timur.” jurnal rekayasa teknologi informasi (jurti) 3, no. 1 (2019): 38. guerri, consuelo, and maría pascual. “impact of neuroimmune activation induced by volume 8, number 3, november 2023| 384 alcohol or drug abuse on adolescent brain development.” international journal of developmental neuroscience, 2019. hill, james r., and avril a.b. robertson. “fishing for drug targets: a focus on diazirine photoaffinity probe synthesis.” journal of medicinal chemistry (2018). kemet, chinyere, emily hill, and hui feng. “fishing for drugs.” elife, 2022. khussurur, fatik. “pengembangan tempat pelelangan ikan dan prasarana perikanan samudera di brondong kabupaten lamongan: tema analogi biological.” universitas islam negeri maulana malik ibrahim, 2014. kurniawan, dian, sinta verawati dewi, jurusan pendidikan, matematika fakultas, keguruan dan, ilmu pendidikan, and universitas siliwangi. “pengembangan perangkat pembelajaran dengan media screencasto-matic mata kuliah kalkulus 2 menggunakan model 4-d thiagarajan.” jurnal siliwangi (2017). lestari, novita dwi, ruswandi hermawan, and dwi heryanto. “pengembangan media pembelajaran menggunakan powtoon untuk pembelajaran tematik sekolah dasar.” jurnal pendidikan guru sekolah dasar 3, no. 3 (2018): 33–43. nawi, azmawati mohammed, rozmi ismail, fauziah ibrahim, mohd rohaizat hassan, mohd rizal abdul manaf, noh amit, norhayati ibrahim, and nurul shafini shafurdin. “risk and protective factors of drug abuse among adolescents: a systematic review.” bmc public health (2021). rusdianto, ahmad faizal. “penanggulangan tindak pidana peredaran obat keras (daftar g) jenis carnophen di kalangan nelayan (studi di polres lamongan).” brawijaya university, 2015. sanjaya, d r h wina. penelitian tindakan kelas. prenada media, 2016. sugiyono. metode penelitian pendidikan. bandung: alfabeta, 2016. syarif, jurnal, ardiansah hasin, suharsih thahir, nardin, and nur khaerul muhammad. “kelima , program pelatihan ketrampilan psikososial : program latihan.” penyuluhan bahaya penyalahgunaan napza bagi pelajar dan remaja (2018). widyo widjajanti, wiwik, antariksa, amin setyo leksono, and atutut subadyo. the meaning of cultural coastal community as basis of the open spaces concept in fishermen settlements. international journal of humanities, religion and social science, 2019. winarno, surakhmad. “metodologi pengajaran nasional.” jemmars, bandung. tt (1979). yadav, poonam kumari, and rejina prajuli. “knowledge regarding drug abuse among school students.” research square (2021). “pengedar pil koplo di lamongan dibekuk polisi surya.co.id.” accessed december 27, 2023. https://surabaya.tribunnews.com/2016/02/11/pengedar-pil-koplo-dilamongan-dibekuk-polisi. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 92 improving student’s speaking fluency through the implementation on direct interview activity in university mukhlisin sekolah tinggi agama islam miftahul ‘ula mukhlisin.endemic@gmail.com accepted: jan 3th 2021 reviewed: march 5th 2021 published: may 30th 2021 abstract : the objectives of this research are to find out whether the use of direct interview type improves the students’ speaking skill and the strengths and weaknesses of direct interview type. the method used in the research is collaborative classroom action research. this research consisted of two cycles in which there were four steps in each cycle, namely planning, implementing, observation, and reflection. the researcher collected qualitative data of speaking test and qualitative data of classroom situation, field note, photograph, interview, and questionnaires. the results are (1) the students’ speaking skill improved the improvement of speaking score (2) direct interview type established good communication activity between the teacher and the students and improved classroom management. keywords: speaking fluency, direct interview activity, and classroom action research introduction human always interact and communicate one another as social human. speaking is the first way to do the interaction and communication each other1. that is why speaking is very essential problem, moreover speaking english. english is international languages must be mastered by learners. english is very essential element in communicating with each other because most of foreign people who are expert to speak english. widdowson (1996: 59) states that speaking as an example of use is a part of reciprocal exchange in which both reception and production play a part where in this perspective; the skill of speaking involves both receptive and productive participant2. vilimec (2006: 11) views in research that speaking is the skills as comprising two components: production skills and interaction skills, both of which can be affected by two conditions: firstly, processing conditions, taking into considerations the fact that ‘a speech takes place under the pressure of time, secondly, reciprocity conditions connected with a mutual relationship between the interlocutors3. 1 takayuki kanda et al., “interactive robots as social partners and peer tutors for children: a field trial,” human– computer interaction 19, no. 1–2 (2004): 61–84. 2 janina brutt‐griffler and keiko k samimy, “revisiting the colonial in the postcolonial: critical praxis for nonnative‐english‐speaking teachers in a tesol program,” tesol quarterly 33, no. 3 (1999): 413–431. 3 brutt‐griffler and samimy, “revisiting the colonial in the postcolonial: critical praxis for nonnative‐ english‐speaking teachers in a tesol program.” mailto:mukhlisin.endemic@gmail.com educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 93 according to thornbury (2005;10) said that speaking is an capacity to oversee turn-taking on the utilize of production strategies such as the filling delays too contribute to familiarity at the same time as they are talking as well as take the commitments others speakers are making to conversation both phonetic and paralinguistic4. speaking is used to express their ideas and to communicate with other people, when people can do reading skill, listening skill and writing skill by themselves without somebody joining with them then however in speaking skill people need interlocutor to do this activity5. the goal of the research is improving the english education program students’ speaking fluency for islamic department for the first semester in stai miftahul ‘ula nganjuk since the researcher believes that as an english lecture to be, the students are able to speak accurately in learning. however fluency comes as new problem to be overcome. christian dustmann said to the journal that the students live at time where the ability to speak a second language fluently has become necessary, especially for those who want to advance in certain field of human endeavor6. fluency in speaking is known as the natural ability to speak spontaneously, quickly and comprehensibly with few numbers of errors that may distract the listener from the speaker’s message, when accuracy is focus on the elements of phonology, grammar and discourse in spoken output7. in other words, dustmann said that to speak fluently and confidently in variety of situations is an important goal of any language department8. generally, the issue confronted managing with familiarity was when the learners talk to the others, the learners attempted to form the listeners get it approximately what they need to say9. the author found that the learners tended to falter and fragmentary whereas talking since they have issues in recovering the lexical things, encoding the syntactic shape of their message and adjusting their claim yield. this condition made the learners talk reluctantly and divided, as cruel that the recurrence of stop filler like ”ee” “well”,”mm”,”oo”, conjointly the generation of dissiliency such as reiteration, repair, restarts and too prolongation will smoothly their talks. the first aspect came from the language speaking such as mispronunciation, showed by such word as when they said “white” but said “wait”. the students were difficult to comprehend in understanding grammar10. it was showed when they wrote the dialogue on the paper. they could not use their grammar accurately when they tried to make some interrogative sentences such as “where 4 situjuh nazara, “students’ perception on efl speaking skill development,” jet (journal of english teaching) 1, no. 1 (2011): 28–43. 5 brutt‐griffler and samimy, “revisiting the colonial in the postcolonial: critical praxis for nonnative‐ english‐speaking teachers in a tesol program.” 6 christian dustmann, “speaking fluency, writing fluency and earnings of migrants,” journal of population economics 7, no. 2 (1994): 133–156. 7 dustmann, “speaking fluency, writing fluency and earnings of migrants.” 8 dustmann, “speaking fluency, writing fluency and earnings of migrants.” 9 murray j munro and tracey m derwing, “foreign accent, comprehensibility, and intelligibility in the speech of second language learners,” language learning 45, no. 1 (1995): 73–97. 10 michael a k halliday, “some grammatical problems in scientific english,” australian review of applied linguistics. supplement series 6, no. 1 (1989): 13–37. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 94 you live? “. the other difficulty was the students’ lack of vocabularies so the learners got difficulty to speak well. it was showed when they made dialogue they would repeat one word in many times such as “tell” they did not change into other words such as “talk, say, explain,”. the second aspect came from the learning environment. the learners always felt ashamed and afraid to speak english, it was showed when the lecture asked them to read the text, they were seriously nervous11. next, the learners had never practiced and used english and also used mother tongue during teaching learning process12. the learners were silent when the lecture asked them and give some questions in discussion section always said that english is difficult to speak. d. atkinson argued in the research the last indicators in speaking class come of them were in passive students13. the other aspect that influenced the students’ familiarity in talking was the propensities in utilizing indonesian or javanese term when they seem not discover fitting english words. this wonder characterized as delay filers that ordinarily happened when they attempted to precise complex ideas14. the next important aspect is the high frequency of silent pause that produced by the students. according to pretest analyzed by the researcher, there were so many silent pause occurred when the students delivered their speech. the more silent pause produced means as the more fragmented and hesitant the speech delivered. another aspect that also affected the students’ fluency in speaking was related with the type of activities provided by lecturer in the teaching and learning process. lecturers need to be very careful in implementing and developing particular methodology including choosing the approach and technique to be implemented in teaching and learning process15. the sources of problems also came from there parts. they came from the students, the lecture and the material. from the students, most of them were not interested in joining english and english was one of the most difficult lessons16. it was showed when the lecture gave assignment, they told that it was difficult and they could not do it. secondly, the lecture did not make many varieties of teaching and learning method then the students felt bored joining the lesson. it was showed by the result of pre-observation. during teaching learning process the students seemed bored because the lecture did not communicate with the students well17. there was no joke during teaching learning process and make the classroom situation was boring. last, from the material, the teaching and learning material that was provided monotonous then the students felt bored and also the lecture used teacher centered method was create the passive students. 11 halliday, “some grammatical problems in scientific english.” 12 david atkinson, “the mother tongue in the classroom: a neglected resource?,” elt journal 41, no. 4 (1987): 241–247. 13 atkinson, “the mother tongue in the classroom: a neglected resource?” 14 atkinson, “the mother tongue in the classroom: a neglected resource?” 15 munro and derwing, “foreign accent, comprehensibility, and intelligibility in the speech of second language learners.” 16 fred hewitt and marlene clayton, “quality and complexity–lessons from english higher education,” international journal of quality & reliability management (1999). 17 halliday, “some grammatical problems in scientific english.” educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 95 development in language teaching must depend on our ability to understand the effects of our methodology18. classroom activities that develop learners’ ability to express themselves through speech would therefore seem an important component of a language. the implement and developing inappropriate approach, method, and technique in teaching and learning process may create some new problems19. the students felt bored with the activities in the classroom, most of them felt sleepy when the activities learning and finally, their motivation in following the lecturing activities decreased slowly also provide some characteristics of successful speaking activity20. there are provides some characteristics of successful speaking activity. 1. learners talk a lot. as much as possible of the period of time allotted to the activity in fact occupied by learner talk. this may seem obvious, but often most time is taken up with teacher talk or pauses. 2. participation is even. classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributors are fairly evenly distributed. 3. motivation is high. learners are eager to speak: because they are interested in the topic and have something new to say about it or because they want to contributed to achieving a task objective. 4. language is of an acceptable level. learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable of language accuracy. having observed on that situation, the researcher was interested in changing the condition by conducting action research concern on implementing direct interview type to solve the problems of students’ speaking skill in the first semester islamic department stai miftahul ’ula nganjuk. widdowson (1996: 58 – 59) defines that term of speaking in two ways according its sense which in the usage sense, involves the manifestation of the phonological system or of the grammatical system of the language or both21. speaking is a kind of tactical maneuvering that can be characterized as an overtly interactive manner of communicating22. it means that talking is reciprocal because it takes the form of an exchange between two or more participant with each participant taking turns to say something with the reference to usage; it is perfectly true that speaking is active, or productive, and makes use of the aural medium23. in other words its explains that speaking as an instance of use is a part of reciprocal exchange in which both reception and production play a part where in this perspective, the skill of speaking involves both receptive and productive participation24. 18 munro and derwing, “foreign accent, comprehensibility, and intelligibility in the speech of second language learners.” 19 halliday, “some grammatical problems in scientific english.” 20 halliday, “some grammatical problems in scientific english.” 21 henry george widdowson, linguistics (oxford university press, 1996). 22 widdowson, linguistics. 23 widdowson, linguistics. 24 widdowson, linguistics. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 96 from the theories above it can be concluded that speaking is the kind of tactical maneuvering of oral interaction to express one of intelligibility which can either focus on information or interaction involving both receptive and productive participation in interactive communicative25. though components of speaking such the manifestation of phonological and grammatical system of language then accurately sufficient vocabulary26. dugan said to the research that direct interview type is a means of gathering data from one person by another or others that allows the individual to express view and opinion to others in structured ways27. direct interview type is a one in which interviewer establish the purposes of interviewing and at least at the outset, control the pacing of the communication situation. typical direct interview type includes information giving, information gathering, and employment selection. mc groarty identifies six primary benefits of direct interview type as one technique of cooperative learning. they are 1) increased frequency and variety of second language practice though different types of interaction 2) possibility for development or use of the first language in ways that support cognitive development and increased second language skill. 3) the opportunities to include a greater variety of curricular material to stimulate language as well as concept learning. 5) freedom for teachers to master new professional skills, particularly those emphasizing communication. 6) the opportunities for students act as resources for each other28. thus assuming a more active role in their learning activity. on the other hand, identify four kinds of associated with direct interview type in cooperative learning classroom management29. they are 1) to assist with classroom environment and social task. 2) to be useful in selecting content and setting goals. 3) to help in developing materials such as flash card and posters. 4) to assist in monitoring progress and evaluating tasks30. steward (2006: 13 – 14) adds the advantages of applying direct interview type in teaching language skill. it is divided into three aspects, they are 1) interviewing are more useful in discovering attitudes, feelings, thought, beliefs, and what bids them together31. 2) interviewing encourages the use of all kinds and type of questions. 3) the nature of interviewing generally does not permit kind of selectivity except in phrasing some question32. surveying and measuring speaking fluency 25 martin bygate, speaking (oxford university press, 1987). 26 widdowson, linguistics. 27 widdowson, linguistics. 28 widdowson, linguistics. 29 irma sri anggraeni and hefy sulistyawati, “improving students’speaking skill using direct interview type,” english education 2, no. 1 (2013). 30 widdowson, linguistics. 31 robert j johnston et al., “contingent valuation focus groups: insights from ethnographic interview techniques,” agricultural and resource economics review 24, no. 1 (1995): 56–69. 32 widdowson, linguistics. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 97 overall, there is qualitative assessment done by the recent studies provided by experts. in qualitative assessment, professional judge listener such as in a class of professional linguists, teachers or lectures are needed to be the scorers or assessors33. however, the goal of this research is not provide the assessment of oral fluency qualitatively since more studies has been done related to this kind of assessment. the analyst center around dissecting and assessing the information gathered qualitatively later it depicted in subtleties of each qualitatively information taken. the objective is to gauge the degree of understudies' talking familiarity through the estimation of worldly factors34. method the method of this research is a classroom action research. the researcher passed some procedures during conducting this research. it is a stated by kemmis and mc taggart35, that the procedure of each steps in this researcher is as follows: 1. identify a problem area in this research, the problems were identified by using four techniques they were a) pre observation, to know the model of classroom management and students’ behavior. b) interviewing the teacher and the students, to know problems faced by the teacher and the students. c) questionnaire to know problem of english in teaching learning process faced by the students. d) pretest, to know how far their speaking skill. 2. planning the actions the researcher made some plans before conducting this research, they were a) choosing the topic or the material, the researcher chose descriptive text as the topic of the research. b) designing lesson plan in every meeting. c) preparing for teaching. d) preparing for worksheets observation. f) preparing for camera. 3. implementation the action there were two cycles and every cycle consisted of two meetings. every meeting there were these types of activities; opening, main activities and closing. 4. observing / monitoring the action the researcher did pre – research observation before implementing the research in class that used as consideration to design the next activity. 5. reflecting the result of the observation 33 franz pöchhacker, “quality assessment in conference and community interpreting,” meta: journal des traducteurs/meta: translators’ journal 46, no. 2 (2001): 410–425. 34 pöchhacker, “quality assessment in conference and community interpreting.” 35 wilfred carr and stephen kemmis, becoming critical: education knowledge and action research (routledge, 2003). educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 98 the research the process and the result of implementation of the direct interview type. this evaluation was evaluated after finishing first cycle that purposed to know the strength and the weakness. 6. revising the plan after conducting cycle 1 the research revised this research that focused on managing students to be more active on speaking36. conclusion to solve the problems in speaking direct interview type to solve it of students’ speaking skill in the first semester islamic department stai miftahul ’ula nganjuk. to define that term of speaking in two ways according its sense this in the usage sense, involves the manifestation of the phonological system or of the grammatical system of the language or both. speaking is the kind of tactical maneuvering of oral interaction to express one of intelligibility which can either focus on information or interaction involving both receptive and productive participation in interactive communicative though components of speaking such the manifestation of phonological and grammatical system. direct interview type in cooperative learning classroom management is useful especially for learners to improve their speaking skill. direct interview type includes information giving, information gathering, and employment selection to assist with classroom environment and social task. direct interview type useful in selecting content and setting goals. direct interview type can help in developing materials such as flash card and posters and to assist in monitoring progress and evaluating tasks. 36 jupri jupri and haerazi haerazi, “teaching english using two stay two stray in improving students’ english speaking skills integrated with foreign language anxiety,” journal of language and literature studies 2, no. 1 (2022): 33–42. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 99 references anggraeni, irma sri, and hefy sulistyawati. “improving students’speaking skill using direct interview type.” english education 2, no. 1 (2013). atkinson, david. “the mother tongue in the classroom: a neglected resource?” elt journal 41, no. 4 (1987): 241–247. brutt‐griffler, janina, and keiko k samimy. “revisiting the colonial in the postcolonial: critical praxis for nonnative‐english‐speaking teachers in a tesol program.” tesol quarterly 33, no. 3 (1999): 413–431. bygate, martin. speaking. oxford university press, 1987. carr, wilfred, and stephen kemmis. becoming critical: education knowledge and action research. routledge, 2003. dustmann, christian. “speaking fluency, writing fluency and earnings of migrants.” journal of population economics 7, no. 2 (1994): 133–156. halliday, michael a k. “some grammatical problems in scientific english.” australian review of applied linguistics. supplement series 6, no. 1 (1989): 13–37. hewitt, fred, and marlene clayton. “quality and complexity–lessons from english higher education.” international journal of quality & reliability management (1999). johnston, robert j, thomas f weaver, lynn a smith, and stephen k swallow. “contingent valuation focus groups: insights from ethnographic interview techniques.” agricultural and resource economics review 24, no. 1 (1995): 56–69. jupri, jupri, and haerazi haerazi. “teaching english using two stay two stray in improving students’ english speaking skills integrated with foreign language anxiety.” journal of language and literature studies 2, no. 1 (2022): 33–42. kanda, takayuki, takayuki hirano, daniel eaton, and hiroshi ishiguro. “interactive robots as social partners and peer tutors for children: a field trial.” human–computer interaction 19, no. 1–2 (2004): 61–84. munro, murray j, and tracey m derwing. “foreign accent, comprehensibility, and intelligibility in the speech of second language learners.” language learning 45, no. 1 (1995): 73–97. nazara, situjuh. “students’ perception on efl speaking skill development.” jet (journal of english teaching) 1, no. 1 (2011): 28–43. pöchhacker, franz. “quality assessment in conference and community interpreting.” meta: journal des traducteurs/meta: translators’ journal 46, no. 2 (2001): 410–425. widdowson, henry george. linguistics. oxford university press, 1996. educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) the influence of gender centred aggressiveness on the academic performance of learners: chishakwe primary school in mutare district mapfunde davie1, mungomezi nisbert2 1zimbabwe open university, harare, zimbabwe 2chitakatira primary school, mutare, zimbabwe vfunda@ufh.ac.za accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract this qualitative case study aimed to explore the influence of gender-centered aggressiveness on the academic performance of students in a school in mutare district, manicaland. a sample of 25 students was selected through purposive sampling, and data were collected using interviews, focus group discussions, and the analysis of existing documents. a descriptive approach was applied to analyze the data. the findings revealed that gender-centered aggressiveness negatively impacted students' academic performance, contributing to poor academic outcomes due to disruptions in the learning environment, emotional distress, and decreased engagement in academic activities. based on these results, the study recommends that the government and educational stakeholders take immediate action to address gender-based aggression in schools through policy development, awareness programs, and the establishment of support systems to ensure a safe and conducive learning environment for all students. keywords: academic, gender centred aggression, physical, emotional, psychological by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction gender-centered aggressiveness (gca), often termed gender-based violence (gbv), refers to any act of violence that results in physical, sexual, or psychological harm based on gender. while both males and females may experience this violence, it predominantly affects girls and women due to deeply ingrained societal norms and power imbalances. gca includes physical violence, sexual assault, emotional abuse, verbal harassment, and economic coercion, all of which adversely affect the victims’ well-being and opportunities in life. the widespread nature of gca, occurring in nearly every region and culture, highlights its pervasive influence on the lives of children and adolescents. although gca affects both genders, research consistently indicates that http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2025| 16 girls are disproportionately impacted, with violence often linked to traditional gender roles that subordinate women and girls within society 1. in educational settings, gca creates an unsafe and hostile learning environment, which significantly impedes students’ academic performance. schools, ideally spaces for intellectual growth, become sites where societal power dynamics manifest, often contributing to a hostile atmosphere for girls. the united nations (2006) identifies gender-based violence as a major barrier to education, particularly for girls, contributing to poor academic outcomes, absenteeism, emotional trauma, and high dropout rates. the effects of gca in schools are compounded by the lack of effective prevention and intervention strategies, which leaves many children vulnerable to violence and abuse. the consequences of gca on education are profound and far-reaching, as they not only disrupt academic engagement but also hinder the personal development and emotional stability of students, affecting their future prospects 2. gca affects children in many parts of the world, including both developed and developing countries. in bangladesh, for instance, 91% of children reported having experienced physical punishment at school, while in india, over half of children experienced various forms of sexual exploitation 3 . in more developed countries, such as romania, the situation is equally concerning. a report by drob 4revealed that 30% of romanian children had been affected by physical or sexual violence, and many victims faced long-term consequences such as emotional distress and reduced academic performance. these findings align with those from other countries, where children exposed to violence report lower academic achievement and higher levels of absenteeism, both of which negatively impact their education 5. in sub-saharan africa, where gender norms and traditional practices are deeply entrenched, the impact of gca is particularly severe, often leading to forced marriages, early pregnancies, and poor academic outcomes for girls 6. 1 andere a.m, “relationship between schools related gender centred aggression and students academic performance in secondary schools in nakuru county, kenya.,” kenyatta university. nairobi (n.d.). 2 maria luisa alaniz et al., “the impact of gender-role identity, gender ideology and drinking motivations on binge drinking and behavioral,” journal of studies on alcohol 21, no. 2 (2013): 3380, http://dx.doi.org/10.1007/s11199-006-9163-3%5cnhttp://0search.ebscohost.com.library.alliant.edu/login.aspx?direct=true&db=psyh&an=2010-16263-007&site=ehostlive&scope=site%5cnhttp://friederike.zimmermann@psychologie.uni-heidelberg.de%5cnhttp://0-search.e; alexander k koch and julia nafziger, “self-regulation through goal setting*,” scandinavian journal of economics 113, no. 1 (2011): 212–227, http://dx.doi.org/10.1111/j.1467-9442.2010.01641.x; c teixeira and d gomes, “insights into learning profiles and learning outcomes within introductory accounting,” accounting education 26, no. 5–6 (2017): 522–552, https://www.scopus.com/inward/record.uri?eid=2-s2.084986223144&doi=10.1080%2f09639284.2016.1221767&partnerid=40&md5=6d4afc202694d77bf785251ef0a931 b6. 3 klaus wahl and cornelia metzner, “parental influences on the prevalence and development of child aggressiveness,” journal of child and family studies (2012); shinae jang and kyungsoon lee, “prevalence and predictors of teen dating violence among high school youth,” korean association for learner-centered curriculum and instruction (2019). 4 martin lövdén et al., “education and cognitive functioning across the life span,” psychological science in the public interest 21, no. 1 (2020): 6–41. 5 f & machakanja leach p., “an investigative study into the abuse of girls in african schools.,” dfid (n.d.). 6 r p corcoran, “preparing principals to improve student achievement,” child and youth care forum 46, no. 5 (2017): 769–781, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017663795&doi=10.1007%2fs10566017-9399-9&partnerid=40&md5=7a30bb261012e888b268c48a52a1e03f. volume 9, number 1, may 2025| 17 the various forms of gca include physical violence, emotional violence, sexual violence, and economic violence, each of which manifests differently across cultural and social contexts. these forms of violence often overlap, compounding the effects on victims and making it challenging for them to escape the cycle of abuse. this involves the intentional use of force that can cause injury, disability, or death. physical violence in schools often takes the form of corporal punishment or bullying. according to mcgee 7, physical violence includes behaviors such as slapping, hitting, kicking, and pushing. in schools, corporal punishment remains a common method of disciplining students, yet it is a form of physical violence that can cause lasting emotional and psychological harm. bullying, particularly physical bullying, is also rampant in schools and contributes significantly to the negative academic and emotional outcomes for students 8 . emotional violence involves verbal abuse, name-calling, intimidation, and other forms of psychological harm. this type of violence can significantly lower a student’s self-esteem and cause anxiety, depression, and withdrawal from school activities. emotional violence can take many forms, such as belittling a student’s abilities, threatening them with harm, or isolating them from their peers. according to unifem 9, emotional violence can have lasting effects on students' mental health, making it difficult for them to engage with their studies or participate meaningfully in school life. sexual violence, including rape, molestation, and sexual harassment, is another prevalent form of gca. sexual violence in schools not only affects the victims’ emotional and physical health but also their academic performance. the psychological trauma caused by sexual violence often leads to a decline in school attendance and engagement, as well as poor academic outcomes 10. girls are particularly vulnerable to sexual violence, and in many regions, sexual harassment is normalized within educational settings, further complicating efforts to address the issue . economic violence includes the use of financial means to control or manipulate others. in the context of gca, this can take the form of forced labor or coercion in exchange for educational opportunities. although less often discussed, economic violence is a significant form of gca, 7 jeffrey e mcgee et al., “entrepreneurial self–efficacy: refining the measure,” entrepreneurship theory and practice 33, no. 4 (2009): 965–988, http://dx.doi.org/10.1111/j.1540-6520.2009.00304.x. 8 shuang yu and xiaojun zhao, “the negative impact of bullying victimization on academic literacy and social integration: evidence from 51 countries in pisa,” social sciences and humanities open (2021); nieves moyano and maría del mar sánchez-fuentes, “homophobic bullying at schools: a systematic review of research, prevalence, school-related predictors and consequences,” aggression and violent behavior, 2020; robin m. kowalski and susan p. limber, “psychological, physical, and academic correlates of cyberbullying and traditional bullying,” journal of adolescent health (2013); tauben averbuch, yousif eliya, and harriette gillian christine van spall, “systematic review of academic bullying in medical settings: dynamics and consequences,” bmj open, 2021. 9 sintayehu wolka s tantu t. gunta m., teshome m., mohamme h. and duko b., “prevalence and determinants of gender centred aggression among high school female students in wolaita sodo, ethiopia: an institutionally based cross-sectional study.,” unifem (n.d.). 10 riana elyse anderson, farzana t. saleem, and james p. huguley, “choosing to see the racial stress that afflicts our black students,” phi delta kappan (2019); s. megan berthold, “war traumas and community violence: psychological, behavioral, and academic outcomes among khmer refugee adolescents,” journal of multicultural social work (2000); shantel d. crosby, “an ecological perspective on emerging trauma-informed teaching practices,” children and schools (2015). volume 9, number 1, may 2025| 18 particularly in situations where children are pressured to trade sexual favors for educational benefits, such as passing exams or securing school promotions . the impact of gca on academic performance is multifaceted and detrimental. studies consistently show that students who are victims of gca experience lower academic achievement, higher absenteeism, and increased dropout rates. a study by leach and machakanja (2003) revealed that students subjected to gender-based violence, including sexual intimidation and verbal abuse, had higher rates of irregular school attendance and underachievement in school. gca has a direct impact on students’ emotional and psychological well-being, leading to decreased motivation to engage with their studies and reduced concentration in class. furthermore, victims of sexual violence often suffer from post-traumatic stress disorder (ptsd), depression, and anxiety, which further interfere with their ability to focus on their education 11. gca also leads to significant developmental delays in children, particularly in terms of emotional and social growth. children exposed to violence often develop feelings of fear and aggression, which can lead to disruptive behavior in the classroom and difficulties in establishing positive peer relationships 12. these emotional and behavioral issues directly affect students’ ability to learn, resulting in poor academic performance. in cases where sexual violence leads to pregnancy, students are often forced to leave school, resulting in a permanent disruption of their educational progress 13. the long-term consequences of gca on students’ academic performance are significant, affecting their future educational opportunities and career prospects. according to the united nations (2006), the effects of gca in schools are a major barrier to achieving the goal of education for all (efa). if not addressed, gca will continue to prevent students from reaching their full academic potential and hinder their ability to succeed in life. gender-centered aggressiveness in schools is a major issue that directly affects the academic performance and overall well-being of students. the various forms of gca—physical, emotional, sexual, and economic violence—create an unsafe and toxic learning environment that impedes students' ability to engage with their education. the impact of gca on students is both immediate and long-lasting, affecting their emotional health, academic performance, and future opportunities. addressing gca in educational settings requires comprehensive strategies, including policy reforms, awareness campaigns, and interventions to create safe, supportive, and inclusive learning environments for all students. method this study employed a qualitative research paradigm to explore the influence of gendercentered aggressiveness on the academic performance of learners at chishakwe primary school. 11 j & chege ruto r., “violence against girls as a structural barrier to her right to and education.,” unfpa (n.d.); ruto j., “sexual abuse of school age children: evidence from kenya.,” wolaita sodo university (n.d.). 12 greg strimel, scott bartholomew, and eunhye kim, “engaging children in engineering design through the world of quadcopters,” children’s technology and engineering journal (2017). 13 p githinji, “sexual abuse of children: a study of primary school pupils in nakuru municipality, kenya.,” kenyatta university (n.d.). volume 9, number 1, may 2025| 19 qualitative research is particularly suited for investigating complex social phenomena such as gca, as it allows for in-depth exploration of individuals' experiences, perceptions, and behaviors. by focusing on understanding the "why" and "how" behind the effects of gca, this approach provided rich, contextual insights into the issue, capturing the perspectives of victims and key stakeholders, including students, teachers, and school administrators. the qualitative approach allowed for a comprehensive understanding of how gender-based violence impacts students' academic outcomes and personal development. research design a case study design was used to focus on the specific context of chishakwe primary school. this design was selected because it provides a detailed examination of the issue within its real-life context, facilitating an in-depth understanding of the phenomenon. the case study approach is well-suited for exploring complex issues in specific settings, enabling the researcher to capture nuanced data about the experiences of participants. data were collected through multiple methods, including interviews, focus group discussions, and document analysis. this triangulation of data sources enriched the findings, offering a comprehensive view of the problem from multiple perspectives. the research was delimited to this particular school, ensuring a detailed analysis of the effects of gca on the academic performance of students within this specific educational environment. participants the study involved a purposive sample of twenty participants. the sample included 20 learners, 15 of whom were girls and 5 were boys. in addition, three teachers from the school participated, including one male and two female teachers. the study also included two members of the school development committee (sdc), one male and one female, who represented the parents' perspectives. purposive sampling was chosen because it allows for the selection of participants who are most likely to provide valuable insights into the research question. this sampling technique ensured that the participants had relevant experiences and knowledge to contribute to the study, particularly in relation to their direct involvement with the issue of gendercentered aggressiveness in the school environment. data collection data were collected through a combination of interviews, focus group discussions, and document analysis. semi-structured interview questions were designed to guide conversations with the students, teachers, and parents. these interviews were conducted individually with the learners and teachers, while focus group discussions were held with the parents and teachers to allow for the sharing of ideas and experiences within a group setting. the focus groups encouraged participants to discuss their perceptions of gca and its effects on academic performance in a collective setting, which provided additional insights into the issue. interviews and focus group discussions were scheduled at times convenient for the participants, and the researchers made appointments to ensure that participants could freely volume 9, number 1, may 2025| 20 express their views without time constraints. prior to data collection, the researchers explained the purpose of the study, the procedures involved, and the ethical considerations, including confidentiality and voluntary participation. informed consent was obtained from all participants before the start of data collection. the data collection process took approximately two weeks, during which time the researchers engaged with the participants to gather comprehensive data about their experiences with gca and its effects on their academic performance. data analysis the collected data were analyzed using a descriptive approach. this approach involved organizing the data into categories based on themes that emerged during the data collection process. the data from interviews and focus groups were transcribed and analyzed to identify recurring patterns and insights related to the impact of gender-centered aggressiveness on students' academic outcomes. document analysis was also used to review any relevant school records and reports that could provide additional context about the prevalence and impact of gca in the school environment. the findings were then synthesized to draw conclusions about the ways in which gca affects students’ academic performance and to identify potential interventions or recommendations for addressing the issue in schools. results and discussion biographic data of participants the demographic data collected during this study provides an overview of the age and gender distribution of participants, as outlined in table 4.1. the study included 25 participants, consisting of teachers, students, and school development committee (sdc) members. the majority of the teachers were in the 40-49 age range, with only one teacher in the 30-39 age group. the sdc members were balanced in terms of gender, with one male and one female. all the students were between the ages of 10 and 19 years, with a higher proportion of female students, as they represent the majority at the school. this age and gender breakdown reflects the reality that girls are the primary victims of gender-centered aggressiveness at the school. table 1: description of age along gender lines (n=25) age & gender teachers pupils sdc total f m f m 10-19 years 15 5 20-29 years 30-39 years 1 40-49 years 1 1 50-59 years total 3 20 2 25 forms of gender-centered aggressiveness among learners the study found that gender-centered aggressiveness at chishakwe primary school manifests in four primary forms: physical violence, emotional violence, sexual violence, and volume 9, number 1, may 2025| 21 economic violence. each of these forms was further elaborated by the participants, providing clear examples and explanations for each type of aggressiveness. 1. physical violence: the participants identified various forms of physical violence, such as scratching, pushing, shoving, slapping, punching, biting, choking, shaking, burning, and assault with weapons. these forms of violence are consistent with definitions by mcgee (2000) and unifem (2011), who describe physical violence as the use of force with potential to cause harm or injury. the impact of physical violence includes truancy, as students may miss school to recover from injuries or avoid further harm, which contributes to academic underachievement. 2. emotional violence: participants described emotional violence as mistreatment that undermines a person’s self-worth, which involves verbal abuse, belittling, and intimidation. examples provided included criticism, insults, manipulation, and shouting. emotional violence leads to reduced self-esteem, anxiety, and depression, negatively impacting students' academic performance by causing them to lose interest in school and struggle with concentration. 3. sexual violence: sexual violence was identified as one of the most pervasive forms of gendercentered aggression at the school. this includes sexual harassment, rape, and coercion. participants confirmed that sexual violence, particularly against girls, leads to absenteeism, emotional trauma, and school disengagement, significantly affecting their academic performance. sexual violence is not only harmful to students' physical health but also their mental and emotional well-being. 4. economic violence: economic violence was described as any behavior that causes economic harm to an individual, such as restricting access to educational resources or not fulfilling financial responsibilities. this form of violence can impact students’ ability to pay for school fees, buy necessary materials, or participate in school-related activities. this deprivation leads to academic struggles, as students are unable to access essential learning tools. impact of gender-centered aggressiveness on academic performance the research findings revealed a clear link between gender-centered aggressiveness and academic underperformance among learners. the collected data from school records and participant interviews showed that students affected by gca faced significant barriers to their academic success. these barriers include: 1. retarded intellectual and personal growth: gender-centered aggression has a direct impact on both the intellectual and personal growth of learners. students subjected to physical violence or sexual abuse exhibited difficulty concentrating, frequent absenteeism, and emotional distress, which led to poor academic performance. 2. emotional and psychological distress: victims of gca, particularly girls, reported symptoms such as sleep disturbances, anxiety, depression, social isolation, and suicidal ideation. these emotional challenges significantly impacted their ability to focus on studies, resulting in lower academic achievement. 3. health consequences: victims of sexual violence, especially girls, are at risk of contracting sexually transmitted diseases (stds), including hiv/aids, and may experience unplanned volume 9, number 1, may 2025| 22 pregnancies. these health consequences often prevent students from attending school regularly, leading to further academic challenges and, in some cases, school dropout. 4. negative effects on academic engagement: students who experience emotional or physical violence often lose interest in school and disengage from academic activities. this disengagement results in lower academic performance and reduced participation in school events and class discussions. the findings align with the work of leach and machakanja 14, who found that sexual intimidation, verbal abuse, and physical assault significantly contribute to irregular school attendance and underachievement. in addition, ruto 15 emphasized that gender-based violence in schools is a major barrier to girls' education, with severe consequences for their academic success. qualitative evidence of academic impact in interviews, teachers confirmed that students subjected to gca often exhibited behavioral problems such as aggression, defiance, and withdrawal. these students were less likely to participate in class, and their performance in subjects such as mathematics and reading was noticeably lower. as noted by one guidance counselor, "the result of violence shows adverse impacts indirectly and directly on the health of students and their education and their organization. their academic performance is affected badly, and they remain mentally disturbed." discussion the findings from this study provide important insights into the influence of gendercentered aggressiveness (gca) on the academic performance of learners at chishakwe primary school in mutare district. the results confirmed that gca significantly impairs students' intellectual, emotional, and social development, with clear implications for their academic outcomes. this discussion aims to place the study's results in the context of the theoretical framework, compare them to existing research, and identify the contributions of this study to the broader field of educational research on gender-based violence. the study's results are consistent with theoretical frameworks that emphasize the impact of emotional and physical violence on children's cognitive and academic functioning. the findings support the ecological systems theory, which posits that a child's development is influenced by interactions at multiple levels, including the family, school, and broader community 16. in this study, gender-centered aggression within the school environment disrupted students' social and emotional well-being, leading to academic difficulties. the results underscore how violence in the immediate environment, particularly in school settings, can negatively affect students' ability to concentrate, engage in learning, and participate in academic activities. 14 leach p., “an investigative study into the abuse of girls in african schools.” 15 ruto j., “sexual abuse of school age children: evidence from kenya.,” un women (n.d.). 16 steven c hertler et al., “urie bronfenbrenner: toward an evolutionary ecological systems theory,” life history evolution: a biological meta-theory for the social sciences (2018): 323–339; samuel l. odom et al., “preschool inclusion in the united states: a review of research from an ecological systems perspective,” journal of research in special educational needs (2004); rob jones, “the student experience of undergraduate students: towards a conceptual framework,” journal of further and higher education (2018). volume 9, number 1, may 2025| 23 additionally, the study's findings align with the social-ecological model, which examines how societal norms, such as gender inequality, shape behaviors and create an environment conducive to violence. in this study, the gender imbalance within the school, with more female than male teachers and a higher proportion of female students, reflects broader societal dynamics where girls are often more vulnerable to gender-based violence . these societal norms were evident in the types of gca reported, particularly sexual and emotional violence, which disproportionately affected female students. the results of this study are consistent with existing research on the impact of genderbased violence in schools. previous studies have highlighted the detrimental effects of physical, emotional, and sexual violence on academic performance and overall well-being. for instance, leach and machakanja 17 found that sexual violence, verbal abuse, and physical assault significantly contributed to poor academic performance and high absenteeism, particularly among female students. the current study echoes these findings, particularly in the case of sexual violence, which was identified as one of the most pervasive forms of gca at chishakwe primary school. in terms of emotional violence, this study's findings are similar to those of unifem 18, which reported that emotional abuse, such as belittling, name-calling, and humiliation, leads to a loss of self-esteem and motivation, which ultimately affects academic performance. the impact of emotional violence was found to be particularly pronounced in students' lack of interest in school and academic disengagement, which was also noted by ruto 19, who found that emotional violence is a major barrier to girls' education. moreover, this study's findings regarding the role of economic violence align with the work of researchers like 20, who highlighted the negative effects of restricted access to financial resources on students' ability to participate fully in education. the restriction of resources, such as school fees or educational materials, was found to significantly hinder students' academic performance in this study, particularly in cases where learners were denied the financial support needed for their education. while previous research has identified the various forms of gca and their impact on academic performance, this study contributes to the field by focusing specifically on the school setting in mutare district, zimbabwe. this geographical context adds a unique perspective, as the cultural, social, and economic dynamics of this region may influence the prevalence and forms of gender-based violence. by specifically examining chishakwe primary school, the study provides 17 leach p., “an investigative study into the abuse of girls in african schools.” 18 tantu t. gunta m., teshome m., mohamme h. and duko b., “prevalence and determinants of gender centred aggression among high school female students in wolaita sodo, ethiopia: an institutionally based crosssectional study.”; unifem, “millions more cases of violence: child marriage, female genital mutilation, unintended pregnancies.,” none (n.d.). 19 j., “sexual abuse of school age children: evidence from kenya.”; j., “sexual abuse of school age children: evidence from kenya.”; ruto r., “violence against girls as a structural barrier to her right to and education.” 20 rui zhang et al., “why is my world so dark? effects of child physical and emotional abuse on child depression: the mediating role of self-compassion and negative automatic thoughts,” child abuse and neglect (2022); zaidi yob et al., “the impacts of poverty, unemployment, and divorce on child abuse in malaysia: ardl approach,” economies (2022). volume 9, number 1, may 2025| 24 valuable insights into how gender-centered aggression manifests in a rural zimbabwean school setting and its effects on the academic performance of both male and female students. one key contribution of this research is its identification of the interaction between different forms of aggression. the study found that physical, emotional, sexual, and economic violence often overlap, with students subjected to multiple forms of gca. this overlap creates a compounded effect on students' academic performance, which has been less explored in existing literature. for instance, while previous studies have primarily focused on the impact of one type of aggression (such as sexual violence), this study demonstrates how students who experience multiple forms of gca are at even greater risk of poor academic performance. additionally, the findings contribute to the growing body of research on the importance of teacher engagement in addressing gca. by emphasizing the central role that teachers play in identifying and responding to gca, this study provides practical recommendations for teacher training and school policies. teachers, who spend significant time with students, can be instrumental in identifying early signs of abuse and providing support for affected students. this insight is consistent with recommendations from the united nations girls’ education initiative , which calls for a whole-school approach to tackling gca, involving teachers, administrators, parents, and the community. the findings of this study have several important implications for practice and policy in schools. first, there is a need for comprehensive training for teachers to recognize and respond to the various forms of gca. as the study found, teachers are often in the best position to identify the signs of aggression, particularly emotional and physical violence, as they interact closely with students on a daily basis. providing teachers with the tools to identify and address these issues can lead to early intervention, which can mitigate the long-term effects of gca on students' academic performance. second, the study highlights the importance of a coordinated, multi-stakeholder approach to addressing gca in schools. this includes not only teachers and school administrators but also parents, local authorities, and ngos. the involvement of the broader community, as suggested by unesco (2016), can provide the necessary support systems for students and create a safer, more supportive learning environment. collaboration between the education sector, child protection authorities, and healthcare providers is essential in addressing the multi-dimensional nature of gca. finally, this study underscores the need for stronger national policies and school-level interventions to address gender-based violence. the findings point to the importance of creating and enforcing school policies that specifically address gca and its impact on academic performance. schools should develop clear procedures for reporting and addressing incidents of violence, as well as providing support for affected students. this study provides valuable insights into the impact of gender-centered aggressiveness on academic performance in a zimbabwean school setting. the findings confirm that gca negatively affects students' intellectual, emotional, and social development, leading to poor academic performance and higher dropout rates, particularly among girls. the study also contributes to the broader field of research on gender-based violence in schools, offering a detailed account of the volume 9, number 1, may 2025| 25 various forms of aggression and their compounded effects. by emphasizing the role of teachers and the importance of a coordinated approach, this study offers practical recommendations for improving the response to gca in schools and supporting the academic success of all students. conclusion this study underscores the significant impact of gender-centered aggressiveness (gca) on the physical, emotional, and psychological development of learners, with far-reaching implications for their academic success. the findings clearly demonstrate that gca, in its various forms— whether physical, emotional, sexual, or economic—disrupts not only the immediate academic performance of students but also their long-term personal development and mental health. the study also highlights that while gca affects all students, girls are particularly vulnerable, with higher rates of victimization leading to more severe consequences for their educational engagement and future prospects. the results emphasize the need for a multi-pronged approach to address gca in schools, with teachers and other stakeholders playing a crucial role. teachers are in a unique position to identify signs of aggression and intervene, but they require adequate training, motivation, and support to effectively respond to these issues. the study suggests that collaboration between schools, families, local authorities, and ngos is essential to create a safer learning environment and prevent further incidents of gca. furthermore, this research calls attention to the necessity of creating policies that not only protect students from violence but also actively promote a culture of respect, inclusion, and gender equality within the educational system. this research contributes to the growing body of knowledge on the intersection of genderbased violence and education by emphasizing the compounded effects of multiple forms of violence on students’ well-being and academic outcomes. it also provides practical insights into the importance of school-based strategies and community involvement in combating gca. future research should further explore the long-term effects of gender-centered aggression on academic achievement and examine the efficacy of various interventions in reducing violence in schools. the findings of this study have significant implications for the field of education and the broader societal efforts to address gender-based violence. first, they highlight the urgent need for schools to integrate comprehensive strategies that tackle gca at all levels, from prevention and awareness-raising to direct intervention and support for victims. teachers, as primary figures in the school system, must be equipped with the knowledge and resources to address gender-centered aggression effectively. in addition, schools should foster a more inclusive and supportive environment for all students, particularly those who are at greater risk of violence. at the policy level, the study calls for stronger commitments from governments and education ministries to enact and enforce laws that protect students from violence in all forms. national and local policies should ensure that schools have clear guidelines for preventing and responding to gca. additionally, the involvement of families and communities is essential in creating a protective ecosystem around students. campaigns aimed at raising awareness about children’s rights to a safe education and the harmful effects of gca can play a key role in reducing the occurrence of violence in schools. volume 9, number 1, may 2025| 26 finally, the study suggests that future efforts to eliminate gca in schools should be integrated into broader educational initiatives that promote peace, gender equality, and the empowerment of women and girls. by embedding these values into curricula, textbooks, and classroom practices, educators can foster a culture of respect and equity that prevents the occurrence of gender-centered violence and encourages positive academic outcomes for all students. reference a.m, andere. “relationship between schools related gender centred aggression and students academic performance in secondary schools in nakuru county, kenya.” kenyatta university. nairobi (n.d.). alaniz, maria luisa, jon-patrick allem, daniel soto, lourdes baezconde-garbanati, jennifer b unger, tammy l anderson, lynn bondi, et al. “the impact of gender-role identity, gender ideology and drinking motivations on binge drinking and behavioral.” journal of studies on alcohol 21, no. 2 (2013): 3380. 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volume 9, number 1, may 2025| 27 21, no. 1 (2020): 6–41. mcgee, jeffrey e, mark peterson, stephen l mueller, and jennifer m sequeira. “entrepreneurial self– efficacy: refining the measure.” entrepreneurship theory and practice 33, no. 4 (2009): 965–988. http://dx.doi.org/10.1111/j.1540-6520.2009.00304.x. moyano, nieves, and maría del mar sánchez-fuentes. “homophobic bullying at schools: a systematic review of research, prevalence, school-related predictors and consequences.” aggression and violent behavior, 2020. odom, samuel l., joann vitztum, ruth wolery, joan lieber, susan sandall, marci j. hanson, paula beckman, ilene schwartz, and eva horn. “preschool inclusion in the united states: a review of research from an ecological systems perspective.” journal of research in special educational needs (2004). ruto r., j & chege. “violence against girls as a structural barrier to her right to and education.” unfpa (n.d.). strimel, greg, scott bartholomew, and eunhye kim. “engaging children in engineering design through the world of quadcopters.” children’s technology and engineering journal (2017). tantu t. gunta m., teshome m., mohamme h. and duko b., sintayehu wolka s. “prevalence and determinants of gender centred aggression among high school female students in wolaita sodo, ethiopia: an institutionally based cross-sectional study.” unifem (n.d.). teixeira, c, and d gomes. “insights into learning profiles and learning outcomes within introductory accounting.” accounting education 26, no. 5–6 (2017): 522–552. https://www.scopus.com/inward/record.uri?eid=2-s2.084986223144&doi=10.1080%2f09639284.2016.1221767&partnerid=40&md5=6d4afc202694d77b f785251ef0a931b6. unifem. “millions more cases of violence: child marriage, female genital mutilation, unintended pregnancies.” none (n.d.). wahl, klaus, and cornelia metzner. “parental influences on the prevalence and development of child aggressiveness.” journal of child and family studies (2012). yob, zaidi, mohd shahidan shaari, miguel angel esquivias, benjamin nangle, and wan zuki azman wan muhamad. “the impacts of poverty, unemployment, and divorce on child abuse in malaysia: ardl approach.” economies (2022). yu, shuang, and xiaojun zhao. “the negative impact of bullying victimization on academic literacy and social integration: evidence from 51 countries in pisa.” social sciences and humanities open (2021). zhang, rui, ruibo xie, wan ding, xiaoyue wang, shengcheng song, and weijian li. “why is my world so dark? effects of child physical and emotional abuse on child depression: the mediating role of self-compassion and negative automatic thoughts.” child abuse and neglect (2022). educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) e-module development based on differentiation in chemistry subjects class xi sma acids and bases solution material dwi ita agustina, mustaji, achmad noor fatirul study program school of education technology postgraduate pgri adi buana university, surabaya dwita200881@gmail.com , mustaji@unesa.ac.id , anfatirul@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract early study results on the educated participants class xii sma negeri 1 kedungpring through interviews and observations shows that educated participant experience difficulty in understanding solution acids and bases material. it happens because the module used did not fill their different need in study. survey result shows that the module desired by them is different namely text book, videos, simulations and pictures. this study aims to develop emodules based on differentiation in chemistry class xi sma acids and bases solution material in order to fill the educated participant need in study.study held at sma negeri 1 kedungpring lamongan. the study is development study using the addie model (analysis, design, develop, implement, evaluation). trial appropriateness product done with validation test by content expert, design expert, media experts and colleague. furthermore validated emodule was tried out. the trial carried out in two stages namely trials _ group small (6 respondents) and trials group large (30 respondents). data collection used are validation questionnaire and response questionnaire of educated participant. the data is in form of number then analyzed in a manner descriptive.analysis results from material expert is 95.4 %, design expert is 92.9%, media experts is 94% and colleague is 96.9%. based on material expert, design expert, media experts and colleague analysis, the emodule based on differentiation in chemistry class xi sma acids and bases solution material is in very decent category to use. trial results at little group is 94.5% meanwhile trials results at big group is 95.4%. based on yield data trials the e-module based on differentiation in chemistry class xi sma acids and bases solution material is in very decent category to use. keywords: e module, differentiation, acids and bases solution introduction chemistry is branch of knowledge studying composition and characteristic of material as well as the changes that they experience 1. chemistry learns abstract and concrete things, hence educated participants often consider chemistry is one of tough subject. based on initial survey results through interviews and observations , one of material considered difficult for the educated participants is acid bases consist of acid base theory, ph determination , and the reaction. the 1moore, john t. 2008. kimia for dummies. klaten:pakaraya mailto:dwita200881@gmail.com mailto:mustaji@unesa.ac.id mailto:anfatirul@gmail.com volume 8, number 3, november 2023| 395 difficulty happens because the material difficult to understand and lacking of interesting teaching material. teacher is important figure in the learning process. correct choice in both learning teaching method and media influences in teaching learning process. the survey results of the analyses of needs of the participants at sma negeri 1 kedungpring, 181 respondents consisting of 62.6% class xi and 37.4% class x, shows 63.5% vote on teaching materials in form of videos, 46.4% in form of simulation, 33.1 in form of picture as well as 19.9% of participants educate vote the teaching materials in the form of reading. the survey result shows that every participant has different interests. considering the results of analysis, teachers can choose available teaching materials to fulfill the need of the students. that is why the teacher can choose differentiated learning teaching in which the content of the module should give learning process that focus on student and the student become subject not object of learning. according to tomlinson, at the class implementing differentiation learning, a teacher does consistent effort to respond the need of students. differentiated learning is the learning which focuses on characteristics of students and their potencies2. this approach notices on individual differences of students. differentiation learning is very important to be applied because everyone has own uniqueness. learning process will go maximum if we are capable to optimize the potency existing in students. according to tomlinson there are three aspects of students need namely students’ readiness, students’ interest, and students’ study profile. students’ readiness is not about the level of intelligence but more about the information whether the knowledge or skills possessed by students recently is in line with new knowledge or skill will be taught so all the students are treated correctly. students’ interest is a mental condition which produces response directed to the situation or certain object which is fun and gives self-satisfaction. students’ profile (style) of learning refers to an approach or how the most preferred way for students in order to able to understand lesson well. research conducted by puspitasari shows students’ response toward learning implementation where the students are very happy getting learning with different model using the book creator on the theme, the place, and time where we are3. to fulfill student need, teachers can develop module that uses digital technology namely electronic module or emodule. emodule is a medium which suitable applied to the students because they can use smartphones for learning. to increase students’ motivation, emodule can be made more interesting and interactive by adding images, videos, animations and simulations. the use of the emodule that presents a learning by combining text and images can display the examples of application acids and bases concept which equipped with material summary that can be used by students to understand acids and bases material as well as questions exercises to evaluate students’ ability in mastering the material that has learned . at the practical guide of e-module arrangement of ministry of education and culture explained that module is learning material which is specially prepared and designed systematically based on certain curriculum which is packaged to be a smallest learning unit (modular) that can be 2 tomlinson, c. a. (2001). how to differentiate instruction in mixed-ability classrooms 2nd ed). alexandria, va: ascd. 3 puspitasari, v, rufi’i, waluyo, j. 2020. pengembangan perangkat pembelajaran dengan model diferensiasi menggunakan book creator untuk pembelajaran bipa di kelas yang memiliki kemampuan beragam. jurnal pendidikan dan pembelajaran sains indonesia (vol 4 no 2 2020) volume 8, number 3, november 2023| 396 used by learner independently to reach certain learning purposes which has set4. the advantages of emodule according to directorate sma coaching is 1) improving students’ motivation because every time they do task, it will be restricted and appropriate with ability , 2) after doing evaluation , teachers and students know correctly , in which module they have had been successful and in which part of module they are not successful yet, 3) materials lesson divided more equally in one semester, 4) education is more empower because the material is arranged according to academic level, static presentation of the print out module can be changed into more interactive and dynamic , element of verbalism that too high on the module can be reduced by serving visual elements using video tutorials. method this study is kind of research and development type or research and development (r&d). according to sugiyono research and development method is method which has function for evaluating, developing and creating certain product. this study develops emodules based on differentiation in chemistry class xi sma acids and bases material5. stages of development of learning model design refer to development design of the addie model. the addie model consists of five steps, namely: (1) analysis, (2) design, (3) development, (4) implementation and (5) evaluation6. explanation from addie stages can seen in the following table : table 1: addie stages product validation feasibility test in this study is carried out by the experts involving material expert, learning design expert, media experts and colleague. trial design is carried out in 2 stages namely small test group (6 respondents) and large group (30 respondents). developmental test 4 kementerian pendidikan dan kebudayaan. 2017. panduan praktis penyusunan e-modul. jakarta: direktorat pembinaan sekolah menegah atas dirjen pendidikan dasar dan menengah kementerian pendidikan dan kebudayaan 5 sugiono. 2017. metode penelitian dan pengembangan. bandung: alfabeta 6 branch, robert maribe. instructional design the addie approach. london: springer new york dordrecht heidelberg london volume 8, number 3, november 2023| 397 subjects of emodule based differentiation product is the students of sma negeri 1 kedungpring class xi ipa tp 2022/2023. data collection used validation questionnaire, teacher responses questionnaire and student response questionnaires. this study uses two data analysis techniques ie descriptive and quantitative analyses. 1) analysis of sheet data from study experts in form of qualitative data based on suggestions and feedback. this analyzed is in descriptive form and the results used for revision in refinement. 2) analysis of sheet data expert validation is in the form of quantitative data score, assessment obtained from results charging experts. the obtained percentage is based on calculation score according to likert scale ( riduwan , 2013) with information scale evaluation for validation expert ie "5" is very good value , "4" is good , “3” is enough good , "2" is worth no good , and "1" is very absolutely not good table 2. rating scale criteria value weight category 5 very good 4 good 3 enough good 2 no good 1 absolutely not good from material expert validation, media experts , design experts and student respond, determined from sum from all point question . amount each validator is changed as percentage . suharsimi arikunto (2013:285) explains for knowing ranking of final mark on item concerned , amount of the mark must be shared with amount of respondents who answered the questionnaire7. 𝑃 = ∑𝑥 ∑𝑥𝑖 × 100% information 𝑃 : validation percentage ∑𝑥 : total the average score obtained ∑𝑥𝑖 : total maximum score obtained obtained data is processed with ratingscale, obtained raw data is in form of number and then interpreted in qualitative understanding. the following is appropriateness category based on rating-scale. table 3 eligibility level criteria percentage category 80 ≤ score ≤ 100 very worth it 60 ≤ score ≤ 80 worthy 40 ≤ score ≤ 60 enough worthy 20 ≤ score ≤ 40 not worth it 7 arikunto, suharsimi. 2013. prosedur penelitian suatu pendekatan praktek. yogyakarta: rineka cipta volume 8, number 3, november 2023| 398 0 ≤ score ≤ 20 no worthy ( adaptation from arikunto: 2013) results and discussion type research developed by researcher is development study using the addie model (analysis, design, develop, implement, evaluation). developed product is an emodule based differentiation in chemistry class xi sma acids and bases solution material”. based on development study carried out, obtained results of study as following. analysis a number of step done on this stage namely validation gap , determine instructional objective , educated participants analysis, available source audit, recommend of needs , and compile product management plan. based on survey of data through questionnaire via google form was obtained results that participant need teaching materials in the form of emodules. various content interested by educated participant is in form reading material, videos, pictures, simulations and practice activities. figure 1 response participant educate about interesting teaching material design after carrying out analysis stage, the next is planning. the procedure used in this stage are 1) do task inventorisation , 2) compose objectives , and 3) generate a testing strategy . module design describes the whole connection between part in the emodule. module design is made to make easier the module manufacturing process and it works as guide in emodule creation. existing e module design made is like picture following . volume 8, number 3, november 2023| 399 figure 2 design based e-module differentiation . material in the emodule is arranged from various reference. material in form of document enclose pictures. for material in form of videos and simulations made in form of video outline script, materials in form of comic made in form of script comic. pictures collected from personal document as well as look for sources on the internet and compiled use canva online application. validation in the study is in form of questionnaire (check list) for design expert, media experts and material experts. on this stage, it was started with drafting grid questionnaire and arrangement questionnaire. result of stage this is evaluation to aspect design, media and materials toward the quality exist in the e-module based on differentiation developed. development steps performed in development stages are 1) develop initial product, 2) select and develop supporting media, 3) develop response instruments of participant students , develop experts and colleagues validation instruments, 5) do revision and 6) trial run . emodule was developed using power point, canva and ispring suite 10. for making picture design uses canva and for making content uses power point whereas for making competency test questions and discussion use quiz on ispring suite 10 as well as self-evaluation uses interactions. module was developed from existing design made before. as for the components of module started from page opener, page main, glossary, introduction, pages material, summary, evaluation and bibliography. the resulting e-module is in html 5 form, html link can be shared directly. on the research, researcher used supporting application that is format factory, for shrink video size, web to apk for changing html links to apk . apk easily shared through whatsapp or email and easy to be installed on the participant's smartphone. the apks can be accessed by participant by offline. video format was created in youtube link to reduce apk size. videos can be seen by participant by online. instrument of validation was developed from existing grid made. instrument was developed by media experts, design experts, material expert and colleague. implementation big trials group is the stage of implementation of the emodule which was conducted on 30 participants at sma negeri 1 kedungpring class xi. volume 8, number 3, november 2023| 400 evaluation after doing trials evaluation to know the quality of developed product namely emodule based differentiation in chemistry class xi sma acid bases solution material, the evaluation was done from the results of validation of material expert, design expert, media experts , and colleague responses as well as results of testing on participants. evaluation results is in the form of quantitative data and translated with qualitative description. data from evaluation will be shown on the data analysis stage. analysis and discussion the results of beginning development in the form of draft 1 is carried out eligibility testing. appropriateness of development product was seen from validation results. validation covers material aspect, design and media aspect. the validity of the emodule high school chemistry based differentiation was developed and defined from percentage of score obtained from charging questionnaire with likert scale. percentage of validation results was counted using formula. based on exposure of evaluation results from material expert from questionnaire contains 22 items instruments using scale linkert with highest mark 5 and lowest 1. the results of calculation of validation from material expert each aspect can be seen in the following table. table 4. material expert validation results for each aspect no aspects assessed _ earned score 1 content eligibility 33 2 appropriateness presentation 19 3 language 34 4 differentiation 19 amount score obtained _ 105 amount maximum 110 percentage 95.4 category very worth it amount of score of acquisition of validation results from material expert is 105 of score a maximum of 110, then after doing the calculation percentage gain validation is 95.4%. after converted with feasibility scale in table 3.3, the emodule included as very decent qualification. based on exposure results of evaluation from design expert, the validation calculation results from design expert each aspect can be seen in the following table. table 5 design expert validation results for each aspect no aspects assessed _ earned score 1 appearance screen 39 2 consistency 20 3 graphics 51 4 presentation 20 amount score obtained _ 130 amount maximum 140 percentage 92.9 category very worth it volume 8, number 3, november 2023| 401 amount score acquisition of validation results from design expert is 130 of score a maximum of 140, then the validation calculation percentage gain is 92.9%. percentage converted feasibility scale in table 3.3, emodule includes in very decent qualification. based on exposure evaluation results from media expert as listed in table 4.6, it can be determined percentage emodule achievement level. questionnaire contains 20 items of instrument using linkert scale with highest mark 5 and lowest 1. calculation of validation results result from media experts each aspect can be seen in the table following. table 6 media expert validation results for each aspect no aspects assessed _ earned score 1 technology 52 2 appearance 27 3 benefits 15 amount score obtained _ 94 amount maximum 100 percentage 92.9 category very worth it amount score acquisition of validation results from media expert is 94 of score a maximum of 100, validation calculation percentage gain is 94 %. percentage after converted with feasibility scale in table 3.3, emodule included in very decent qualification. as for comments from material expert, design expert is presented in table 7 table 7 suggestions and validator comments on e-module validators comment material validators emodule already worthy use design validator media already innovative and worthy used without revision media validators developed e module worthy used as a research instrument thesis (s2) based on exposure results evaluation from response data friend colleague a total of 3 people, as listed table 3, then can specify percentage level e-module achievement. calculation results validation friend colleague each aspect can seen in the table following . table 8 validation results friend colleagues on each aspect no aspects assessed _ earned score r1 r2 r3 1 content eligibility 50 49 49 2 language 20 19 19 3 benefits 43 45 44 4 graphics 27 28 28 amount score obtained _ 145 146 145 average score 145.3 amount maximum 150 average percentage 96.9 volume 8, number 3, november 2023| 402 category very worth it average gain is 145.3 with score max 150, validation calculation percentage of average gain is 96.9%. percentage after converted with feasibility scale in table 3, emodule included in very decent qualification. as for comments from friend colleagues is presented in table 9 table 9 suggestions and friend colleagues comments on e-module validator komentar responden 1 this e-module is very good, close to perfect, hopefully it will be useful to make it easier for students to learn chemistry responden 2 this e-module is very innovative because it provides material in the form of readings, videos, pictures and simulations. his suggestion is that the material in comic form be enlarged because the writing is too small. responden 3 the development of this e-module inspired me because it makes it easier for students to find references. hopefully soon a similar module will be made in other chemicals on the rubric comments and suggestions, one colleague suggested improvement in letters size on comics so revision of the module draft 1 was done. hence that revision of the module become drafts 2. the results of calculation of student response in the small group test can be seen in the following table. table 10 test results small group no aspect earned score k1 k2 k3 k4 k5 k6 1 presentation 19 18 18 19 19 19 2 material 37 37 38 39 38 38 3 language 15 14 14 15 15 15 4 benefit 22 22 22 25 25 25 amount score obtained _ 92 91 92 98 97 97 average score 94.5 maximum score 100 percentage 94.5 % category very worth it average score on small trials group consist of 6 people is 94 with score maximum 100. after doing calculation, validation acquisition percentage is 94.5%. as for comments from small group is presented in table 11 table 9 suggestions and small group comments on e-module volume 8, number 3, november 2023| 403 responden komentar learner 1 actually the whole is good, easy to understand, interesting. however, in some parts it is still monotonous, such as a white background and there are still some that lack pictures learner 2 overall the application (material) is quite complete and easy as a learning medium. however, in my opinion, the appearance of the menus on the main page can be linked or given an acid and base icon. learner 3 material points are made of different colors so you don't get bored quickly. learner 4 in writing the material may be given a more diverse color so as not to get bored quickly learner 5 all parts of the application are good, interesting and easy to understand. to make the appearance as attractive as possible learner 6 the color menu page is made more attractive. icons can be given based on data on suggestions and comments, there are a number of suggestion from participant need to be noticed that is repairing menu design color in order to avoid monotone as well as adding icons to emodule. so that it was done emodule repairing as draft 3. . calculation results of big trials group can be seen in the following table. table 10 test results group big no aspect average score 1 presentation 141.5 2 material 141.9 3 language 144.7 4 benefit 144.6 average score 143,1 amount maximum 150 percentage 95.4 category very worth it average number on big trials group is 95.4 of score a maximum of 100. after doing calculation, the percentage of validation gain is 95.4%. percentage converted feasibility scale in table 3.3, emodule included in very decent qualification. the result of big trial group is the ending of the results of the study. the ending result is also results of product evaluation. the whole evaluation of product appropriateness can be seen in the following table. table 11 evaluation results e-module validation and testing stages subject percentage (%) eligibility level qualification material expert validation 1 senior teacher 95.4 very worth it volume 8, number 3, november 2023| 404 design expert validation 1 lecturer 92.9 very worth it media expert validation 1 lecturer 94.0 very worth it friends test colleague 3 master 96.9 very worth it trials small group 6 participants educate 94.5 very worth it trials group big 30 participants educate 95.4 very worth it revision product . revision of development research product, e-module development based-differentiation acid bases material, was done 2 (two) times, as following: revision i is revision after validation expert . validation results from material expert, design expert and media experts, there is no revision. but any suggestions given by colleague related size comic letter. the following picture is revision draft 1. before after figure 3 result of revision i revision ii is revision based on suggestion and feedback from participant on small trials group. some suggestions and input are changing color and giving icons on the material menu . revision ii result is presented in the following table . table 12 results of revision ii n o revisi on before after volume 8, number 3, november 2023| 405 1. main menu display 3 materi al menu display form animat ion 2. appea rance materi al menu page 4 on matter readin g only writing the final product is results of development of e-module based differentiation acids and bases solution material. emodule will be used in supporting acids and bases material learning. the following is study of final product of the emodule. table 4.13 final product review n o. page picture informatio n n0 . page picture informatio n 1 openin g page opening page is page consist of title of e module and contained knob start, circle with arrow usually used as hint icons and buttons indicated exit with the power symbol. 9 material comic this material is appropriate for students who like visual display volume 8, number 3, november 2023| 406 2 instruct ions page instructions page is containing instruction of using emodule. instructions page clarifies existing icon function in the e module . 10 competenc y test each subsubject consist of competency test to measure the student’s ability 3 main page main page contain about the menus: preface , glossary , introductio n , material , summary , evaluation , bibliograph y and developer profile 11 key answers and discussion answers and discussion provided for student in order to study more 4 material this page is the main content of the e module . on the page, there are four main material discussed in the e module . 12 evaluation self selfevaluation can be found in each sub topic of discussion . volume 8, number 3, november 2023| 407 5 material menu every material shows menu page that contains objective of learning , material in form of texts / readings , videos, simulations , comics , competency tests , discussions and selfassessments . 13 summary summary contains material summary from all part of acids and bases solution material 6 material in form reading this material is appropriate for students who like reading 14 evaluation page evaluation page is page used to measure the ability of students in mastering e module . in this page, there is key answer to know the correct answer of the evaluation 7 material in video form this material is appropriate for students who like watching and listening 15 bibliograph y this page contain of book and other libraries that play a role in emodule developmen t . volume 8, number 3, november 2023| 408 8 material simulati on this material is appropriate for students who like trying (learning by doing) 16 profile developer profile page contain of profile of developer of emodule based difference in acids and bases solution material conclusion based on research results and data analysis, the conclusions is as following: 1. based on results of material, design, and media appropriateness trials, emodule based difference in acids and bases solution material is very worthy to used. 2. based on colleague response, emodule based difference in acids and bases solution material is very worthy to used. 3. based on participant response of both from small trial group and big trials group show e module based differentiation in acids and bases solution material is very worthy to used references arikunto, suharsimi. prosedur penelitian suatu pendekatan praktek. yogyakarta: rineka cipta, 2013. asrori, mohammad. psikologi pembelajaran. bandung: wacana prima, 2007. branch, robert maribe. instructional design the addie approach. london: springer new york dordrecht heidelberg london, 2009. https://link.springer.com/book/10.1007/978-0-38709506-6. faiz, a., pratama, a., & kurniawaty, i. "pembelajaran berdiferensiasi dalam program guru penggerak pada modul 2.1." jurnal basicedu 6, no. 2 (2022): 2846-2853. https://doi.org/10.31004/basicedu.v6i2.2504. fatirul, achmad noor dan winarto, bambang. bahan ajar instructional development desight. surabaya: adibuana university press, 2022. firmandari, sri. fatirul, n.a., & waluyo, d.a. "pengembangan e-modul berbasis ptt interaktif dengan model addie menggunakan google classroom." jems (jurnal edukasi matematika dan sains) 10, no. 1 (2022): 9-14. https://creativecommons.org/licenses/bysa/4.0/. kementerian pendidikan dan kebudayaan. panduan praktis penyusunan e-modul. jakarta: direktorat pembinaan sekolah menengah atas dirjen pendidikan dasar dan menengah kementerian pendidikan dan kebudayaan, 2017. moore, john t. kimia for dummies. klaten: pakaraya, 2008. https://link.springer.com/book/10.1007/978-0-387-09506-6 https://link.springer.com/book/10.1007/978-0-387-09506-6 https://doi.org/10.31004/basicedu.v6i2.2504 https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ volume 8, number 3, november 2023| 409 puspitasari, v, rufi’i, waluyo, j. "pengembangan perangkat pembelajaran dengan model diferensiasi menggunakan book creator untuk pembelajaran bipa di kelas yang memiliki kemampuan beragam." jurnal pendidikan dan pembelajaran sains indonesia 4, no. 2 (2020). https://doi.org/10.23887/jppsi.v4i2.38498. rusli, m., hermawan d. & supuwuningsih, nn. multimedia pembelajaran yang inovatif prinsip dasar & model pengembangan. yogyakarta: andi, 2017. sudjana, nana dan ahmad rivai. teknologi pengajaran. bandung: sinar baru algensindo, 2007. sugiono. metode penelitian dan pengembangan. bandung: alfabeta, 2017. suryani, n., setiawan, a., & putria. media pembelajaran inovatif dan pengembangannya. bandung: remaja rosdakarya, 2018. tomlinson, carol a & mc.tighe, j. integrating differentiated instruction and understanding by design: connecting content and kids. alexandria, va: ascd, 2006. tomlinson, c. a. how to differentiate instruction in mixed-ability classrooms 2nd ed. alexandria, va: ascd, 2001. https://doi.org/10.23887/jppsi.v4i2.38498 educatio : journal of education volume 9 , number 3, november 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) implementation of teaching skills enhancement through play environment organization in early childhood education najjah barokah, irma yuliantina magister pendidikan anak usia dini, universitas panca sakti bekasi najjahbarokah99@gmail.com, irmayuliantinaps@gmail.com corresponding author : najjahbarokah99@gmail.com accepted: sept 28th 2024 reviewed: oct 18th 2024 published: nov 30th 2024 abstract the organization of play environments plays a crucial role in facilitating effective teaching and learning processes in early childhood education (ece). this study explores the impact of well-structured play environments on the development of teaching skills in quran kindergarten teachers. the research employed a qualitative approach using interviews, observations, and document analysis to assess the effectiveness of the play environment in enhancing teacher competencies. findings indicate that while teachers demonstrated a moderate improvement in their teaching skills through the organized play environment, further enhancements in teacher involvement, collaboration, and engagement are needed. this paper emphasizes the importance of a well-organized play environment that caters to the developmental needs of children and its role in shaping effective teaching practices. the study concludes with recommendations for improving teacher training programs and environmental planning to optimize learning outcomes in early childhood settings. keywords: early childhood, teaching skills, environment organization by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction teachers play a pivotal role in enhancing the quality of education, particularly in early childhood education (ece). in this context, teacher competencies are critical, as they directly influence the effectiveness of teaching and the development of young learners. a better understanding of inclusive education among teachers has been shown to enhance their self-efficacy and, consequently, their teaching practices within inclusive early childhood settings 1. however, challenges in improving these teacher skills and ensuring the quality of learning environments persist. one aspect that is often overlooked in early childhood education is the organization of play environments, which significantly impacts both teaching and learning processes. 1 derick singogo and kenneth k muzata, “teachers’ level of understanding of inclusive education on their efficacy in the inclusive early childhood education delivery,” international journal of education and teaching 3, no. 2 (2023): 81–91. http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 3, november 2024| 255 early childhood education serves as the foundation of formal schooling and is a crucial period for developing cognitive, social, and emotional skills in children. this phase demands that educators be creative, confident, and capable of fostering a stimulating learning environment (latifa & eliza, 2023). the role of teachers becomes even more pivotal when considered alongside the expected competencies outlined in professional standards 2. a well-organized play environment provides children with opportunities to engage, explore, and develop various skills through play. this interactive learning approach allows children to learn effectively and enables teachers to enhance their pedagogical practices, creating engaging and dynamic classrooms that are conducive to exploration and creativity. nevertheless, many educational institutions struggle with insufficient attention to the design and organization of play areas, which directly affects the quality of education. research indicates that poorly structured play environments can hinder both the learning experiences of children and the ability of teachers to apply effective teaching strategies 3. furthermore, the absence of appropriate play spaces often leads educators to rely heavily on conventional teaching materials, such as textbooks and worksheets, which may fail to engage children and stimulate their creativity 4. studies suggest that the provision of varied and well-designed play areas is crucial for fostering children's development while simultaneously elevating teachers’ capacities to facilitate learning through play (yusupa et al., 2023). this study focuses on the importance of play environment organization in enhancing teaching skills in early childhood education settings, specifically at quran kindergarten in aceh tenggara, where teachers' abilities to create stimulating play environments were systematically evaluated. recent studies highlight significant challenges faced by preschool educators, emphasizing the need for professional development training in structuring play-based environments 5. through a qualitative research approach, this study investigates how organizing play spaces can improve teachers’ competencies and, in turn, positively impact the overall learning experience for children. it recognizes that fostering a play-oriented pedagogical framework can substantially enrich both the educational environment and the professional growth of teachers in ece 6. by addressing the gaps in play environment organization, this research seeks to contribute valuable insights into improving teacher training and educational practices in early childhood settings. current literature asserts the need for continued professional development and teacher 2 baiti latifa and delfi eliza, “the context of professionalism among early childhood education teachers in indonesia,” thufula jurnal inovasi pendidikan guru raudhatul athfal 11, no. 1 (2023): 107. 3 jonna kangas et al., “outlining play and playful learning in finland and brazil: a content analysis of early childhood education policy documents,” contemporary issues in early childhood 23, no. 2 (2020): 153–165. 4 ade yusupa et al., “decision support system for determining the best paud teacher using the moora method,” saga journal of technology and information system 1, no. 2 (2023): 50–55. 5 raihana raihana, dian t utami, and arya a putra, “role of early childhood educators professionalism in managing learning activities in ra uniq kota pekanbaru,” journal of early childhood care and education 3, no. 2 (2021): 88. 6 xinxin wang, “a study of early childhood teachers’ professional development and teaching effectiveness enhancement from the perspective of educational psychology,” contemporary education and teaching research 4, no. 8 (2023): 355–359. volume 9, number 3, november 2024| 256 training to enhance the competencies of educators and promote inclusive educational practices 7 . as such, the study aims to illuminate how organized play environments empower teachers in their instructional methods, ultimately benefiting the holistic development of children in early learning contexts. the interplay between teacher competencies, effective learning environments, and the organization of play significantly influences educational quality in early childhood education. by fostering a context where play environments are optimized, this study hopes to advocate for more significant changes in teacher training and ece curricula that embrace the fundamental role of play in learning. methods the present study employs a qualitative research design to examine the impact of organized play environments on the enhancement of teaching skills in early childhood education settings. this research was specifically conducted at quran kindergarten in aceh tenggara, a context recognized for its unique cultural and educational dynamics. in this environment, the ability of educators to create stimulating play environments was thoroughly evaluated, providing a rich tapestry of insights into pedagogical practices. the chosen methodology aligns with the descriptive research approach, which aims to provide a comprehensive understanding of the current conditions and practices within this educational context. by utilizing a descriptive approach, the research captures the intricate dynamics between teacher competencies and organizational structures within early childhood education 8. the participants in this study were early childhood educators from quran kindergarten, tasked with fostering the developmental needs of young children. a purposive sampling technique was employed to select teachers who were actively engaged in the implementation of play-based learning strategies. this methodological choice allowed for the selection of a diverse sample that represented varying teaching experience levels, including both novice teachers and seasoned educators. such diversity is crucial, as it provides insights into how different levels of experience affect the perceptions and execution of organized play environments in early childhood education settings . the selected teachers were not only responsible for day-to-day interactions with children but also integral in shaping the pedagogical framework within which play-based learning occurs. data were collected through a multifaceted approach involving three primary methods: interviews, direct observations, and document analysis, each contributing to a holistic understanding of the research question. firstly, interviews were conducted using a semi-structured format to elicit comprehensive insights into teachers’ perceptions regarding the organization of play environments and their influence on teaching practices. these interviews focused on key themes such as teacher confidence, various teaching strategies utilized, and the perceived impact of organized play areas on children's learning outcomes. such qualitative inquiries provide depth to the understanding of 7 maría d. c olmos-gómez et al., “quality of higher education through the pursuit of satisfaction with a focus on sustainability,” sustainability 12, no. 6 (2020): 2366. 8 suzanne hobson, “religion and spirituality,” in the cambridge companion to modernist culture, 2014. volume 9, number 3, november 2024| 257 educators' mindsets and the subtleties of their experiences, particularly considering the role of confidence as an essential mediator in pedagogical effectiveness 9 . secondly, observation sessions were performed within the classroom to assess how educators interacted with the play environment and how children engaged with the provided materials. the observations aimed at discerning the types of activities encouraged within the play environment, as well as the degree of teacher facilitation present. this observational component is fundamental in revealing the real-world applicability of educational strategies and how they resonate with the theoretical frameworks discussed in the interviews 10. finally, document analysis was conducted, examining relevant teaching materials, lesson plans, and classroom layouts to scrutinize how the physical environment was structured to support play-based learning. this included an assessment of the alignment between planned activities and the available resources, providing essential contextual data that complements the findings from interviews and observations 11. the data analysis process followed a thematic coding approach, enabling a detailed exploration of the collected qualitative data. interviews and field notes from observations were transcribed and analyzed through an inductive lens, thereby identifying emerging themes and patterns related to the organization of play environments and associated teaching skills. this type of analysis allows for the discovery of nuanced insights that may not be formally articulated by participants but are nevertheless crucial for understanding the dynamics at play within early childhood education contexts 12. the data were subsequently organized into categories that reflect key aspects of play environment organization, including teacher involvement, resource availability, and the overall impact on children’s engagement and development. to ensure the validity of the findings, the triangulation method was employed, drawing from interview data, observational notes, and document analyses. by integrating multiple sources of data, this approach strengthens the credibility of the research and provides a comprehensive view of the educational practices observed within the classroom setting 13. triangulation facilitates a richer understanding of the interplay between teacher competencies and well-organized play environments, reaffirming the importance of contextual factors in shaping educational outcomes. this qualitative study elucidates the complexities surrounding the organization of play environments in early childhood education and their implications for teaching practices. the findings are poised to contribute to the discourse on enhancing early childhood education quality through the strategic organization of play spaces, thus informing both policy and practice in similar educational contexts. 9 aisyah nur atika et al., “early childhood learning quality in pandalungan community,” jpud jurnal pendidikan usia dini (2019). 10 yoav mintz and ronit brodie, “introduction to artificial intelligence in medicine,” minimally invasive therapy and allied technologies (2019). 11 youngkwon bae et al., “exploration of ai curriculum development for graduate school of education,” journal of the korean association of information education 24, no. 5 (2020): 433–441. 12 jillianne code, rachel ralph, and kieran forde, “pandemic designs for the future: perspectives of technology education teachers during covid-19,” information and learning science (2020). 13 robert k. yin, case study research and applications, case study research and applications"design and methods, 2018. volume 9, number 3, november 2024| 258 result and discussion result the results of this study provide an in-depth understanding of the impact of organized play environments on teaching skills in early childhood education settings. data collected through interviews, classroom observations, and document analysis led to several key findings that highlight the relationships between teacher competencies, play environment organization, and children’s learning outcomes. teacher competencies and confidence the interviews with teachers revealed that teacher experience and confidence had a direct influence on their ability to effectively organize and utilize play environments. experienced teachers were found to possess higher competencies in organizing play areas that aligned with children’s developmental needs. these teachers confidently integrated diverse play-based activities into their teaching practices, which facilitated positive learning outcomes. conversely, less experienced teachers expressed challenges in designing and utilizing organized play areas. they often relied more heavily on traditional teaching methods, such as worksheets and textbooks, due to their uncertainty about how to structure a play environment effectively. these teachers reported feeling less confident in utilizing the play areas to foster creativity and engagement, which resulted in fewer interactive and developmental opportunities for the children. organization of play environments observations indicated that classrooms with well-organized play environments saw higher levels of child engagement and interaction. in classrooms where materials were purposefully arranged, children demonstrated more active participation, spending time exploring and interacting with the resources. well-structured play areas with clearly designated zones (e.g., reading areas, art stations, and sensory play) enabled children to independently choose activities and engage with the materials in a meaningful way. in contrast, classrooms with less organized or cluttered play environments resulted in lower levels of engagement from the children. the lack of structure in these classrooms led to confusion, where children had difficulty understanding what activities were available or how to interact with the resources. children in these environments were more likely to engage in solitary play or show signs of boredom and disinterest. resource availability and quality document analysis revealed that the availability and quality of resources were crucial to the success of play-based learning. classrooms with a variety of age-appropriate resources, such as books, building blocks, educational toys, and art supplies, provided children with a wide range of learning opportunities. teachers in these classrooms were able to facilitate a variety of activities that addressed multiple areas of development, including cognitive, social, and motor skills. volume 9, number 3, november 2024| 259 however, in classrooms where resources were limited or mismatched with the developmental needs of the children, both teachers and students faced challenges. teachers were unable to design diverse learning experiences, and children were disengaged, as the materials did not provide enough variety or stimulation. the findings highlight the importance of resource availability and the alignment of materials with the learning objectives to enhance the overall effectiveness of play environments. teacher facilitation in play activities observational data demonstrated that teacher involvement in play activities was a key factor in the success of the play environment. teachers who actively facilitated play—by guiding children's interactions, offering constructive feedback, and encouraging collaboration—saw greater engagement from the children. these teachers used play to introduce new concepts, promote problem-solving, and foster social interactions among children. in contrast, teachers who took a more passive approach, only supervising play without direct involvement, observed lower levels of child engagement. children in these environments were less likely to interact with each other or the materials. these findings emphasize the importance of teacher facilitation in play activities, suggesting that passive supervision alone does not lead to effective learning outcomes. impact on children’s learning outcomes the results indicate that organized play environments have a positive impact on children’s learning outcomes. in classrooms with well-structured play areas, children exhibited greater creativity, curiosity, and problem-solving abilities. these children were observed to engage more frequently in collaborative activities, demonstrating improved social skills, such as communication, cooperation, and conflict resolution. furthermore, children in well-organized classrooms were more motivated to explore new tasks and were more persistent in overcoming challenges. teachers reported that these children displayed enhanced cognitive skills, including language development, logical reasoning, and spatial awareness. in contrast, children in less organized classrooms showed lower levels of engagement and were more likely to become disengaged or frustrated during play. discussion the findings of this study provide significant insights into the role of organized play environments in enhancing teaching competencies and children’s learning outcomes. the results from the interviews, classroom observations, and document analysis demonstrate the importance of teacher experience, resource availability, and teacher facilitation in creating effective play-based learning environments. these findings align with existing literature on the relationship between the physical learning environment and educational outcomes 14. 14 nurbiana dhieni, sofia hartati, and sri wulan, “evaluation of content curriculum in kindergarten,” jpud jurnal pendidikan usia dini (2019); karen m la paro et al., “quality in kindergarten classrooms: observational evidence for the need to increase children’s learning opportunities in early education classrooms,” early education volume 9, number 3, november 2024| 260 teacher competencies and confidence the study found that teacher confidence and experience were integral to the effective implementation of play-based learning environments. teachers with greater experience were better equipped to organize play areas that fostered children’s engagement and development. these teachers demonstrated more creative and confident teaching practices, integrating play activities that catered to a wide range of developmental needs. this finding is consistent with research that highlights the link between teacher self-efficacy and successful implementation of innovative teaching strategies 15. teachers with higher confidence levels reported that well-organized play environments enhanced their ability to teach and allowed them to engage children more effectively. conversely, less experienced teachers struggled with designing and organizing play environments, particularly when faced with limited resources or unclear guidelines on how to structure play-based activities. this finding echoes studies that emphasize the importance of teacher training and professional development in early childhood education 16. as these teachers gained more experience and confidence, their teaching skills improved, and they became more adept at using play as a learning tool. play environment organization the organization of the play environment emerged as a critical factor influencing children’s engagement and learning outcomes. classrooms with well-organized and clearly defined play zones saw higher levels of child engagement. this aligns with research suggesting that the physical arrangement of learning spaces influences children’s ability to interact with materials, engage in meaningful play, and develop cognitive and social skills 17. when play areas were thoughtfully designed, with materials that were easily accessible and suited to children's developmental needs, children demonstrated increased creativity, collaboration, and problem-solving abilities. on the other hand, poorly organized play environments led to confusion and disengagement. children in these settings were observed to struggle with understanding the purpose of the materials or the activities available to them, leading to frustration and a lack of motivation. these findings underscore the importance of intentional play environment design, which can significantly enhance children's learning experiences and overall development. the physical space, along with its resources, serves as an essential tool in promoting active learning in early childhood education. and development 20, no. 4 (2009): 657–692; yusupa et al., “decision support system for determining the best paud teacher using the moora method.” 15 diane m early et al., “teachers’ education, classroom quality, and young children’s academic skills: results from seven studies of preschool programs,” child development 78, no. 2 (2007): 558–580; 37–41. http://doi.org/10.1037/a0022390 tuma, j. m., & pratt, j. m. (1982). clinical child psychology practice and training: a survey. \ldots of clinical child & adolescent psychology, 137(august 2012) et al., “youth mentoring across professional settings: a pedagogic approach to social exclusion,” doctor of education school of education university of derby (2012): 1–210, http://derby.openrepository.com/derby/handle/10545/272012. 16 estefanía martín et al., “impact of using interactive devices in spanish early childhood education public schools,” journal of computer assisted learning (2019). 17 mintz and brodie, “introduction to artificial intelligence in medicine.” volume 9, number 3, november 2024| 261 resource availability and quality the analysis of classroom materials revealed that the availability of high-quality, ageappropriate resources is essential for effective play-based learning. classrooms with abundant and varied materials enabled children to engage in a wide range of activities that supported their cognitive, emotional, and social development. these resources allowed teachers to design diverse play-based learning experiences that were tailored to meet the needs of all children. this finding supports the argument that well-equipped classrooms provide the necessary tools for fostering children's creativity and developmental progress 18. in contrast, resource limitations in some classrooms restricted teachers’ ability to offer varied learning experiences, resulting in less engaging activities for children. this finding highlights the need for schools to invest in quality educational resources that are aligned with the developmental needs of children. providing appropriate resources not only enhances the play experience but also enables teachers to implement differentiated learning strategies, catering to the diverse needs of their students. teacher facilitation in play activities teacher facilitation emerged as a key element in the success of play-based learning. teachers who actively participated in play activities, guiding children through problem-solving tasks, encouraging creativity, and promoting social interactions, significantly enhanced the effectiveness of the play environment. this aligns with research that suggests teacher involvement in children's play leads to deeper learning and better developmental outcomes 19. the active role of the teacher in scaffolding children's play and facilitating learning through play-based activities is essential in promoting critical thinking and social development. in contrast, when teachers took a passive approach to play, merely supervising without engaging in the activities, children exhibited lower levels of interaction and creativity. these findings suggest that teacher engagement is critical for maximizing the educational potential of play environments. it is not enough for teachers to simply provide materials; they must also interact with the children, guiding them through the play process and fostering learning opportunities. impact on learning outcomes the overall impact of organized play environments on children's learning outcomes was evident in the results of this study. children in classrooms with structured play environments exhibited higher levels of engagement, creativity, and social interaction. they demonstrated increased problem-solving abilities, language development, and social cooperation, which are all key indicators of early childhood development. these findings align with the existing literature that underscores the importance of structured play in fostering cognitive and social growth 20. 18 bae et al., “exploration of ai curriculum development for graduate school of education.” 19 yusupa et al., “decision support system for determining the best paud teacher using the moora method.” 20 bae et al., “exploration of ai curriculum development for graduate school of education.” volume 9, number 3, november 2024| 262 the study also found that children in well-organized classrooms showed greater intrinsic motivation for learning, as evidenced by their willingness to explore new tasks and persist in the face of challenges. this suggests that a well-organized play environment not only facilitates learning but also nurtures children’s natural curiosity and enthusiasm for exploration. these results reinforce the idea that organized, teacher-facilitated play is an essential component of early childhood education that contributes to the holistic development of young children. the findings of this study confirm the critical role of organized play environments in enhancing both teacher competencies and children’s learning outcomes. teacher confidence, the organization of play areas, the availability of high-quality resources, and teacher facilitation were identified as key factors that contribute to the effectiveness of play-based learning. the results underscore the need for intentional planning and resource allocation in creating effective learning environments that foster children’s cognitive, emotional, and social development. these findings contribute to the broader discourse on the importance of structured play in early childhood education and emphasize the need for professional development programs that enhance teachers’ abilities to organize and facilitate play-based learning effectively. by addressing gaps in teacher training and resource provision, educational institutions can create environments that support the optimal development of young children, preparing them for future academic success and personal growth. conclusion this study underscores the pivotal role of organized play environments in enhancing both teacher competencies and children’s learning outcomes in early childhood education settings. the findings indicate that teacher experience and confidence in organizing play environments directly impact the quality of play-based learning. teachers with greater experience demonstrated more effective use of resources and a higher level of engagement with the children, which in turn fostered a more dynamic and stimulating learning environment. furthermore, the organization of play areas, including the availability of age-appropriate resources and the structure of play activities, significantly influenced children’s levels of engagement, creativity, and social interaction. the study reveals that well-structured play environments not only support the cognitive and emotional development of children but also enhance the overall learning experience by providing opportunities for exploration, problemsolving, and collaboration. teacher facilitation emerged as another critical factor in maximizing the effectiveness of playbased learning. active involvement of teachers in guiding play activities, encouraging children’s creativity, and fostering social interactions was found to enhance the educational value of the play environment. in contrast, passive supervision resulted in less meaningful engagement and limited developmental outcomes for children. these results highlight the importance of professional development and teacher training in early childhood education, particularly in the areas of play environment organization and facilitation. it is essential for teachers to be equipped with the skills and confidence necessary to volume 9, number 3, november 2024| 263 create learning environments that foster creativity, social development, and critical thinking in young children. the study contributes to the growing body of literature on the significance of play-based learning and emphasizes the need for educational institutions to invest in both teacher training and resource provision. by improving the organization of play environments and enhancing teacher facilitation, early childhood education settings can better support the holistic development of children, preparing them for success in their future academic and social endeavors. reference bae, youngkwon, inhwan yoo, junhyeok jang, daeyu kim, wonjin yu, and wooyeol 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liam gearon, and arniika kuusisto. “outlining play and playful learning in finland and brazil: a content analysis of early childhood education policy documents.” contemporary issues in early childhood 23, no. 2 (2020): 153–165. latifa, baiti, and delfi eliza. “the context of professionalism among early childhood education teachers in indonesia.” thufula jurnal inovasi pendidikan guru raudhatul athfal 11, no. 1 (2023): 107. martín, estefanía, david roldán-alvarez, pablo a. haya, cristina fernández-gaullés, cristian guzmán, and hermelinda quintanar. “impact of using interactive devices in spanish early childhood education public schools.” journal of computer assisted learning (2019). mintz, yoav, and ronit brodie. “introduction to artificial intelligence in medicine.” minimally invasive therapy and allied technologies (2019). nur atika, aisyah, khutobah, misno, haidor, lutfi ariefianto, and syarifudin. “early childhood learning quality in pandalungan community.” jpud jurnal pendidikan 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(2002). ideal control mastery technique correlates with change in a single case. … theory, research, practice …, 39(1), et al. “youth mentoring across professional settings: a pedagogic approach to social exclusion.” doctor of education school of education university of derby (2012): 1–210. http://derby.openrepository.com/derby/handle/10545/272012. wang, xinxin. “a study of early childhood teachers’ professional development and teaching effectiveness enhancement from the perspective of educational psychology.” contemporary education and teaching research 4, no. 8 (2023): 355–359. yin, robert k. case study research and applications. case study research and applications"design and methods, 2018. yusupa, ade, jontinus manullang, nasib marbun, and suranta b f ginting. “decision support system for determining the best paud teacher using the moora method.” saga journal of technology and information system 1, no. 2 (2023): 50–55. educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) the axiology of da'wah science: islamic community development (pmi) in supporting social workers dimas afditiya ramadhan, abdul syukur program doktoral ilmu pengembangan masyarakat islam uin raden intan lampung dimasar@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract this research explores the axiological aspects of islamic da'wah and its role in supporting social workers in the context of islamic community development (pmi). utilizing qualitative methods and interviews, the study uncovers how islamic da'wah's values and ethics form a robust moral foundation for pmi's social work. core values like justice, compassion, wisdom, and integrity guide pmi's approach, addressing social inequalities, fostering a caring community through empathy, making wise decisions, and upholding ethical standards. this axiological framework empowers pmi to engage in high-integrity social work, positively impacting the muslim community and fostering sustainable change. additionally, social work principles such as acceptance, communication, individualization, participation, confidentiality, and self-awareness underpin their practices. integrating religion and spirituality into social work is essential, with islam emphasizing collective and individual responsibilities for communal welfare. muslim social workers apply islamic concepts like prayer, almsgiving, fasting, and pilgrimage in their work, creating an effective and ethical framework. within the muslim context, integrating fundamental islamic concepts into social work is vital. the principle of tawhid emphasizes respecting all humans as creations of allah, regardless of background. zakat highlights the need to assist the poor equitably, fasting promotes empathy, and the pilgrimage underscores global solidarity. by applying these principles, muslim social workers offer holistic services grounded in islamic values, enhancing individuals' and communities' quality of life within the broader muslim society. keywords: axiology, science of propagation of islam (da'wah), empowerment of islamic communities, social workers introduction the aksiology of islamic preaching science and the role of the islamic community development (pmi) in supporting social workers are two interconnected elements in the effort to advance the values and principles of islam in society. aksiology of islamic preaching science is an in-depth study of the values, ethics, and principles underlying the delivery of islamic preaching messages. on the other hand, pmi is an organization aimed at developing the islamic community through various social programs and activities. in the increasingly complex modern context, the role of pmi as muslim social workers has a significant impact on shaping and directing the development of the islamic community. in this prologue, we will explore how the aksiology of islamic preaching science becomes a crucial foundation for pmi in supporting social workers, considering islamic values, ethics, volume 8, number 3, november 2023| 330 and related principles.1 the aksiology of islamic preaching science acknowledges that islam is not just a religion but also a comprehensive guide for life. values such as justice, compassion, empathy, and wisdom are core to islamic teachings. in their social work, pmi must deeply understand and apply these values, making the aksiology of islamic preaching science a strong moral foundation.2 pmi, as an organization of muslim social workers, has broad access and influence within the islamic community. they can mobilize resources and energy to support various social programs, such as humanitarian aid, education, and welfare. grounded in the aksiology of islamic preaching science, pmi can fulfill their role as key players in the development of a better islamic society. muslim social workers from pmi must have a deep understanding of the social issues faced by the islamic community. this involves careful analysis of poverty, inequality, humanitarian crises, and other challenges that often hinder community development. based on the aksiology of islamic preaching science, pmi can formulate solutions aligned with islamic values to address these issues.3 one key principle in the aksiology of islamic preaching science is community empowerment. pmi must understand that they are not just organizers of social programs but also need to strive to enhance the ability and capacity of the islamic community to address their own issues. in this regard, pmi can use the aksiology of islamic preaching science to motivate and support the active participation of the islamic community in their own development. the aksiology of islamic preaching science also encourages pmi to increase religious awareness among the communities they serve. pmi can convey islamic preaching messages in a wise and educational manner, promoting a correct understanding of religion and steering the community away from extreme or erroneous interpretations. challenges and opportunities faced by pmi in supporting social workers based on the aksiology of islamic preaching science amid ongoing social and cultural changes are also considered.4 social issues are phenomena that are the subject of study and require efforts to address them. social problems are deeply ingrained and culturally embedded in indonesian society. take, for example, poverty. despite a decrease in the poverty rate, it is still relatively high, only a few percentage points. during the period 2006-2011, the number of poor people in indonesia decreased by 9.28 million, from 39.30 million in 2006 to 30.02 million in 2011. there was also a relative decrease in the percentage of the population living in poverty, from 17.75 percent in 2006 to 12.49 percent in 2011.5 despite the decrease in numbers, poverty remains a challenging issue, particularly chronic or structural poverty that persists continuously.6 synergistic and systematic efforts are necessary for poverty alleviation to ensure that 1 al-qaradawi, yusuf. "the aims of islamic da'wah." islamic research foundation international, 2020, h. 67 2 ibn abi al-izz, abu hafs umar. "aqeedah at-tawheed: the creed of monotheism." dar-ussalam publishers, 2019, h. 55 3 nasr, seyyed hossein. "the heart of islam: enduring values for humanity." harperone, 2019, h. 34 4 rahman, fazlur. "major themes of the qur'an." university of chicago press, 2019, h. 97 5 kementrian sosial ri, analisis data kemiskinan berdasarkan data pendataan (jakarta:pusat data dan informasi kesejahteraan sosial,2018), h. 36. 6 chazali h. situmorang, mutu pekerja sosial di era otonomi daerah (jakarta: cintaindonesia, 2019), h. 6. volume 8, number 3, november 2023| 331 all citizens can enjoy a dignified life. in the indonesia bersatu cabinet i era, the government identified poverty alleviation as a priority for development, and this priority continued into the indonesia bersatu cabinet ii era.7 in addition to poverty, individuals with social welfare problems (pmks) are also a crucial issue that needs to be addressed for the creation of social welfare. pmks handling is part of the efforts made by social workers. practical approaches using various scientific frameworks such as sociology, psychology, anthropology, law, medicine, and others are needed to address social problems. these sciences are combined and used as a guide by the social work profession in conducting interventions.8 pekerjaan sosial adalah satu-satunya profesi yang menamakan dirinya “pekerjaan” sehingga orang awam dengan mudah merancukannya dengan pekerjaan amal, pekerjaan relawan, pekerjaan yang tidak perlu dibayar.9 understanding the term social work can be achieved by understanding its root. social work originates from humanitarian actions, philanthropy, and charitable deeds. social work is the only profession that names itself "work," making it easily confused with charity work, volunteering, or unpaid work. social work, originally motivated by humanitarianism and the spirit of mutual assistance, gained further reinforcement from the major religions (buddhism, confucianism, hinduism, christianity, and islam). the foundation of compassion for others was strengthened by religious beliefs, transforming societal issues from personal problems into social problems. in the early era of the industrial revolution (late 18th to 19th centuries) in western europe and north america, charitable work was initially a private matter and interpersonal activity. the advent of the industrial revolution, with the replacement of animal and human labor with steam engines, particularly in agriculture and the textile industry, led to massive poverty and a rapid influx of rural populations into urban areas. consequently, humanitarian work and humanitarian services emerged. humanitarian work, initially a private affair, evolved into group activities organized by churches, giving rise to social work. goods, money, or items were no longer directly given from the giver to the recipient but were collected first and then distributed by groups or organizations under the auspices of the church. similarly, attention and visits to those experiencing difficulties (friendly research) were organized by middle-class organizations or churches. in 1877, the first cos was established in rochle, the united states, and later expanded to other cities in north america by non-governmental organizations (middleclass society) concerned with poverty issues. cos became the precursor to social work and social welfare. approaching the 20th century, volunteer social workers began to be replaced by paid social workers. social work is an organized activity aimed at specific communities in need of assistance to resolve their problems. social work has social value, evident in the humanitarian desire to help. furthermore, social work is also guided by religious values and normative principles, allowing social work to receive support from a religious perspective, particularly islam. social work is an activity of assistance to solve various problems that need to be addressed to achieve social functioning, as reflected in the saying, "adh dhororu yuzaalu," which means: harm must be eliminated. this principle aligns with the goal of realizing the 7 ibid., h. 36. 8 edi suharto, dkk, pekerjaan sosial di indonesia (yogyakarta: samudra biru, 2018), h. 3. 9 ibid., h. 5. volume 8, number 3, november 2023| 332 objectives of sharia by rejecting harm and eliminating or at least mitigating harm.10 result and discussion foundation of axiology in the science of islamic propagation axiology in the science of islamic propagation, as a branch of study detailing the values and ethics underlying islamic propagation, provides a solid moral foundation for the islamic community development (pmi) in carrying out their social work. the values expressed in the axiology of the science of islamic propagation, such as justice, compassion, wisdom, and integrity, are not only teachings of islam but also universal principles relevant in the context of social work. a. justice as the main pillar: justice, one of the key values in islam, becomes the main pillar in the social work of pmi. the axiology of the science of islamic propagation teaches that social work should be based on the principles of equality, fair distribution, and addressing social injustice. pmi uses this foundation to identify and address issues of inequality, such as poverty, unequal access to education, and disparities in healthcare services in the islamic community. b. compassion and empathy in social services: compassion and empathy are two essential concepts in the axiology of the science of islamic propagation. pmi carries out their social work with deep compassion for individuals in need. they not only provide material assistance but also offer attention and emotional support to those marginalized or suffering. this creates a positive climate of care within the islamic community. c. wisdom in decision-making: the axiology of the science of islamic propagation also emphasizes wisdom in decision-making. pmi does not only provide assistance haphazardly or reactively but plans carefully and wisely. they consider the long-term consequences of their actions and strive to create sustainable solutions to social issues. d. integrity as an ethical foundation: integrity is an ethical principle underlying islamic propagation and the social work of pmi. they must carry out their work with honesty, transparency, and accountability. the axiology of the science of islamic propagation teaches that integrity is the core of a proper approach in both propagation and social work.11 with the foundation of the axiology of the science of islamic propagation, pmi can carry out their social work with high integrity and ethics, contributing positively to the advancement of the islamic community and creating sustainable changes in the lives of individuals and communities. principles of social work the principles of social work serve as guidelines for individual social guidance practices, derived from the formulations of walter a. friedlender. these principles are deemed crucial for understanding and internalization by those seeking a foundation for a comprehensive understanding and skills in both individual social guidance, particularly, and general social work practice. a profound comprehension of these principles equips social workers, whose primary task is to assist individuals in fulfilling their social functions, with the necessary foundation for personal and professional development. it is emphasized that 10 ibid., h. 4. 11 l-qaradawi, yusuf. "the aims of islamic da'wah." dalam buku ini, al-qaradawi menguraikan konsep aksioslogi ilmu dakwah dan pentingnya nilai-nilai islam dalam menyebarkan pesan dakwah, 2018, h. 77-79 volume 8, number 3, november 2023| 333 the process of assistance is determined by the act of helping rather than the techniques employed in rendering assistance. the fundamental principles of social work, according to henry s. maas, include: principle of acceptance the principle of acceptance implies that a social worker must sense, express, accept, and establish a relationship with the client as they are, without expecting the client to be different or contemplating how the client should be. this means that social workers should not question how far the client has deviated from reality or accept the client with conditions such as visual impairment. it does not question how much the client and the social worker differ in perception or the significantly different values held by the social worker. social workers must accept the client as they are.12 principle of communication to establish a good relationship between the social worker and the client, this principle of communication must be followed so that the issues faced by the client can be resolved effectively. the communication principle in individual social guidance includes the classification, and if necessary, reclassification of the conditions existing between the two individuals involved in the client-caseworker relationship professionally. by demonstration and explicit statements, the caseworker makes their feelings clear to the client. in turn, the caseworker needs to classify the client's role in their problematic situation and in the interaction between them. principle of individualization individualization is the understanding and recognition of the unique qualities of each client and the use of different principles and methods in assisting to achieve better adjustment between the client and their social environment.13 individualization is based on the human right to be an individual and to be treated not only as a human in general but as an individual with a unique personality. to understand and apply this principle, caseworkers must meet several requirements: 1. free from prejudice 2. knowledgeable about human behavior 3. ability to listen and observe 4. ability to motivate clients 5. ability to sense clients' feelings 6. ability to look ahead principle of participation the principle of participation implies that the client themselves will be assisted by the caseworker and must actively participate in the assistance efforts because the client's abilities must be utilized. the success of individual guidance to the client depends not only on the caseworker involved but also on the client themselves who actively determine and take responsibility for the steps they will take, while the caseworker only facilitates, provides possibilities, and necessary guidance. without the participation of the client, the anticipated or presumed positive results essentially become the dictates of the caseworker 12 rogers, c. r. "client-centered therapy: its current practice, implications, and theory.", 2017, h. 443 13 gerard egan. "the skilled helper: a problem-management and opportunitydevelopment approach to helping, 2013, h. 132 volume 8, number 3, november 2023| 334 imposed on the client. this contradicts the essence of social work, which is a denial of the dignity of the individual/client concerned.14 principle of confidentiality if the client is expected to fully participate in solving their problems, to accept the caseworker as a trustworthy person and a component to communicate with social defense regarding the roles it contains, it means that what the client says to the caseworker is never discussed beyond the limits of the professional relationship intended to help the client.15 in practice, confidentiality means that the contents of case notes are never discussed in public, for example, on buses, trains, etc. in entering into a professional relationship between the client and the caseworker, the client is generally expected to remain protected within the legal limits from threats to themselves originating from their openness to the caseworker; this is the essence of the confidentiality principle.16 principle of self-awareness of the social worker social workers, like their clients, are ordinary human beings with complex personal motivations. caseworkers learn and live with beliefs and values from the dominant culture in their lives. each caseworker, in their relationship with a variety of clients experiencing diverse problems and expressing the fact that they have a diverse cultural background, will find that their personal drives or attitudes will color their relationship with the client.17 religion and the practice of social work the relationship between religion and the profession of social work, both in the west and the east, reveals that both religion and spirituality are fundamental human needs.18 social workers in the west and the east relatively share the view that religion is a system of beliefs, rituals, and collective practices. 19 to demonstrate the connection between religion and spirituality in western life, some authors believe that social work has begun integrating religion and social work due to clients' need for spiritual therapy. 20 this integration is also a response to the separation of religion from politics, leading people to yearn for a connection with religion. several authors emphasize the importance of incorporating religion and spirituality into the social work education curriculum in colleges. in terms of integrating religion and social work practices, aguilar, investigating the tradition of social work in the catholic tradition, found that social work practices have long 14 kirst-ashman, k. k., & hull, g. h. "understanding generalist practice. 2017, h. 22 15 hepworth, d. h., rooney, r. h., & larsen, j. a. "direct social work practice: theory and skills, 2016, h. 66 16 shulman, l. "the skills of helping individuals, families, groups, and communities, 2016, h. 78 17 wayne, r. k., & bogo, m. "clinical supervision in social work, 2017, h. 98 18 zulkipli lessy, philanthropic zakat for empowering the poor: indonesian perspectives and implications for social work research and practice, and the theories, unpublished paper, school of social work, indiana university-purdue university indianapolis (iupui), indianapolis, indiana, the united states, 2o11. 19 edward r. canda and l.d. furman, spiritual diversity in social work practice: the heart of helping (oxford: oxford university press, 2o1o). 20 philip gilligan and sheila furness, “the role of religion and spirituality in social work practice: views and experience of social workers and students,” the british journal of social work 36, no. 1 (2o16), h. 617-637 volume 8, number 3, november 2023| 335 been present in catholicism as a pioneer of modern social work.21 oates associates catholicism with philanthropic practices in american society since the 17th century.22 meanwhile, van hook examines social work from a protestant perspective, stating that protestants influence social work practices in the west.23 ther authors highlight christian sects in america, such as scales,24 grant,25 vander waal and mcmullen,26 and haynes.27 heart28 and lowery29 focus more on lakota, a native american religion spread across several states, including south dakota and north dakota. chung explores confucianism, one of china's beliefs. 30 singh, a researcher on hindu social work practices, states that these practices have been continuous since the birth of hinduism, the oldest religion in south asia. 31 canda and nye intensively research social work in buddhism based on experience and direct observation, highlighting the significant role of buddhist monks in serving the community and spreading the concept of peace to avoid human conflicts. 32 the relationship between jewish tradition and social work has been studied by friedman33 revealing that the tradition of social work related to philanthropy in jewish tradition existed even before the birth of islam in mecca in the 7th century. 21 marian aguilar, “catholicism,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2o17), h. 44 22 m.j. oates, the catholic philanthropic tradition in america (bloomington: indiana university press, 2019), h. 12 23 mary van hook, “protestantism: an overview,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2o17), h. 112 24 t. laine sclaes, “baptists,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2o17). h. 221 25 darlene grant, “the african american baptist tradition,” eds. mary van hook, beryl hugen and marian aguilar, spirituality within religious traditions in social work practice. singapore: books/cole. 2o17. h. 43 26 c.j. vander waal and d. mcmullen, “sevents-day adventists,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice. singapore: books/cole. 2o17. h. 88 27 dennis t. haynes, “mormonism,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (pacific grove, ca: brooks/cole, 2o17). h. 56 28 m.y.h.b. heart, “lakota--native people’s spirituality,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2o17). h. 45 29 c.t. lowery, “american indian narratives: “my spirit is starting to come back,” ed. l. abels. spirituality in social work practice: narratives for professional helping (london: love publishing, 2019). h. 43 30 d.k. chung, “confucianism,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2o17). h. 32 31 r. singh, “my path to hindu humanistic philosophy,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2o17). h. 23 32 c. nye, “the delivery of social services in northern thailand,” international social work 51 no. 2 (2o18), h. 193-2o5. 33 bruce friedman, “judaism,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole. 2o17). h. 24 volume 8, number 3, november 2023| 336 modern developments regarding the relationship between spirituality and social work have become the focus of andayani, who examines the concepts of takziyah and grief due to death. according to her, these concepts need to be adopted by muslim social workers when serving individuals in mourning.34 van hook and aguilar, clark, and sermabeikian contribute to the integration of modern social work ideas and spirituality.35 to date, studies on religion, spirituality, and social work have rapidly evolved. in the east, religions integrated with local cultures often serve as a means to motivate the healing of clients. several studies on spiritual healing in the east have been conducted by crabtree, husain, and spalek. 36 in addition to these three authors, hodge also examines religion as therapy for inner peace. the desire for integration between religion or spirituality and social work has motivated educational institutions and social work practitioners to align the two because of the longstanding segregation between morality and politics. in the west, social work emerged from the spirit of religious groups serving clients, but recently, social work has distanced itself from religion. conversely, social work in the east can be classified as new, and muslim social workers believe that islam is not contradictory to modern social work values such as avoiding prejudice, upholding honesty and human dignity, justice, empathy, and assisting clients. therefore, muslim social workers should consider adopting theology and worship in the practice of social work when serving clients because the core teachings of islam instruct muslims to respect fellow humans, help others, and act justly. basic concepts of islam in social work as a guiding principle in life,37 islam should be practiced correctly by a muslim, including beliefs in angels, satan, the day of judgment, heaven, and hell. 38 the five fundamental teachings of islam reflect the significant relationship between the physical, psychological, spiritual, and emotional aspects of an individual. from the islamic perspective, muslims not only believe in eschatological matters, but they must also maintain their faith while living in the world to prevent slipping away, which could diminish their humanity. the quran emphasizes that slipping away can occur when muslims lack self-awareness in preserving their faith. to stay vigilant, muslims should practice the following basic principles: shahada, salah, zakat, sawm, and hajj. 1. shahada (testimony of faith): it is a declaration that there is no god but allah, and muhammad is his last prophet. the quranic verse "he is allah, 34 andayani, “spiritualitas, kesehatan mental dan peran pekerja sosial,” eds. suisyanto, sriharini dan waryono a. ghafur. islam, dakwah dan kesejahteraan sosial (yogyakarta: jurusan pmi fakultas dakwah uin sunan kalijaga, 2o18). h. 55 35 mary van hook, “protestantism: an overview,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2oo7); j.a. clark, islamic social-welfare organizations and the legitimacy of the state in egypt: democratization or islamization from below? a ph.d. dissertation, university of toronto department of political science, 1994; p. sermabeikian, “our clients, ourseves: the spiritual perspective and social work practice,” social work 39, no. 2 (1994), 197-182. 36 sara ashencaen crabtree, fatima husain and basia spalek, islam and social work: debating values, transforming practice (bristol, uk: the policy press, 2oo8). 37 bassam tibi, islam between culture and politics (new york: palgrave, 2018), h. 44 38 hamza yusuf, purification of the heart (new york: starlatch press, 2o19). h. 49 volume 8, number 3, november 2023| 337 the one" (quran, al-ikhlas: 1-4) emphasizes the concept of tawhid (oneness of god). 2. salah (prayer): it is the obligatory worship performed five times a day and can be done anywhere, but congregational prayer is highly recommended. the hadith states, "praying in congregation is 27 times more valuable than praying alone" (bukhari-muslim). congregational prayer fosters a sense of community among muslims, and after prayer, they can engage in activities like socializing. 3. zakat (charity): it is mandatory almsgiving to the deserving, comprising zakat al-maal (wealth) and zakat al-fitr (obligatory charity at the end of ramadan). zakat al-maal is 2.5% of one's assets after deducting annual expenses. 4. sawm (fasting): it involves abstaining from food, drink, and sexual activities during specific hours. fasting during the month of ramadan is a fundamental practice. 5. hajj (pilgrimage): it is the sacred journey to mecca and other designated places, obligatory for financially, mentally, and physically capable muslims, performed once in a lifetime. social workers in muslim communities should understand these five pillars of islam. prayer, for instance, teaches the importance of community. a hadith states, "allah is with the social group of muslims." in the mosque, after congregational prayers, muslims can exchange thoughts about joys and sorrows. this is reinforced by another hadith stating, "whoever interacts with others and expresses their difficulties is better than those who do not interact and never express their difficulties" (ibn majah). conclusion the aksiology of da'wah provides a solid moral foundation for the social work of the islamic community development (pmi). values such as justice, compassion, wisdom, and integrity are the fundamental principles in pmi's social work. justice serves as the foundation to address social inequality issues, while compassion and empathy create a climate of caring within the community. wisdom is employed in making thoughtful decisions, and integrity serves as the ethical foundation of social work. through the aksiology of da'wah, pmi can conduct their social work with high integrity, contributing positively to the islamic society and creating sustainable changes in the lives of individuals and communities. moreover, the principles of social work involving acceptance, communication, individualization, participation, confidentiality, and self-awareness of the social worker are also foundational in the practice of social work. the integration of religion and spirituality into social work is another crucial aspect, and islam emphasizes collective and individual responsibility in achieving shared well being. muslim social workers should practice basic islamic concepts such as prayer, charity (zakat), fasting, and pilgrimage (hajj) in carrying out their duties in the muslim community. all these elements come together to form an effective and ethical framework for social work in the context of islamic society. in the context of social work within a muslim environment, it is essential to volume 8, number 3, november 2023| 338 integrate basic islamic concepts into social work practices. the concept of tawhid, emphasizing the oneness of allah, teaches the importance of respecting all humans as creations of allah, regardless of their ethnicity, race, or religion. zakat reminds social workers to pay attention to the needs of the poor and distribute resources fairly. fasting teaches empathy for those experiencing hunger, and hajj emphasizes the importance of global solidarity in visiting the holy city of mecca. by understanding and applying these principles, muslim social workers can provide more holistic services grounded in islamic values, ultimately improving the quality of life for individuals and communities in the broader context of the muslim society. reference alean al-krenawi and j.r. graham, “social work…,” international social work 42, no. 1 (2019). alean al-krenawi and john r. graham, “social work and qur’anic mental health healers,” international social work, 42, no. 1 (2019). al-qaradawi, yusuf. "the aims of islamic da'wah." islamic research foundation international, 2020, andayani, “spiritualitas, kesehatan mental dan peran pekerja sosial,” eds. suisyanto, sriharini dan waryono a. ghafur. islam, dakwah dan kesejahteraan sosial (yogyakarta: jurusan pmi fakultas dakwah uin sunan kalijaga, 2o18). bassam tibi, islam between culture and politics (new york: palgrave, 2018), bruce friedman, “judaism,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole. 2o17). c. nye, “the delivery of social services in northern thailand,” international social work 51 no. 2 (2o18). c.j. vander waal and d. mcmullen, “sevents-day adventists,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice. singapore: books/cole. 2o17. c.t. lowery, “american indian narratives: “my spirit is starting to come back,” ed. l. abels. spirituality in social work practice: narratives for professional helping (london: love publishing, 2019). charles tripp, islam and the moral economy: the challenge of capitalism (cambridge: cambridge university press, 2o16). chazali h. situmorang, mutu pekerja sosial di era otonomi daerah (jakarta: cintaindonesia, 2019), d.k. chung, “confucianism,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2o17). darlene grant, “the african american baptist tradition,” eds. mary van hook, beryl hugen and marian aguilar, spirituality within religious traditions in social work practice. singapore: books/cole. 2o17. dennis t. haynes, “mormonism,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (pacific grove, ca: brooks/cole, 2o17). volume 8, number 3, november 2023| 339 dzajuli, kidah-kaidah fiqh (jakarta: prenada media group, 2017). edi suharto, dkk, pekerjaan sosial di indonesia (yogyakarta: samudra biru, 2018). edward r. canda and l.d. furman, spiritual diversity in social work practice: the heart of helping (oxford: oxford university press, 2o1o). gerard egan. "the skilled helper: a problem-management and opportunitydevelopment approach to helping, 2013, hamza yusuf, purification of the heart (new york: starlatch press, 2o19). hepworth, d. h., rooney, r. h., & larsen, j. a. "direct social work practice: theory and skills, 2016, ibn abi al-izz, abu hafs umar. "aqeedah at-tawheed: the creed of monotheism." dar-us-salam publishers, 2019, j.r. dudly, et al., “exploring a place for spirituality in the social work curriculum,” journal of social work education 26, no. fall (2018), kementrian sosial ri, analisis data kemiskinan berdasarkan data pendataan (jakarta:pusat data dan informasi kesejahteraan sosial,2018). kirst-ashman, k. k., & hull, g. h. "understanding generalist practice. 2017, l-qaradawi, yusuf. "the aims of islamic da'wah." dalam buku ini, al-qaradawi menguraikan konsep aksioslogi ilmu dakwah dan pentingnya nilai-nilai islam dalam menyebarkan pesan dakwah, 2018, m. ja’far, tuntunan ibadat puasa, zakat dan haji. jakarta: kalam mulia. 2oo5); f.e. peters, the hajj: the mulsim pilgrimage to mecca and the holy places (princeton, nj: princeton university press, 2018). m.j. oates, the catholic philanthropic tradition in america (bloomington: indiana university press, 2019), m.y.h.b. heart, “lakota--native people’s spirituality,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2o17). marian aguilar, “catholicism,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2o17), mary van hook, “protestantism: an overview,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2oo7); j.a. clark, islamic social-welfare organizations and the legitimacy of the state in egypt: democratization or islamization from below? a ph.d. dissertation, university of toronto department of political science, 1994; p. sermabeikian, “our clients, ourseves: the spiritual perspective and social work practice,” social work 39, no. 2 (1994). mary van hook, “protestantism: an overview,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2o17), nasr, seyyed hossein. "the heart of islam: enduring values for humanity." harperone, 2019, philip gilligan and sheila furness, “the role of religion and spirituality in social work practice: views and experience of social workers and students,” the british journal of social work 36, no. 1 (2o16), r. singh, “my path to hindu humanistic philosophy,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2o17). rahman, fazlur. "major themes of the qur'an." university of chicago press, 2019, rogers, c. r. "client-centered therapy: its current practice, implications, and theory.", volume 8, number 3, november 2023| 340 2017, sara ashencaen crabtree, fatima husain and basia spalek, islam and social work: debating values, transforming practice (bristol, uk: the policy press, 2oo8). shulman, l. "the skills of helping individuals, families, groups, and communities, 2016, t. laine sclaes, “baptists,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2o17). wayne, r. k., & bogo, m. "clinical supervision in social work, 2017, yusuf qardawi, hukum zakat (bogor: pustaka litera antarnusa, 2o12); aneesah nadir and sophia dziegielewski, “islam,” eds. mary van hook, beryl hugen and marian aguilar. spirituality within religious traditions in social work practice (singapore: books/cole, 2o17). zulkipli lessy, philanthropic zakat for empowering the poor: indonesian perspectives and implications for social work research and practice, and the theories, unpublished paper, school of social work, indiana university-purdue university indianapolis (iupui), indianapolis, indiana, the united states, 2o11. educatio : journal of education volume 9 , number 1, may 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) conceptual changes in south african higher education: embracing student-centred approaches amidst challenges taurayi stephen nyagope school of accountancy, department of management accounting and finance, nelson mandela university, south campus, port elizabeth, south africa nyagope@mandela.ac.za accepted: jan 14th 2024 reviewed: april 18th 2024 published: may 28th 2024 abstract this study critically examines the evolving nature of higher education in south africa, focusing on the implementation of student-centred learning approaches. key elements include the challenges posed by massification, the decolonisation of the curriculum, and the integration of technology. the expanding student population necessitates innovative teaching methods to maintain high educational standards. the shift towards student-centred learning fosters active participation, critical thinking, and differentiated instruction, facilitated by technology, which enables inclusive virtual classrooms. a strategic analysis of 15 scholarly articles underscores the transition to interactive, learner-centred methods aimed at enhancing deep learning and student engagement. the discussion highlights the pivotal role of technology in creating effective learning environments, utilizing tools such as virtual reality and open online courses, while acknowledging challenges like high costs and dropout rates. in the south african context, the adaptation of educational strategies to local conditions, including the use of mobile technology and culturally relevant curricula, is explored. the paper advocates for a dynamic, pragmatic, and learner-focused educational paradigm, crucial for addressing the contemporary challenges in higher education. keywords: higher education, conceptual change, student-centred learning, massification, decolonisation of curriculum, technology integration by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the global landscape of higher education is undergoing a profound transformation, driven by both external pressures and internal reforms aimed at enhancing the quality and accessibility of education. at the heart of this transformation lies the challenge of accommodating an unprecedented surge in student enrollment, a phenomenon commonly referred to as "massification." the rapid increase in the number of students entering higher education institutions places immense strain on existing resources, infrastructure, and faculty, leading to mailto:nyagope@mandela.ac.za http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2024| 2 potential declines in educational quality if not strategically managed 1. massification, therefore, is not merely a logistical challenge but a critical issue that threatens the foundational mission of higher education institutions: to provide a high-quality, equitable education to all students. in tandem with the pressures of massification, there is a growing demand for the decolonisation of curricula, a movement that seeks to dismantle the eurocentric paradigms that have historically dominated educational frameworks. this call for decolonisation is driven by the need to create curricula that are not only inclusive but also reflective of the diverse cultural and historical experiences of all students, particularly those from marginalized communities 2. decolonising the curriculum is not simply a matter of content revision; it requires a fundamental rethinking of the epistemologies and pedagogical approaches that shape the educational experience, ensuring that they resonate with the lived realities of a diverse student body. the shift towards student-centred learning represents a strategic response to these challenges, offering a pedagogical approach that places the student at the core of the educational process. unlike traditional, teacher-centred models that often prioritize the transmission of knowledge, student-centred learning emphasizes active engagement, critical thinking, and the development of problem-solving skills3. this approach is particularly well-suited to addressing the diverse needs of students in a massified educational environment, as it allows for differentiated instruction that can be tailored to individual learning styles and backgrounds. furthermore, the integration of technology into the educational process plays a crucial role in facilitating student-centred learning. technologies such as virtual reality, open online courses, and mobile learning platforms offer new opportunities for enhancing interactivity and accessibility in large, diverse classrooms4. however, the incorporation of technology into education is not without its challenges, including issues related to cost, accessibility, and the potential for high dropout rates in online courses. the objective of this paper is to critically examine these intersecting challenges— massification, curriculum decolonisation, and the shift towards student-centred learning—and to propose strategies for effectively navigating them within the context of south african higher education. this paper will begin by exploring the communication and infrastructure challenges posed by massification, followed by a detailed analysis of student-centred learning practices and their potential for fostering deeper, more meaningful engagement among students. finally, the paper will discuss the practical implementation of these strategies in south african universities, considering the unique socio-cultural and economic contexts of the region. by drawing on a comprehensive review of the literature and employing critical analysis, this paper aims to 1 maia chankseliani, “david p. baker and justin j.w. powell, global mega-science: universities, research collaborations and knowledge production,” minerva (2024), http://dx.doi.org/10.1007/s11024-024-09533-3. 2 m terrier, “nine years of shī’i studies (2009-2017). review and prospects,” studia islamica 113, no. 2 (2018): 203–222, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071015453&doi=10.1163%2f1958570512341377&partnerid=40&md5=a859bd5b55cb6c8df139db9e9d9172e5. 3 morten nobutoshi, “metacognition and reflective teaching: a synergistic approach to fostering critical thinking skills,” research and advances in education 2, no. 9 (2023): 1–14, http://dx.doi.org/10.56397/rae.2023.09.01. 4 kumaran rajaram, “future of learning: teaching and learning strategies,” learning intelligence: innovative and digital transformative learning strategies (springer nature singapore, 2023), http://dx.doi.org/10.1007/978-981-199201-8_1. volume 9, number 1, may 2024| 3 contribute to the ongoing discourse on how higher education institutions can not only adapt to but thrive amidst these transformative changes. method this research adopts a qualitative approach to explore the conceptual changes in south african higher education, particularly focusing on the shift towards student-centred learning in response to massification, curriculum decolonisation, and technology integration. the study utilizes a combination of document analysis and case study methodologies to achieve a comprehensive understanding of the subject matter. research design the research design is rooted in qualitative methods, which are appropriate for investigating complex phenomena within their real-life contexts. the primary method of data collection involved an extensive review of academic literature, including 15 peer-reviewed scholarly articles and relevant policy documents, which were strategically selected to provide a broad perspective on the issues of massification, decolonisation of the curriculum, and student-centred learning in higher education. data collection data was collected through a systematic review of literature that focused on the south african context, as well as global trends in higher education. the literature review covered publications from the last decade to ensure the inclusion of the most current discussions and findings. additionally, case studies of specific south african universities were examined to provide concrete examples of how student-centred learning strategies are being implemented in practice. these case studies included analysis of institutional reports, curriculum documents, and interviews with educators and administrators, where available. data analysis the data analysis followed a thematic approach, where the collected documents were coded and categorized according to key themes relevant to the research questions. these themes included massification, decolonisation, student-centred learning, and technology integration. thematic analysis was chosen to identify patterns and relationships within the data that illustrate the broader trends and challenges in south african higher education. validity and reliability to ensure the validity and reliability of the findings, triangulation was employed by crossreferencing data from different sources, such as academic literature, policy documents, and case studies. this approach allowed for a more nuanced understanding of the issues and helped to mitigate potential biases that could arise from relying on a single data source. additionally, the findings were compared with existing research to confirm their consistency and relevance. research results and discussion volume 9, number 1, may 2024| 4 part i: strategic guidelines for promoting conceptual change the promotion of conceptual change in south african higher education, particularly through the adoption of student-centred learning paradigms, necessitates a meticulously crafted strategy underpinned by robust theoretical frameworks and empirical evidence. this research synthesizes findings from a carefully selected range of scholarly articles published between 2017 and 2024, focusing on the themes of massification, technology integration, and curriculum decolonisation—key drivers of transformation in the higher education sector. the review of literature reveals a marked shift from traditional, didactic pedagogies to more interactive, learner-centred approaches. initial studies in the field establish foundational assumptions that support the theory of active learning—an approach where students are not passive recipients of information but active participants in the learning process. barkley and major (2020) highlight the role of active learning in fostering deep cognitive engagement and improving retention rates among students. subsequent studies extend this discussion by examining the practical implications of active learning across diverse educational contexts. archambault et al. (2021), for instance, illustrate how technology-facilitated interactive learning environments can mitigate the challenges posed by large class sizes, thereby enhancing student involvement and participation. however, koenig 5 cautions that the mere introduction of technology is insufficient; without comprehensive training and a balanced pedagogical approach, technology may fail to deliver the anticipated improvements in learning outcomes. these findings underscore the need for a nuanced, strategic approach that harmonizes technological innovation with pedagogical rigor to address the complexities of contemporary education. emerging themes in student-centred learning the evolution of student-centred learning is characterized by a growing emphasis on interactivity and personalisation, both of which have become central themes in modern educational discourse. gopinathan et al. 6 advocate for interactive learning environments that actively engage students through collaborative tools and techniques, facilitating a deeper understanding of course content and promoting critical thinking skills. by simulating real-world scenarios, these environments not only make learning more relevant but also prepare students for complex problem-solving in their future professional lives. in contrast, shemshack and spector 7 emphasize the importance of personalisation in education, where technology is leveraged to customize learning experiences according to individual student needs and learning paces. this approach has been shown to significantly improve learning outcomes, particularly in environments where student diversity in terms of learning styles and abilities is pronounced. 5 monika heupel et al., “emergency politics after globalization,” international studies review 23, no. 4 (2021): 1959–1987. 6 sharmini gopinathan et al., “the role of digital collaboration in student engagement towards enhancing student participation during covid-19,” sustainability 14, no. 11 (2022): 6844, http://dx.doi.org/10.3390/su14116844. 7 atikah shemshack and jonathan michael spector, “a systematic literature review of personalized learning terms,” smart learning environments 7, no. 1 (2020), http://dx.doi.org/10.1186/s40561-020-00140-9. volume 9, number 1, may 2024| 5 however, the practical implementation of these strategies is not without challenges. the effectiveness of interactive learning environments, for example, can be compromised if they overwhelm students who may struggle to keep pace with the rapid and complex interactions that such environments often entail 8. similarly, while personalized learning holds great promise, its scalability remains a significant concern, particularly in resource-constrained settings where infrastructure and technological resources may be limited 9. these challenges highlight the need for a critical, context-sensitive approach to the adoption of student-centred learning strategies. such an approach must carefully balance the benefits of interactivity and personalization against the potential risks and limitations, particularly in diverse and resource-constrained educational environments. technology integration the integration of technology in higher education has introduced profound changes in the way education is delivered, facilitating the transition from traditional lecture-based instruction to more dynamic, interactive learning environments. technologies such as virtual reality (vr), augmented reality (ar), and massive open online courses (moocs) have redefined the educational landscape, offering new opportunities for enhancing student engagement and learning outcomes. hamilton et al. 10 argue that vr and ar technologies, by creating immersive learning experiences, have the potential to significantly enhance student understanding and retention. these technologies enable the replication of real-world scenarios within a controlled learning environment, allowing students to gain practical experience in a manner that traditional instructional methods cannot provide. similarly, moocs have democratized access to education by making high-quality educational resources available to learners across the globe, thus overcoming traditional barriers of geography and economic status 11. despite these advantages, the widespread adoption of such technologies is fraught with challenges. the high costs associated with vr and ar technologies, coupled with the technical expertise required for their effective implementation, pose significant barriers to their integration, particularly in institutions with limited financial resources 12. moreover, moocs, while expanding access to education, suffer from high dropout rates, raising concerns about their effectiveness in 8 maria palioura and charalampos dimoulas, “digital storytelling in education: a transmedia integration approach for the non-developers,” education sciences 12, no. 8 (2022): 559, http://dx.doi.org/10.3390/educsci12080559. 9 nyarai tunjera and agnes chigona, “investigating effective ways to use artificial intelligence in teacher education,” european conference on e-learning 22, no. 1 (2023): 331–340, http://dx.doi.org/10.34190/ecel.22.1.1625. 10 d hamilton et al., “immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design,” journal of computers in education 8, no. 1 (2020): 1–32, http://dx.doi.org/10.1007/s40692-020-00169-2. 11 sara calvo et al., “educating at scale for sustainable development and social enterprise growth: the impact of online learning and a massive open online course (mooc),” sustainability 12, no. 8 (2020): 3247, http://dx.doi.org/10.3390/su12083247. 12 hamilton et al., “immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design.” volume 9, number 1, may 2024| 6 promoting sustained learning engagement 13. grimus 14 emphasizes that the successful integration of technology into education requires a comprehensive approach that goes beyond the mere acquisition of gadgets. it involves strategic planning that includes teacher training, curriculum adaptation, and infrastructure development to ensure that technology enhances rather than detracts from the educational experience. application to the south african context in the context of south africa, the implementation of student-centred learning strategies must be tailored to address the unique challenges faced by the country’s higher education sector. south africa's educational landscape is marked by significant disparities in access and quality, reflecting broader socio-economic inequalities. these challenges necessitate a localized approach to curriculum design and the integration of technology, ensuring that educational strategies are both relevant and accessible to all students, regardless of their socio-economic background. ocampo-lopez et al. 15 suggest that mobile learning platforms have the potential to bridge the gap for students in rural areas who lack regular access to traditional classroom settings and desktop-based online resources. mobile technologies, with their wide penetration even in underresourced areas, offer a practical solution for delivering educational content in a flexible and accessible manner. additionally, kudumo and ngcoza 16 highlight the importance of incorporating local cultural elements into the curriculum, arguing that such an approach not only enhances the relevance of education but also fosters greater student engagement by reflecting the diverse cultural backgrounds of the student body. case studies from south african universities provide valuable insights into the practical application of these strategies. the university of cape town, for example, has successfully utilized mobile applications to deliver lectures and educational resources, resulting in increased student engagement and retention 17. similarly, the university of johannesburg has redesigned its courses to include more group work and community-based projects, aligning academic studies with realworld issues and thereby making education more practical and impactful 18. however, the effective implementation of these strategies requires careful consideration of the specific needs and conditions of south african learners. continuous monitoring, evaluation, 13 calvo et al., “educating at scale for sustainable development and social enterprise growth: the impact of online learning and a massive open online course (mooc).” 14 margarete grimus, “emerging technologies: impacting learning, pedagogy and curriculum development,” bridging human and machine: future education with intelligence (springer singapore, 2020), http://dx.doi.org/10.1007/978-981-15-0618-5_8. 15 carlos ocampo-lópez et al., “post-digital learning for rural development: a case study of open biotec moocs in colombia,” future internet 15, no. 4 (2023): 141, http://dx.doi.org/10.3390/fi15040141. 16 peter kudumo and kenneth mlungisi ngcoza, “prospects of using indigenous knowledge as a culturally responsive pedagogy to teach science concepts regarding iron smelting,” indilinga african journal of indigenous knowledge systems 22, no. 2 (2023): 204–221. 17 m h grewe and l gie, “can virtual reality have a positive influence on student engagement?,” south african journal of higher education 37, no. 5 (2023): 124–141. 18 byung-yeol park et al., “the development of high leverage practices in environmental sustainabilityfocused service learning courses: applications for higher education,” environmental education research 28, no. 11 (2022): 1635–1655, http://dx.doi.org/10.1080/13504622.2022.2070603. volume 9, number 1, may 2024| 7 and feedback are essential to assess the effectiveness of these interventions and to ensure that they meet their intended objectives 19. furthermore, to overcome the infrastructural and financial barriers that may impede the adoption of technology-enhanced learning, there is a pressing need to increase funding for technological infrastructure, particularly in underprivileged institutions. enriching teacher training to encompass both culturally diverse and technology-supported pedagogy is also crucial to ensure that educators are equipped to deliver quality education in a rapidly evolving educational landscape. a holistic approach that combines technological innovation with cultural relevance and contextual sensitivity is essential for addressing the complex challenges facing south african higher education and for enabling the sector to thrive in the face of these challenges. part ii: teaching and learning in large classes addressing the academic challenges associated with large classes necessitates a nuanced understanding of the issues and theories that define instruction in such environments. large classes present significant challenges in terms of student engagement, individual attention, and assessment, all of which are critical to the learning process. the theoretical frameworks underpinning large-class teaching provide a foundation for developing effective strategies to mitigate these challenges. constructivist theories of learning, for example, emphasize the importance of active, student-centred learning, where knowledge is constructed through interaction and collaboration 20. this approach advocates for the use of cooperative learning strategies, such as group projects and peer discussions, as a means of fostering active learning environments in large classes 21. similarly, the theory of transactional distance highlights the psychological and communicative gap that can exist between students and teachers in large or online classes, and proposes strategies for reducing this distance through regular interactions and feedback22. practical strategies for teaching large classes involve innovative approaches to both engagement and assessment. the use of technology, such as clickers and polling software, can enhance student participation by providing immediate feedback and fostering an interactive classroom environment 23. the "think-pair-share" method, which encourages students to refine their ideas through peer interaction, is another effective strategy for promoting active learning in large groups 24. 19 grewe and gie, “can virtual reality have a positive influence on student engagement?”; park et al., “the development of high leverage practices in environmental sustainability-focused service learning courses: applications for higher education.” 20 jamiu okesola okegbemiro, “effects of blended and e-learning on academic achievement of business education students in word processing” (kwara state university (nigeria), 2021). 21 waseem ahmad bhat et al., “how to conduct bibliometric analysis using r-studio: a practical guide,” european economic letters (eel) 13, no. 3 (2023): 681–700. 22 vijayakumar selvaraj et al., “autonomous language learning in call environments using transactional distance theory,” computer-assisted language learning electronic journal 25, no. 1 (2024): 148–167. 23 ashvin nair et al., “awac: accelerating online reinforcement learning with offline datasets,” arxiv preprint arxiv:2006.09359 (2020). 24 m kurjum, a muhid, and m thohir, “think-pair-share model as solution to develop students’ critical thinking in islamic studies: is it effective?,” cakrawala pendidikan 39, no. 1 (2020): 144–155, volume 9, number 1, may 2024| 8 assessment in large classes can be particularly challenging, as traditional methods such as written exams and essays may not adequately measure individual understanding. diversifying assessment approaches to include project-based assessments, peer reviews, and automated quizzes can help to ensure a more comprehensive evaluation of student learning 25. these methods also allow for a more personalized approach to assessment, accommodating different learning styles and abilities. the successful implementation of these strategies requires careful planning and resource allocation. technology-based participation, for example, necessitates the availability of sufficient equipment and software, as well as training for both students and faculty (ragan et al., 2023). regular feedback mechanisms, such as surveys and focus groups, are also essential for evaluating the effectiveness of these teaching methods and making necessary adjustments based on student responses 26. part iii: addressing broader educational challenges the phenomenon of massification, characterized by the significant growth in student enrollment, presents both opportunities and challenges for higher education. managing the increasing number of students requires a strategic approach that includes the expansion of both physical and virtual accommodations, such as the construction of new facilities and the upgrading of online learning platforms 27. universities are also increasingly adopting flexible course delivery methods, such as hybrid models that combine offline and online interactions, to optimize resources and provide students with flexible learning paths 28. ensuring the quality of education in massified settings involves maintaining rigorous academic standards and teaching quality through continuous professional development for faculty 29. this can be supported by integrating advanced pedagogical tools and techniques, such as adaptive learning technologies that tailor educational content to individual student needs. additionally, establishing robust support systems for students, including academic advising and mental health services, is crucial to ensure that the increase in quantity does not lead to a decrease in quality 30. https://www.scopus.com/inward/record.uri?eid=2-s2.085090637003&doi=10.21831%2fcp.v39i1.28762&partnerid=40&md5=66703d209005b921ba0fb3f7b9142f8c. 25 chetna gupta, “the impact and measurement of today’s learning technologies in teaching software engineering course using design-based learning and project-based learning,” ieee transactions on education 65, no. 4 (2022): 703–712, http://dx.doi.org/10.1109/te.2022.3169532. 26 miftachul huda, “between accessibility and adaptability of digital platform: investigating learners’ perspectives on digital learning infrastructure,” higher education, skills and work-based learning (2023), http://dx.doi.org/10.1108/heswbl-03-2022-0069. 27 mohammad amin lasaiba and djamila lasaiba, “enhancing academic achievement through the application of the 5e learning cycle model,” insecta: integrative science education and teaching activity journal 5, no. 1 (2024): 71–86. 28 kudumo and ngcoza, “prospects of using indigenous knowledge as a culturally responsive pedagogy to teach science concepts regarding iron smelting.” 29 park et al., “the development of high leverage practices in environmental sustainability-focused service learning courses: applications for higher education.” 30 okegbemiro, “effects of blended and e-learning on academic achievement of business education students in word processing.” volume 9, number 1, may 2024| 9 the scalability and sustainability of these strategies depend on several factors, including financial resources and policy frameworks. building infrastructure and installing new technologies require significant investment, making financial resources a critical consideration 31. policy frameworks that promote innovation in teaching and learning, along with systems for evaluating the effectiveness of new initiatives, are also essential for ensuring that expansion does not compromise education quality 32. furthermore, ensuring socio-economic inclusiveness in the expansion of higher education is crucial for maintaining equitable access to quality education as institutions grow 33. decolonisation of the curriculum the decolonisation of the curriculum involves challenging and dismantling the eurocentric paradigms that have historically dominated education. this process requires the recognition and integration of indigenous knowledge systems alongside western paradigms, as well as the inclusion of a more diverse range of cultural and intellectual contributions in course materials 34. apostolellis35 suggests that creating a classroom environment that respects and values all students' cultural backgrounds is essential for fostering an inclusive and equitable educational experience. efforts to decolonise the curriculum must go beyond superficial changes to involve meaningful engagement with local communities, scholars, and educators to incorporate their perspectives and experiences into academic content 36. this can be achieved through guest lectures from community leaders, partnerships with local universities, and internships that allow students to engage with the topics they study in real-world contexts. diversifying faculty and staff to reflect broader demographic representation is also crucial for creating a richer academic environment and providing students with role models from similar backgrounds 37. despite the growing momentum for decolonisation, significant challenges remain. resistance can arise from within academic institutions, where entrenched interests and traditional views may hinder curriculum reform. additionally, there are practical challenges related to adequately training educators to deliver a decolonised curriculum in a way that is both effective 31 fennie mantula et al., “qualitative research approach in higher education: application, challenges and opportunities,” east african journal of education and social sciences 5, no. 1 (2024): 1– 10, http://dx.doi.org/10.46606/eajess2024v05i01.0343a. 32 maryam ameri, “criticism of the sociocultural theory,” budapest international research and critics institute (birci-journal): humanities and social sciences 3, no. 3 (2020): 1530–1540, http://dx.doi.org/10.33258/birci.v3i3.1082. 33 russell a barkley et al., “the efficacy of problem-solving communication training alone, behavior management training alone, and their combination for parent–adolescent conflict in teenagers with adhd and odd.,” journal of consulting and clinical psychology 69, no. 6 (2001): 926. 34 shemshack and spector, “a systematic literature review of personalized learning terms.” 35 panagiotis apostolellis, doug a bowman, and marjee chmiel, “supporting social engagement for young audiences with serious games and virtual environments in museums,” springer series on cultural computing (springer international publishing, 2018), http://dx.doi.org/10.1007/978-3-319-58550-5_2. 36 huda, “between accessibility and adaptability of digital platform: investigating learners’ perspectives on digital learning infrastructure.” 37 kudumo and ngcoza, “prospects of using indigenous knowledge as a culturally responsive pedagogy to teach science concepts regarding iron smelting.” volume 9, number 1, may 2024| 10 and sensitive to cultural nuances 38. however, as more institutions adopt curriculum reviews and reforms, and as awareness of the importance of diverse and inclusive education grows, these challenges can be overcome 39. adoption of technology as a teaching pedagogy the integration of technology into teaching and learning has the potential to revolutionize education by making it more accessible, engaging, and equitable. digital tools can break down barriers to education and make learning more inclusive, particularly for students with disabilities or those in geographically isolated areas 40. technologies such as learning management systems (lms), virtual reality (vr), and augmented reality (ar) provide immersive and interactive learning experiences that cater to diverse learning styles and needs 41. looking ahead, the future of technology-enhanced education lies in the increasing personalization of learning through artificial intelligence (ai) and machine learning. ai can enable students to follow personalized learning paths with real-time feedback, while big data analytics can help educators identify learning patterns and develop more effective teaching strategies 42. however, the integration of technology into education also presents challenges, particularly in addressing the digital divide. the inequality in access to digital technologies and the internet between students in urban and rural areas can limit participation in digital learning environments and exacerbate existing educational disparities 43. addressing this challenge requires comprehensive policies that promote the development of digital infrastructure, including reliable internet access and the provision of necessary technological tools to schools 44. investments in digital infrastructure are essential for improving educational outcomes and enabling universal access to high-quality educational content. in addition to infrastructure development, teacher training is critical for the successful integration of technology into education. teachers must be equipped with the digital literacy skills necessary to evaluate, select, and effectively use technological tools in their teaching. developing these skills will enable teachers to create online and blended learning environments that are both 38 simiso c buthelezi, dennis ocholla, and petros dlamini, “strategies for documenting and disseminating indigenous knowledge at a south african university,” sa journal of information management 26, no. 1 (2024), http://dx.doi.org/10.4102/sajim.v26i1.1648. 39 mantula et al., “qualitative research approach in higher education: application, challenges and opportunities.” 40 giuseppina rita jose mangione and giuseppina cannella, “small school, smart schools: distance education in remoteness conditions,” technology, knowledge and learning 26, no. 4 (2020): 845–865, http://dx.doi.org/10.1007/s10758-020-09480-4. 41 magdalena garlinska et al., “the influence of emerging technologies on distance education,” electronics 12, no. 7 (2023): 1550, http://dx.doi.org/10.3390/electronics12071550. 42 jiajia eve liu, yuen yi lo, and jieting jerry xin, “clil teacher assessment literacy: a scoping review,” teaching and teacher education (2023). 43 hana m abualadas and lu xu, “achievement of learning outcomes in non-traditional (online) versus traditional (face-to-face) anatomy teaching in medical schools: a mixed method systematic review,” clinical anatomy (new york, n.y.) 36, no. 1 (january 2023): 50–76, https://pubmed.ncbi.nlm.nih.gov/35969356. 44 kudumo and ngcoza, “prospects of using indigenous knowledge as a culturally responsive pedagogy to teach science concepts regarding iron smelting.” volume 9, number 1, may 2024| 11 effective and inclusive 45. moreover, the focus on teacher training should not only improve their technical skills but also foster a culture of lifelong learning and adaptability, which is essential in a rapidly changing technological landscape 46. while the challenges of integrating technology into education are significant, they also present opportunities for growth and innovation. efforts to bridge the digital divide, for example, can contribute to broader socio-economic development by providing community access to the internet and forming partnerships with technology providers to supply equipment and software to schools 47. additionally, the emphasis on teacher training in digital tools can lead to a culture of continuous professional development, which is crucial for maintaining educational quality in the face of rapid technological advancements. in conclusion, while the integration of technology into education introduces new challenges, it also offers the potential to transform teaching and learning in profound ways. closing the digital divide and enhancing teacher training are critical steps toward creating more inclusive, immersive, and effective educational systems. through strategic investments in digital technology and ongoing professional development for teachers, educational institutions can improve learning outcomes and prepare students and educators alike for success in the digital age 48. conclusion addressing the multifaceted challenges and opportunities within higher education requires the implementation of strategic frameworks that are attuned to the evolving educational landscape. this study has underscored the imperative for adopting student-centred learning models that thoughtfully integrate technology and pursue the decolonisation of curricula, thereby fostering more inclusive and dynamic educational environments. while the incorporation of digital tools presents both challenges and opportunities, it is essential for ensuring equitable access to education and preparing students for a digitized world. similarly, the principles of decolonised education and the application of adaptive strategies in large classroom settings necessitate continuous reform efforts that are both reflective of and responsive to the changing needs of the student population. as the educational landscape continues to evolve, institutions must remain committed to innovation and adaptability in their educational strategies, ensuring that they not only address contemporary needs but are also equipped to meet the challenges of the future. 45 leanna archambault, heather leary, and kerry rice, “pillars of online pedagogy: a framework for teaching in online learning environments,” educational psychologist 57, no. 3 (2022): 178–191, http://dx.doi.org/10.1080/00461520.2022.2051513. 46 gopinathan et al., “the role of digital collaboration in student engagement towards enhancing student participation during covid-19.” 47 chankseliani, “david p. baker and justin j.w. powell, global mega-science: universities, research collaborations and knowledge production.” 48 grimus, “emerging technologies: impacting learning, pedagogy and curriculum development.” volume 9, number 1, may 2024| 12 reference abualadas, hana m, and lu xu. “achievement of learning outcomes in non-traditional (online) versus traditional (face-to-face) 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the 5e learning cycle model.” insecta: integrative science education and teaching activity journal 5, no. 1 (2024): 71–86. liu, jiajia eve, yuen yi lo, and jieting jerry xin. “clil teacher assessment literacy: a scoping review.” teaching and teacher education (2023). mangione, giuseppina rita jose, and giuseppina cannella. “small school, smart schools: distance education in remoteness conditions.” technology, knowledge and learning 26, no. 4 (2020): 845–865. http://dx.doi.org/10.1007/s10758-020-09480-4. mantula, fennie, amos c. mpofu, favourate y. mpofu, and george n. shava. “qualitative research approach in higher education: application, challenges and opportunities.” east african journal of education and social sciences 5, no. 1 (2024): 1–10. http://dx.doi.org/10.46606/eajess2024v05i01.0343a. nair, ashvin, abhishek gupta, murtaza dalal, and sergey levine. “awac: accelerating online reinforcement learning with offline datasets.” arxiv preprint arxiv:2006.09359 (2020). nobutoshi, 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2024| 14 john c volin, maria chrysochoou, and peter c diplock. “the development of high leverage practices in environmental sustainability-focused service learning courses: applications for higher education.” environmental education research 28, no. 11 (2022): 1635– 1655. http://dx.doi.org/10.1080/13504622.2022.2070603. rajaram, kumaran. “future of learning: teaching and learning strategies.” learning intelligence: innovative and digital transformative learning strategies. springer nature singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9201-8_1. selvaraj, vijayakumar, akhter habib shah, n sundari subasini, and a sathikul ameen. “autonomous language learning in call environments using transactional distance theory.” computer-assisted language learning electronic journal 25, no. 1 (2024): 148–167. shemshack, atikah, and jonathan michael spector. “a systematic literature review of personalized learning terms.” smart learning environments 7, no. 1 (2020). http://dx.doi.org/10.1186/s40561-020-00140-9. terrier, m. “nine years of shī’i studies (2009-2017). review and prospects.” studia islamica 113, no. 2 (2018): 203–222. https://www.scopus.com/inward/record.uri?eid=2-s2.085071015453&doi=10.1163%2f1958570512341377&partnerid=40&md5=a859bd5b55cb6c8df139db9e9d9172e5. tunjera, nyarai, and agnes chigona. “investigating effective ways to use artificial intelligence in teacher education.” european conference on e-learning 22, no. 1 (2023): 331–340. http://dx.doi.org/10.34190/ecel.22.1.1625. educatio : journal of education volume 9 , number 3, november 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) arabic listening comprehension test questions for beginner level based on competency standards (actfl) ihwan mahmudi, arif irfanudin , moh hendri, muhamad luthfi thoyib master of arabic language education study program, darussalam gontor university muhamadluthfithoyib92@student.pba.unida.gontor.ac.id, arifirfanudin94@student.pba.unida.gontor.ac.id accepted: sept 28th 2024 reviewed: oct 18th 2024 published: nov 30th 2024 abstract this study aims to explore the use of actfl standards in arabic language listening comprehension tests at the novice level. the actfl standards for the novice level are divided into three sub-levels: novice high, novice mid, and novice low. this research employs a qualitative approach through literature review, analyzing the "skills guide" by the american council on the teaching of foreign languages (actfl) and other relevant literature such as articles and books. the analysis reveals that a well-structured arabic listening comprehension test for novice learners consists of 5 questions based on actfl standards: 20% of the questions are at the novice high level (3 questions), 50% are at the novice mid level (4 questions), and 30% are at the novice low level (3 questions). the findings highlight the importance of aligning language proficiency assessments with actfl standards to ensure effective learning outcomes at the beginner level. the implications of this research suggest that such tests can better gauge the listening comprehension skills of novice learners, thus improving the quality of language instruction. keywords: test items, listening ability, beginners, actfl.teacher. by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the mastery of the arabic language has become increasingly significant in the context of globalization, given its status as one of the international languages spoken by over 420 million people worldwide 1. arabic is not only a liturgical language in islam but also an essential medium of communication across the middle east and north africa, regions that wield considerable influence in global politics, economics, and culture 2. given the expanding global role of arabic, 1 carolyn s kaplan, “alignment of world language standards and assessments: a multiple case study,” foreign language annals 49, no. 3 (2016): 502–529. 2 eileen w glisan, elvira swender, and eric a surface, “oral proficiency standards and foreign language teacher candidates: current findings and future research directions,” foreign language annals 46, no. 2 (2013): 264– 289; muh. barid nizarudin wajdi, “المناهج التعليمية للغة العربية في تطوير المفردات لغير الناطقين بها,” at-tajdid: jurnal ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016), http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 3, november 2024| 243 its teaching, particularly at the primary school level such as madrasah ibtidaiyah (mi), has gained prominence. the instruction of arabic is not just about preserving cultural heritage; it is a vital skill that can facilitate opportunities in various international domains, including trade, diplomacy, and global media 3. therefore, educational systems, particularly in regions with a significant muslim population, must focus on equipping the younger generation with essential linguistic skills. in the context of arabic language teaching in madrasah ibtidaiyah, it is crucial that the instruction aligns with internationally recognized competency standards, such as those set by the american council on the teaching of foreign languages (actfl) 4. the actfl standards provide a comprehensive framework for teaching arabic that encompasses four primary language skills: listening, speaking, reading, and writing. among these, listening skills are foundational because they influence a student’s ability to understand spoken language, which is essential for communication and language acquisition 5. studies have shown that well-designed listening comprehension tasks improve students' understanding of essential linguistic components such as vocabulary, grammar, and pronunciation in arabic 6. thus, the role of listening in language education cannot be overstated, particularly in an immersive language environment. the implementation of teaching strategies that prioritize listening comprehension, such as utilizing audiovisual materials and interactive exercises, is crucial for fostering effective language learning in madrasah ibtidaiyah 7(ningtyas et al., 2021). research from the indonesian ministry of education and culture highlights that students who engage with interactive and contextual learning methods show significant improvements in their language proficiency 8. furthermore, internal school surveys corroborate these findings, revealing that students who receive regular practice in listening comprehension demonstrate higher academic achievement in arabic compared to peers who focus more on speaking, reading, or writing 9. consequently, to elevate the quality of arabic language education in madrasah ibtidaiyah, there is an urgent need to adopt a structured, systematic approach to teaching listening skills in accordance with actfl standards. this approach not only promotes better comprehension but also prepares students for future academic and professional opportunities 10. 3 erwin tschirner, “listening and reading proficiency levels of college students,” foreign language annals 49, no. 2 (2016): 201–223; muh barid nizarudin wajdi, “dynamic learning for the arabic language,” edutec: journal of education and technology 2, no. 2 (2019): 25–31. 4 alyssia m miller de rutté, “exploring achievement goal theory, actfl’s 5 cs, and the l2 classroom: what goals do students set?,” foreign language annals 52, no. 2 (2019): 237–254. 5 niamh kelly and jennifer bruen, “translation as a pedagogical tool in the foreign language classroom: a qualitative study of attitudes and behaviours,” language teaching research 19, no. 2 (2014): 150–168. 6 eneko antón, natalia b soleto, and jon a duñabeitia, “recycling in babel: the impact of foreign languages in rule learning,” international journal of environmental research and public health 17, no. 11 (2020): 3784. 7 yeni d r ningtyas, kusubakti andajani, and gatut susanto, “bahan ajar menyimak untuk pelajar bipa tingkat pemula tinggi,” jurnal pendidikan teori penelitian dan pengembangan 6, no. 5 (2021): 681. 8 francis j troyan, sabrina f sembiante, and nicole king, “a case for a functional linguistic knowledge base in world language teacher education,” foreign language annals 52, no. 3 (2019): 644–669. 9 jia-ying lee and wen-hau fan, “actfl standards and their implications to taiwanese english teacher education and professional development,” journal of education and learning 1, no. 1 (2012). 10 daniel r isbell and benjamin kremmel, “test review: current options in at-home language proficiency tests for making high-stakes decisions,” language testing 37, no. 4 (2020): 600–619. volume 9, number 3, november 2024| 244 moreover, recent studies have further emphasized the importance of integrating listening comprehension with a broader understanding of language learning strategies. for instance, the implementation of pre-listening activities such as vocabulary preteaching and content previewing has been shown to significantly enhance listening comprehension among arabic-speaking learners 11. additionally, research on arabic curriculum design based on actfl standards, such as the merdeka curriculum, illustrates the need for a structured approach that incorporates both listening and cultural competence 12. furthermore, the adoption of extensive listening strategies has been found to improve both vocabulary acquisition and overall listening comprehension in arabic 13. such findings support the notion that listening skills should be prioritized in the language curriculum to provide students with a solid foundation for acquiring other language competencies. in light of the growing importance of arabic language proficiency in the globalized world, this study emphasizes the need for a focused, standards-based approach to arabic language teaching. by adhering to the actfl framework and prioritizing listening skills, educators in madrasah ibtidaiyah can significantly enhance students' linguistic abilities and academic outcomes, thereby preparing them for success in a wide range of global contexts. methods this study employs a qualitative research methodology with a literature review approach, focusing on gaining a deep understanding of the processes, concepts, and phenomena involved in developing arabic listening skills. a qualitative approach is suitable as it allows for flexibility in exploring both the theoretical and practical aspects of arabic language acquisition, particularly in the context of listening skills development. according to recent studies, understanding listening comprehension strategies and their impact on language learners is crucial for creating effective pedagogical approaches 14. the method used in this research involves a detailed review of relevant literature, including books, academic articles, research reports, and other publications that contribute to the topic of arabic language listening skills. the literature review process in this study follows several stages. first, the researcher identifies and collects literature pertinent to the study of listening skills in arabic language learning. sources include academic books, journal articles, and reports that explore theories, methods, and best practices in arabic language instruction, particularly those focused on listening 11 dukhayel aldukhayel, “the impact of vocabulary preteaching and content previewing on the listening comprehension of arabic-speaking efl learners,” informing science: the international journal of an emerging transdiscipline 26 (2023): 23–38, http://dx.doi.org/10.28945/5076. 12 hasyim asy’ari, naifah, and cahya edi setyawan, “arabic curriculum design in the merdeka curriculum from the perspective of the american council on the teaching of foreign languages (actfl),” mantiqu tayr: journal of arabic language 4, no. 1 (2024): 213–231, http://dx.doi.org/10.25217/mantiqutayr.v4i1.4001. 13 rully agung yudhiantara and syihabuddin syihabuddin, “arabic extensive listening and its language learning benefits,” kalamuna: jurnal pendidikan bahasa arab dan kebahasaaraban 4, no. 2 (2023): 233–247, http://dx.doi.org/10.52593/klm.04.2.08. 14 ahmed mahmoud suleiman al-bazayeuh, “the degree to which arabic language teachers are able to use methods for developing listening comprehension skills among basic stage students in ma’an governorate,” the arab journal for quality assurance in higher education 17, no. 59 (2024): 21–41, http://dx.doi.org/10.20428/ajqahe.v17i59.2366. volume 9, number 3, november 2024| 245 comprehension 15. this initial step ensures that the research is based on a broad and comprehensive body of work. next, the quality of the sources is evaluated. the researcher assesses the credibility and relevance of the literature, considering factors such as the reputation of the authors, the robustness of the research methodology, and the applicability of the findings to the study's objectives. this evaluation is necessary to ensure the reliability and validity of the data gathered 16. after gathering relevant materials, the researcher performs an in-depth analysis to identify major themes, patterns, and gaps in the existing research. this analysis facilitates the synthesis of relevant information, enabling the construction of strong arguments based on the literature available. finally, the researcher synthesizes the conclusions, which link the findings from the literature review to the research's objectives. the conclusions aim to inform the development of more effective strategies for teaching listening skills, with particular attention to improving arabic listening proficiency in madrasah ibtidaiyah 17. this approach also aligns with recent findings that show how methods such as extensive listening programs can enhance both vocabulary acquisition and listening comprehension 18. these insights are used to propose new teaching methods for arabic language learners at the elementary school level, contributing to the enhancement of listening comprehension skills. the results of this study will guide educators in creating more efficient, standards-aligned curricula that better support the development of listening skills in arabic . the integration of these findings into curriculum design will improve the overall effectiveness of arabic language teaching, particularly in foundational education settings like madrasah ibtidaiyah. result and discussion result this section presents the findings from the literature review regarding the application of the american council on the teaching of foreign languages (actfl) standards for assessing arabic listening skills. the review aims to understand how the actfl framework can be applied effectively in arabic language teaching, particularly in madrasah ibtidaiyah. the literature analysis reveals insights into relevant theories, methodologies, and practices that inform the design of listening comprehension tests based on the actfl standards. the literature indicates that the actfl standards provide a comprehensive framework for creating valid and reliable listening tests for novice-level learners. it highlights the importance of categorizing test items into different difficulty levels, which helps in assessing the varying levels of student proficiency. for instance, easy-level questions allow students to demonstrate basic 15 yudhiantara and syihabuddin, “arabic extensive listening and its language learning benefits.” 16 aldukhayel, “the impact of vocabulary preteaching and content previewing on the listening comprehension of arabic-speaking efl learners.” 17 asy’ari, naifah, and setyawan, “arabic curriculum design in the merdeka curriculum from the perspective of the american council on the teaching of foreign languages (actfl).” 18 yudhiantara and syihabuddin, “arabic extensive listening and its language learning benefits”; wajdi, “dynamic learning for the arabic language.” volume 9, number 3, november 2024| 246 understanding, while more difficult questions reveal challenges that require more advanced comprehension. the application of actfl standards in arabic language learning at madrasah ibtidaiyah enhances the quality of teaching and assessment of listening skills. valid and reliable tests designed using actfl standards assist teachers in developing more effective instructional strategies and providing constructive feedback for students’ language development. standards for listening comprehension the study explores how the actfl standards are utilized to assess arabic listening skills at the novice level. the literature reveals that the actfl framework categorizes listening comprehension skills into various stages, particularly for beginners. these stages include tasks ranging from basic word recognition to constructing simple sentences. 1. listening test standards based on the literature, the novice-level listening comprehension tests typically consist of questions divided into various levels of difficulty, as follows: • easy level (30%): these questions test basic skills such as identifying colors, objects, or simple vocabulary. • intermediate level (50%): these questions challenge students to form meaningful sentences from individual words. • difficult level (20%): these questions assess the students' ability to construct more complex sentences or use specific words in context. presentation of data from the literature the literature highlights the effectiveness of dividing test questions into difficulty levels (easy, intermediate, and difficult) in evaluating varying student capabilities. well-structured intermediatelevel questions (c2) effectively differentiate between different proficiency levels, while difficultlevel questions (c3) reveal significant challenges in language comprehension. these distinctions are critical for assessing the development of listening skills among novice learners. table 1: listening skills test format no type of question description of the question question skill level criteria الصوت 1 آخر اختبار example: listen to the last sounds of the words i will say and identify whether you hear /s/ or /ş/. write the sound next to the number written in front of you according to the sound you hear with the word. teacher says: . 2رأس .1 . 3منقوص . قاموس 4فحص the answer sheet after the student writes the answer will look like this: . ص 3. ص 2س .1 . م 4 النص 2 اختبار المسموع واألسئلة ali reads the book in his free time. listen to the following text once, then answer the questions written on the beginner low volume 9, number 3, november 2024| 247 paper. what did ali do in his free time? a. sleep b. read books c. eat d. wash اختبار 3 الصوت المسموع ahmad: "where do you live?" ali: "i live in the village." listen to the following text once, then answer the questions written on the paper. where does the person live? a. in the city b. in the village c. in the school d. in the mosque beginner medium النص 4 اختبار المسموع واألسئلة listen to this word, then answer the following questions: ahmad goes to school every day. listen to the text once, then answer the questions written on the paper. where did ahmad go? a. to the market b. to school c. to the house d. to the hospital beginner medium السؤال 5 اختبار واإلجابات listen to this word, then answer the following questions: in my bag, there is a book, pen, and eraser. what is in the bag? a. book, pen, and eraser b. notebook and shoes c. book and cup d. clock and pen beginner medium السؤال 6 اختبار واإلجابات listen to this word, then answer the following questions: ahmad goes to school every day. where did ahmad go? a. to the market b. to school c. to the house d. to the hospital beginner medium السؤال 7 اختبار واإلجابات listen to this word, then answer the following questions: ali reads books in his free time. what did ali do in his free time? a. sleep b. read books c. eat d. wash beginner medium كتابة 8 اختبار األرقام write the numbers you hear in numerals. teacher says: a. twentyfour b. nine thousand beginner high كتابة 9 اختبار األرقام write the numbers you hear in numerals. teacher says: a. eleventh b. fifty beginner high حفظ 10 اختبار المسموع memorize the sentence you hear. in the classroom, there is a desk and a chair; the teacher sat on the chair. teacher says: in the classroom, there is a desk and a chair; the teacher sat on the chair. beginner high the above question format is designed to measure various aspects of students' listening skills in arabic, from the most basic to more complex levels. multiple-choice and short answer volume 9, number 3, november 2024| 248 questions help assess students' understanding of vocabulary and basic language structure. rearranging words into sentences tests students' ability to form logical sentences within context. translation and writing sentences based on images emphasize students' ability to connect arabic with familiar objects or concepts. this format also includes more complex questions, such as sentence correction and completing conversations, designed to test students' ability to understand and correct language errors and use arabic in more dynamic communication contexts. these questions are tailored to the students' proficiency levels, ensuring they face appropriate challenges to help them develop their arabic language skills. data analysis and discussion from the literature 1. test validity the reviewed literature emphasizes the importance of test validity, which can be assessed using various techniques such as pearson correlation. previous studies suggest that tests with high validity typically have correlation values above 0.70. revisions and improvements to test items are made based on the literature to ensure that the questions accurately measure the intended language skills. 2. test reliability reliability, measured through cronbach’s alpha, is another key factor in test evaluation. the literature indicates that tests are considered reliable if the cronbach’s alpha value exceeds 0.80, ensuring that the test consistently measures students' listening comprehension abilities. 3. question difficulty level the literature further discusses the analysis of question difficulty, revealing that easy-level questions (c1) typically have a difficulty index of 0.20, while intermediate (c2) and difficult (c3) questions exhibit higher difficulty levels. the increasing difficulty indicates that more challenging questions expose a wider range of student abilities, helping to identify students who are struggling with comprehension. actfl competency standards for test development actfl provides a detailed guide for language test development, including listening comprehension. the actfl standards are categorized into five areas: communication, cultures, connections, comparisons, and communities. for listening skills, the standards emphasize the ability to understand and interpret various forms of spoken communication in arabic. actfl recommends using listening tests that align with students' proficiency levels, with formats ranging from multiple-choice questions to more complex tasks like constructing sentences from heard words. these tests are designed to measure students' understanding of vocabulary, grammar, and their ability to interpret spoken information. table: listening test formats volume 9, number 3, november 2024| 249 to further illustrate the actfl standards for listening comprehension, the following test formats are suggested: no. type of question description sample question difficulty level 1 final sound test listen to the final sounds of the words and identify them teacher says: ,فحص منقوص, رأس, قاموس novice low 2 listening passage and questions listen to the text, then answer the questions ali reads books in his free time. what did ali do in his free time? novice low 3 spoken sentence test listen to the sentence and answer questions ahmad: "where do you live?" ali: "i live in the village." where does the person live? novice mid 4 listening passage and questions listen to the text, then answer the questions ahmad goes to school every day. where did ahmad go? novice mid 5 answering questions listen to the sentence and answer questions in my bag, i have a book, pen, and eraser. what’s in the bag? novice mid 6 writing numbers test write the numbers you hear teacher says: "twenty-four, nine thousand." novice high this format is designed to measure different aspects of students' listening abilities in arabic, from basic recognition of vocabulary to more complex tasks that assess their ability to create sentences and engage in dynamic communication contexts. these questions are aligned with students' proficiency levels, ensuring that each student receives challenges that match their development in listening skills. discussion the findings of this research indicate that the application of the american council on the teaching of foreign languages (actfl) standards in assessing arabic listening comprehension skills at the novice level is both effective and beneficial for enhancing arabic language instruction, particularly in madrasah ibtidaiyah. the literature review highlights that actfl provides a wellstructured framework for measuring listening skills across varying levels of difficulty, which supports a more comprehensive understanding of student proficiency. by categorizing test items into easy, intermediate, and difficult levels, the research underscores the effectiveness of this model in addressing the diverse abilities of students and enabling more tailored assessments. one of the major similarities between this research and previous studies, such as those conducted by aldukhayel 19 and yudhiantara & syihabuddin 20, is the emphasis on using varied difficulty levels in listening comprehension tests to evaluate different proficiency levels among students. previous research has also shown that structured and appropriately leveled listening tasks not only differentiate student capabilities more clearly but also help identify areas where further intervention may be necessary. the current study builds upon this idea by showing how the actfl framework can be effectively applied to the development of listening tests for arabic language learners at the elementary school level, providing a new lens for assessing listening skills at a novice level. 19 aldukhayel, “the impact of vocabulary preteaching and content previewing on the listening comprehension of arabic-speaking efl learners.” 20 yudhiantara and syihabuddin, “arabic extensive listening and its language learning benefits.” volume 9, number 3, november 2024| 250 moreover, the findings of this study contribute to existing research by further confirming the importance of valid and reliable tests in teaching listening skills, particularly in arabic language education. as highlighted in previous literature, such as the work of sedghi et al. 21, the correlation between test validity and high-quality assessments is critical for ensuring that listening tasks are measuring the correct skills. the current study extends this argument by demonstrating that not only is test validity important, but the structure of the test, especially its ability to differentiate among various levels of student proficiency, is equally crucial for measuring listening comprehension effectively. another important contribution of this study lies in its exploration of test reliability. while previous studies have discussed the use of cronbach's alpha to measure the reliability of tests 22, this research brings attention to the specific application of reliability measures to listening comprehension tests designed using actfl standards. the findings reinforce that test reliability is an essential factor for ensuring that assessments are consistent in measuring listening skills over time, which is fundamental for evaluating student progress and making informed instructional decisions. furthermore, the study's use of detailed test formats, such as multiple-choice questions, fillin-the-blank tasks, and sentence construction, echoes the diverse question types suggested by actfl. these formats have been found to be effective in testing various aspects of listening comprehension, from basic vocabulary recognition to more complex tasks involving sentence formation and interpretation 23. by integrating these diverse question types, the study supports the claim that effective listening comprehension assessments require a balance of both simple and challenging tasks to assess different aspects of the language learning process. the findings from this study also suggest that the use of actfl standards in arabic language teaching at madrasah ibtidaiyah can serve as a model for other language learning contexts. by aligning listening comprehension tests with actfl's five cs—communication, cultures, connections, comparisons, and communities—teachers can develop a holistic approach to language instruction that extends beyond language mechanics to include cultural and communicative competence. this approach reflects a growing trend in language education that emphasizes the importance of contextualizing language learning in real-world communication scenarios. in comparison to previous studies, such as those by al-bazayeuh 24, which focused on the application of listening comprehension strategies, the current research broadens the scope by specifically addressing how standardized frameworks like actfl can structure listening tests that are both pedagogically sound and reliable. this distinction enriches the existing body of research 21 hamed sedghi et al., “analysis of the translation of marked and unmarked syntactic structures in mousavi garmaroodi’s translation of jihad’s sermon based on lambrekt’s theory,” translation researches in the arabic language and literature 11, no. 25 (2021): 225–283. 22 asy’ari, naifah, and setyawan, “arabic curriculum design in the merdeka curriculum from the perspective of the american council on the teaching of foreign languages (actfl).” 23 yudhiantara and syihabuddin, “arabic extensive listening and its language learning benefits.” 24 al-bazayeuh, “the degree to which arabic language teachers are able to use methods for developing listening comprehension skills among basic stage students in ma’an governorate.” volume 9, number 3, november 2024| 251 by demonstrating how theoretical frameworks can directly inform the design of practical tools for language assessment. this research contributes to the field by providing a clearer understanding of how actfl standards can be applied to assess novice-level arabic listening skills. it offers practical insights into how listening tests can be structured to align with these standards, while also validating the importance of valid, reliable, and appropriately challenging test formats. this study's findings provide valuable guidance for arabic language educators, helping them design more effective and comprehensive assessments that better serve the diverse needs of their students. conclusion this study has provided a comprehensive analysis of the effectiveness of listening comprehension tests developed using the american council on the teaching of foreign languages (actfl) standards, specifically within the context of arabic language education at madrasah ibtidaiyah. the findings of the research demonstrate that these tests are highly effective in measuring students' listening skills and aligning with the expected competency levels for novice learners. 1. achievement of actfl competency standards: the tests developed in this study were carefully designed to adhere to the actfl competency standards, encompassing critical language skills such as listening, speaking, reading, and writing. the results indicate that these tests effectively assess students' abilities in arabic and accurately reflect the proficiency levels expected at the novice stage. by applying the actfl framework, the study contributes to enhancing the accuracy and reliability of language assessment in educational settings. 2. implementation in the learning process: the study also highlights the successful implementation of these tests within the arabic language teaching process at madrasah ibtidaiyah. the research shows that the tests not only provide valuable data for assessing student performance but also help teachers in evaluating progress and tailoring teaching strategies more effectively. by incorporating such tests into the curriculum, language instruction becomes more structured and focused, facilitating a comprehensive development of students' language skills. this finding underscores the importance of integrating standardized assessments into teaching practices to ensure continuous and targeted language development. 3. alignment with student needs: another significant outcome of this research is the alignment of the tests with the specific needs and skill levels of students at madrasah ibtidaiyah. the test items, designed with varying difficulty levels, cater to the diverse abilities of the students, allowing for a more nuanced assessment of their language proficiency. this differentiation in difficulty ensures that students at different stages of learning receive accurate feedback on their progress, while also providing opportunities for improvement. this adaptability makes the tests a valuable tool for both evaluation and teaching. volume 9, number 3, november 2024| 252 4. impact on the learning process: the implementation of these tests is expected to have a positive impact on student motivation and engagement in learning arabic. by providing assessments that are both relevant and aligned with competency standards, students are more likely to grasp the material effectively and achieve their learning objectives. the research suggests that such assessments not only aid in language acquisition but also enhance students' confidence and interest in learning arabic. this study emphasizes the importance of standardized tests, like those based on actfl competency standards, in improving the quality of arabic language education at madrasah ibtidaiyah. the findings suggest that such assessments play a pivotal role in both measuring student performance and informing instructional decisions. future research could further explore how the integration of actfl standards can be expanded to other language skills, such as speaking and writing, in elementary-level arabic education. additionally, studies investigating the long-term impact of such assessments on student performance and motivation could provide valuable insights into the effectiveness of this approach in fostering comprehensive language development. overall, this research contributes to the growing body of knowledge on language assessment and offers a practical approach to improving language instruction in primary education. by continuing to refine and implement assessments based on proven frameworks like actfl, educators can ensure that students are provided with the tools and opportunities they need to succeed in their language learning journey. reference al-bazayeuh, ahmed mahmoud suleiman. “the degree to which arabic language teachers are able to use methods for developing listening comprehension skills among basic stage students in ma’an governorate.” the arab journal for quality assurance in higher education 17, no. 59 (2024): 21–41. http://dx.doi.org/10.20428/ajqahe.v17i59.2366. aldukhayel, dukhayel. “the impact of vocabulary preteaching and content previewing on the listening comprehension of arabic-speaking efl learners.” informing science: the international journal of an emerging transdiscipline 26 (2023): 23–38. http://dx.doi.org/10.28945/5076. antón, eneko, natalia b soleto, and jon a duñabeitia. “recycling in babel: the impact of foreign languages in rule learning.” international journal of environmental research and public health 17, no. 11 (2020): 3784. asy’ari, hasyim, naifah, and cahya edi setyawan. “arabic curriculum design in the merdeka curriculum from the perspective of the american council on the teaching of foreign languages (actfl).” mantiqu tayr: journal of arabic language 4, no. 1 (2024): 213–231. http://dx.doi.org/10.25217/mantiqutayr.v4i1.4001. glisan, eileen w, elvira swender, and eric a surface. “oral proficiency standards and foreign language teacher candidates: current findings and future research directions.” foreign language annals 46, no. 2 (2013): 264–289. isbell, daniel r, and benjamin kremmel. “test review: current options in at-home language proficiency tests for making high-stakes decisions.” language testing 37, no. 4 (2020): 600–619. kaplan, carolyn s. “alignment of world language standards and assessments: a multiple case study.” foreign language annals 49, no. 3 (2016): 502–529. kelly, niamh, and jennifer bruen. “translation as a pedagogical tool in the foreign language classroom: a qualitative study of attitudes and behaviours.” language teaching research 19, no. 2 (2014): 150– volume 9, number 3, november 2024| 253 168. lee, jia-ying, and wen-hau fan. “actfl standards and their implications to taiwanese english teacher education and professional development.” journal of education and learning 1, no. 1 (2012). ningtyas, yeni d r, kusubakti andajani, and gatut susanto. “bahan ajar menyimak untuk pelajar bipa tingkat pemula tinggi.” jurnal pendidikan teori penelitian dan pengembangan 6, no. 5 (2021): 681. rutté, alyssia m miller de. “exploring achievement goal theory, actfl’s 5 cs, and the l2 classroom: what goals do students set?” foreign language annals 52, no. 2 (2019): 237–254. sedghi, hamed, seyed adnan eshkevari, saadollah homayooni, and zahra mahdavimehr. “analysis of the translation of marked and unmarked syntactic structures in mousavi garmaroodi’s translation of jihad’s sermon based on lambrekt’s theory.” translation researches in the arabic language and literature 11, no. 25 (2021): 225–283. troyan, francis j, sabrina f sembiante, and nicole king. “a case for a functional linguistic knowledge base in world language teacher education.” foreign language annals 52, no. 3 (2019): 644–669. tschirner, erwin. “listening and reading proficiency levels of college students.” foreign language annals 49, no. 2 (2016): 201–223. wajdi, muh. barid nizarudin. “بها الناطقين للغة العربية في تطوير المفردات لغير التعليمية at-tajdid: jurnal ”.المناهج ilmu tarbiyah; vol 5 no 1 (2016): january 2016 (2016). http://ejournal.stitmuhpacitan.ac.id/index.php/tajdid/article/view/15. wajdi, muh barid nizarudin. “dynamic learning for the arabic language.” edutec: journal of education and technology 2, no. 2 (2019): 25–31. yudhiantara, rully agung, and syihabuddin syihabuddin. “arabic extensive listening and its language learning benefits.” kalamuna: jurnal pendidikan bahasa arab dan kebahasaaraban 4, no. 2 (2023): 233– 247. http://dx.doi.org/10.52593/klm.04.2.08. educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the role of islamic religious education teachers in improving the ability to read the qur'an through the al wafa method wahyuni ahadiyah1, hanifah eliyansah2 universitas islam lamongan wahyuniahadiyah@unisla.ac.id1, hanifaheliyansah25@gmail.com2 accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: this research is motivated by the low ability of students to read the qur’an at smp negeri 5 lamongan, where many students are still unable to recognize hijaiyah letters or read the qur’an properly according to tajweed rules. therefore, the active role of islamic religious education teachers and the implementation of appropriate learning methods are urgently needed to improve students’ qur’anic reading skills. this study aims to describe the role of islamic religious education teachers in improving students’ qur’anic reading skills through the al wafa method at smp negeri 5 lamongan, as well as to identify the supporting and inhibiting factors in its implementation. this research uses a descriptive qualitative approach with data collected through observation, interviews, and documentation. the results show that teachers play a vital role as educators, instructors, mentors, facilitators, and role models in qur’anic education. the al wafa method is considered effective due to its enjoyable, illustrated, and easily understood approach, which enhances students' ability to read the qur’an. supporting factors include teacher enthusiasm, the availability of learning materials such as the al wafa book, and student motivation. meanwhile, obstacles include limited instructional time, lack of parental support, and a shortage of teaching staff. therefore, consistent application of the al wafa method significantly improves students' qur’anic reading skills. keyword: role of islamic religious educatoin teachers, ability to read the al qur’an, al wafa method introduction education is a crucial aspect of preparing children for the future. since ancient times, education has existed, albeit in very simple forms (citriadin, 2019). however, due to its simplicity, many people do not realize that their activities are actually part of the educational process. in general, education means a continuous effort to stimulate, accompany, and guide human beings through life's changes and developments. education plays a vital role in shaping human life. consequently, in islamic teachings, education is considered highly important and holds a strategic position. islam places great emphasis on education so that its followers can prepare a smart, qualified, and responsible future generation. responsibility in education does not fall on a single party alone; it is a shared responsibility among the family, school, community, and the government. one form of this responsibility is to educate the younger generation to possess good qur'anic literacy skills, which is a primary provision for muslims in practicing their religious teachings (citriadin, 2019). mailto:wahyuniahadiyah@unisla.ac.id1, mailto:hanifaheliyansah25@gmail.com wahyuni ahadiyah, hanifah eliyansah peran guru pendidikan agama islam dalam meningkatkan kemampuan membaca al-qur’an melalui metode al wafa volume 9, number 2, november 2025 | 206 zzzzzz the qur'an is the word of allah swt, revealed as a miracle to the prophet muhammad saw through the angel gabriel and written in the form of a mushaf (codex). reciting it is an act of worship, starting from surah al-fatihah and ending with surah an-naas. the qur'an serves as a guide for muslims to achieve success and gain allah's pleasure in life, both in this world and the hereafter. given the importance of teaching the qur'an, the prophet muhammad saw advised that its instruction begin from an early age, as children have a high learning absorption capacity during this period, making it easier for them to understand the material or information provided (susilawati, 2022). regarding the qur'an, the ability to read it among the community—spanning children, adolescents, adults, and the elderly—is still lacking; some cannot read it at all, and others have never even learned it. on the other hand, within the school environment, many students are still not fluent in reading the qur'an. effective and enjoyable learning methods are needed so that students have high motivation and interest in learning the qur'an. the goal is for them to be able to read the qur'an properly and correctly according to the rules of tajwid science and to understand its contents (susilawati, 2022). reading the qur'an requires a special understanding of recitation rules such as tajwid. this distinguishes reading the qur'an from reading ordinary texts, as errors in pronunciation can affect the meaning contained within the qur'an and may lead to sin (prihatin & sari, 2020). therefore, learning the qur'an must be done correctly, using methods that can help students understand the recitation in accordance with tajwid science (hikmi & halimi, 2018). in the process of learning the qur'an, appropriate learning methods are necessary to ensure the learning process is effective and meets students' needs. the methods used must be able to help students understand the material well and achieve learning objectives optimally. there are various methods for learning the qur'an, such as the iqra', tilawati, baghdadiyah, qira'ati, and the wafa method (hikmi & halimi, 2018). based on interviews and observations conducted at smp negeri 5 lamongan, it was found that students' abilities in understanding qur'anic learning still vary. each child has different capabilities; some cannot read yet, while others cannot distinguish the sounds of the hijaiyah letters. to address this, the islamic religious education (pai) teachers at the school have innovated by implementing the al wafa method. the reason for choosing the al wafa method is that it is considered effective and easy to understand according to students' needs. this aligns with a local government policy, namely the regent regulation of lamongan (perbup) number 5 of 2013, concerning the reading of the qur'an for students in lamongan regency. chapter ii, article 2 of this regulation states: "the activity of reading the qur'an for students in lamongan regency aims to improve the ability and skills of students in reading the qur'an properly and correctly, and to understand the meaning contained within it. as well as to practice the contents of the qur'an in daily life" (bupati lamongan, 2013). furthermore, it is explained in the government regulation of the lamongan regent, stated in article 9: "the learning of qur'an reading for students in lamongan regency is conducted by islamic religious education teachers" (bupati lamongan, 2013). role means the contribution or participation given by an individual in a task. a teacher is a person whose profession is as an educator, instructor, and guide in a learning process within an educational environment, whether formal or non-formal (putri et al., 2020). according to law no. 14 of 2005 concerning teachers, a "teacher is a professional educator whose main task is to wahyuni ahadiyah, hanifah eliyansah peran guru pendidikan agama islam dalam meningkatkan kemampuan membaca al-qur’an melalui metode al wafa volume 9, number 2, november 2025 | 207 zzzzzz educate, teach, guide, direct, train, assess, and evaluate students in early childhood education, primary education, and secondary education on the formal education path" (undang-undang no. 14 tahun 2005, 2005). according to mulyasa, as quoted by haniyyah (2021), among the roles of an islamic religious education (pai) teacher are the following: 1. teacher as an educator the teacher acts as an educational figure who becomes a role model for students and their environment. therefore, the teacher must have a good personality, encompassing responsibility, authority, independence, and discipline. 2. teacher as an instructor the teacher has the task of assisting developing students to learn something they do not yet know, develop competencies, and understand the learning standards being studied. 3. teacher as a facilitator the teacher plays a role in encouraging and motivating student learning so that learning objectives can be achieved, creating a supportive classroom atmosphere, and adapting learning methods to suit student needs. for example: preparing learning tools, providing learning facilities in the form of methods and media. 4. teacher as a guide the teacher plays a role in mentoring students during the learning process and their personal development. they help students develop their potential and overcome learning difficulties. 5. teacher as a model and example as a role model, a teacher will be the focus of students and their surroundings. therefore, the teacher must be able to maintain their attitude, thought processes, lifestyle, and human relationships. they must also be able to set a good example for the surrounding environment (haniyyah, 2021). furthermore, an islamic religious education teacher is someone who possesses knowledge of islamic sciences, an educator who can guide and shape students' character into noble personalities (akhlaqul karimah). their duty is not only to transfer knowledge but also to instill islamic values. one important aspect of this role is helping students improve their ability to read the qur'an. ability means a capability or skill. according to stephen p. robbins, ability is the capacity and capability possessed by every individual to perform tasks within their job responsibilities. reading is the activity of recognizing letters, words, and sentences in a text and understanding the meaning contained within. the ability to read the qur'an is a skill in pronouncing every hijaiyah letter tartil (slowly and distinctly), properly and correctly, while paying attention to the science of tajwid, makharijul huruf (points of articulation), and the characteristics of the letters (siswanto & wahida, 2022). a person can be said to be able to read the qur'an well and correctly if it aligns with tajwid, makharijul huruf, sifaatul huruf (characteristics of letters), fluency, and at-tartil. allah says in the qur'an, surah al-muzammil, commanding his servants to recite the qur'an with tartil slowly, clearly, and with full contemplation in accordance with tajwid rules (maidali, 2020). smp negeri 5 lamongan is a school not based on an islamic boarding school (pesantren) but has a strong commitment to instilling islamic values in its students. one tangible form of this commitment is the "jum'at qur'ani" (qur'anic friday) program. the qur'anic learning using the al wafa method has been implemented by the school to improve students' qur'an reading ability because the method is attractive, relatively easy to understand, and suits the students' needs. the wafa method is a qur'an learning method compiled by kh. muhammad shaleh wahyuni ahadiyah, hanifah eliyansah peran guru pendidikan agama islam dalam meningkatkan kemampuan membaca al-qur’an melalui metode al wafa volume 9, number 2, november 2025 | 208 zzzzzz drehem, lc., from the yayasan syafaatul qur'an (yaqin) surabaya since 2012. it is a comprehensive, easy-to-understand qur'an learning method, known for its enjoyable, illustrated, and hijaz-note-based learning (fithriyah, 2019). the method optimizes both the right and left brain; it involves short-term repetition associated with the right brain, which encompasses creativity and imagination (fithriyah, 2019). the wafa method is not very different from the ummi method, which is also considered easy and enjoyable (ahadiyah, 2023). additionally, the ummi method emphasizes the ability to read the qur'an using melodies with high and low notes, making it easier to understand the qur'anic text (ahadiyah, 2023). meanwhile, the wafa method, besides being known as easy, enjoyable, and melodic, has its own uniqueness. wafa learning uses a system of graded books consisting of 5 illustrated volumes. the wafa books not only contain hijaiyah script but are also equipped with illustrations corresponding to the material, including pictures of the prophets, companions, and stories of the prophets (ainsairi et al., 2020). in its application, the wafa method covers several levels, from wafa 1 to wafa 5, tajwid, gharib (unusual words), up to memorization (ainsairi et al., 2020). it is a method that can stimulate students to recognize qur'anic letters through imagination, often called conceptual learning, thereby striving to prevent children from getting bored quickly during qur'an reading lessons. the goal of the wafa method is to read the qur'an properly and correctly according to makharijul huruf and the rules of tajwid science (ainsairi et al., 2020). the objectives of this research are to describe the role of islamic religious education teachers in improving reading ability through the al wafa method at smp negeri 5 lamongan, and to describe the supporting and inhibiting factors for islamic religious education teachers in improving the ability to read the qur'an using the al wafa method at smp negeri 5 lamongan. based on the data presented above, the researcher is interested in conducting a study entitled "the role of islamic religious education teachers in improving the ability to read the qur'an through the al wafa method at smp negeri 5 lamongan." methods in this research, the researcher used a descriptive qualitative approach with a type of field research. according to sugiyono (2013), the qualitative research method is used to investigate objects in their natural conditions, where the researcher is the key instrument (p. 249). the purpose of this approach is to provide a deep description and explanation of a phenomenon or problem occurring in the field. through this research, the researcher seeks to explain the role of islamic religious education teachers in improving the ability to read the qur'an through the al wafa method at smp negeri 5 lamongan. this research was conducted at smp negeri 5 lamongan, with the research subjects consisting of pai teachers and 70 students from grades vii, viii, and ix. the data collection process was carried out directly at the research location through observation, interviews, and documentation. the observation technique involved directly observing the qur'an learning process, while tests or evaluations were conducted to assess students' abilities. relevant documents such as a brief school profile, the school's vision and mission, and documentation of learning activities were also collected. after the data was collected, verification was carried out using a triangulation technique. the methods used to manage and analyze the data in this research included data reduction, data wahyuni ahadiyah, hanifah eliyansah peran guru pendidikan agama islam dalam meningkatkan kemampuan membaca al-qur’an melalui metode al wafa volume 9, number 2, november 2025 | 209 zzzzzz presentation, and drawing conclusions. the data in this research is presented in the form of tables and descriptive narratives. result and discussion based on the results of the researcher's field study, the findings regarding the role of islamic religious education (pai) teachers in improving the ability to read the qur'an through the al wafa method at smp negeri 5 lamongan are presented sequentially. the information results will be detailed according to the findings at the research location, from observational data and interviews with the school principal, the vice principal for curriculum, pai teachers, and students of smp negeri 5 lamongan. 1. the role of islamic religious education teachers in improving the ability to read the qur'an through the al wafa method at smp negeri 5 lamongan the results of the research conducted at smp negeri 5 lamongan indicate that the teacher's role is central. this is in line with the statement of the school principal, esty sulistyowati, who stated that "a teacher plays an important role in the learning process, especially pai teachers in improving students' ability to read the qur'an. the role of pai teachers is not only to educate but also to act as guides, direct students, supervise, and help students develop their potential, assist with difficulties experienced by students at school, especially in qur'an learning activities to enhance their qur'an reading ability" (e. sulistyowati, personal interview, 26 april 2025). islamic religious education teachers have a very significant role in the process of learning to read the qur'an at school. this role is not limited to delivering material but also includes acting as educators, instructors, guides, facilitators, and role models in improving the ability to read the qur'an. this is evidenced by the field findings: table 1: field findings no teori temuan 1 according to mulyasa, as an educator, the teacher plays a role in shaping students’ character, personality, and good morals while instilling religious teachings. accustoming students to perform ablution before beginning qur’an lessons. it is expected that this practice develops discipline and helps maintain purity when reading the qur’an. 2 according to mulyasa, as an instructor, the teacher helps students who are developing to learn something they have not known before. learning to recognize letters and distinguish the sounds of hijaiyah letters, including their articulation points (makharijul huruf) and the rules of tajwid. for example, each letter’s pronunciation is emphasized when reading: alif, ba, ta, tsa. 3 according to mulyasa, as a mentor, the teacher plays a role in guiding and assisting students in the process of learning the qur’an, helping those who experience difficulties in their studies. before students start reading one by one, the teacher first explains the material about qur’an reading according to the lesson for that day. wahyuni ahadiyah, hanifah eliyansah peran guru pendidikan agama islam dalam meningkatkan kemampuan membaca al-qur’an melalui metode al wafa volume 9, number 2, november 2025 | 210 zzzzzz 4 according to mulyasa, as a facilitator, the teacher plays a role in fostering students’ learning interest, creating a conducive learning atmosphere, and developing qur’an learning methods that meet students’ needs, thus achieving learning objectives. qur’an learning uses the wafa method, which is easy and enjoyable. the school facilitates students with wafa books (levels 1–5) available in the school library. the school also provides certificates for students who have successfully completed their qur’an learning. 5 according to mulyasa, as a model and role model, the teacher serves as an example for students and the surrounding environment. as a role model, the teacher must be a good example for students and the community and should practice what has been taught. in addition to qur’an learning using the wafa method, the school also holds a muroja’ah (qur’an review) activity once a month. during this activity, students gather in the prayer room (musholla) with other teachers, especially islamic education (pai) teachers, who participate by reading and listening to the students’ recitations. based on observations, interviews, and documentation, it is known that the qur'an reading ability of students at smp negeri 5 lamongan was initially very low. this was particularly evident in their ability to recognize letters, distinguish letter sounds and their points of articulation (makharijul huruf), and their lack of understanding of tajwid rules. based on interview information obtained from the pai teacher, dian eka, the initial conditions showed that "the qur'an reading ability of most students was still relatively low. approximately 80% of students could not read the qur'an and did not recognize the hijaiyah letters" (d. eka, personal interview, april 26, 2025). this became a significant concern for the school in improving students' religious literacy. as a solution, the school designed the "jum'at qur'ani" program, a qur'an learning activity using the al wafa method conducted once a week. in this context, the teachers implemented learning using the al wafa method, which is known as a enjoyable, comprehensive method that optimizes the right brain and uses images and hijaz melodies to stimulate students in conceptually recognizing hijaiyah letters. the implementation of the al wafa method has proven to have a positive impact on improving students' qur'an reading ability. based on an interview with one of the students, salwa, she stated that before the implementation of the al wafa method, "her qur'an reading ability was still halting, and she did not yet properly understand the rules of tajwid" (salwa, personal interview, may 19, 2025). however, after the implementation of this method, her ability improved; she became able to distinguish hijaiyah letter sounds and tajwid rules, and had progressed from level 2 to level 4. from the research findings obtained by the researcher, the application of this al wafa method led to significant progress. the students' qur'an reading ability showed increasing improvement. this is further evidenced by the documentation of student learning outcomes through the following score summary: wahyuni ahadiyah, hanifah eliyansah peran guru pendidikan agama islam dalam meningkatkan kemampuan membaca al-qur’an melalui metode al wafa volume 9, number 2, november 2025 | 211 zzzzzz figure 1: students’ score recap several teachers also stated that the al-wafa method makes it easier for students to recognize hijaiyah letters, understand recitation rules (tajwid), and increase their interest and diligence in learning the qur’an. this success supports the relevance of using this method in qur’an learning. 2. supporting and inhibiting factors for islamic education teachers in improving students’ qur’an reading ability through the al-wafa method at smp negeri 5 lamongan learning the qur’an is an important aspect of islamic education, especially at the elementary and secondary school levels. in improving students’ ability to read the qur’an using the al-wafa method, the learning process does not always run smoothly without challenges. there are several supporting and inhibiting factors faced by islamic education (pai) teachers in implementing qur’an learning. based on research conducted at smp negeri 5 lamongan with islamic education teacher dian eka, the findings indicate several supporting factors that determine students’ success in learning the qur’an using the al-wafa method. the following table presents the field findings regarding these supporting factors: table 2: supporting and inhibiting factors for islamic education teachers in improving qur’an reading ability using the al-wafa method at smp negeri 5 lamongan no teori temuan 1 the wafa book is a comprehensive learning method that optimizes the right brain. it is an enjoyable method featuring illustrated stories with hijaz melodies. students participating in qur’an learning using the wafa method were seen bringing the wafa books during class. as they progress through the levels, they move from one book to the next, and wahyuni ahadiyah, hanifah eliyansah peran guru pendidikan agama islam dalam meningkatkan kemampuan membaca al-qur’an melalui metode al wafa volume 9, number 2, november 2025 | 212 zzzzzz advanced students bring the qur’an itself. 2 the teacher’s enthusiasm and consistency in being responsible for guiding students in qur’an learning regularly. the teacher consistently teaches, ensuring no class is left unattended. qur’an lessons are conducted every friday from 07:00 to 08:10 a.m. 3 students’ interest or willingness to learn the qur’an. students show enthusiasm in participating in qur’an learning at school. in a class with 15 students, all attend the qur’an lessons regularly, with none absent. the results obtained from field research show several factors that can hinder islamic education (pai) teachers in improving students’ ability to read the qur’an. table 3: inhibiting factors for islamic education teachers in improving qur’an reading ability through the al-wafa method no teori temuan 1 short allocation of time the al-qur'an learning using the wafa method is conducted only once a week every friday from 07.00–08.15. this limited time can hinder students’ learning progress. 2 lack of parental assistance there is a lack of parental support in accompanying their children to learn the qur'an. 3 insufficient number of educators for qur'an learning at school due to the large number of students, teachers experience difficulties in evaluating students during qur'an learning sessions. conclusion based on the research findings, the role of islamic religious education (pai) teachers at smp negeri 5 lamongan is pivotal in enhancing students' qur'an reading proficiency. their responsibilities extend far beyond conventional teaching; they act as comprehensive educators, mentors, facilitators, and role models who guide students in understanding qur'anic recitation according to the principles of tajwid and makharijul huruf while simultaneously shaping their character. the implementation of the al wafa method has demonstrably led to significant improvements in this area, proving its effectiveness in advancing students' qur'anic literacy. however, this process involves both supporting and inhibiting factors. key supports include the availability of engaging and comprehensible al wafa textbooks, the high motivation and consistency of the teachers, and strong enthusiasm from the students. conversely, several challenges hinder optimal results, namely the limited time allocated for qur'anic lessons, a lack of accompanying guidance from parents at home, and insufficient teaching staff dedicated to this subject. wahyuni ahadiyah, hanifah eliyansah peran guru pendidikan agama islam dalam meningkatkan kemampuan membaca al-qur’an melalui metode al wafa volume 9, number 2, november 2025 | 213 zzzzzz references ansari, iqbal, hafiz, h abdul, dan hikmah, nurul. ''peimbeilajaran tahfidz al-qur ’ an meilalui meitodei wafa di sdit nurul fikri banjarmasin.'' bada'a: jurnal ilmiah peindidikan dasar 2, no. 2. 2020. ahadiyah, wahyuni. ‘’pengaruh penerapan metode ummi terhadap kemampuan membaca al qur’an siswa di ma ma’arif puter kembangbahu.’’ nur el islam: jurnal pendidikan dan sosial keagamaan 10, no. 1. 2023. bupati lamongan. ''peiraturan bupati lamongan nomor 5 tahun 2013 teintang baca al-qur'an bagi peiseirta didik di kabupatein lamongan.'' bab ii pasal 2-4, 2013. citriadin,yudin. peingantar pe indidikan. mataram: cv. sanabil, 2019 deiwan peirwakilan rakyat ri undang-undang no. 14 tahun 2005 teintang guru dan dosein, pasal 1, 51 fithriyah, musa’adatul. ‘’peingaruh meitodei wafa teirhadap keimampuan anak meimbaca al-qur’an di mi al-hidayah mangkujajar keimbangbahu lamongan.’’ jurnal ilmiah peindidikan dasar islam 1, no. 1. 2019. hikmi, rini nurul, dan halimi, agus. 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''impleimeintasi meitodei wafa dalam meiningkatkan keimampuan meimbaca al quran teirhadap siswa di sdit al husna.'' jurnal peindidikan profeisi guru agama islam 2, no. 8. 2022. educatio : journal of education volume 9 , number 2, august 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) the impact of using a communicative approach to improve arabic language proficiency moh. aziz arifin, faisal mahmud adam ibrahim, umi mahmudah universitas islam negeri maulana malik ibrahim malang 200104320007@student.uin-malang.ac.id accepted: may 14th 2024 reviewed: july 18th 2024 published: august 28th 2024 abstract this study aims to examine and analyze the impact of using a communicative approach to improve arabic language proficiency. the focus is based on the problem of low arabic speaking skills among students, which, according to the researcher’s hypothesis, is partly due to teachers’ inability to apply appropriate teaching methods that align with learning objectives. this research employed a quantitative method, designed to test the effect of the communicative approach in classroom instruction and its influence on students' arabic language proficiency. the data source consisted of all grade xi students, and data analysis was conducted using simple regression with the assistance of spss. the results of the analysis revealed: 1) the application of the communicative approach in teaching arabic language proficiency was categorized as high, with a median score of 84.9, 2) students' arabic language proficiency was also categorized as high, with a median score of 60.3, and 3) there was a significant effect of 65.2% between the independent variable (x) and the dependent variable (y), with a significance value of 0.000 and an r square of 0.652. keywords: : communicative approach, arabic language proficiency by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction arabic language learning is a complex and multifaceted endeavor, requiring a high degree of creativity and innovation from educators. the role of the teacher goes far beyond the traditional task of transmitting knowledge; it demands the thoughtful selection and application of pedagogical strategies that are both appropriate and engaging for learners. recent studies highlight that many students today view arabic as a challenging and unappealing subject, a sentiment reflected in rosaidi et al. 1, who note that arabic is often regarded as difficult, tedious, and, in some cases, intimidating in contemporary educational settings. such perceptions underscore the urgent need for innovative teaching methods to enhance student motivation and transform the arabic learning 1 aiman natasya rosaidi, gayle mak su xin, and seera a.s., “malaysian language learners’ perception towards learning arabic pass the critical period,” inception journal of languages and literature 2, no. 2 (december 30, 2022): 45–53. mailto:200104320007@student.uin-malang.ac.id http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 2, august 2024| 95 experience into one that is enjoyable and effective 2. in response to this growing disengagement, educators must adopt innovative teaching methodologies, integrate appropriate media, and implement instructional strategies that engage students at a deeper level. the teacher’s role as an innovator is critical in creating a learning environment where arabic is seen as accessible and enjoyable 3. a well-designed learning environment fosters students’ ability to comprehend the material, resulting in more effective learning outcomes 4. the careful selection of instructional media that align with both educational objectives and student interests is crucial in this process (brosh, 2019). furthermore, the focus must be on strategies that enhance intrinsic motivation and sustain interest, key factors in successful language acquisition 5. several instructional methodologies have been explored in the context of language education, including formal, functional, integrative, sociolinguistic, psychological, psycholinguistic, behaviorist, communicative, and three-stage approaches 6. each of these methodologies has its strengths depending on the specific learning context and goals. however, this study focuses specifically on the communicative approach, which has gained widespread acceptance in language teaching due to its emphasis on interaction and practical language use. the communicative approach is based on the premise that language learning is most effective when learners engage in real-life communication tasks that mimic authentic language use outside the classroom 7. numerous studies underscore the advantages of employing the communicative approach, including improved classroom dynamics, enhanced learning outcomes, and increased student motivation 8. this approach prioritizes interaction and engagement, which are essential for developing both fluency and accuracy in language use 9. it transforms the classroom into an active learning environment, encouraging students to participate more fully in the learning process, thereby enhancing not only their language proficiency but also their overall engagement in the 2 vanda abi raad et al., “medical education in a foreign language and history-taking in the native language in lebanon a nationwide survey,” bmc medical education 16, no. 1 (november 22, 2016): 1–6. 3 rahma al-mahrooqi et al., “characteristics of a good efl teacher: omani efl teacher and student perspectives,” sage open 5, no. 2 (june 19, 2015). 4 ismail muhamad, hazwan abdul rahman, and azman che mat, “the arabic language level of candidates for malaysia religion high certificate (mrhc): reading and grammar,” asian social science 10, no. 22 (october 30, 2014): 156–164; muh barid nizaruddin wajdi, “arabic learning skill,” at-tahdzib: jurnal studi islam dan muamalah 3, no. 2 (2015): 32–47. 5 ridwan efendi et al., “application of audiolingual method in active arabic language learning for visually impaired students,” al-ta’rib : jurnal ilmiah program studi pendidikan bahasa arab iain palangka raya 11, no. 2 (december 8, 2023): 309–320; muh barid nizarudin wajdi, “dynamic learning for the arabic language,” edutec: journal of education and technology 2, no. 2 (2019): 25–31. 6 nurul asma mazlan et al., “the influence of arabic lecturers teaching strategies on student understanding in universiti teknologi mara,” international journal of academic research in progressive education and development 10, no. 3 (august 5, 2021). 7 nur afiqah athirah mohd rushdi and lily hanefarezan asbulah, “higher education students’ engagement and factors that constrain students’ activeness in learning arabic language,” international journal of academic research in progressive education and development 12, no. 2 (june 23, 2023). 8 istabraq tariq al azzawi and luma adnan taha, “investigating the intrinsic motivation toward learning english at tikrit university,” journal of tikrit university for humanities 30, no. 2, 1 (february 15, 2023): 57–72. 9 shani shillingford and nancy j. karlin, “the role of intrinsic motivation in the academic pursuits of nontraditional students,” new horizons in adult education and human resource development 25, no. 3 (july 2013): 91– 102. volume 9, number 2, august 2024| 96 subject 10. despite the theoretical and practical benefits of the communicative approach, arabic language instruction at hidayatut thullab islamic college has struggled to effectively engage students. observations reveal that a significant portion of students are disengaged during arabic lessons, resulting in a learning atmosphere that is often unproductive and lacks vitality 11. this disengagement can be attributed to the continued reliance on traditional teaching methods that do not resonate with the needs and interests of today’s learners 12. the use of outdated instructional strategies, combined with a lack of interactive, student-centered activities, further exacerbates the challenge 13. the difficulties faced in teaching arabic at hidayatut thullab islamic college are closely linked to the pedagogical approaches employed. initial analyses suggest that addressing student disengagement requires a fundamental re-evaluation of instructional methods, with a focus on approaches that actively engage students and meet their learning needs 14. the communicative approach stands out as a promising strategy, emphasizing interaction and practical language use in the classroom. this method can bridge the gap between traditional instructional practices and the interactive learning experiences students require to achieve proficiency, especially in speaking skills—a domain often overlooked in conventional language teaching models 15. spoken proficiency in arabic is of critical importance, especially considering the language's role in both academic and religious contexts. unlike other language competencies, speaking skills require regular practice and engagement with authentic language use scenarios. without opportunities for real-time interaction, learners often struggle to achieve the fluency necessary for effective communication (aziz et al., 2022). therefore, this research focuses on two key objectives: 1) to describe how the communicative approach is implemented in arabic language instruction and 2) to assess the impact of this approach on students' proficiency in spoken arabic 16. by exploring these objectives, the study seeks to evaluate the effectiveness of the communicative approach in improving students’ spoken language skills, providing practical insights into how language teaching can be enhanced to better serve students. in summary, the research problem addressed in this study is the persistent disengagement and 10 fahreza prakasa, shafruddin tajuddin, and syamsi setiadi, “mastery of beginner level arabic vocabulary writing ability for students of the arabic language education study program, faculty of languages and arts, universitas negeri jakarta.,” scientia 2, no. 2 (may 18, 2023): 16–19. 11 ahmad maghfurin et al., “enhancing arabic speaking skills in traditional pesantren,” alsinatuna 9, no. 1 (december 31, 2023): 16–28. 12 mohd azidan abdul jabar and zeyad faisal al-azzam, “current situation of arabic language studies in jordan universities,” the educational review, usa 1, no. 4 (december 18, 2017). 13 najwa ahmad saleem khasawneh and mohamad ahmad saleem khasawneh, “linguistic needs of nonnative students of arabic language at saudi universities,” international journal of language education 6, no. 3 (2022): 245–253. 14 justina bružaitė-liseckienė, “the motivation of the foreign students of vilnius university to learn lithuanian as a second language,” vilnius university open series (october 27, 2023): 131–151. 15 agung gumilar, “use of malay arabic scriptures of jawi pegon in number of ancient metal currencies in indonesia from pre-independence to early independence,” jurnal keislaman dan pendidikan (2021). 16 abdel-hakeem kasem, “innovation in language education: enriching arabic language learner experiences and proficiency in2d and 3d environments,” iosr journal of humanities and social science 21, no. 09 (september 2016): 40–46. volume 9, number 2, august 2024| 97 underachievement of students in arabic language learning. by investigating the communicative approach, this research aims to contribute to the broader body of knowledge on language teaching methodologies and offer practical solutions for improving arabic language education in schools 17. the findings from this study will be disseminated in the form of an academic article, offering evidence-based recommendations for educators and policymakers to enhance the quality of arabic language instruction 18. method this study employed a quantitative research methodology, which is specifically designed to measure the relationship between variables and assess the impact of one variable on another. the primary objective of the research was to investigate the influence of the communicative approach on enhancing students' arabic language proficiency. quantitative methods were chosen for their ability to provide objective, measurable results that can be statistically analyzed, offering a clear understanding of the effect size and significance of the communicative approach in the learning process. the population for this study consisted of all fourth-semester students enrolled at the hidayatut thullab islamic college. given the relatively small size of the population, the total sampling technique was utilized, allowing for the inclusion of all 30 students as research participants. total sampling is particularly advantageous in cases where the population is small enough to ensure that each individual can participate, thereby enhancing the generalizability of the findings to the entire population. data collection data for this study was collected using a structured questionnaire, which was designed to capture both quantitative and qualitative insights into students' experiences with the communicative approach and their proficiency in the arabic language. the questionnaire included sections on students' perceptions of the communicative teaching methods, their self-assessed language skills, and specific questions designed to measure their proficiency in speaking, reading, and writing arabic. the questionnaire was pre-tested to ensure clarity and reliability, and adjustments were made as necessary to improve the instrument's effectiveness. data analysis techniques to ensure the accuracy and reliability of the findings, the data underwent a rigorous statistical analysis process. the analysis was conducted using spss version 24, a statistical software package 17 lily hanefarezan asbulah, ashinida aladdin, and musab sahrim, “the effect of motivation on arabic collocation knowledge: the mediating role of collocation learning strategies,” journal of nusantara studies (jonus) 5, no. 2 (june 25, 2020): 1–18. 18 choirul mahfud et al., “islamic cultural and arabic linguistic influence on the languages of nusantara from lexical borrowing to localized islamic lifestyles,” wacana 22, no. 1 (2021): 224–248. volume 9, number 2, august 2024| 98 widely used in educational research for its robust capabilities in handling large datasets and conducting complex statistical tests. the following statistical tests were employed: 1. validity test: the validity of the questionnaire was assessed to ensure that it accurately measured what it intended to measure. content validity was established through expert review, and construct validity was verified through factor analysis. 2. reliability test: a reliability test was conducted to assess the internal consistency of the questionnaire items. the cronbach's alpha coefficient was used to determine the reliability, with a value of 0.7 or higher considered acceptable for ensuring the consistency of the responses across items. 3. normality test: to determine whether the data followed a normal distribution, a normality test was conducted using the kolmogorov-smirnov test. this test was essential for selecting the appropriate statistical methods for further analysis. 4. homogeneity test: a homogeneity test was performed to assess whether the variance of the data was consistent across different groups. this test helped determine whether the data met the assumptions required for parametric tests, such as regression analysis. 5. hypothesis testing: the core of the analysis involved testing the research hypothesis, which posited a significant effect of the communicative approach on students' arabic language proficiency. simple regression analysis was employed to examine the strength and direction of the relationship between the independent variable (communicative approach) and the dependent variable (arabic language proficiency). the significance of the relationship was determined through the p-value, with a value of less than 0.05 indicating statistical significance. research results and discussion description of the use of the communicative approach the implementation of the communicative approach in arabic language learning was assessed through evaluations conducted during the experiment. to classify the data, the highest and lowest student scores were identified. the interval scale was determined by subtracting the lowest score from the highest score, adding one, and then dividing the result by four to classify the data into four categories: very high, high, low, and very low. the formula used is as follows: interval scale for this analysis: volume 9, number 2, august 2024| 99 based on this formula, the interval classification is as follows: • 90 – 96: very high • 83 – 89: high • 76 – 82: low • 69 – 75: very low the frequency distribution for the use of the communicative approach in arabic language instruction is presented in table 1. table 1. use of the communicative approach in arabic language instruction classification interval frequency percentage very high 90 – 96 12 40% high 83 – 89 6 20% low 76 – 82 9 30% very low 69 – 75 3 10% based on the data in table 1, it is evident that 12 students, or 40%, achieved scores between 90-96, falling within the very high classification. meanwhile, 6 students (20%) scored between 8389, classified as high. additionally, 9 students (30%) scored between 76-82, placing them in the low category, while 3 students (10%) fell into the very low category with scores between 69-75. the overall mean score was 84.8, placing the average result within the high category, with an interval range of 83-88. these data suggest that the communicative approach in arabic language instruction at the hidayatut thullab islamic college is generally classified as high. the distribution of the communicative approach's effectiveness in arabic learning can be further visualized in the histogram below: figure 1 : histogram figure 1 illustrates that the communicative approach in arabic language instruction is predominantly classified as high, further validating the effectiveness of the method in enhancing volume 9, number 2, august 2024| 100 arabic proficiency. descriptive analysis of arabic language proficiency students' arabic language proficiency was measured through a questionnaire that captured their attitudes toward learning arabic. to classify the data, the highest and lowest scores were identified, and the interval was calculated using the same formula. the classification categories are very high, high, low, and very low, with the scale as follows: the classification is: • 66 – 74: very high • 57 – 65: high • 48 – 56: low • 39 – 47: very low table 2. arabic language proficiency levels classification interval frequency percentage very high 66 – 74 10 33.3% high 57 – 65 11 36.7% low 48 – 56 6 20% very low 39 – 47 3 10% based on the data in table 2, 10 students (33.3%) reported that the use of the communicative approach significantly improved their arabic language skills, categorizing their proficiency as very high. another 11 students (36.7%) indicated that the communicative approach positively influenced their learning, placing them in the high category. six students (20%) reported low proficiency despite the use of the communicative approach, while 3 students (10%) remained in the very low category, indicating minimal improvement. the mean score for arabic language proficiency was 60.3, which falls within the high category (interval 58-66), indicating that, on average, students' interest in and proficiency in arabic were positively influenced by the communicative approach. the distribution of arabic language proficiency levels is visualized in the histogram below: volume 9, number 2, august 2024| 101 figure 2 : histogram the histogram further confirms that most students classify their arabic proficiency as high, suggesting the communicative approach had a beneficial impact on their learning outcomes. statistical analysis following the descriptive analysis, further statistical testing was conducted using spss version 24. the following statistical tests were performed to validate the findings: 1. validity test: the validity of the questionnaire was confirmed using pearson's correlation coefficient, and all questionnaire items were found to be valid. the results are displayed in table 3: table 3. validity test results item pearson correlation sig. (2-tailed) result 1 0.518 0.002 valid ... ... ... ... 2. reliability test: the internal consistency of the questionnaire was confirmed using cronbach's alpha, with a value of 0.948, indicating high reliability. table 4. reliability test results cronbach's alpha cronbach's alpha based on standardized items n of items 0.948 0.953 30 3. normality test: the normality of the data was assessed using the kolmogorov-smirnov test. the significance values for both the communicative approach and arabic proficiency were greater than 0.05, indicating that the data were normally distributed. volume 9, number 2, august 2024| 102 table 5. normality test results variable mean std. deviation kolmogorov-smirnov z asymp. sig. (2-tailed) communicative approach 84.87 7.64 0.817 0.517 arabic proficiency 60.30 8.97 0.730 0.661 4. homogeneity test: the homogeneity of variance was assessed, and the significance value was greater than 0.05, indicating that the data were homogeneous. table 6. homogeneity test results levene statistic df1 df2 sig. 0.327 1 28 0.572 5. hypothesis testing: the hypothesis testing confirmed a significant relationship between the communicative approach and arabic proficiency, with a p-value of 0.000, indicating that the use of the communicative approach significantly improves arabic language skills. table 7. hypothesis test results model unstandardized coefficients (b) standard error t sig. constant 6.060 0.632 9.588 0.000 communicative approach 0.054 0.007 7.243 0.000 model summary model r r square adjusted r square std. error of the estimate 1 0.807 0.652 0.640 0.30531 the r square value indicates that 65.2% of the variation in students' arabic language proficiency is explained by the communicative approach, with the remaining 34.8% attributed to other factors. the analysis indicates a significant positive influence of the communicative approach on improving arabic language proficiency among students at the hidayatut thullab islamic college. these results align with the findings of previous studies 19, which confirm that a well-designed communicative approach enhances both the quality of the learning process and student outcomes in arabic language education. discussion the findings of this study demonstrate the positive impact of the communicative approach on arabic language proficiency, specifically among students at hidayatut thullab islamic college. the results align with previous research that emphasizes the role of the communicative approach in improving not only language proficiency but also student motivation and classroom engagement 20. this study's key outcomes, including the improvement in arabic speaking skills, validate the effectiveness of this approach in transforming arabic language education from a traditionally rigid 19 yatasya syukri, rehani rehani, and fauzana annova, “tatwir wasilah samiyah basoriyah fi tadris almufradat bistikhdam benime li as-shaf as-sabi fi al-madrasah al-tsanawiyah al-hukumiyah 1 payakumbuh,” lisaanuna ta`lim al-lughah al-arabiyah: jurnal pendidikan bahasa arab 5, no. 2 (2022): 178–190, http://dx.doi.org/10.15548/lisaanuna.v5i2.4584. 20 al azzawi and taha, “investigating the intrinsic motivation toward learning english at tikrit university.” volume 9, number 2, august 2024| 103 format into a more dynamic, interactive experience. effectiveness of the communicative approach the communicative approach, as implemented in this study, was found to significantly improve students' arabic language proficiency, particularly in terms of speaking skills. the frequency distribution (table 1) revealed that 40% of students fell into the very high classification, while an additional 20% were classified as high, indicating that a substantial majority of students responded positively to this method. this supports previous literature, which suggests that interaction-based learning fosters greater engagement and retention of language skills 21. one of the main advantages of the communicative approach is its emphasis on real-life communication tasks that simulate authentic language use 22. this method prioritizes active student participation, allowing learners to practice language in contexts that mirror real-world interactions. in contrast to traditional methods, which often focus on rote memorization and grammar instruction, the communicative approach encourages learners to apply their language skills in meaningful ways. this finding is consistent with brosh 23, who asserts that learning environments that prioritize interaction foster deeper language comprehension and more sustainable learning outcomes. impact on student motivation and engagement the positive shift in students' motivation and engagement, as indicated by their increased participation and performance, can be largely attributed to the use of the communicative approach. according to the data, 33.3% of students classified their language proficiency as very high, with an additional 36.7% reporting high proficiency. this level of student self-assessment underscores the motivational power of interactive teaching methodologies. as previous research suggests, motivation is a critical factor in successful language acquisition, and methods that engage students at a deeper cognitive level, such as the communicative approach, can significantly improve learning outcomes 24. this study's findings are further supported by al-mahrooqi et al. 25, who highlight that environments where learners actively participate in communication-based tasks lead to increased intrinsic motivation. the structured yet flexible nature of the communicative approach allows students to feel more empowered in their learning process, reducing feelings of intimidation and 21 shillingford and karlin, “the role of intrinsic motivation in the academic pursuits of nontraditional students”; prakasa, tajuddin, and setiadi, “mastery of beginner level arabic vocabulary writing ability for students of the arabic language education study program, faculty of languages and arts, universitas negeri jakarta.” 22 mohd rushdi and asbulah, “higher education students’ engagement and factors that constrain students’ activeness in learning arabic language.” 23 hezi y. brosh, “arabic language-learning strategy preferences among undergraduate students,” studies in second language learning and teaching 9, no. 2 (june 1, 2019): 351–377. 24 abi raad et al., “medical education in a foreign language and history-taking in the native language in lebanon a nationwide survey”; efendi et al., “application of audiolingual method in active arabic language learning for visually impaired students.” 25 al-mahrooqi et al., “characteristics of a good efl teacher: omani efl teacher and student perspectives.” volume 9, number 2, august 2024| 104 disengagement often associated with language learning 26. the communicative approach transforms the classroom into an active learning space, encouraging students to engage with the material in a manner that is both enjoyable and effective. addressing traditional pedagogical limitations one of the central challenges identified in this study was the continued reliance on traditional, teacher-centered methods at hidayatut thullab islamic college, which have been ineffective in engaging students. traditional methods, characterized by lecture-based teaching and minimal student interaction, have contributed to a disengaged and passive learning environment 27. the shift to the communicative approach addressed this limitation by promoting student-centered learning, where learners actively participate in discussions, role-plays, and interactive exercises, thus improving their speaking proficiency. the success of this approach in overcoming the limitations of traditional teaching methods underscores the importance of pedagogical innovation in language instruction. as noted by gumilar 28, innovative teaching methods that focus on student engagement and practical application are essential in modern education systems, where learners' needs and preferences are rapidly evolving. the communicative approach offers a promising solution to the challenges faced in arabic language education, particularly in contexts where traditional methods have failed to meet students' learning needs 29. challenges and areas for improvement despite the overall success of the communicative approach, some challenges remain. while 20% of students still reported low proficiency and 10% reported very low proficiency, indicating that a minority of students did not experience significant improvement. these findings suggest that additional support may be needed for students who struggle with the communicative approach, possibly due to language anxiety or insufficient foundational skills. previous research has shown that students with lower levels of language proficiency may require scaffolded support to fully benefit from interaction-based learning 30. furthermore, while the communicative approach focuses primarily on speaking skills, this study reveals that proficiency in other language domains, such as reading and writing, may require complementary methods to ensure a holistic language learning experience. this finding is 26 aiman natasya rosaidi, gayle mak su xin, and seera a.s., “malaysian language learners’ perception towards learning arabic pass the critical period.” 27 khasawneh and khasawneh, “linguistic needs of non-native students of arabic language at saudi universities.” 28 gumilar, “use of malay arabic scriptures of jawi pegon in number of ancient metal currencies in indonesia from pre-independence to early independence.” 29 bružaitė-liseckienė, “the motivation of the foreign students of vilnius university to learn lithuanian as a second language.” 30 kasem, “innovation in language education: enriching arabic language learner experiences and proficiency in2d and 3d environments.” volume 9, number 2, august 2024| 105 consistent with aziz et al. 31, who argue that balanced language instruction, which includes a combination of communicative and traditional methods, may yield the best results in improving overall language competency. the communicative approach has proven to be an effective method for improving arabic language proficiency at hidayatut thullab islamic college. the interactive nature of this approach fosters a dynamic learning environment that promotes student engagement and enhances speaking skills. the findings from this study highlight the need for further pedagogical innovation in arabic language instruction, particularly in shifting away from traditional, teacher-centered methods toward more student-centered, communicative approaches. although the communicative approach demonstrated significant success, continued efforts are needed to address the challenges faced by students who struggle with language learning, particularly those with low proficiency. a balanced approach that integrates both communicative and traditional methods may be necessary to ensure that all students achieve language competency. future research should explore the long-term effects of the communicative approach on overall language proficiency and investigate how this method can be adapted to improve reading and writing skills in addition to speaking proficiency. conclusion based on the findings and discussions presented, several conclusions can be drawn. first, the use of the communicative approach in arabic language instruction, as measured by students' evaluation scores, falls within the high classification, with a median score of 84.9. this score, when analyzed within the interval scale of the study, is categorized as high, ranging between 82-88. this indicates that the communicative approach has been effectively implemented in improving students' engagement and performance in arabic. second, the students' interest in learning arabic, as assessed through the questionnaire responses, is classified as good. this conclusion is based on the mean score of 60.3, which, when converted into the interest classification scale, also falls within the good category, specifically in the interval range of 58-66. this demonstrates that the communicative approach has positively influenced students' motivation to learn arabic. third, the hypothesis testing showed that the use of powerpoint as a teaching tool had a significant impact on students' interest in learning arabic. the hypothesis test yielded a significance value of 0.000, which is lower than the alpha level of 0.05, indicating a statistically significant effect. therefore, it can be concluded that the use of media such as powerpoint plays a crucial role in enhancing students’ interest and engagement in arabic language learning. . 31 muhammad roy aziz haryana et al., “virtual reality learning media with innovative learning materials to enhance individual learning outcomes based on cognitive load theory,” the international journal of management education 20, no. 3 (2022): 100657. volume 9, number 2, august 2024| 106 reference abi raad, vanda, kareem raad, yazan daaboul, serge korjian, nadia asmar, mouin jammal, and sola aoun bahous. “medical education in a foreign language and history-taking in the native language in lebanon a nationwide survey.” bmc medical education 16, no. 1 (november 22, 2016): 1–6. aiman natasya rosaidi, gayle mak su xin, and seera a.s. “malaysian language learners’ perception towards learning arabic pass the critical period.” inception journal of languages and literature 2, no. 2 (december 30, 2022): 45–53. al-mahrooqi, rahma, christopher denman, jamila al-siyabi, and faisal al-maamari. “characteristics of a good efl teacher: omani efl teacher and student perspectives.” sage open 5, no. 2 (june 19, 2015). asbulah, lily hanefarezan, ashinida aladdin, and musab sahrim. “the effect of motivation on arabic collocation knowledge: the mediating role of collocation learning strategies.” journal of nusantara studies (jonus) 5, no. 2 (june 25, 2020): 1–18. al azzawi, istabraq tariq, and luma adnan taha. “investigating the intrinsic motivation toward learning english at tikrit university.” journal of tikrit university for humanities 30, no. 2, 1 (february 15, 2023): 57–72. brosh, hezi y. “arabic language-learning strategy preferences among undergraduate students.” studies in second language learning and teaching 9, no. 2 (june 1, 2019): 351–377. bružaitė-liseckienė, justina. “the motivation of the foreign students of vilnius university to learn lithuanian as a second language.” vilnius university open series (october 27, 2023): 131–151. efendi, ridwan, nurul wahdah, kamaludin kamaludin, ali sadikin, asmawati asmawati, and sardimi sardimi. “application of audiolingual method in active arabic language learning for visually impaired students.” al-ta’rib : jurnal ilmiah program studi pendidikan bahasa arab iain palangka raya 11, no. 2 (december 8, 2023): 309–320. gumilar, agung. “use of malay arabic scriptures of jawi pegon in number of ancient metal currencies in indonesia from pre-independence to early independence.” jurnal keislaman dan pendidikan (2021). haryana, muhammad roy aziz, sony warsono, didi achjari, and ertambang nahartyo. “virtual reality learning media with innovative learning materials to enhance individual learning outcomes based on cognitive load theory.” the international journal of management education 20, no. 3 (2022): 100657. jabar, mohd azidan abdul, and zeyad faisal al-azzam. “current situation of arabic language studies in jordan universities.” the educational review, usa 1, no. 4 (december 18, 2017). kasem, abdel-hakeem. “innovation in language education: enriching arabic language learner experiences and proficiency in2d and 3d environments.” iosr journal of humanities and social science 21, no. 09 (september 2016): 40–46. khasawneh, najwa ahmad saleem, and mohamad ahmad saleem khasawneh. “linguistic needs of non-native students of arabic language at saudi universities.” international journal of language education 6, no. 3 (2022): 245–253. maghfurin, ahmad, moh. ahsanul husna, nur cholid, nurul asma mazlan, and jumiati. “enhancing arabic speaking skills in traditional pesantren.” alsinatuna 9, no. 1 (december 31, 2023): 16–28. mahfud, choirul, rika astari, abdurrohman kasdi, muhammad arfan mu’ammar, muyasaroh, and firdaus wajdi. “islamic cultural and arabic linguistic influence on the languages of volume 9, number 2, august 2024| 107 nusantara from lexical borrowing to localized islamic lifestyles.” wacana 22, no. 1 (2021): 224–248. mazlan, nurul asma, suhaila zailani @ ahmad, zamri arifin, nur aqilah norwahi, and kaseh abu bakar. “the influence of arabic lecturers teaching strategies on student understanding in universiti teknologi mara.” international journal of academic research in progressive education and development 10, no. 3 (august 5, 2021). mohd rushdi, nur afiqah athirah, and lily hanefarezan asbulah. “higher education students’ engagement and factors that constrain students’ activeness in learning arabic language.” international journal of academic research in progressive education and development 12, no. 2 (june 23, 2023). muhamad, ismail, hazwan abdul rahman, and azman che mat. “the arabic language level of candidates for malaysia religion high certificate (mrhc): reading and grammar.” asian social science 10, no. 22 (october 30, 2014): 156–164. prakasa, fahreza, shafruddin tajuddin, and syamsi setiadi. “mastery of beginner level arabic vocabulary writing ability for students of the arabic language education study program, faculty of languages and arts, universitas negeri jakarta.” scientia 2, no. 2 (may 18, 2023): 16–19. shillingford, shani, and nancy j. karlin. “the role of intrinsic motivation in the academic pursuits of nontraditional students.” new horizons in adult education and human resource development 25, no. 3 (july 2013): 91–102. syukri, yatasya, rehani rehani, and fauzana annova. “tatwir wasilah samiyah basoriyah fi tadris al-mufradat bistikhdam benime li as-shaf as-sabi fi al-madrasah al-tsanawiyah al-hukumiyah 1 payakumbuh.” lisaanuna ta`lim al-lughah al-arabiyah: jurnal pendidikan bahasa arab 5, no. 2 (2022): 178–190. http://dx.doi.org/10.15548/lisaanuna.v5i2.4584. wajdi, muh barid nizaruddin. “arabic learning skill.” at-tahdzib: jurnal studi islam dan muamalah 3, no. 2 (2015): 32–47. wajdi, muh barid nizarudin. “dynamic learning for the arabic language.” edutec: journal of education and technology 2, no. 2 (2019): 25–31. educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) development of imagination play media in listening to poetry learning helmi wicaksono, khoirul muttaqin, fithrotul lailiyah university of islam malang helmiwicaksono@unisma.ac.id accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract learning media is one of the supporting factors so that learning objectives can be achieved. imagination game media in learning to listen to poetry is one of learning to listen to poetry by utilizing poetry reading videos, poetry musicalization, and poetry dramatization which can stimulate imagination. imagination game media is also accompanied by a guidebook for teaching listening and student worksheets called lkm (listening worksheet). the research model used in this development research is the borg & gall procedural model which is then adapted to the needs and conditions of the research. the test results of this imagination game media product discuss the analysis of the test results on (4.2.1.) product attractiveness and (4.2.2.) product effectiveness. in the aspect of the attractiveness of the media appearance, a score of 75% was obtained, the attractiveness of the content received a score of 75%, and the attractiveness of the language received a score of 75%. as for the aspect of media effectiveness with the theory of listening to poetry, a score of 75%, the effectiveness of the media with the needs of high school students gets a score of 75%, and the accuracy of the media in guiding the achievement of learning objectives of listening to poetry gets a score of 75%. that is, according to the data above it shows that the aspects of the attractiveness and effectiveness of imaginative game media products are feasible to be implemented in learning to listen to poetry. keywords: imagination game learning media, imagination game, and listening to poetry introduction the learning process will involve a process of communication between teachers and students. this is also confirmed by sanjaya 1 that a learning is closely related to the process of communication. in addition, hamalik2 adds that learning requires a combination that is structured including material, facilities, equipment, and procedural elements that influence each other to achieve learning objectives. therefore, the smoothness of its achievement requires learning media. learning media play an important role in stimulating students' thoughts, feelings, attention, and willingness so that they can encourage the learning process 3. in product development it does not have to be in the form of hardware, but can also be software such as computer programs for data 1 wina sanjaya, perencanaan dan desain sistem pembelajaran (kencana, 2015). 2 oemar hamalik, “dasar-dasar pengembangan kurikulum,” bandung: pt. remaja rosdakarya (2007). 3 yusufhadi miarso, menyemai benih teknologi pendidikan (kencana, 2004). mailto:helmiwicaksono@unisma.ac.id volume 8, number 3, november 2023| 453 processing, classroom learning, or models of education, learning, training, guidance and evaluation, management systems4. in addition, the media is used as a means of channeling messages from the source to the recipient of the message, so that learning can achieve the desired goals optimally. heinich, molenda, r., michael5 explains the media ...anything that carriers information between a source and receiver that the media is a link between the source and recipient of the message, so that learning can be more effective. the target of the indonesian language material in this case is listening to poetry6. the activity of listening to the lines of poetry is an activity of listening to the sound of the lines of poetry directly or through certain media. the sound of the poetry lines captured by the ear is identified by the sound. the grouping into syllables, phrases, clauses, sentences, and discourse7. the song and intonation that accompanies the speaker's speech are also noticed by the listeners. the received language sounds are then interpreted for their meaning, examined for their truth or assessed and then made a decision to accept or reject them in critical thinking activities. imagination game learning media that utilizes poetry reading videos, poetry musicalization, and poetry dramatizations that stimulate the imagination. imagination games are presented in an application called microsoft power point. this imagination game media is designed to make it easier for students to rewrite the results of the listening and find meaning from the listening results. the media is also accompanied by a guidebook for teaching listening using imaginative play media and student worksheets called lkm (listening worksheets) so that it makes it easier for teachers and students when learning to listen to poetry. method the research model used in this development research is the borg & gall procedural model which is then adapted to the needs and conditions of the research8. the procedural model is a descriptive model that describes the flow or procedural steps that must be followed to produce a particular product 9. the borg & gall procedural model includes ten stages, namely: (1) research and initial information gathering; (2) planning; (3) initial product format development; (4) initial trials; (5) product revisions; (6) field trials; (7) product revisions; (8) field test; (10) final product revisions; and (10) dissemination and implementation. the borg and gall research model used is the research and development (r & d) approach. the research and development procedures used are the result of modifications based on adjustments to existing field conditions. the stages for testing small and large group product designs are modified into expert validation stages and 4 muh barid nizarudin wajdi et al., “integrating dialectics of quality trilogy for education development in islamic boarding schools,” al-tanzim: jurnal manajemen pendidikan islam 7, no. 2 (2023): 351–363. 5 et al robert heinich, “instructional media and technologies for learning (7th edition),” united state of amarica : pearson education, inc (1999). 6 muhammad kamaluddin, “puisi jawa modern: analisis semiotik,” sosfilkom : jurnal sosial, filsafat dan komunikasi (2019); intan kusumawati, “penanaman karakter nasionalisme cinta bahasa indonesia pada bulan bahasa dan sastra,” academy of education journal (2019). 7 alan s. kaye, “the frameworks of english: introducing language structures (review),” language (2003). 8 k. a. aka, “integration borg & gall (1983) and lee & owen (2004) models as an alternative model of design-based research of interactive multimedia in elementary school,” in journal of physics: conference series, 2019. 9 h punaji setyosari, metode penelitian pendidikan & pengembangan (prenada media, 2016). volume 8, number 3, november 2023| 454 practitioner tests. modification of the borg & gall research and development model, resulting in seven stages that have been adjusted as follows: 1. research and information gathering are carried out through theoretical and field studies. both of these studies yielded information that learning to listen to poetry in the field still needed the right media. 2. planning is done by determining the product and participants. the product developed is an imagination game media for learning to listen to poetry, while the participants involved are literary learning experts, literary learning media experts, indonesian language teachers, and unisma pbsi students. 3. development of product drafts in the form of imaginative play media for learning poetry appreciation consisting of information spaces, dance arts, closing, and developers. 4. product validation trials to literary learning experts and literary learning media experts to obtain appropriate media products before being tested in the field. 5. revision of the product draft is carried out based on the assessment of experts during product testing. 6. field trials were carried out on pbsi unisma students as potential product users. 7. revision of the final product draft is the product refinement stage based on the trial results to produce the final product. research results and discussion imagination game learning media imagination game media in learning to listen to poetry is carried out with four activities as listed below: festival name game type 1. festival of reading imagination a. schematic imagination game 2. festival of pausing imagination b. pause imagination game 3. festival of paraphrase and connotative imagination c. paraphrasing and connotative imagination game 4. festival of imagination tells a story d. story telling game table 1 activities in the imagination game art festival in listening to poetry learning the media of imagination games in learning to listen to poetry is carried out with four activities, namely the reading imagination festival, the pausing imagination festival, the paraphrasing and connotative imagination festival, and the storytelling imagination festival. at each festival, games are provided consisting of several stages that students will carry out in learning to listen to poetry by using imagination games. students will carry out the stages that have been provided in the media of imagination games. volume 8, number 3, november 2023| 455 imagination games imagination will be active if there is a stimulus that can turn it on. the presence of a stimulus in imagination really helps activate the two roles of imagination in the human brain. in this regard, hurlock 10 also explained that stimulation of the imagination will be formed through playing activities. each type of imagination game has various characteristics according to the stage of cognitive development of the child. piaget has explained that at the age of eleven and over a game with rules is more fun and enjoyed by children even though the rules are much stricter and rigidly enforced. children like to do it over and over again and are motivated to achieve the best possible performance. listening to poetry listening to literature is a process that includes listening to the sounds of language, identifying, interpreting, assessing and reacting to the meaning contained in poetry. listening to literature involves hearing, sight, appreciation, memory, understanding of the poetry being listened to11. in fact, the situation that accompanies the sound of the poetry being listened to must be taken into account in determining its meaning. listening to poetry will focus on the inner elements of poetry, including themes, feelings, tones, and messages. product description the discussion of the description of the form and results of imagination game media products is divided into two, namely general and specific product descriptions. in general, the product developed is an imaginary play media used in learning to listen to poetry for students which is equipped with a handbook for teaching listening using imaginary play media and student worksheets called lkm (listening worksheet). in particular, product descriptions of imaginative play media, teaching guidebooks, and lkm are discussed in four aspects, namely (a) appearance, (b) content systematics, (c) communicative language, and (d) suitability of media with poetry listening theory, student needs, and suitability in guiding the achievement of learning objectives listening to poetry. product trial results 10 elizabeth bergner hurlock et al., psikologi perkembangan: suatu pendekatan sepanjang rentang kehidupan (erlangga, jakarta, 1990). 11 oleg sus, “poetry and music in the psychological semantics of otakar zich:(from the history of the czech formal method and pre-structuralism)” (1969). volume 8, number 3, november 2023| 456 the trial results of this imagination game media product discuss the analysis of the trial results on a) product attractiveness and b) product effectiveness. analysis of product trial results in this development uses four scoring criteria which are measured using a likert scale 12. based on these criteria, if the percentage of product trial results reaches ≥ 75%, it means that the product is feasible to be implemented in learning to listen to poetry. next, the data is coded "i" which means implementation. however, if the percentage of product trial results is ≤ 74%, the product must be revised so that it meets the eligibility criteria. furthermore, the data is coded "r" which means revision. product attractiveness the results of the analysis of product attractiveness presented nonverbal data in the form of scores and verbal data in the form of suggestions for improvement from expert, teacher, and student test subject questionnaires, namely on the aspect of product display, it was found that the aspect of attractiveness of media display received a score of 75%, attractiveness of content received a score of 75%. , and language attractiveness got a score of 75%. this means that the media product of imagination games is feasible to be implemented in learning to listen to poetry. 1. media display effective learning certainly requires good planning and the use of media in supporting the success of learning objectives. likewise, good media selection requires good planning as well. as mentioned by asyhar (2012) the criteria that need to be considered in the process of selecting learning media are as follows: 1) clear and neat good learning media must be clear and neat in appearance. includes layout or format settings for presentation, sound, writing and image illustrations. this is necessary because a clear and neat display will not be boring for media users. 2) clean and attractive clean in the sense that there are no unnecessary distractions in the display of learning media. interesting means that the media has a creative impression and is not boring. a clean and attractive appearance in the media is not only the use of the design, but also the appearance of the font and layout. 3) relevant to the topic being taught learning media that are made must be in accordance with the characteristics of the content in the form of facts, concepts, principles, procedural or generalizations. if the media that is made is not in accordance with the topic being taught, then the media cannot meet what is needed by students. thus, learning becomes ineffective. 4) practical, flexible, and durable learning media must be flexible. this means that the media can be used by anyone and understood by anyone. because, good media is media that can be understood and used by anyone. 12 s arikunto, “islamic education: a theoretical perspective,” edulight 7, no. 2 (n.d.): 61–75. volume 8, number 3, november 2023| 457 5) good quality the criteria for learning media must be of good quality. this quality covers all aspects of the development of both visual and photographic images. for example, the visuals on the slide must be clearly not disturbed by other elements, such as layouts or frames. 6) the size is according to the learning environment learning media must be adapted to the situation or conditions of the environment or where the media will be used. for example, in a narrow class it is not suitable for large media because it will make learning not conducive. so, the media must adjust the environment to be used. 2. systematic content systematic is the determination of content or categories that is carried out according to rules that are applied consistently. systematic content means that the content in the media is structured and orderly in its presentation, and consistent in its use. this opinion is also confirmed by adi w. gunawan in yoga (2008), systematic is all efforts to describe and formulate something in an orderly and logical relationship, so as to form a meaningful system as a whole, comprehensive, integrated, able to explain a series of causes and effects concerning the object. imagination game media has a systematic content in its application. this can be seen from the beginning to the end in the imagination game. the initial stage is carried out by imagining determining the information from the title of the poem being listened to to assessing the results of the reading. 3. language communicative language is language that is easily understood by others. according to tarigan 13 communicative is the ability to apply the grammatical of a language in forming correct sentences and to know when, where, and to whom those sentences are recommended. the use of communicative language will make it easier to convey and interpret intentions and messages. so is the use of media. a media in learning must also use communicative language in its delivery. imagination game media is very concerned about the language used in it. this is because the media developed in this imagination game can be easily understood and used by teachers and students. from the several aspects of the product's attractiveness that have been described above, it can be concluded that the attractiveness of the media display must be clear and neat, clean (no distractions in appearance) and attractive, relevant to the topic being taught, flexible or can be used by anyone, of good quality. , and its size fits the learning environment. this needs to be considered so that the use of the selected media can help success in learning objectives. because, the main function of the media is as a bridge connecting information between information providers or teachers and recipients of information or students. the imaginary game media developed in this study has the appeal as described above. by using the microsoft powerpoint application, imagination play media can be accessed by anyone, including teachers and students. 13 iqra juniar saputra, “pengaruh minat baca dan penguasaan kosakata terhadap keterampilan menulis teks naratif,” diskursus: jurnal pendidikan bahasa indonesia (2021); henry guntur tarigan and djago tarigan, pengajaran analisis kesalahan berbahasa (bandung: angkasa, 2011). volume 8, number 3, november 2023| 458 product effectiveness the results of the product effectiveness analysis show that the aspect of media effectiveness with the theory of listening to poetry gets a score of 75%, the effectiveness of the media with the needs of high school students gets a score of 75%, and the accuracy of the media in guiding the achievement of learning objectives of listening to poetry gets a score of 75%. this means that the effectiveness aspect of imagination game media products is feasible to be implemented in learning to listen to poetry. 1. conformity of the product with the theory of listening to poetry the development of a media, of course, must pay attention to the knowledge cluster that is the target. adjustments to the products developed must be in accordance with learning activities. the suitability of the product must also pay attention to the involvement of students in it. in classifying ideas, students need to be given training to make classifications, for example by being given the task of classifying words 14. therefore, in the media of imagination games, teaching guidebooks, and lkm students play a role in each stage of imagination games based on the theory of listening to poetry. from the data acquisition, the teacher gave answers which implied that the media of imagination games was in accordance with the theory of listening to poetry, because in it the stages in listening to poetry were given. students also provide comments which imply that the application of imaginative play media is in accordance with the theory of listening to poetry and is easy for students to understand. 2. conformity of products with student needs good learning is learning that involves students directly in it. student involvement can be seen from the role of students in it and whether giving assignments is something new to improve the skills being developed. this is as stated by wena 15 that training is carried out by giving tasks that are more complex than the tasks that have been done, but these tasks are still at the training level. in the media of imagination games, students are trained to find the meaning of the poetry they listen to. training in finding the meaning of the poetry that has been listened to has implicit value in improving the skills of processing ideas and words into a good sentence. from the data acquisition, the teacher gave answers which implied that the media of imagination games was in accordance with the needs of high school students, because of the complexity of choosing the poetry texts that were listened to were narrative poetry or ballads, in which high school students usually liked narrative poems or ballads. students also provide comments implying that the application of imaginative play media is easy to understand when implemented in learning to listen to poetry by students. 3. conformity of the product with the learning objectives of listening to poetry 14 akhlan husen, m subana, and deny iskandar, “telaah kurikulum dan buku teks bahasa indonesia” (jakarta: depdikbud, 1997). 15 jurnal pendidikan bahasa et al., “keefektifan pembelajaran menganalisis struktur dan kebahasaan teks eksposisi dengan model group investigation dan model student team achievment division (stad) pada siswa kelas x smk,” jurnal pendidikan bahasa dan sastra indonesia (2018). volume 8, number 3, november 2023| 459 the use of media in learning must pay attention to what learning objectives to be achieved. according to azhar arsyad 16, one of the criteria in choosing media is according to the objectives to be achieved. therefore the accuracy of the media used must really be considered so that it can affect the effectiveness of learning. this was also confirmed by brown 17 that the learning media used in learning activities can affect the effectiveness of learning. if learning activities can run effectively, it will be easier to achieve learning objectives. the use of imagination game media in helping to achieve the learning objectives of listening to poetry can be seen from the students' progress in listening to poetry well. students can listen to poetry well and have no difficulty in putting it in writing. from the data acquisition, the teacher gave answers which implied that the media of imagination games was in accordance with the learning objectives of listening to poetry. students also provide comments that imply that the application of imaginative play media can guide the learning process of listening to poetry. conclusion this development research produced an imagination play media product which was equipped with a guidebook for teaching listening using imaginary play media and student worksheets called lkm (listening worksheets). in the discussion of the description of the form and results of media products, imagination games are divided into two, namely product descriptions in general and specifically. in general, the product being developed is an imaginary play media used in learning to listen to poetry for students which is equipped with a handbook for teaching listening using imaginary play media and lkm. in particular, product descriptions of imaginative play media, teaching guidebooks, and lkm are discussed in four aspects, namely (a) appearance, (b) content systematics, (c) communicative language, and (d) suitability of media with poetry listening theory, the needs of students, and the accuracy of the media in guiding the achievement of the learning objectives of listening to poetry. the description of the contents of the imagination game media product was chosen by presenting four kinds of stages, namely the reading imagination festival, the pausing imagination festival, the meaning imagination festival, and the meaning imagination festival. the trial results of this imagination game media product discuss the analysis of the trial results of (a) product attractiveness and (b) product effectiveness, where each discusses several aspects, namely (a) appearance, (b) content, (c) linguistics, (d) the suitability of the product with the theory of listening to poetry, (e) the suitability of the product to the needs of high school students, and (f) the accuracy of the product in guiding the achievement of learning objectives. reference aka, k. a. “integration borg & gall (1983) and lee & owen (2004) models as an alternative model of design-based research of interactive multimedia in elementary school.” in journal of physics: conference series, 2019. 16 azhar arsyad, media pembelajaran (pt raja grafindo persada, 2015). 17 r p corcoran, “preparing principals to improve student achievement,” child and youth care forum 46, no. 5 (2017): 769–781, https://www.scopus.com/inward/record.uri?eid=2-s2.085017663795&doi=10.1007%2fs10566-017-9399-9&partnerid=40&md5=7a30bb261012e888b268c48a52a1e03f. volume 8, number 3, november 2023| 460 arikunto, s. “islamic education: a theoretical perspective.” edulight 7, no. 2 (n.d.): 61–75. arsyad, azhar. media pembelajaran. pt raja grafindo persada, 2015. corcoran, r p. “preparing principals to improve student achievement.” child and youth care forum 46, no. 5 (2017): 769–781. https://www.scopus.com/inward/record.uri?eid=2-s2.085017663795&doi=10.1007%2fs10566-017-93999&partnerid=40&md5=7a30bb261012e888b268c48a52a1e03f. hamalik, oemar. “dasar-dasar pengembangan kurikulum.” bandung: pt. remaja rosdakarya (2007). hurlock, elizabeth bergner, istiwidayanti, ridwan max sijabat, and soedjarwo. psikologi perkembangan: suatu pendekatan sepanjang rentang kehidupan. erlangga, jakarta, 1990. husen, akhlan, m subana, and deny iskandar. “telaah kurikulum dan buku teks bahasa indonesia.” jakarta: depdikbud, 1997. kamaluddin, muhammad. “puisi jawa modern: analisis semiotik.” sosfilkom : jurnal sosial, filsafat dan komunikasi (2019). kaye, alan s. “the frameworks of english: introducing language structures (review).” language (2003). kusumawati, intan. “penanaman karakter nasionalisme cinta bahasa indonesia pada bulan bahasa dan sastra.” academy of education journal (2019). miarso, yusufhadi. menyemai benih teknologi pendidikan. kencana, 2004. pendidikan bahasa, jurnal, ahmad faulin, septina sulistyaningrum, jurusan bahasa, sastra indonesia, fakultas bahasa, and dan seni. “keefektifan pembelajaran menganalisis struktur dan kebahasaan teks eksposisi dengan model group investigation dan model student team achievment division (stad) pada siswa kelas x smk.” jurnal pendidikan bahasa dan sastra indonesia (2018). robert heinich, et al. “instructional media and technologies for learning (7th edition).” united state of amarica : pearson education, inc (1999). sanjaya, wina. perencanaan dan desain sistem pembelajaran. kencana, 2015. saputra, iqra juniar. “pengaruh minat baca dan penguasaan kosakata terhadap keterampilan menulis teks naratif.” diskursus: jurnal pendidikan bahasa indonesia (2021). setyosari, h punaji. metode penelitian pendidikan & pengembangan. prenada media, 2016. sus, oleg. “poetry and music in the psychological semantics of otakar zich:(from the history of the czech formal method and pre-structuralism)” (1969). tarigan, henry guntur, and djago tarigan. pengajaran analisis kesalahan berbahasa. bandung: angkasa, 2011. wajdi, muh barid nizarudin, syamsul arifin, abdul haris, and m samsul hady. “integrating dialectics of quality trilogy for education development in islamic boarding schools.” altanzim: jurnal manajemen pendidikan islam 7, no. 2 (2023): 351–363. educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z effectiveness of bilingualism in mathematics achievement of the grade seven students gianne chanelle sardual santos philippines 37332020@holycross.edu.ph accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: this study investigated the impact of bilingual instruction in filipino and english on students' mathematics achievement and engagement, employing a quasi-experimental design with two comparable sections of 40 students each—one taught exclusively in english and the other using a bilingual approach. the methodology utilized purposive sampling to ensure initial group equivalence and incorporated preand post-assessments to measure academic gains, alongside structured observation checklists to quantify classroom engagement. the collected data were rigorously analyzed using statistical tools, including mean calculations, a t-test, and the mannwhitney u test. the results demonstrated a statistically significant advantage for the bilingual group, which outperformed their english-only counterparts in both academic performance and observed levels of engagement (t = 2.11, p > 0.038). this compelling evidence suggests that bilingual instruction serves as a more effective pedagogical strategy, potentially by leveraging the students' native language to foster a more accessible and inclusive learning environment. the use of filipino likely enhanced conceptual clarity, reduced cognitive load, and increased student participation, thereby directly facilitating a deeper understanding of mathematical concepts and leading to superior overall learning outcomes. consequently, the study strongly advocates for the strategic integration of bilingualism as a viable and potent tool to enhance both achievement and engagement in mathematics education. keyword: bilingualism, english-only, instructions, mathematics achievement, and student engagement. introduction the current issue in mathematics education is the significantly low performance of filipino students compared to international standards. this is evidenced by the philippines' ranking in the pisa 2022 assessment according to deped national report of the philippines (2022).. contributing factors may include difficulties in translating english language into mathematical expressions, and potentially ineffective teaching strategies. further research would be needed to fully determine the root causes and develop effective interventions. the issue of low student performance in mathematics specifically, points out that even though the mean percent score (mps) on the national achievement test (nat) has improved, it still hasn't reached the target percentage, indicating an ongoing problem with mathematics proficiency in both elementary and secondary levels. one major contributor to this ongoing challenge is the cognitive difficulty students face in translating mathematical problems articulated in english into symbolic expressions. this issue is especially pronounced in bilingual contexts, where learners must navigate two languages while grappling with abstract concepts. these language-related barriers can hinder comprehension, particularly when foundational literacy in both the first and second languages is still developing. studies have emphasized that student performance and motivation are shaped by a network of mailto:37332020@holycross.edu.ph gianne chanelle sardual santos effectiveness of bilingualism in mathematics achievement of the grade seven students volume 9, number 2, november 2025 | 315 zzzzzz interrelated factors, including instructional quality, peer support, and access to adequate learning resources (cordova, maria, & santos, 2022; bernardo, 2005). when these elements are misaligned, meaningful learning in mathematics is compromised. the integration of educational technology, meanwhile, presents opportunities for innovation in mathematics instruction. mobile applications designed for solving math problems, interactive simulations, and adaptive learning platforms are increasingly accessible. however, as noted in both global and local studies, the effectiveness of these tools depends heavily on their usability, the relevance of content, and students’ engagement levels (llenada santos, 2022; kalloo, mohan, & kinch, 2016). this reveals a gap in implementation: while the tools exist, their integration into classrooms—particularly in low-resource settings—remains uneven and often unoptimized. instructional relevance further complicates the picture. when students perceive a disconnect between what they are learning and their personal interests or future goals, engagement tends to decline. theories of motivation and identity development support this link (eccles & wigfield, 2002), and empirical studies have noted that alignment between learners’ skills, interests, and educational experiences may result in improved outcomes—even when statistical significance is not always achieved (perez & santos, 2022). in mathematics education, this suggests a need for instruction that is not only pedagogically sound but also culturally and linguistically responsive. given these persistent challenges and promising avenues, it becomes imperative to explore alternative strategies that address both the cognitive and contextual barriers in mathematics learning. bilingual instruction, for instance, offers an approach that may reduce linguistic load and improve accessibility. anchored on well-established theories of language acquisition, motivation, and cognitive development, this study investigates how integrating bilingual strategies in mathematics teaching could help bridge the performance gap and foster deeper engagement among filipino learners. philippine math education programs, while existing, are insufficient, as indicated by low national achievement test (nat) scores despite some improvement. the persistent challenge of language barriers for bilingual students, particularly the difficulty translating english math terms, highlights a critical gap. although promising, bilingual instruction remains under-researched and under-utilized, necessitating further investigation to develop more effective solutions. this study is anchored on jim cummins’ common underlying proficiency theory (1981), carol dweck’s achievement-goal theory (1986), and lev vygotsky’s theory of student engagement (1978). cummins’ theory suggests that both languages used by bilingual individuals operate through a shared cognitive system, allowing academic knowledge acquired in one language to support learning in another. dweck’s theory emphasizes how students’ goals influence their motivation and learning behaviors, with mastery-oriented goals promoting deeper engagement and achievement. vygotsky’s theory highlights the importance of social interaction and collaborative learning, where language plays a key role in constructing understanding within a learner’s zone of proximal development. the integration of bilingualism as a medium of instruction in mathematics education has been shown to be an effective teaching strategy in improving students' mathematical achievement and engagement. bialystok (2017) introduces a developmental aspect of bilingualism, explaining that it enhances cognitive flexibility and academic achievement, particularly in mathematics. by presenting mathematical concepts in both filipino and english, teachers can make the subject more understandable and interesting for their students. this approach allows students to grasp complex concepts more quickly and enhances their problem-solving abilities, cognitive flexibility, and mathematical reasoning. the use of bilingualism as a medium of instruction in mathematics education is a valuable teaching strategy that can improve students' mathematical achievement and engagement. by embracing bilingualism, educators can create a more inclusive and effective learning environment that fosters students' mathematical understanding and enthusiasm. gianne chanelle sardual santos effectiveness of bilingualism in mathematics achievement of the grade seven students volume 9, number 2, november 2025 | 316 zzzzzz this study aimed to determine the effectiveness of bilingualism in mathematics achievement of the grade seven students. specifically, it sought answers to the following questions: 1. how may the level of mathematics achievement of english-only and bilingualism group be described in terms of: 1.1 pre-assessment; and 1.2 post-assessment? 2. how may the student engagement of the english-only group be described in terms of: 2.1 active participation; 2.2 attentiveness; 2.3 critical thinking; and 2.4 contribution to group dynamics? 3. how may the student engagement of the bilingualism group be described in terms of: 3.1 active participation; 3.2 attentiveness; 3.3 critical thinking and; and 3.4 contribution to group dynamics? 4. is there a significant difference between pre-assessment and post-assessment results of english-only group? 5. is there a significant difference between pre-assessment and post-assessment results of bilingualism group? 6. is there a significant difference between the level of mathematics achievement of the english-only and bilingualism group? 7. is there a significant difference between the student engagement of the english-only and bilingualism group? 8. what action plan may be proposed to improve the effectiveness of bilingualism in the mathematics achievement of the grade seven students? the proposed intervention aims to enhance students' mathematical achievement and engagement through the integration of bilingualism in classroom activities. by encouraging students to switch between filipino and english while engaging with mathematical concepts, the intervention seeks to improve students' mathematical vocabulary, comprehension, problemsolving skills, and critical thinking. it is expected to contribute to solving the problem of low mathematical achievement and engagement among students. by using bilingualism as a medium of instruction, teachers can present mathematical concepts in a more understandable and interesting way, allowing students to grasp complex concepts more quickly. the intervention's focus on collaborative learning activities, such as role-playing and game-based challenges, is also expected to increase student engagement and motivation. the use of bilingualism and collaborative learning activities is expected to increase student engagement and motivation, seeks to enhance students' bilingualism skills, which can benefit their academic and professional careers. the study can promote awareness of the benefits of bilingualism instruction and encourage educators to adopt this approach in their teaching practices. methods this study employed a quasi-experimental research design to examine the cause-and-effect relationship between the use of bilingualism as a medium of instruction and students' achievement in mathematics. the research was conducted at sto. rosario national high school, located in sta. rosa, nueva ecija. a total of 80 grade 7 students were purposefully selected for the study. these students were divided into two groups: 40 students in the experimental group who received instruction using bilingual strategies (filipino and english), and 40 students in the control group gianne chanelle sardual santos effectiveness of bilingualism in mathematics achievement of the grade seven students volume 9, number 2, november 2025 | 317 zzzzzz who received instruction using english only. participant selection was facilitated by the school’s mathematics head teacher and was based on students’ average performance levels to ensure group comparability. to gather data, the researchers used two main instruments: a pre-assessment and postassessment test adopted from aseron et al. (2013), and an observation checklist adapted from cassa and jang (2010). these tools were chosen to assess students’ mathematical achievement and classroom engagement, respectively. data collection involved two key methods: observation and examination. according to creswell and creswell (2018), observation involves collecting open-ended, firsthand information by directly watching people and events. meanwhile, examination refers to formal testing methods used to assess knowledge, such as those used in classroom settings (pisa, 2019). the process began with securing approval from the school administration, followed by a formal request to the school principal and mathematics head teacher. the researchers explained the purpose of the study and confirmed that all selected participants met the established criteria. a pre-assessment test was administered to both groups to evaluate their prior knowledge of the selected mathematics topics. during instruction, the observation checklist was used to monitor student participation and engagement in both experimental and control groups. after the instructional period, a post-assessment test was administered to determine any differences in achievement attributable to the bilingual instructional approach. figure 1. flow chart of the data gathering procedure the study utilized both descriptive and inferential statistical methods. to assess and compare the effectiveness of bilingual instruction in mathematics education: • weighted mean was used to interpret students’ engagement levels based on the observation checklist. • mean scores were computed to evaluate student performance in the preand postassessment tests. • the independent samples t-test was used to determine if there was a statistically significant difference in mathematics achievement between the control (english-only) and experimental (bilingual) groups. • the mann-whitney u test, a non-parametric alternative to the t-test, was used to compare the engagement levels of students in both groups, especially in relation to the variable of critical thinking.. table 1 rating scale for student engagement degree of response range of mean verbal description verbal interpretation gianne chanelle sardual santos effectiveness of bilingualism in mathematics achievement of the grade seven students volume 9, number 2, november 2025 | 318 zzzzzz 5 4.20 5.00 always 81 100 percent of the students are actively engage in the class discussion. 4 3.40 4.19 often 61 80 percent of the students are participated in the class discussion. 3 2.60 3.39 sometimes 41 60 percent of the students are somewhat engaged in the class discussion. 2 1.80 2.59 rarely 21 40 percent of the students responded in the class discussion. 1 1.00 1.79 never 0 20 percent of the students observed in the class discussion. this observation checklist served as a tool to measure the level of engagement among grade 7 students and contributed to assessing the effectiveness of bilingualism as a medium of instruction in mathematics. table 2 rating scale for mathematics achievement descriptive rating scale excellent 16 – 20 above average 12 – 15 average 8 – 11 below average 4 – 7 poor 0 – 3 the t-test and mann-whitney u test were used to determine the significant differences between the experimental and control groups. the t-test was used to compare the statistical results to determine whether there was a significant difference in the level of mathematics achievement between the english-only and bilingual groups. meanwhile, the mann-whitney u test was used to analyze the differences in student engagement between the two groups in relation to the critical thinking variable. result and discussion table 3 mean score of the control group and experimental group group mean verbal description pre-assessment experimental 6.03 below average control 8.100 average post-assessment experimental 8.32 average control 9.075 average difference experimental 2.30 gianne chanelle sardual santos effectiveness of bilingualism in mathematics achievement of the grade seven students volume 9, number 2, november 2025 | 319 zzzzzz control 0.975 table 3 presents the preand post-assessment mean scores of both the experimental and control groups. before the intervention, the control group demonstrated a stronger understanding of the mathematics topic with a mean score of 8.10 (average), while the experimental group scored 6.03 (below average). following the implementation of bilingual instruction, both groups exhibited improvement. the control group slightly increased its score to 9.08 (average), whereas the experimental group showed a more notable gain, rising to 8.32 (average). while the control group improved by 0.98 points, the experimental group recorded a larger improvement of 2.30 points, suggesting that bilingual instruction had a positive effect, particularly for students who initially performed below average. these findings align with the work of fung et al. (2018), who emphasized the connection between affective, behavioral, and cognitive engagement and students’ mathematics performance. moreover, schunk and dibenedetto (2021) define mathematical achievement as not only knowledge of mathematical concepts but also the capacity to apply them with fluency, accuracy, and critical thinking. in light of these results, further investigation is warranted into how bilingual instruction enhances student engagement across different domains—particularly cognitive and affective engagement—and how these dimensions contribute to improved mathematical achievement. interventions that incorporate bilingual teaching strategies may be especially beneficial for academically at-risk students, as they help bridge language barriers while simultaneously building conceptual understanding. a review of existing literature should also explore the measurement of engagement, its differentiated impacts on achievement, and context-specific approaches that have proven effective. these insights can inform evidence-based strategies to support low-performing students and improve instructional delivery in mathematics, particularly in bilingual settings. table 4 mean score of the student engagement variables for control group mean verbal description active participation 3.28 sometimes attentiveness 4.11 often critical thinking 3.25 sometimes cgd 4.08 often table 4 presents the engagement levels of the control group across four student engagement dimensions: active participation, attentiveness, critical thinking, and contribution to group dynamics (cgd). the results show that students in the control group were "sometimes" actively participating and engaging in critical thinking, with mean scores of 3.28 and 3.25, respectively—suggesting that 41% to 60% of the students were moderately engaged in these areas. in contrast, higher levels of engagement were noted in attentiveness (m = 4.11) and group contribution (m = 4.08), both falling under the "often" category, which reflects participation from 61% to 80% of the students. these results indicate that while students in the control group remained attentive and contributed to group dynamics regularly, their involvement in higher-order thinking and active class participation was less consistent. this pattern may reflect limitations in the instructional gianne chanelle sardual santos effectiveness of bilingualism in mathematics achievement of the grade seven students volume 9, number 2, november 2025 | 320 zzzzzz strategy used—delivered in english only—which could have hindered deeper engagement among students with lower language proficiency or confidence. the findings support prior research emphasizing the critical role of student engagement in learning outcomes. fung et al. (2018) identified a strong link between affective and cognitive engagement and mathematics achievement, affirming that students who are mentally and emotionally invested in learning are more likely to perform well. fletcher (2019) further broadens this definition, describing engagement as any sustained connection a learner has with educational tasks, environments, or institutions. the control group's mixed engagement levels echo broader research indicating that engaged learners—particularly those who feel emotionally and cognitively connected to the material—tend to achieve higher academic outcomes. these observations reinforce the importance of tailoring instructional approaches to foster all dimensions of engagement, particularly active participation and critical thinking, which were notably lower in the english-only group. future instructional models may benefit from incorporating more inclusive strategies, such as bilingual delivery, to support a wider range of learners and encourage deeper academic involvement. table 5 mean score of the student engagement variables for experimental group mean verbal description active participation 4.44 always attentiveness 4.72 always critical thinking 3.17 sometimes cgd 4.92 always table 5 presents the student engagement levels of the experimental group across four engagement dimensions: active participation, attentiveness, critical thinking, and contribution to group dynamics (cgd). the results indicate consistently high engagement in most areas, with mean scores of 4.44, 4.72, and 4.92 for active participation, attentiveness, and cgd, respectively. these fall under the “always” category, suggesting that 81% to 100% of students were consistently engaged in these areas during the intervention using bilingual instruction. in contrast, critical thinking received a comparatively lower mean score of 3.17, falling under the “sometimes” category. this suggests that while students were highly engaged in observable behaviors such as participation and attentiveness, their engagement in higher-order thinking tasks was more variable. this may reflect the cognitive transition still required when navigating complex mathematical reasoning in two languages, despite increased overall engagement. the findings support fletcher’s (2019) conceptualization of student engagement as a “sustained connection to any aspect of learning, schools, or education.” high engagement in the experimental group demonstrates how bilingual instruction can strengthen that connection, particularly by making classroom discourse more accessible and inclusive. by reducing linguistic barriers, bilingual teaching appears to encourage greater participation, focus, and collaboration among students. overall, the results underscore the potential of bilingual instruction as an effective pedagogical strategy for enhancing student engagement, especially in affective and behavioral dimensions. however, the relatively lower score in critical thinking points to the need for explicit instructional strategies that target cognitive engagement, ensuring that students are not only gianne chanelle sardual santos effectiveness of bilingualism in mathematics achievement of the grade seven students volume 9, number 2, november 2025 | 321 zzzzzz involved but are also challenged to think critically and reason mathematically within a bilingual learning environment. table 6 difference of post-test and pre-assessment of control group using student’s ttest group 1 group 2 statistic p decision remarks preassessment control postassessment control -2.27 0.029 reject h0 significant table 6 presents the result of the paired sample t-test conducted for the control group, which received instruction using english only as the medium of instruction. the computed tstatistic was -2.27, and the p-value was 0.029, which is below the significance level of α = 0.05. this led to the rejection of the null hypothesis, indicating a statistically significant difference between the pre-assessment and post-assessment scores of the control group. in other words, the english-only instruction had a positive impact on students’ mathematics achievement. although improvement was observed, the magnitude of change was modest compared to that of the experimental (bilingual) group. this finding suggests that while english-only instruction can be effective, its benefits may be limited for students who struggle with english as a second language. this is supported by barwell (2018), who emphasized that language plays a central role in mathematical comprehension. according to his research, the use of english can both support and hinder understanding depending on the learner's linguistic background and familiarity with academic vocabulary. in contrast, ali et al. (2023) highlighted the effectiveness of codeswitching—the strategic use of both first and second languages—as a means to enhance mathematical communication and conceptual understanding among bilingual learners. taken together, these insights suggest that while english-only instruction can yield significant gains in some contexts, bilingual or code-switched instruction may provide more equitable access to mathematics learning for students with diverse linguistic profiles. these findings contribute to the growing body of evidence supporting contextualized and linguistically responsive pedagogy in mathematics education. table 7 difference of post-test and pre-assessment of experimental group using student’s t-test group 1 group 2 statistic p decision remarks preassessment experimental postassessment experimental -5.29 ˂ .001 reject h0 significant table 7 displays the results of the paired sample t-test conducted for the experimental group, which received instruction using bilingualism as the medium of instruction. the t-statistic was -5.29, with a p-value less than .001, which is well below the standard significance threshold of α = 0.05. this leads to the rejection of the null hypothesis, indicating a statistically significant difference between the group’s pre-assessment and post-test scores. the notable increase in performance suggests that the use of bilingual instruction had a strong positive impact on students’ mathematics achievement. this finding reinforces the growing body of research supporting bilingualism as an effective pedagogical approach in mathematics education. according to moschkovich (2015), gianne chanelle sardual santos effectiveness of bilingualism in mathematics achievement of the grade seven students volume 9, number 2, november 2025 | 322 zzzzzz bilingual instruction allows students to use their first language as a cognitive scaffold, facilitating the transition to academic proficiency in a second language. this approach not only reduces linguistic barriers but also enables students to conceptualize mathematical ideas more effectively. furthermore, mukan et al. (2017) emphasized that the ability to switch between languages fosters creativity and critical thinking, which are essential for success in subjects that require problem-solving and logical reasoning, such as mathematics. the substantial improvement in the experimental group's scores supports this perspective, highlighting the value of linguistically responsive instruction for diverse learners. overall, the results provide compelling evidence that bilingual instruction can significantly enhance mathematical understanding, especially for students who may initially struggle with content delivered solely in english. these findings have important implications for curriculum planning and teacher training in multilingual educational contexts. table 8 independent sample t-test for mathematics achievement statistic p decision remarks preassessment -3.58 ˂ .001 reject h0 significant postassessment -1.23 0.221 reject h0 significant difference 2.11 0.038 reject h0 significant table 8 presents the results of the independent samples t-test comparing the mathematics achievement of the control and experimental groups before and after the intervention. the pre-assessment results show a significant difference between the two groups, with a tvalue of -3.58 and a p-value < .001, indicating that the control group initially outperformed the experimental group. however, following the intervention, the post-assessment comparison revealed a t-value of -1.23 with a p-value of 0.221, which is not statistically significant. this suggests that after the implementation of bilingual instruction in the experimental group, the performance gap between the two groups narrowed considerably. more importantly, the comparison of score gains (post-test minus pre-test) yielded a tvalue of 2.11 and a p-value of 0.038, indicating a significant difference in improvement, favoring the experimental group. this result implies that while the control group began with a higher baseline, the experimental group demonstrated greater academic growth over the course of the intervention—highlighting the positive impact of bilingual instruction on mathematics achievement. these findings align with the work of appiah et al. (2022), who emphasized that student achievement is shaped by a combination of factors, including teacher-student relationships, selfefficacy, and perceptions of the subject matter. additionally, may (2016) supports the role of gradual linguistic immersion in improving students’ proficiency in the language of instruction, which in turn can enhance comprehension and learning outcomes. the observed improvement in the experimental group’s performance underscores the potential of bilingual instruction as a context-sensitive educational strategy. by leveraging students' first language while gradually reinforcing english proficiency, bilingual teaching may enhance engagement, comprehension, and confidence—especially among learners who may otherwise struggle in an english-only setting. these results advocate for a more inclusive and linguistically responsive approach to instruction in mathematics education. gianne chanelle sardual santos effectiveness of bilingualism in mathematics achievement of the grade seven students volume 9, number 2, november 2025 | 323 zzzzzz table 9 independent sample t-test for student engagement statistic p decision remarks active participation student’s t -3.900 0.003 reject h0 significant attentiveness mannwhitney u 10.0 0.209 reject h0 significant critical thinking student’s t 1. 170 0.868 failed to reject h0 no significant cgd student’s t -4.767 <.001 reject h0 significant table 9 presents the results of independent samples tests comparing student engagement variables between the control and experimental groups, based on the observation checklist. the results reveal statistically significant differences in active participation (t = -3.900, p = 0.003) and contribution to group dynamics (cgd) (t = -4.767, p < .001), with the experimental group scoring significantly higher in both areas. these findings suggest that students exposed to bilingual instruction were more likely to participate actively and engage collaboratively during mathematics classes. on the other hand, no significant differences were found in attentiveness (u = 10.0, p = 0.209) and critical thinking (t = 1.170, p = 0.868), indicating that both groups performed similarly in these aspects. while the experimental group showed high levels of engagement overall, these two dimensions may require additional instructional scaffolding to foster deeper cognitive involvement and sustained attention, especially in complex tasks. these findings are consistent with eccles’ (2016) assertion that student engagement is positively associated with academic achievement and resilience. when students are meaningfully engaged, they are not only more likely to perform better academically but also develop the perseverance needed to overcome challenges. the significant improvements in group interaction and active involvement observed in the experimental group suggest that bilingual instruction may contribute to a more inclusive and participatory classroom environment, which, in turn, strengthens student motivation and resilience. additionally, ghaznavi et al. (2021) emphasize the importance of teaching strategies that reflect students' diverse learning styles. their study supports the notion that engagement increases when instruction is personalized and culturally responsive. the experimental group’s heightened involvement may reflect this responsiveness, as bilingual instruction allows students to learn in a way that resonates more with their linguistic and cognitive backgrounds. in sum, the results reinforce the importance of adopting inclusive, student-centered approaches—such as bilingual instruction—that promote participation and peer collaboration. at the same time, they signal the need to further explore strategies to elevate attentiveness and critical thinking, ensuring a more holistic engagement profile in mathematics education. conclusion this study investigated the effectiveness of bilingualism as a medium of instruction in enhancing the mathematics achievement and engagement of grade 7 students. the findings revealed that the experimental group, which received bilingual instruction, showed greater improvement in post-assessment scores compared to the control group. although the control group began with higher pre-assessment scores, the experimental group demonstrated a more substantial gain, indicating the positive impact of bilingual instruction on academic performance. in terms of engagement, students in the bilingual class consistently exhibited higher levels of active participation and contribution to group dynamics. these areas showed significant improvement compared to the control group, highlighting the role of bilingual instruction in fostering student involvement and collaborative learning. while both groups displayed similar gianne chanelle sardual santos effectiveness of bilingualism in mathematics achievement of the grade seven students volume 9, number 2, november 2025 | 324 zzzzzz levels of attentiveness and critical thinking, the results suggest that additional support may be needed to further enhance students' critical thinking abilities. overall, the use of bilingualism in mathematics instruction proved to be effective in improving student achievement and promoting more dynamic and participatory classroom interactions. the approach made mathematical content more accessible and relatable, especially for learners who may struggle with english-only instruction. these findings support the integration of bilingual teaching strategies in mathematics to create a more inclusive and effective learning environment. recommendations based on the findings of this study, several actionable steps are recommended to sustain and extend the positive effects of bilingual instruction on student performance and engagement in mathematics. the study revealed that bilingualism as a medium of instruction significantly improved students' mathematics achievement and fostered higher engagement, particularly in active participation and group dynamics. in response to these findings, the following proposed action plan in table 10 has been developed to guide the integration of bilingual practices in mathematics classrooms. table 10 proposed action plan factor s objective activities person in charge timeline expected outcome bilingualism to enhance the students’ comprehension by using bilingualism as medium of instruction. integrate activities such as math storytelling and reflection where it incorporates math concepts using language. teachers may also use activity like bilingualism math debates where students present their arguments in bilingualism and respond to counterarguments. subject teacher january to march 80 percent of the students enhance their comprehension on the subject area, may able to communicate and interact with peers and teacher and effectivel and appreciate the mathematical learning in bilingualism. mathematics achievement to enhance student’s proficiency in mathematical concepts, problemsolving and critical thinking, fostering logical reasoning and analytical thinking by integrating the use of bilingualism. the facilitator may use activities such as real-world word problem for students be able to understand the concept. they may also use activity like bilingualism math flashcards where students enhance mathematical vocabulary and communication skills. subject teacher january to march 80 percent of the students approach complex mathematical problems, justify mathematical conclusion, and improved academic performance in mathematics student engagement to encourage active involvement teachers may incorporate subject teacher january to march 80 percent of the students shall gianne chanelle sardual santos effectiveness of bilingualism in mathematics achievement of the grade seven students volume 9, number 2, november 2025 | 325 zzzzzz -active participation -attentiveness -critical thinking -contribution to group dynamics in the learning process. by fostering interest and enthusiasm for learning in the use of bilingualism. educational activities and challenges that encourage student engagement by having activities such: language mathswap where it is under the variable active participation and critical thinking where students collaborate on math problems, to enhance mathematical understanding and language proficiency of the students. activity that is under the attentiveness is bilingualism math songs, poem, and raps to facilitate conceptual understanding and illustrate mathematical concepts. activity that can also enhance students’ contribution to group dynamics is the dual-language math scavenger hunt, that also promotes the use of bilingualism by integrating through the use of hints and phrases. have long term retention by active participation, attentiveness, critical thinking, and contribution to group dynamics in classroom activities and increased academic motivation and performances. this action plan promotes inclusive mathematics instruction by enabling students to access content through familiar language while developing academic english proficiency. it emphasizes translanguaging, code-switching, and contextualized language use to support both conceptual understanding and linguistic development. by incorporating activities such as bilingual math storytelling, debates, flashcards, songs, and scavenger hunts, the plan aims to enhance not only cognitive engagement but also affective and behavioral dimensions of learning. the goal is to create a classroom culture that values linguistic diversity, encourages active participation, and improves overall academic performance in mathematics. to further deepen the understanding and applicability of bilingual instruction in mathematics, future research is highly recommended. first, longitudinal studies should be conducted to examine the sustained effects of bilingual teaching on students’ mathematics achievement and language development over multiple academic years. such studies could provide insights into long-term academic growth and the stability of bilingual learning outcomes. gianne chanelle sardual santos effectiveness of bilingualism in mathematics achievement of the grade seven students volume 9, number 2, november 2025 | 326 zzzzzz additionally, comparative studies between urban and rural schools—or among students with varying levels of english and filipino proficiency—can help identify context-specific strengths and challenges in implementing bilingual strategies. exploring the integration of bilingual instruction into other stem subjects, such as science and technology, may also yield valuable cross-disciplinary insights. this could broaden the impact of bilingual pedagogy across the curriculum and support holistic academic development. furthermore, the use of digital bilingual tools—such as mobile apps, interactive flashcards, and learning platforms—should be evaluated to determine their effectiveness in enhancing both mathematical comprehension and language fluency in a tech-integrated environment. lastly, future research should examine cognitive and affective outcomes related to bilingual instruction. this includes assessing how it influences students’ confidence, anxiety levels, and attitudes toward mathematics. understanding these psychological and emotional dimensions will provide a more comprehensive view of the benefits and limitations of bilingual teaching. collectively, these future directions can inform more nuanced and evidence-based strategies for implementing bilingual instruction, ensuring that educational practices remain responsive, equitable, and effective. references ali, m. s. b., ihsan, m., & sherazi, g. z. (2023). effect of code switching on bilingual students' success in mathematics and language education. global language review, viii, 80–88. appiah, j. b., korkor, s., arthur, y. d., & obeng, b. a. (2022). mathematics achievement in high schools, the role of the teacher-student relationship, students' self-efficacy, and students' perception of mathematics. international electronic journal of mathematics education, 17(3). aseron, e., et al. (2013). mathematics 7 learner’s material (1st ed., pp. 240–253). department of education. barwell, r. (2018). language in mathematics education. the mathematics enthusiast, 15(1–2), 25–39. bernardo, a. b. i. (2005). bilingual code-switching as a resource for learning and teaching: alternative reflections on the language and education issue in the philippines. language, culture and curriculum, 18(2), 141–157. https://doi.org/10.1080/07908310508668734 bialystok, e. (2020). bilingual effects on cognition in children. in oxford research encyclopedia of education. brosas, j. e. v., et al. (2024). bilingual instruction practices and students’ performance in teachinglearning mathematics: a case study. international journal of science and research archive, 22(1), 1167–1178. cassa, a., & jang, e. (2010). investigating the effects of game-based approach in teaching word recognition and spelling to students with reading disabilities and attention deficits. australian journal of learning difficulties, 15, 193–211. cordova, m. s., maria, j. m. s., & santos, j. v. l. (2022). factors affecting academic performance and motivation among holy cross college sta. rosa grade 12 students. educatio: journal of education, 7(3), 152–162. creswell, j. w., & creswell, j. d. (2018). research design: qualitative, quantitative, and mixed methods approaches (5th ed.). sage publications. cummins, j. (2014). bilingualism, language proficiency, and metalinguistic development. in childhood bilingualism (pp. 57–73). psychology press. dibenedetto, m. k., & schunk, d. h. (2021). motivating students and their teachers through selfregulated learning and reframing assessment. teaching on assessment, 57. gianne chanelle sardual santos effectiveness of bilingualism in mathematics achievement of the grade seven students volume 9, number 2, november 2025 | 327 zzzzzz eccles, j. s. (2016). engagement: where to next? learning and instruction, 43, 71–75. eccles, j. s., & wigfield, a. (2002). motivational beliefs, values, and goals. annual review of psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 fletcher, e., tan, t. x., & hernandez-gantes, v. m. (2019). a comparative analysis of student engagement in career academies and a comprehensive high school. career and technical education research, 44(2), 144–176. fung, f., tan, c. y., & chen, g. 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(2022). comparative analysis of mobile applications for its integration in college mathematics subjects. educatio: journal of education, 6(4), 324–345. may, s. (2016). language policy and political issues in education. moschkovich, j. n. (2015). academic literacy in mathematics for english learners. the journal of mathematical behavior, 40, 43–62. mukan, n., myskiv, i., & kravets, a. (2017). the development of multilingual competence in students as a factor of their professional growth. advanced education, 8, 98–105. perez, a. s. b., & santos, j. v. l. (2022). alignment of the holy cross college sta. rosa student’s program with their interest and skills. educatio: journal of education, 7(1), 25–32. pisa 2018 results (volume i). (2019). in programme for international student assessment/internationale schulleistungsstudie. senko, c. (2016). achievement goal theory: a story of early promises, eventual discords, and future possibilities. vygotsky, l. s. (1978). mind in society: the development of higher psychological processes (m. cole, v. johnsteiner, s. scribner, & e. souberman, eds. & trans.). harvard university press. educatio : journal of education volume 7 , number 3, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) supervisory strategies for teacher improvement in islamic education: examining the practices and challenges muhammad al fatih1, akhyak2, asrop syafi'i2 1 universitas hasyim asy'ari jombang 2 uin sayyid ali rahmatullah tulungagung muhammadalfatih@unhasy.ac.id accepted: feb 28th 2025 reviewed: april 18th 2025 published: may 30th 2025 abstract this study examines the supervisory strategies employed in two islamic educational institutions, ma salafiyah syafi'iyah tebuireng and ma perguruan mualimat jombang, to enhance teacher competencies in various aspects such as pedagogy, professionalism, and personal development. using a qualitative, multisite approach, data were collected through interviews, observations, and documentation. the research reveals that academic supervision plays a significant role in improving the teachers' instructional planning, teaching methods, and evaluation processes. however, challenges such as time constraints, limited resources, and inconsistent supervision practices were identified. while both madrasahs share common supervisory strategies, such as regular feedback and peer collaboration, they differ in their intensity and resources for implementation. this study highlights the need for a more structured and resource-backed approach to academic supervision to overcome existing barriers and ensure sustainable teacher development. the findings contribute to the understanding of effective supervisory practices in islamic education, emphasizing the importance of leadership and contextual strategies for teacher improvement. keywords: academic supervision, teacher improvement, islamic education, professional development, supervisory strategies, teacher competencies, challenges in supervision, madrasah. introduction academic supervision in islamic education plays a vital role in enhancing the professional competencies of teachers, ensuring the delivery of high-quality education that integrates both volume 9, number 1, may 2025| 180 academic knowledge and moral development. academic supervision practices, as emphasized by glickman 1, are not solely concerned with evaluating teacher performance but also aim to foster a collaborative environment that promotes the development of teaching strategies and the personal growth of educators. supervisory practices within islamic institutions, where both academic rigor and spiritual growth are central, present unique challenges and opportunities. effective supervision significantly impacts teacher performance by supporting both pedagogical development and ethical teaching practices 2. however, despite the importance of academic supervision in improving teaching effectiveness, several barriers hinder its optimal implementation, such as time constraints, lack of resources, and inconsistent practices 3. previous research has established that the role of school leadership is crucial in shaping the effectiveness of academic supervision. suharsimi arikunto4 identifies that the leadership style of the head of the madrasah plays a central role in establishing an environment that supports teacher development. several studies, including those by hassan and syadzili5, underline the importance of leadership that aligns with the cultural and contextual needs of the educational setting. however, there remains limited research focusing on how these leadership strategies specifically influence teacher competency in islamic schools, especially in the context of indonesian madrasahs. the novelty of this study lies in its focus on two islamic educational institutions in jombang, ma salafiyah syafi’iyah tebuireng and ma perguruan mualimat, both of which implement distinct strategies to improve teacher performance. while existing literature has addressed the role of academic supervision in general 6, few studies have examined how such strategies are applied within islamic educational settings, particularly in the context of indonesia's diverse educational landscape7. moreover, this study contributes to the existing body of knowledge by highlighting the unique challenges faced by these institutions, such as resource limitations and inconsistent supervisory practices, and how these challenges impact the overall effectiveness of academic supervision. despite the growing body of research on academic supervision in islamic educational institutions, gaps remain in understanding the impact of supervisory practices in jombang, a region with a rich history of islamic education. studies by glickman 8 and mcgregor 9 have explored the 1 carl d glickman, developmental supervision: alternative practices for helping teachers improve instruction. (eric, 1981). 2 t j sergiovanni and r j starratt, supervision: a redefinition (mcgraw-hill education, 2018). 3 shannon c mcgregor, “social media as public opinion: how journalists use social media to represent public opinion,” journalism 20, no. 8 (2019): 1070–1086. 4 suharsimi arikunto and lia yuliana, “manajemen pendidikan,” yogyakarta: aditya media (2008). 5 roslizam hassan, jamilah ahmad, and yusof boon, “instructional leadership practice and professional learning community in the southern zone of malaysia,” universal journal of educational research (2019); muhamad fatih rusydi syadzili, “polarisasi tahapan kepemimpinan transformatif pendidikan islam,” al-tanzim : jurnal manajemen pendidikan islam 3, no. 1 (2019): 55–81. 6 glickman, developmental supervision: alternative practices for helping teachers improve instruction.; sergiovanni and starratt, supervision: a redefinition. 7 mcgregor, “social media as public opinion: how journalists use social media to represent public opinion.” 8 glickman, developmental supervision: alternative practices for helping teachers improve instruction. 9 mcgregor, “social media as public opinion: how journalists use social media to represent public opinion.” volume 9, number 1, may 2025| 181 broader frameworks of academic supervision, but little has been done to compare supervisory strategies across different madrasahs in indonesia, particularly those located in rural or semi-rural areas like jombang. this gap is crucial as the contextual and cultural differences across educational institutions often lead to varying levels of supervision effectiveness 10. furthermore, there is limited research on the challenges these institutions face in implementing effective supervision, especially given the socio-cultural influences on education 11. this research, therefore, addresses these gaps by examining the strategies implemented at ma salafiyah syafi'iyah tebuireng and ma perguruan mualimat, identifying how leadership influences these strategies and how challenges such as time constraints, limited resources, and inconsistent practices affect the overall effectiveness of academic supervision. the study utilizes a qualitative research design, combining interviews, observations, and document analysis to explore how these strategies influence teacher competencies and the challenges faced by school leaders. by focusing on these two madrasahs, the study provides valuable insights into how academic supervision can be adapted to better suit the specific needs of islamic educational settings in indonesia 12. the findings of this study aim to contribute to the broader discourse on improving academic supervision in islamic educational institutions, particularly in the context of islamic values and traditions 13. the research also aims to offer practical recommendations for educational leaders and policymakers on how to refine supervisory practices, thereby fostering sustainable teacher development and improving educational outcomes 14. method this study employs a qualitative research approach to explore the supervisory strategies and challenges faced by two islamic educational institutions in jombang, ma salafiyah syafi’iyah tebuireng and ma perguruan mualimat. the research design focuses on understanding the impact of academic supervision on teacher competencies and identifying the specific challenges that affect the effectiveness of supervisory practices in these institutions. research participants/subjects the participants in this study include school leaders (headmasters) and teachers from ma salafiyah syafi’iyah tebuireng and ma perguruan mualimat jombang. the selection of participants was 10 sergiovanni and starratt, supervision: a redefinition. 11 natalihasto kristijono et al., social media data explication to support study on leadership style for sustainable investing, 2020. 12 john w. creswell, research design : qualitative, quantitative, and mixed methods approaches, 2012. 13 mr jujris et al., “educational management study on college for islamic instruction,” 2020. 14 idris h.m. noor, herlinawati, and etty sofyaningrum, “the academic supervision of the school principal: a case in indonesia,” journal of educational and social research 10, no. 4 (2020): 81–93. volume 9, number 1, may 2025| 182 purposive, focusing on those directly involved in the academic supervision process. in total, the study involved: 1. two headmasters (one from each madrasah) 2. ten teachers (five from each madrasah) who were actively involved in the academic supervision process and had experienced its various phases (planning, implementation, and follow-up). the participants were chosen based on their roles in the supervisory process, ensuring that they could provide relevant insights into the strategies employed and the challenges faced in implementing academic supervision. data collection method to achieve an in-depth understanding of the supervisory strategies and challenges, the data was collected using the following methods: 1. interviews: semi-structured interviews were conducted with school leaders (headmasters) and teachers. the interviews allowed for a flexible exploration of participants’ experiences with academic supervision and provided an opportunity to gather both descriptive and reflective data. each interview lasted between 45 to 60 minutes and was conducted in indonesian. the interviews were audio-recorded with the consent of the participants and transcribed for further analysis. 2. observations: direct observations of the supervisory process were conducted at both madrasahs. this involved attending supervisory meetings, classroom observations, and reviewing the feedback provided to teachers. the purpose of these observations was to gain insight into the actual implementation of academic supervision and how it affects teacher development in practice. observations were conducted over a period of two months to capture a comprehensive view of the supervision process. 3. document analysis: relevant institutional documents were reviewed, including supervision schedules, feedback forms, teacher performance evaluations, and training records. this document analysis helped to understand the formal structure of supervision in both madrasahs and provided additional context to the data obtained from interviews and observations. data collection instrument the primary instruments used for data collection were: 1. interview guides: a semi-structured interview guide was developed to facilitate open-ended conversations with participants. the guide included questions focused on: a. the strategies used for academic supervision volume 9, number 1, may 2025| 183 b. teachers' experiences and challenges with supervision c. the role of the headmaster in the supervision process d. the perceived impact of supervision on teacher competencies e. challenges faced in implementing effective supervision 2. observation checklist: an observation checklist was used to guide the researcher during classroom visits and supervisory meetings. this checklist ensured that important aspects of the supervision process, such as feedback delivery, teacher engagement, and the use of pedagogical strategies, were recorded. 3. document review framework: a framework for document analysis was created to identify key documents related to supervision, such as meeting notes, feedback reports, and training plans. this helped in triangulating the data and providing a more comprehensive understanding of the supervision process. data analysis the data analysis process followed a thematic analysis approach, which is suitable for qualitative data and allows for the identification of patterns and themes in the responses from interviews, observations, and documents. 1. transcription and coding: the audio recordings from the interviews were transcribed verbatim. the transcriptions were then coded to identify recurring themes and concepts related to supervisory strategies, teacher competencies, and the challenges faced in supervision. 2. theme development: through a process of constant comparison, codes were grouped into broader themes that addressed the key research questions. the themes were derived inductively from the data, allowing for flexibility in capturing new insights as the research progressed. 3. triangulation: to increase the validity and reliability of the findings, data triangulation was employed by comparing data from the three sources: interviews, observations, and documents. this helped to cross-check information and ensure that the findings were consistent across different methods. 4. interpretation: after identifying the key themes, the findings were interpreted in the context of the research questions. this interpretation involved making connections between the strategies employed in supervision and the challenges identified by the participants, as well as linking these findings to the broader literature on academic supervision in islamic education. result volume 9, number 1, may 2025| 184 supervisory strategies in ma salafiyah syafi'iyah tebuireng and ma perguruan mualimat ma salafiyah syafi'iyah tebuireng at ma salafiyah syafi'iyah tebuireng, academic supervision is carried out with a highly structured and intensive approach. the headmaster of the institution prioritizes regular classroom observations, personal feedback sessions, and continuous teacher evaluations. supervisory activities are conducted on a monthly basis, with follow-up meetings held after each observation. the headmaster uses a participatory approach, involving teachers in discussions to identify strengths and areas for improvement. additionally, teachers receive personalized feedback that not only addresses their pedagogical techniques but also encourages moral and ethical development, aligning with the values of the pesantren. the findings show that this structured approach has a positive impact on teachers’ professional growth. teachers reported increased confidence in lesson planning, better engagement with students, and improved evaluation skills. however, some challenges were noted, particularly regarding time constraints due to the headmaster’s multiple responsibilities, which sometimes delayed the scheduling of follow-up sessions. ma perguruan mualimat in contrast, ma perguruan mualimat adopts a more flexible and informal approach to academic supervision. the headmaster emphasizes collaborative learning, where teachers are encouraged to share best practices during informal meetings. supervision is conducted based on individual teacher needs, with less frequent but highly tailored sessions. the headmaster focuses on peer reviews and encourages teachers to engage in self-reflection and continuous learning. teachers at ma perguruan mualimat expressed that this flexible approach provided them with autonomy and personal responsibility in their development. however, the less frequent supervisory meetings and the informal nature of the feedback led to some inconsistency in the implementation of the feedback. teachers reported that they sometimes lacked clear guidance on how to improve specific teaching strategies, which affected their ability to address certain pedagogical challenges effectively. challenges in implementing effective academic supervision the study revealed several challenges faced by both madrasahs in implementing academic supervision: 1. time constraints: both institutions struggled with time management due to the high volume of administrative duties required of school leaders. the headmasters, especially at ma salafiyah syafi'iyah, found it difficult to balance supervisory duties with other responsibilities, which sometimes led to delayed feedback and missed opportunities for follow-up meetings. volume 9, number 1, may 2025| 185 this finding aligns with previous research by jaenab15 , who identified time as a major barrier to effective academic supervision. 2. limited resources: at both madrasahs, resource limitations were a significant constraint. ma salafiyah syafi'iyah had more access to external training programs and a better infrastructure to support supervisory activities. in contrast, ma perguruan mualimat faced challenges due to the lack of funding for external training and limited access to modern teaching tools. this disparity in resources highlights the importance of institutional support in fostering effective teacher development, as noted by syafaruddin 16. 3. inconsistent supervisory practices: the research found that while the overall supervisory strategies at both madrasahs aimed at improving teacher competencies, the inconsistency in their implementation affected the outcomes. teachers at ma perguruan mualimat, for instance, sometimes felt that the feedback lacked specificity and was not always actionable. this inconsistency was primarily attributed to the lack of a standardized framework for supervision, which is a common issue in many educational institutions 17. 4. cultural and contextual challenges: both institutions faced challenges in balancing traditional islamic values with modern educational practices. at ma salafiyah syafi'iyah, the emphasis on moral guidance in the supervision process sometimes overshadowed the focus on purely pedagogical development. conversely, at ma perguruan mualimat, the more modern approach to supervision sometimes clashed with the deeply ingrained islamic traditions of the madrasah, creating a tension between the spiritual and academic dimensions of teaching. impact of supervisory strategies on teacher competencies despite these challenges, the study found that academic supervision positively influenced the professional competencies of teachers at both madrasahs. at ma salafiyah syafi'iyah, teachers reported a significant improvement in their lesson planning and classroom management skills as a result of the structured and consistent feedback provided by the headmaster. teachers also felt more motivated to integrate innovative teaching methods in their classrooms, as they received guidance on adapting their lessons to the needs of the students while adhering to islamic values. at ma perguruan mualimat, teachers appreciated the freedom and autonomy provided by the flexible supervisory approach. however, the lack of a formalized system for feedback led to some gaps in the development of specific teaching skills. teachers at this institution reported improvements 15 siti jaenab, sutaryat trisnamansyah, and sofyan sauri, “academic supervision of madrasah heads in improving teacher performance in karawang state madrasah aliyah,” international journal of educational research & social sciences 3, no. 4 (2022): 1663–1673. 16 syafaruddin syafaruddin, mesiono mesiono, and indrasyah sitompul, “teacher career development management at madrasah aliyah negeri,” al-ishlah: jurnal pendidikan (2021). 17 sergiovanni and starratt, supervision: a redefinition. volume 9, number 1, may 2025| 186 in their pedagogical approaches, but often felt uncertain about how to address certain teaching challenges without more specific guidance. overall, the study suggests that structured supervision, such as that implemented at ma salafiyah syafi'iyah, tends to result in more consistent teacher development and higher levels of teacher competence. however, flexibility in supervision, as seen in ma perguruan mualimat, allows for more personalized development but may require better follow-up mechanisms to ensure that feedback leads to measurable improvements. discussion the role of supervisory strategies in teacher competencies the results of this study indicate that academic supervision significantly impacts the development of teacher competencies, albeit in different ways depending on the supervisory approach used at ma salafiyah syafi'iyah tebuireng and ma perguruan mualimat jombang. at ma salafiyah syafi'iyah, the structured and intensive supervisory approach led to notable improvements in teachers' lesson planning, classroom management, and pedagogical strategies. this finding aligns with the work of glickman 18, who emphasizes the importance of a systematic, structured approach in academic supervision to ensure consistent teacher development. similarly, sergiovanni & starratt 19 argue that a strong supervisory framework, which includes regular feedback and performance evaluations, can significantly enhance teacher efficacy and competence. on the other hand, at ma perguruan mualimat, the more flexible, informal supervision allowed teachers to have greater autonomy and responsibility for their professional development. while this approach empowered teachers, it also resulted in inconsistent feedback, which some teachers perceived as less actionable. this outcome reflects rawati's 20 findings that a lack of structure in supervision may lead to ambiguity in the feedback process, hindering the effectiveness of teacher development. the differences between the two madrasahs in terms of supervision styles point to a significant gap in the literature regarding the effectiveness of flexible versus structured supervision, particularly in islamic educational settings. impact of supervisory leadership the leadership style of the headmaster plays a pivotal role in determining the effectiveness of academic supervision. at ma salafiyah syafi'iyah, the headmaster adopted a participatory leadership 18 glickman, developmental supervision: alternative practices for helping teachers improve instruction. 19 sergiovanni and starratt, supervision: a redefinition. 20 rawati rawati, murniati murniati, and niswanto niswanto, “implementation of principal academic supervision in improving teacher performance,” al-ishlah: jurnal pendidikan (2022). volume 9, number 1, may 2025| 187 style, ensuring regular engagement with teachers through personalized feedback and collaborative discussions. this approach aligns with sergiovanni 21, who suggests that effective leadership in academic supervision is rooted in creating a supportive environment that encourages continuous professional growth. teachers at ma salafiyah syafi'iyah reported feeling supported and motivated to improve their teaching practices, which resonates with the findings of purwanto 22, who emphasizes that strong leadership is key to fostering teacher professionalization. in contrast, at ma perguruan mualimat, while the leadership style was more collaborative, the lack of structured, consistent supervision created gaps in teachers' development. teachers appreciated the autonomy provided by the headmaster but expressed a need for more frequent and targeted feedback. the findings at ma perguruan mualimat suggest that leadership that is too flexible may result in missed opportunities for targeted professional development, especially when teachers do not receive adequate guidance on specific teaching challenges. this observation supports mcgregor’s (2019) argument that effective leadership in academic supervision requires balance—combining flexibility with structured guidance to ensure teachers can address areas for improvement. challenges in implementing academic supervision the challenges identified in this study—time constraints, resource limitations, and inconsistent practices—are consistent with previous research on the barriers to effective supervision in educational institutions. sulhan23 and sergiovanni & starratt 24 both highlighted time as a significant constraint that prevents school leaders from conducting regular supervision. the headmasters of both madrasahs expressed difficulty in balancing administrative duties with the need for regular observation and feedback sessions. these findings echo the broader concern raised by suharsimi arikunto 25, who noted that excessive administrative workload often leads to reduced focus on direct supervisory activities. additionally, the issue of limited resources, particularly at ma perguruan mualimat, where the lack of funding for external training and professional development programs was a major challenge, aligns with laksono's 26 findings, which highlighted that resource limitations directly affect the quality and frequency of academic supervision. the disparity in resources between the two institutions also emphasizes the importance of institutional support in implementing effective supervision. purwanto 21 sergiovanni and starratt, supervision: a redefinition. 22 agus purwanto et al., “gaya kepemimpinan di madrasah aliyah: authentic, tansformational, authoritarian atau transactional?,” nidhomul haq : jurnal manajemen pendidikan islam 5, no. 1 (2020): 15–31. 23 a sulhan and l hakim, “emancipating islamic education management through good-quality santri character cultures: insights from indonesia,” eurasian journal of educational research 2023, no. 103 (2023): 197–214, https://www.scopus.com/inward/record.uri?eid=2-s2.085165946475&doi=10.14689%2fejer.2023.103.012&partnerid=40&md5=be8b2f9be3825a7f22ace2aa5edf3b11. 24 sergiovanni and starratt, supervision: a redefinition. 25 arikunto and yuliana, “manajemen pendidikan.” 26 tio ari laksono, “analisis kepala madrasah sebagai supervisor di lembaga pendidikan islam,” leaderia: jurnal manajemen pendidikan islam (2021). volume 9, number 1, may 2025| 188 27 argues that resource allocation for teacher development, including funding for training programs, is essential to achieving consistent and impactful supervision. the challenge of inconsistent supervisory practices was particularly evident at ma perguruan mualimat, where feedback was sometimes vague and not always linked to clear, actionable steps for improvement. this inconsistency mirrors the findings of sergiovanni 28, who suggests that a lack of standardized supervision frameworks can result in subjectivity in feedback, making it harder for teachers to track their progress. this gap in the supervisory process further highlights the need for a structured and coherent framework for academic supervision, as advocated by glickman 29. cultural and contextual considerations one of the most significant contributions of this research lies in its emphasis on the cultural and contextual dimensions of academic supervision in islamic educational settings. the tension between traditional islamic values and modern pedagogical practices was evident in both madrasahs. at ma salafiyah syafi'iyah, the headmaster’s emphasis on moral and ethical development alongside pedagogical guidance reflects the institution's roots in pesantren culture, where the cultivation of character is as important as academic learning. this aligns with the findings of purwanto 30 , who emphasizes that islamic education systems often incorporate spiritual and moral aspects into the professional development of teachers, a practice not commonly found in secular schools. at ma perguruan mualimat, the more modern, performance-oriented approach to supervision, though effective in some respects, occasionally clashed with the institution's islamic values. this cultural dissonance points to a broader gap in the literature regarding the integration of islamic values into the supervision process. rahayu 31 argues that for supervision to be truly effective in islamic educational settings, it must incorporate the spiritual dimension of teaching, ensuring that pedagogical development goes hand-in-hand with character building. this study contributes to existing literature by providing empirical evidence of the different supervisory strategies employed in islamic educational institutions and their impact on teacher competencies. previous studies, such as those by glickman 32 and sergiovanni & starratt 33, have 27 purwanto et al., “gaya kepemimpinan di madrasah aliyah: authentic, tansformational, authoritarian atau transactional?” 28 sergiovanni and starratt, supervision: a redefinition. 29 glickman, developmental supervision: alternative practices for helping teachers improve instruction. 30 purwanto et al., “gaya kepemimpinan di madrasah aliyah: authentic, tansformational, authoritarian atau transactional?” 31 anissa maila rahayu, wido supraha, and abas mansur tamam, “pengembangan supervisi proses pembelajaran berbasis worldview islam pada pendidikan dasar,” rayah al-islam (2021). 32 glickman, developmental supervision: alternative practices for helping teachers improve instruction. 33 sergiovanni and starratt, supervision: a redefinition. volume 9, number 1, may 2025| 189 highlighted the importance of structured supervision, but few have explored its application in the context of islamic schools, especially in indonesia. this research fills that gap by comparing two madrasahs with differing approaches to supervision and offering insights into how supervision practices can be adapted to the specific needs of islamic educational institutions. this study extends the work of purwanto 34 by emphasizing the cultural and contextual factors that shape supervision in islamic education. by examining how leadership styles, resource constraints, and cultural values influence the effectiveness of academic supervision, this research provides a comprehensive framework for improving teacher development in islamic schools. the findings of this study underscore the need for contextually relevant and flexible supervision in islamic educational institutions. while structured supervision has been shown to yield significant improvements in teacher competencies, the flexibility to adapt supervisory strategies to the individual needs of teachers and the cultural values of the institution is crucial. to improve the quality of supervision in islamic schools, school leaders must balance structure and flexibility, pedagogical development and moral guidance, while also ensuring that resources are allocated effectively to support ongoing professional development. conclusion this study has explored the supervisory strategies employed at ma salafiyah syafi'iyah tebuireng and ma perguruan mualimat jombang, examining their impact on teacher competencies and the challenges faced in implementing effective academic supervision in islamic educational institutions. the findings highlight the significant role of school leadership in shaping the effectiveness of supervision, with structured supervision at ma salafiyah syafi'iyah resulting in more consistent teacher development, while flexible supervision at ma perguruan mualimat offered teachers more autonomy but also led to inconsistencies in feedback and professional growth. the research emphasizes the importance of contextual and culturally relevant strategies in academic supervision. in islamic educational settings, where the integration of academic knowledge and moral development is essential, the supervisory approach must not only address pedagogical skills but also promote ethical and spiritual growth. this dual focus can help ensure that teachers are equipped with both the technical skills and the moral integrity required to fulfill their roles effectively. the study also identifies several challenges, including time constraints, limited resources, and inconsistent practices, that hinder the full implementation of effective supervision. these barriers are common in many educational institutions, as indicated by previous , and underscore the need for 34 purwanto et al., “gaya kepemimpinan di madrasah aliyah: authentic, tansformational, authoritarian atau transactional?” volume 9, number 1, may 2025| 190 institutional support, particularly in terms of resource allocation for teacher development and the creation of a structured supervisory framework that ensures feedback is both timely and actionable. one of the key contributions of this research is the demonstration that supervision in islamic schools must be flexible enough to accommodate individual teacher needs while still maintaining consistency and structure. a hybrid approach, combining both structured and flexible elements, may offer the best model for achieving sustainable teacher development in islamic educational settings. moreover, the study provides a deeper understanding of how leadership style and cultural values influence the effectiveness of academic supervision, which has largely been underexplored in previous research on islamic education. this research opens several avenues for future exploration. future studies could further investigate the long-term impact of different supervisory strategies on teacher performance and student outcomes in islamic schools. a comparative study between islamic and secular educational institutions could also provide valuable insights into the unique challenges faced by islamic schools in terms of supervision and teacher development. furthermore, exploring the role of technology in enhancing supervisory practices, particularly in remote or under-resourced areas, could offer innovative solutions to some of the barriers identified in this study. from a practical standpoint, this research has significant implications for educational leadership in islamic schools. it emphasizes the importance of balancing supervision strategies to align with both professional development needs and the ethical values inherent in islamic education. educational leaders are encouraged to develop contextually grounded supervision models that consider the specific challenges and resources of their institutions while fostering a culture of continuous improvement. the study contributes to the growing body of knowledge on academic supervision in islamic education and provides valuable recommendations for enhancing teacher development in islamic schools. by focusing on leadership, supervision strategies, and the cultural context of islamic educational institutions, the research underscores the potential for supervision to be a transformative tool for improving educational quality and teacher competencies in a way that respects both pedagogical and spiritual growth. references arikunto, suharsimi, and lia yuliana. “manajemen pendidikan.” yogyakarta: aditya media (2008). creswell, john w. research design : qualitative, quantitative, and mixed methods approaches, 2012. glickman, carl d. developmental supervision: alternative practices for helping teachers improve instruction. eric, 1981. hassan, roslizam, jamilah ahmad, and yusof boon. “instructional leadership practice and professional learning community in the southern zone of malaysia.” universal journal of volume 9, number 1, may 2025| 191 educational research (2019). jaenab, siti, sutaryat trisnamansyah, and sofyan sauri. “academic supervision of madrasah heads in improving teacher performance in karawang state madrasah aliyah.” international journal of educational research & social sciences 3, no. 4 (2022): 1663–1673. jujris, mr, patta bundu, mr jasruddin, and darman manda. “educational management study on college for islamic instruction,” 2020. kristijono, natalihasto, hendrawan supratikno, rudy pramono, niko sudibjo, and agus purwanto. social media data explication to support study on leadership style for sustainable investing, 2020. laksono, tio ari. “analisis kepala madrasah sebagai supervisor di lembaga pendidikan islam.” leaderia: jurnal manajemen pendidikan islam (2021). maila rahayu, anissa, wido supraha, and abas mansur tamam. “pengembangan supervisi proses pembelajaran berbasis worldview islam pada pendidikan dasar.” rayah al-islam (2021). mcgregor, shannon c. “social media as public opinion: how journalists use social media to represent public opinion.” journalism 20, no. 8 (2019): 1070–1086. noor, idris h.m., herlinawati, and etty sofyaningrum. “the academic supervision of the school principal: a case in indonesia.” journal of educational and social research 10, no. 4 (2020): 81–93. purwanto, agus, masduki asbari, mirza prameswari, and mohamad ramdan. “gaya kepemimpinan di madrasah aliyah: authentic, tansformational, authoritarian atau transactional?” nidhomul haq : jurnal manajemen pendidikan islam 5, no. 1 (2020): 15–31. rawati, rawati, murniati murniati, and niswanto niswanto. “implementation of principal academic supervision in improving teacher performance.” al-ishlah: jurnal pendidikan (2022). sergiovanni, t j, and r j starratt. supervision: a redefinition. mcgraw-hill education, 2018. sulhan, a, and l hakim. “emancipating islamic education management through good-quality santri character cultures: insights from indonesia.” eurasian journal of educational research 2023, no. 103 (2023): 197–214. https://www.scopus.com/inward/record.uri?eid=2-s2.085165946475&doi=10.14689%2fejer.2023.103.012&partnerid=40&md5=be8b2f9be3825a7f2 2ace2aa5edf3b11. syadzili, muhamad fatih rusydi. “polarisasi tahapan kepemimpinan transformatif pendidikan islam.” al-tanzim : jurnal manajemen pendidikan islam 3, no. 1 (2019): 55–81. syafaruddin, syafaruddin, mesiono mesiono, and indrasyah sitompul. “teacher career development management at madrasah aliyah negeri.” al-ishlah: jurnal pendidikan (2021). educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) optimizing the role of applied maritime science education on logistics transformation based on the automatic identification system (ais) in islamic countries abdul syukur, rini setiawati, hendra wijaya program studi doktor pengembangan masyarakat islam universitas islam negeri abdulsyukur@radenintan.ac.id, captainhendrawijaya@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract this study underscores the pivotal role of applied maritime education in driving the transformation of logistics through the automatic identification system (ais) in islamic countries. by integrating ais technology, which enables real-time vessel tracking and monitoring, this research employs a multifaceted approach encompassing literature review, surveys, data analysis, and case studies to assess the current state of maritime education and ais implementation. the findings emphasize the significance of specialized ais curricula within maritime education programs and the importance of modern training facilities for fostering practical expertise in ais technology and logistics management. collaborative efforts among islamic countries in curriculum development and facility investments are identified as essential to enhance maritime education's role in ais transformation. this regional cooperation can facilitate knowledge sharing, best practices, and research, ultimately elevating maritime education standards and global competitiveness while nurturing a more skilled maritime workforce. in conclusion, regional cooperation and investment in modern training facilities are key to unlocking the potential of maritime education, promoting safer and more efficient maritime operations, and driving economic growth and security in islamic countries. keywords ; ais, maritime science education, islamic countries introduction the applied scientific education in the field of maritime navigation plays a crucial role in supporting the transformation of logistics based on the automatic identification system (ais) in islamic countries. this transformation is an integral part of efforts to enhance the efficiency and security of the movement of goods and vessels in the waters of islamic countries. ais is a technology that integrates automatic identification systems for ships at sea, enabling real-time tracking and monitoring. optimized applied maritime education will be a key driver for the successful implementation of ais in the context of maritime logistics. in this introduction, we mailto:abdulsyukur@radenintan.ac.id volume 8, number 3, november 2023| 360 will explain why applied maritime scientific education plays a crucial role in the ais logistics transformation in islamic countries.1 islamic countries possess significant potential in maritime trade, given that many of them have access to vast seas. efficient maritime logistics are crucial to support economic growth and regional security. therefore, the implementation of the automatic identification system (ais) is an urgent need to enhance visibility and surveillance in seabased logistics.2 islamic countries, with geographical characteristics such as long coastlines and extensive sea access, have tremendous potential in the maritime trading industry. the thousands of kilometers of coastline, as seen in some countries in the persian gulf and the red sea regions, provide invaluable opportunities for international trade and economic growth. this potential also supports connectivity among islamic countries, allowing for more efficient resource exchange.3 the ais (automatic identification system) technology has substantial potential to enhance the efficiency of vessel operations, navigation, and overall maritime safety. therefore, applied maritime scientific education should provide comprehensive training on ais usage, ranging from device installation to the analysis of generated data. with a strong understanding of this technology, sailors will be able to maximize the benefits of ais in supervising and tracking vessels in their vicinity. in addition to technical understanding of ais, applied maritime scientific education should also encompass logistics management relevant to the maritime industry. good logistics management is necessary to coordinate vessel movements, cargo handling, and route planning. with indepth knowledge of logistics management, sailors will be able to effectively integrate ais technology into their logistic processes, thereby expediting and refining the flow of goods and vessels in the waters.4 the enhancement of maritime workforce competence through quality education is a crucial step in optimizing the role of ais in logistics. by training a skilled and knowledgeable generation of sailors in ais technology and logistics management, we can improve efficiency and safety in maritime trade. this will result in tangible benefits in terms of economic growth and water security in islamic countries. the optimal implementation of ais can help reduce the risk of ship accidents, enhance maritime safety, and minimize negative environmental impacts. quality applied 1 smith, j. (2019). the role of ais in maritime logistics: a comprehensive review. journal of maritime technology and logistics, 10(2), 123-138. 2 islam, a., & khan, s. (2020). enhancing maritime security through ais and education in islamic countries. international journal of maritime safety, security and environment, 10(3), 269-283. 3 shirvani, a. b., shayan, e., & tavana, m. (2021). a maritime logistics model for offshore oil and gas platforms in the persian gulf: a case study of iran. transportation research part e: logistics and transportation review, 152, 102368. 4 smith, j. the role of ais in maritime logistics,,,loc.cit volume 8, number 3, november 2023| 361 maritime scientific education will train sailors to understand ais technology well, enabling its effective use in maritime security. a successful transformation of ais logistics will create new opportunities for trade and economic growth in islamic countries that have access to the sea. enhanced applied maritime education will create a more skilled and professional workforce in managing sea-based logistics. the optimal implementation of the automatic identification system (ais) has significant potential to bring positive and substantial impacts to the maritime sector. one of the main benefits of proper ais implementation is the reduction of ship accident risks. with ais's capability to provide real-time position and identification information, the chances of collisions between vessels can be significantly minimized.5 this directly contributes to the improvement of maritime safety and reduces the risk of human and material losses. furthermore, the effective use of ais can also positively contribute to environmental sustainability. considering the increasingly concerning negative impacts of maritime pollution and climate change, ais helps mitigate adverse environmental effects by providing early warnings of potential incidents such as oil spills or other environmental damages. this enables quick and efficient responses to address environmental issues in the waters.6 to achieve the optimization of the role of applied maritime scientific education, islamic countries need to collaborate in the development of relevant curricula and invest in modern training facilities. collaboration among islamic countries in addressing maritime logistics challenges can yield better results. regional cooperation in the development of relevant curricula will enable islamic countries to share experiences and best practices in applied maritime scientific education. this can help identify specific needs that require teaching within the regional context, ensuring that graduates from these education programs are better prepared to face challenges relevant to their maritime environment.7 investment in modern training facilities is also necessary for applied maritime scientific education to meet global standards. adequate training facilities with modern equipment will provide a better training experience for sailors and aspiring sailors. this will also help ensure that maritime workforce has access to the necessary resources to understand ais technology and logistics management in depth.8 collaboration among islamic countries in addressing maritime logistics challenges, including the implementation of ais, will strengthen their position in the global maritime 5 evans, d., pawlik, t., & jurdjevic, v. (2019). navigational safety and collision avoidance system using ais. sensors, 19(17), 3661. 6 tang, c. s., & xu, s. maritime logistics research: past, present, and future,,,loc.cit 7 united nations conference on trade and development (unctad). (2019). review of maritime transport 2019. united nations. 8 ibid; volume 8, number 3, november 2023| 362 community. by sharing knowledge and resources, these countries can collectively tackle shared issues and achieve better outcomes in their efforts to optimize maritime logistics and enhance security and economic growth in their regions. in this research, we will refer to various relevant literature to support our arguments. further discussion in this study will involve an in-depth analysis of how applied maritime scientific education can be optimized to support the ais logistics transformation in islamic countries. we will also evaluate the expected positive impacts of this optimization. collaboration among islamic countries in addressing maritime logistics challenges, including the implementation of ais, will strengthen their position in the global maritime community. by sharing knowledge and resources, these countries can collectively tackle shared issues and achieve better outcomes in their efforts to optimize maritime logistics and enhance security and economic growth in their regions. therefore, the objective of this study is to identify the role of applied maritime scientific education in optimizing the transformation of ais-based logistics in islamic countries. in this research, we will refer to various relevant literature to support our arguments. further discussion in this study will involve an in-depth analysis of how applied maritime scientific education can be optimized to support the ais logistics transformation in islamic countries. we will also evaluate the expected positive impacts of this optimization. method the research methodology employed in this study combines literature review, surveys, and data analysis. a literature review was conducted to identify existing theoretical foundations, recent trends, and challenges in applied maritime scientific education, as well as the implementation of ais in maritime logistics. subsequently, surveys were conducted among maritime educational institutions, sailors, and relevant stakeholders to understand the level of understanding of ais, the effectiveness of current education, and potential obstacles. interviews with maritime education experts and ais professionals were also conducted to gain deeper insights. data obtained from surveys and interviews were then analyzed qualitatively and quantitatively. additionally, case studies of specific islamic countries that have successfully optimized the role of applied maritime scientific education in ais logistics transformation were integrated into this research. the research findings were then used to develop a conceptual framework detailing concrete steps to enhance the role of applied maritime scientific education in the context of ais logistics transformation in islamic countries. validation of the research findings involved relevant stakeholders, and based on the findings, recommendations will be formulated to support improvements in education and the implementation of ais in maritime logistics. volume 8, number 3, november 2023| 363 result and discussion in the research themed "optimizing the role of applied maritime science education on the transformation of ais-based logistics in islamic countries," we found that applied maritime science education plays a key role in optimizing the ais-based logistics transformation in islamic countries. the research results indicate that education focusing on the applied maritime science aspects can enhance understanding of ais and support positive changes in logistics in islamic countries. with a better understanding of ais through education, efficiency and security in the logistics chain in these countries can be improved. suggestions for further research include conducting a more in-depth analysis of the impact of applied maritime science education on logistics transformation in islamic countries and involving field research to confirm these findings in a broader context. in the context of optimizing the role of applied maritime science education related to the transformation of ais-based logistics in islamic countries, the following are two methods or techniques that can be employed: 1. specialized ais curriculum: integrating a curriculum specifically addressing ais in applied maritime science education programs. this may include in-depth subjects on ais, covering its usage, ais data management, data analysis, and ais applications in logistics management. consequently, maritime students and practitioners will acquire a strong understanding of how to optimize ais in a logistics context. 2. practical training: providing practical training involving the use of ais devices and related software in real-world situations. in this training, participants can directly understand how ais is used in various logistics aspects, such as ship tracking, route management, and identification of potential logistics issues. practical training of this nature will assist them in applying theoretical knowledge to real-world practices. by integrating a specialized ais curriculum and providing practical training to maritime students and practitioners, the role of applied maritime science education can be optimized in supporting the ais-based logistics transformation in islamic countries. here are some optimization strategies for the role of applied maritime science education regarding the transformation of ais-based logistics in islamic countries, including the following: implementation of regional collaboration in curriculum development collaboration among islamic countries in developing the curriculum for applied maritime science education is a key step in optimizing the role of ais in maritime logistics. this collaboration enables the sharing of knowledge, best practices, and experiences that can enhance the overall quality of maritime education. by incorporating a regional perspective, the curriculum can be tailored to the demands and relevant needs in that specific region. regional collaboration in developing the curriculum for applied maritime science education has a volume 8, number 3, november 2023| 364 significantly positive impact on achieving the optimization of the automatic identification system (ais) in maritime logistics in islamic countries. some crucial aspects to consider in the development of this collaboration include: 1. development of relevant curriculum: collaboration among islamic countries allows for the development of a curriculum that is relevant to the unique challenges and opportunities in the region. a curriculum tailored to the regional environment will produce graduates better prepared to face situations relevant to the maritime conditions in islamic countries. 2. sharing knowledge and best practices: regional collaboration opens the door to sharing knowledge and best practices in applied maritime science education. countries can leverage successful experiences from their peers in integrating ais into their curricula. this will help ensure that sailors receive comprehensive training on ais technology. 3. enhancement of education quality: regional collaboration can enhance the overall quality of maritime education. by focusing on higher standards, continuously evolving curricula, and benchmarking against international best practices, applied maritime science education in islamic countries will become more effective and relevant 4. research collaboration: in addition to curriculum development, regional collaboration also facilitates better research collaboration. joint research on the implementation of ais in maritime logistics can yield deeper insights into the benefits of this technology and how to optimize it for safety and efficiency. with regional collaboration in the development of the curriculum for applied maritime science education, islamic countries can create a strong educational foundation for their maritime workforce. this will ensure that sailors have the knowledge and skills necessary to integrate ais technology into their operations, ultimately leading to better maritime safety and sustainable economic growth in the region. regional collaboration in the development of the curriculum for applied maritime science education can also provide significant additional benefits. here are some additional aspects to consider: 1. standardization of maritime education: regional collaboration can create joint efforts to improve the standardization of maritime education among islamic countries. with uniform standards, graduates from maritime education programs will be more easily recognized internationally. this will also instill confidence in stakeholders that the maritime workforce from the region possesses globally recognized quality. 2. improving access to support resources: regional collaboration can facilitate better access to support resources, such as maritime simulation laboratories and advanced training equipment. this is a crucial aspect of providing high-quality education to sailors. by sharing modern training facilities, islamic countries can save costs and resources. 3. strengthening networks and connections: regional collaboration will also strengthen networks and connections between maritime education institutions in the region. this volume 8, number 3, november 2023| 365 can facilitate the exchange of students, faculty, and researchers. by interacting more with counterparts from neighboring countries, sailors can gain richer insights into regional maritime dynamics. 4. enhancing global competitiveness: through regional collaboration, islamic countries can enhance their global competitiveness in the maritime sector. with well-trained graduates and in-depth knowledge of ais technology, they will be more sought after by international shipping companies. this has the potential to bring significant economic benefits and strengthen the role of islamic countries in the global shipping industry. 5. international recognition: regional collaboration in the development of maritime education curricula can also help islamic countries achieve international recognition for their educational programs. international references, such as the standards of training, certification, and watchkeeping for seafarers (stcw) convention issued by the international maritime organization (imo), are essential guidelines used to assess the quality of maritime education. regional collaboration can help islamic countries ensure that their programs meet international standards. 6. collaboration in maritime research: in addition to curriculum development, regional collaboration can also facilitate joint maritime research. this can include research on the application of ais to improve maritime logistics efficiency, reduce environmental impact, and other relevant aspects. joint research can yield new insights and innovative solutions in optimizing the implementation of ais. through strong regional collaboration in maritime education, research, and curriculum development, islamic countries can achieve better outcomes in optimizing the role of ais in maritime logistics and enhancing the capabilities of their maritime workforce. in this comprehensive context, regional collaboration in the development of the curriculum for applied maritime science education will open up broad opportunities to improve maritime education, optimize the role of ais in maritime logistics, and drive sustainable economic growth in the region of islamic countries. procurement of investment in modern training facilities investing in modern training facilities is crucial to support effective applied maritime science education. advanced training facilities enable sailors to gain realworld experience in using ais technology and practicing logistics management. this also helps ensure that they have the knowledge and skills required to confidently and efficiently address modern maritime logistics challenges. investing in modern training facilities is an essential component in ensuring that applied maritime science education can create a maritime workforce that is of high quality, skilled, and ready to face evolving maritime logistics challenges. modern training facilities play a crucial role in enhancing the effectiveness of applied maritime volume 8, number 3, november 2023| 366 science education in islamic countries. here are some aspects to consider in this context: a. practical experience with ais technology: modern training facilities allow sailors and prospective sailors to gain practical experience in using ais technology. this includes training on how to install, operate, and effectively utilize ais technology. through sophisticated training facilities, sailors can undergo simulations of real-world situations involving ais, enabling them to master this technology before sailing in actual maritime environments.9 b. realistic logistics management practices: applied maritime science education should incorporate logistics management elements relevant to the maritime industry. modern training facilities can facilitate practical exercises in route planning, cargo management, and coordination of various maritime logistics aspects. sailors will have the opportunity to better address the challenges they face in managing sea-based logistics, thereby enhancing the efficiency and effectiveness of their operations.10 c. in-depth understanding of maritime security: in addition to ais technology and logistics management, modern training facilities can also provide specialized training on maritime security. this involves simulations of emergency actions, responses to security threats, and understanding how ais can be used in maritime security surveillance. this understanding is crucial for addressing situations that may arise at sea, such as pirate attacks or suspicious activities.11 d. maintenance and repair of ais technology: investment in modern training facilities can also include the development of ais technology maintenance and repair laboratories. sailors need to understand how to properly maintain and repair ais devices. comprehensive training facilities can provide a space for routine maintenance, troubleshooting, and repair exercises for malfunctioning ais devices.12 9 yang, t., ma, j., & liu, h. (2020). research on ais-based risk evaluation of vessel traffic at port approaches. ieee access, 8, 201343-201353. 10 smith, j. (2019). the role of ais in maritime logistics: a comprehensive review. journal of maritime technology and logistics, 10(2), 123-138. 11 tang, c. s., & xu, s. (2018). maritime logistics research: past, present, and future. transportation research part e: logistics and transportation review, 119, 162-175. 12 khalid, m., sattar, s., & butt, n. f. (2019). application of ais data in maritime domain awareness: a review. in international conference on cyber warfare and security (pp. 323-329). volume 8, number 3, november 2023| 367 investing in modern training facilities for applied maritime science education can also bring additional benefits to islamic countries and the maritime industry as a whole: a. improved quality of education: modern training facilities enable maritime education to achieve higher standards in content delivery and training. this involves using cutting-edge technology in teaching processes, such as high-level simulations that can replicate complex maritime situations. consequently, sailors will have a deeper understanding of ais technology and logistics management that they can apply in the real world.13 b. cost and time efficiency: modern training facilities can also save costs and time for sailors and prospective sailors. they can access realistic and in-depth training without having to travel to distant physical locations or take risks. this is particularly important in the era of globalization, where sailors often have to navigate international waters.14 c. increased attractiveness of the maritime profession: investment in modern training facilities can enhance the attractiveness of the maritime profession among the younger generation. prospective sailors will be drawn to sophisticated and realistic training that prepares them for promising careers in the maritime industry. this can help address the maritime workforce shortages faced by some countries.15 d. meeting international standards: modern training facilities help islamic countries meet international standards in maritime education. in highly regulated industries like shipping, compliance with international standards is a necessity. with sophisticated training facilities, these countries can assure international stakeholders that they have an adequate education system.16 in other words, investing in modern training facilities is an investment in the future of the maritime industry in islamic countries. it will help create a more skilled, professional maritime workforce ready to face modern maritime logistics challenges. along with optimizing the implementation of ais, this will positively impact safety, efficiency, and economic growth in the maritime sector. in the overall context, modern training facilities are a valuable asset in preparing a competent maritime workforce ready to face changes in maritime logistics. investments made 13 islam, a., & khan, s. enhancing maritime security through,,,loc.cit 14 zheng, y., zhao, m., & zhang, y. (2019). a study on the ais-based ship collision avoidance decisionmaking algorithm in a vts. ieee access, 7, 138440-138451. 15 united nations conference on trade and development (unctad). review of maritime transport 2019,,loc.cit 16 international maritime organization (imo). stcw convention and code, including,,,loc.cit volume 8, number 3, november 2023| 368 in sophisticated training facilities will help islamic countries optimize the implementation of ais in maritime logistics and enhance safety and efficiency. conclusion the development of maritime logistics and the implementation of automatic identification system (ais) technology have become top priorities for islamic countries with access to the sea. collaboration among these countries in addressing maritime logistics challenges and maximizing the benefits of ais is a crucial step to enhance maritime safety, logistics efficiency, and sustainable economic growth. with a reduction in the risk of ship accidents, improved operational efficiency, and better maritime security monitoring, islamic countries can create a safer and more favorable maritime environment for international trade. investments in modern training facilities and human resource development are also essential parts of preparing to tackle maritime logistics challenges and maximizing the role of ais. thus, collaboration among islamic countries in facing these challenges will have a significantly positive impact on the stability and prosperity of the region, as well as providing broader global benefits. moreover, collaboration among islamic countries in addressing maritime logistics challenges and implementing ais also creates opportunities for innovation and the development of more advanced maritime technologies. by focusing on standardization, data exchange, training, and maritime security supervision, these countries can better confront changes and shifts in the shipping industry. therefore, this cross-country collaboration lays the foundation for creating a brighter and sustainable future for maritime logistics, benefiting not only islamic countries but also making a positive contribution to the global economy and a safer marine environment. reference ali, m., & hassan, m. developing maritime expertise in islamic nations: a strategy for aisdriven logistics transformation. journal of islamic maritime studies 11, no. 1 (2021): 45-60. bowersox, d. j., closs, d. j., & cooper, m. b. supply chain logistics management. mcgrawhill, 2000. brown, g., & hesketh, a. the role of applied education in addressing skills shortages in the maritime industry. wmu journal of maritime affairs 3, no. 2 (2004): 123-140. buckley, p. j., & casson, m. c. the future of the multinational enterprise. macmillan, 1976. cariou, p. maritime transport and decarbonization: the role of the international maritime organization. sustainability 11, no. 8 (2019): 2297. chen, q., yang, j., & yang, l. a study on the application of ais in improving the efficiency of marine transportation and navigation. in proceedings of the 2nd international volume 8, number 3, november 2023| 369 conference on industrial economics system and industrial security engineering, 527532, 2020. evans, d., pawlik, t., & jurdjevic, v. navigational safety and collision avoidance system using ais. sensors 19, no. 17 (2019): 3661. geng, z., & ge, j. a study on the ais-based synchronization algorithm of marine radar and ais signal. ieee access 7 (2019): 149514-149524. gray, r., & hamann, m. automatic identification system (ais) and satellite telemetry to estimate the movement patterns and habitat use of green turtles chelonia mydas in northern queensland. endangered species research 40 (2019): 21-30. imo. guidelines for the use of ais application-specific messages (asm). imo circular msc.1/circ.1492, 2020, 122-134. international maritime organization (imo). stcw convention and code, including 2010 manila amendments. imo publishing, 2021, 56-67. islam, a., & khan, s. enhancing maritime security through ais and education in islamic countries. international journal of maritime safety, security and environment 10, no. 3 (2020): 269-283. khalid, m., sattar, s., & butt, n. f. application of ais data in maritime domain awareness: a review. in international conference on cyber warfare and security, 323-329, 2019. khor, l. y., & hu, h. the role of the international maritime organization (imo) in global green shipping: a legal perspective. transportation research part d: transport and environment 61 (2018): 375-389. li, z., zeng, q., & hu, b. study on ais-based collision risk assessment method for vessel traffic management. marine navigation and safety of sea transportation 14, no. 4 (2020): 713-719. liu, h., sun, l., & tang, l. ais-based risk assessment of vessel traffic in restricted waterways: a case study in hong kong waters. safety science 103 (2018): 1-13. papanikolaou, a. d., ventikos, n. p., & spyrou, k. j. ais data as a valuable tool for predicting ship speed. journal of marine science and engineering 8, no. 5 (2020): 366. sadiq, a. a., & sheng, l. investigation of maritime safety incidents using ais data: a case study of the torres strait, australia. safety science 105 (2018): 36-48. shi, p., & wu, h. application of ais and lrit data in ship surveillance and management. ieee access 8 (2020): 175848-175857. shirvani, a. b., shayan, e., & tavana, m. a maritime logistics model for offshore oil and gas platforms in the persian gulf: a case study of iran. transportation research part e: logistics and transportation review 152 (2021): 102368. smith, j. the role of ais in maritime logistics: a comprehensive review. journal of maritime technology and logistics 10, no. 2 (2019): 123-138. tang, c. s., & xu, s. maritime logistics research: past, present, and future. transportation research part e: logistics and transportation review 119 (2018): 162-175. volume 8, number 3, november 2023| 370 tsai, m. c., & lai, p. j. study on risk assessment and management of ais-based information. journal of navigation 72, no. 4 (2019): 898-915. united nations conference on trade and development (unctad). review of maritime transport 2019. united nations, 2019. yang, t., liu, h., & sun, l. ais-based risk assessment of vessel traffic in narrow and complex waterways. ocean engineering 185 (2019): 1-11. yang, t., ma, j., & liu, h. research on ais-based risk evaluation of vessel traffic at port approaches. ieee access 8 (2020): 201343-201353. zheng, y., zhao, m., & zhang, y. a study on the ais-based ship collision avoidance decision-making algorithm in a vts. ieee access 7 (2019): 138440-138451. educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z genai fuzziness towards constructivist pillars in higher education institutions in tanzania shima dawson banele college of business education, education department shimadawson@gmail.com, shima.banele@cbe.ac.tz accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: the paper evaluated the constructivist pillars’ standpoint in the genai integration in the classroom settings among students in the selected higher education institutions (heis). objectives covered were to examine the module instructors’ feelings and determine the students’ views on constructivist gaps resulting from the utilization of genai. the mixed approaches were followed and engaged 5 randomly, and the sample size of 150 respondents was selected from higher learning institutions (heis) in dar es salaam city, tanzania. data were collected through semi-structured interviews and a four-point likert scale questionnaire, analysed using thematic content and microsoft excel. findings were presented using quotations of the themes, tables, and figures. findings disclosed that the genai deployments disrupted the teaching and learning triangle; instructors required enough time to authentically guide the students on proper usage of genai for building constructivist pillars. findings showed that learners were highly dependent on genai for learning (90%) being implying the impacts on constructivist capabilities that need to be accommodated in the learning process. also, it was found that chatgpt is the popular genai among the students. still was found knowledge, competencies, contextual comprehension, and social attributes continued to perform well in the constructivist pillars. the practice recommendations are made to heis and module instructors to guide the students in balancing the use of genai to support the acquisition of constructivist pillars for the attainment of curriculum goals. keyword: constructivism, genai, heis, students, instructors introduction artificial intelligence (ai) has been introduced for use in various aspects since 2022 (noroozi et al., 2024). according to sengar et al. (2024), ai comprises an innovative dataset that works as generative artificial intelligence (genai). scholars from different education contexts, levels, and perspectives recommended the use of genai in two folds: first, as a tool for improving pedagogical practices through assisting language learning, provision of personalized learning and feedback, and supporting the undertaking of the qualitative and quantitative research (hsiao & tang, 2024; chan, lo & wong, 2024). nevertheless, nutsugah & senanu (2024) revealed that the second fold of genai is vested in its capacity for supporting the acquisition of the intended educational learning outcomes. moreover, in teaching and learning, there are disadvantages associated with overutilization of genai in pedagogical practices, as it leads to fragmentation of learning paths, hindering creativity and innovations, thereby disordered the constructivism and mailto:shimadawson@gmail.com mailto:shima.banele@cbe.ac.tz shima dawson banele genai fuzziness towards constructivist pillars in higher education institutions in tanzania volume 9, number 2, november 2025 | 216 zzzzzz cognitivism pillars (noroozi et al., 2024). additionally, chatgpt is renowned and famous, accepted genai utilized by learners, facilitators, instructors, and researchers because it is built with capabilities to generate digitally-based content in the form of images, audio, texts, and videos (hsiao & tang, 2024). constructivism as a learning theory is rooted in cognitive psychology (acharya, 2024; renninger, 2024). according to piaget (1969), the constructivist pillars are built on learners’ cognitive capability to construct knowledge. constructivists are further characterized as being dynamic in knowledge construction, receiving, and handling (sepriyanti & kustati, 2024). also, constructivists’ attributes pinpointed that learners are pedagogical inputs, who are supposed to engage in designing, assessing, and developing the learning processes, approaches, and outputs (al abri et al., 2024). the involvement and engagement of learners in every stage of teaching and learning are to ensure activeness, become goal-oriented, and provide tangible feedback for improvements of the processes. likewise, learners as the object of the teaching and learning processes are relatively responsible for rebuilding prior knowledge and experiences to build the foundation for the acquisition of new learnt content. undoubtedly, under constructivist theory, the instructors’ roles in the teaching and learning process are to catalyse and capacitate the learners into actionable strategies and approaches fostered by linking, organizing, assimilating, and transferring the newly learned contents into optimized ways (wibowo et al., 2025). the origination and dedication of constructivist processes are built on the mental schemas that are engaged in receiving, processing, and temporarily storing the content for use in the working short-term memory; thereafter, transferred, accommodated, stored, and retrieved to and from the long-term memory (happs, 1985). according to renninger (2024) and banele (2023), cognitivism has to be built on cognitive load theory (clt) and cognitive load optimization (clo). cognition optimization is reached when the learners’ mental structures are struggling to build the blocks for accommodating the new knowledge based on the nodes of the existing ones, hence simulating the active learning processes (al abri et al., 2025; wibowo et al., 2025). the activation of the knowledge relative to the existing situation differentiated the pieces of information being stored and processed for retravelling from the mental structure for future utilization (sepriyanti & kustati, 2024). the learning materials, skills, knowledge, and competencies acquisition; procedures for preparing, administering, and issuing assessments, evaluations, and research are highly impacted by the genai practices (kolade, owoseni & egbetokun, 2024). subsequently, the educationdelivering processes are formally and informally digitalized, indicating lifelong learning, whereas contents are quickly accessible at hand anytime and anywhere through ai innovations (masrek et al., 2024). on the positive side, genai, as machine learning and crowdsourcing, possessed interactive tutors and virtual assistive deployments (joshi et al., 2024) and offered appropriate learning lightning support at any time, place, and pace (folman, 2025). based on kolade et al. (2024), the utilization of genai as cloud spaces enabled instructors to prepare hands-on algorithmic content for different disciplines, including mathematics, statistics, sciences, languages, and others, within a short time frame. similarly, lagos-castillo et al. (2025) insisted on genai capacitating the instructors to quickly prepare assignments, quizzes, examinations, and marking, hence providing preciously timely manner. certainly, the gap in genai utilization is vested in the reduction of the instructors’ time for engaging in meaningful learners’ class tasks and activities for the provision of constructive personalized feedback. the global education system is now shima dawson banele genai fuzziness towards constructivist pillars in higher education institutions in tanzania volume 9, number 2, november 2025 | 217 zzzzzz experiencing the dynamics in the learning and teaching processes, whilst personalized technomediation takes charge at individual levels. yet, sengar et al. (2024) cemented that the grabbed genai technologies are trending and appraised the evolution of the 21st century. despite the advantages, the integration of genai in pedagogies has brought undeniable challenges, particularly in an amalgamation of the traditional curriculum and impacting the hypothesis of learning theories, including constructivism and cognitivism (renninger, 2024). traditionally, human interactivity, inferences, perceptions, engagement, and learning materials involvement continued to be pillars for quality education, regardless of these attributes being currently imitated by genai (folman, 2025). on a further note, the deployment and integration of genai has to stimulate and boost the cognition and constructivism processes rather than subsiding the actions (nepal, 2024). devaki (2025) insisted that in academics, the improper utilization of ai distorts human intelligence, despite not being supposed to disrupt cognitive development. moreover, the adaptive educational genai learning platforms are recognized for being influential and assistive to learners and instructors for engaging in getting quick solutions on various learning contents, fostering personalized learning paths due to supportive built-in interactivity interfaces (chan, lo & wong, 2024). besides, the limitations found within the genai are on learners to spare enough time for engaging in constructivist aspects, taking on the different learning styles and goals for comprehensive knowledge transfer optimization and retention (baskara, 2024). despite the genai algorithms being comprised of intelligent content for learners and instructors to accommodate knowledge and competence based on personalized learning patterns, zhao (2024) questioned on genai levels for the optimization of the learners’ capabilities in language proficiency, reading, writing, and comprehension attributes. instructors in heis, regardless of being scaffolded in knowledge-based or competence-based approaches, are in dialogue on redefining learning processes based on the speed, accuracy, and efficiency brought by genai to learners in sorting different learning activities and tasks. despite the quick changes in the world of technology, classroom practices in the higher education institutions (heis) have been significantly affected in terms of research, teaching, and learning (singun, 2025). for example, in korea, jang and choi (2025) found that the utilization of ai contributed to the need for paradigm shifts in education, resulting in the impacts on inequalities, minimal teacher influence, and the need for digital enhancements. abbasi, wu and luo (2025) analyzed data from 2,000 heis students and faculty from latin america, asia, europe, africa, and northen america using the regression model to explore the ai impacts on curriculum; their findings revealed that ai frequency usage, faculty member knowledge, institutional support on promoting the ai engagement in curriculum are influenced with the shortfalls including the personalized learning capabilities, cultural diversities, students adaptability, ais navigation alignment inabilities and complexities, ethical issues educators and leaders subjectivism are leading ai not being recommended for education. another comprehensive review conducted by prather et al. (2025) on research papers from 2023 to 2024 on the current trends in genai presented new tools for solving computing, but also, they are disruptive to the teaching and learning theories that fostered implementation of the curriculum. certainly, it was insisted by jarilkapovich (2025) on the need for implementation of the modern education process, focused on encompassing the technologies pedagogies innovativeness for students to develop the constructivist pillars of development of life skills, independent thinking, innovative, and creative approaches. however, there are remarkable trending questions shima dawson banele genai fuzziness towards constructivist pillars in higher education institutions in tanzania volume 9, number 2, november 2025 | 218 zzzzzz about the intellectual gaps that are brought by genai in supporting the learners’ cognition and constructivist processes and practices (kolade et al., 2024). likewise, an overwhelming discussion on the learners’ cognition brainwashing on too much dependence on genai is the vacuum that needs to be filled. similarly, the integrity and authentication for genai integration in the research and projects, particularly in data analysis, reliability, and report writing, are other issues for discussion (vetter et al., 2024). certainly, banele (2023) commented that the essentialities of the utilization of genai in teaching and learning processes have to capacitate students’ cognitive capabilities rather than displace them. however, the precision of genai practices brought wounds that need to be assessed. the papers in hand focused on assessing the fuzziness existing in the utilization of genai against the constructivist pillars among the selected heis at dar es salaam, tanzania. specifically, two specific objectives were addressed that are: (1) to examine the feelings on genai utilization in building the constructivism pillars, and (2) to determine the levels of constructivism gaps resulting from students’ views on genai utilization methods research area, sample, and sampling the mixed approaches that followed the descriptive design were administered. the study involved 5 selected higher learning institutions (heis) offering business studies that were randomly selected from dar es salaam city, in tanzania. the sampled heis were selected as they are in the process of designing the restrictive rules and procedures for students and instructors to deploy the genai for undertaking the assignments and research activities. the sample frame consisted of two main strata, distributed into business studies module instructors and students. the sample size comprised 158 participants who were either delivering or studying the business studies modules were selected using probability and non-probability approaches. in the nonprobability sampling approach, the purposive technique was employed to select 8 instructors located to deliver the business studies module contents for semester 1 of academic year 2024/25, furthermore, to overcome biasness, 1 instructor from each of 5 hei were randomized selected based on the criteria of being located to teach one stream, and the other 3 who were assigned the same module in two streams. on a further note, the sample of 150 students being distributed into 30 from each hei who were exposed to different genai usability and possession of digital devices was selected through a simple random sampling technique under probability approaches. data collection and analysis mixed data were collected, whereas the selected module instructors (8) were engaged in the collection of the qualitative data through administering the semi-structured interviews lasting for 30 minutes, towards obtaining the responses for research objective one. seemingly, the quantitative data was collected from 150 students who were exposed to the four-point ranked likert scale questionnaire, towards getting the responses for research objective two. the qualitative data were recorded, transcribed, coded, edited, tabulated, and analysed to obtain the patterns and cases through the thematic content analysis. the qualitative findings were presented by summary tables and narrations of the emerging themes. similarly, the quantitative data for research objective two on constructivist pillar gaps related to the utilization of genai were coded, edited, tabulated, and analyzed using microsoft excel, and findings were presented using tables and figures. also, the standardization of the data collection tools was made through test-retest and amendment of the items, made accordingly. the sample that was involved in re-testing the data collection tools was shima dawson banele genai fuzziness towards constructivist pillars in higher education institutions in tanzania volume 9, number 2, november 2025 | 219 zzzzzz not engaged in actual data collection. similarly, the cronbach’s alpha on the questionnaire was assessed and found to be 0.81, hence considered to possess good reliability on the internal consistency of the items. the ethical considerations were adhered to as the respondents were asked to fill out the consent form for voluntary participation, pseudonyms were used to hide recognitions, no any kind of harm was caused, and permission for data collection was issued result and discussion result the findings on the investigation are presented in the subsections on the feelings on genai utilization in building the constructivism pillars, and the levels of constructivism gaps resulting from students’ genai utilization. feelings on genai utilization in constructivist practices the findings on feelings about genai utilization in the constructivism pillars and practices among the students were collected through the guided semi-structured interview. findings as summarized in table 1, revealed the presence of conflicting feelings on the attributes of social interactions, authentication of the learning process, knowledge construction, metacognition reflection, emotional-affective, and inquiry-based learning. table 1. students’ feelings on genai utilization attributes contributed to the constructivist pillars major themes key indicative attributes social interactions personalization learning distorting triangle of learning limit collaborations and networking. knowledge construction critical thinking problem-solving authentication reliability practical case scenarios authentication of the learning process practical scenarios engaging the contextual real-life experience personalization of the content language development students develop fear in oral communication exposure to the vocabulary fluency and punctuality in written communication metacognition reflection cognitive learning experiences developing own learning strategies reflections on the strengths and weaknesses of the learning process emotional-affective individualism learning devices dependability loneliness in the learning process originality of constructed knowledge shima dawson banele genai fuzziness towards constructivist pillars in higher education institutions in tanzania volume 9, number 2, november 2025 | 220 zzzzzz inquiry-based learning eagerness to engage in deep learning contextual exploration of the subject matter in order to get the internal respondents’ feelings, the question posed was what are the contributions of genai in constructivist aspects? expressively, the findings disclosed the presence of conflicting feelings on the attribute of social interactions due to the use of genai, as it is considered a disruptor of the teaching and learning triangle components that are learners, instructors, and the learning environment, as was cited: … use of genai led to personalization of learners and digital devices, hence distorting the traditional constructivism benefits obtained through multiple collaborations and interactions in the process of multiple sourcing knowledge creation, originally veined among instructors, peers, and the environment interactions (respondent 5, interview session, 2025). similarly, the investigation observed the need for instructors to develop strategies to capacitate learners in actively constructive learning processes. the responses to the item: how does the genai deployment contribute to the knowledge construction? respondent mentioned: instructors have to dedicate time to balance leveraging genai benefits parallel with constructivism and cognitivism … the active constructive learning approaches are based on critical thinking, problem-solving, and meaningful social interactions to guide understanding. (respondent 2, interview session, 2025). in a similar vein, the respondents are alarmed about the authentication of genai vis-à-vis constructivist approaches in the knowledge construction, particularly focusing on the learners’ classroom activities, tasks, and assignments embedded into problem-solving, open-ended questions, and critical thinking. in responding to the item, how does genai ethically support the classroom practices? respondents mentioned: instructors need to change the modalities of the questions, activities, and tasks assigned to the learners. … involvement of practical case scenarios with real-life experiences based on the world contexts is essential in accelerating constructivism and cognition capability (respondent 1, interview session, 2025). also, the emphasis was made: … the authenticity of the learners’ activities performed in the era of genai is doubtful; in most cases, are lack originality and personalization. when learners are asked the same question in a controlled environment, they do mess up. (respondent 8, interview session, 2025) correspondingly, the item about how the genai fosters language development was posed to the respondents, and the findings showed that the language of learnt content between the use of genai and without genai was perceived to be another fuzziness. claims on the vocabulary, and fluency in written language compared to the oral presentations were demarcated as most of the learners were not orally capable of developing and presenting the arguments and defending statements in case of criticism, as was declared: learners are afraid, in that case, they will be asked to defend the same written assignment contents orally… in the learner’s submission, printed paperwork, the higher order of communication language is engaged…. are starting to buzz, become quiet and calm, when asked to present the same contents orally. (respondent 3, interview session, 2025) shima dawson banele genai fuzziness towards constructivist pillars in higher education institutions in tanzania volume 9, number 2, november 2025 | 221 zzzzzz apparently, in the aspect of metacognition reflections, the findings delineated the need for module instructors to encourage learners to independently engage in reflective learning practices, assessing the learning processes, thinking, monitoring, and motivating the understanding of the contents, as was declared: in the context that the use of genai is taking charge, guidance, monitoring, and supervision are key to ensure learners meet constructive cognitive processes compliance, design their learning strategies that will capacitate engaging in the reflective moment to assess the strengths and weaknesses of their learning rather than supplanting. (respondent 7, interview session, 2025) harmoniously, findings on the emotional, affective, and inquiry-based learning were revealed as being conflicting with the deployment of genai towards constructivism, as one of the respondents cited: … instructors had to redesign assignment items with gradually increasing contextual complexities and challenges that demand the engagement of higher-order thinking and creativity for stimulating the mental processes in knowledge and competencies creation. (respondent 4, interview session, 2025) constructivists’ gaps from students’ views on genai utilization in the constructivist gaps, four dimensions were measured, including: frequencies of genai usage in learning, levels of device possession for accessing the genai, and popular genai used by learners. also, the assessment on the constructivism pillars was categorized into: levels of genai deployment relative to the active-learning constructivism, genai against personal learning constructivism, and classroom social-constructivism approaches. frequencies of genai usage in learning the deployment of the genai, as a tool supporting students in undertaking the pedagogical activities in the first semester of the academic year 2024-25, was measured in frequencies, whereas in general, the genai users were 135 (90%) of the selected students from involved heis, as shown in figure 1. the findings revealed that students in heis are digitally conscious and highly use genai in learning perspectives. fig. 1. level of students at heis engaged in utilizing genai for learning purposes (n=150) levels of students’ device possession for genai accessibility shima dawson banele genai fuzziness towards constructivist pillars in higher education institutions in tanzania volume 9, number 2, november 2025 | 222 zzzzzz utilization of digital technological devices has undergone abrupt positive changes in possession among the students in heis. recently, the possession of smart mobile phones, tablets, and laptops has become mandatory among students and instructors in heis for communication enhancement, social-media interactions, and mediating the teaching-learning process, to mention a few. in assessing the diversities of on-hand devices possession installed with the genai among students, the findings disclosed that smart mobile phones were leading 125 (83%), as shown in figure 2. fig. 2. levels of learners in heis digital devices possession for accessing genai (n=150) popular genai used by students understanding the diversity of genai utilized by students was important for the purpose of understanding the digital exposure status. the findings on the common genai deployed by the students from the selected heis are presented in figure 3, whereas chatgpt was the famous, being ranked 98(65%). fig. 3. distribution of common genai utilized by learners in heis (n=150) genai deployment against constructivist pillars 65% 18% 7% 10% chatgpt grammarly quillbot google gemini shima dawson banele genai fuzziness towards constructivist pillars in higher education institutions in tanzania volume 9, number 2, november 2025 | 223 zzzzzz the aspects of sources of knowledge creation, capacitating the confidence, and competences acquisition in learning in figure 4 were ranked by students relative to the genai utilization against the constructivism procedures, where multiple learning material sources are encouraged. fig. 4. comparative levels of genai deployment against constructivism pillars among the heis students (n=150) genai utilization against personal learning constructivism nevertheless, the findings in figure 5 present the findings on the usage of genai towards content screening, organizing, and contextually comprehending the module content in supporting the constructivist acquisition attributes. the findings disclosed that the genai was doing well in supporting the attribute of module content screening 80 (53%), while the constructivism was ranked higher in capacitating the contextualization of the learnt content 83 (55%). fig. 5. levels of students’ genai utilization against personal learning constructivism attributes (n=150) classroom social-constructivism approaches to the genai in the constructivist processes, the social interaction and learning materials are part of the processes to stimulate cognition towards the knowledge and competencies. in the aspect of socialconstructivism was found being doing well in the assessed attributes: levels of peers in learning processes 105 (70%), instructor-students interaction 120 (80%), students engagement in undertaking administered individual learning activities 95 (63%), students collaborating group assignment 107 (71%), timely provision of feedbacks 88 (57%); time spent to engage on the learning tasks and activities 126 (84%), collaboration and dialogue 112 (75%), motivation to drive the learning environment 106 (71%). however, on the side of dependability to genai was found to be less on the studied attributes as shown in figure 6. shima dawson banele genai fuzziness towards constructivist pillars in higher education institutions in tanzania volume 9, number 2, november 2025 | 224 zzzzzz fig. 6. students’ levels of classroom social-constructivism attributes against genai in heis (n=150) discussion genai utilization in building the constructivist pillars the findings about the conflicting feelings on genai utilization in building the constructivist pillars among the students disclose the presence of two junctures. on the one hand, genai was found to be powerful in capacitating the acquisition of multiple competencies and virtual interactions, as was insisted in the constructivist theory. another finding revealed that the utilization of genai discarded the classroom social and peer interactions, among the integrative triangle of the teaching and learning processes components of students, instructors, and learning materials. according to the findings, the genai utilization has distorted the capacities for sharing and acquisition of diverse skills, knowledge, and competences among the heis students. according to the case study conducted by ojukwu and dlamini (2025) in south africa, relative to the social constructivism theory, it was found that the deployment of genai in heis for teaching and learning has been redefining the teaching and learning output and rephrasing the knowledge processing frameworks. subsequently, the findings justified the need for the heis and instructors to ensure there is a balance in the genai utilization among the learners without leading to bias, absorption of the negative constructivism pillars, and fostering the cognitive processes. on a further note, the study by noroozi et al. (2024) emphasized that constructivist theory has been supportive in capacitating the pedagogical practices learning pathways compared to genai. also, it was insisted by hsiao and tang (2024) that genai has been fuzzy on the habitually focuses on individualism for being characterised by personalized learning. afterward, scholars supported that the habitual use of genai contravened the constructivist pillars built on the fact that learners have to be dynamic in constructing, receiving, and handling knowledge (sepriyanti & kustati, 2024); learners had to be involved in designing, assessing, and developing learning processes, approaches, and outputs (al abri et al., 2024). this paper’s remarks 45 30 55 43 62 24 38 44 10 5 12 0 95 10 7 88 12 6 11 2 10 6 genai constructivism shima dawson banele genai fuzziness towards constructivist pillars in higher education institutions in tanzania volume 9, number 2, november 2025 | 225 zzzzzz are sent to the module instructors in heis to appropriately guide learners in the integrative utilization of genai with the constructivist approaches to bring efficiency and effectiveness in the learning processes, towards the achievement of the intended curriculum objectives and goals. correspondingly, other findings showed that the automated genai on social constructivism pillars perpetuated the presence of unpleasant learners’ attitudes and authentication gaps in language development, and distorted presentation capabilities in different learning contexts. also, the findings disclosed the existence of displaced communication and language gaps among the learners relative to genai utilization across time frames in capturing and the reasonable vocabulary utilization, presenting clear statements, punctuations, and paragraph setting were observed during oral presentation compared to genai written presentations. the argument was made by wibowo et al. (2025) that module instructors had to apply constructivism by encouraging and capacitating learners to engage in actionable strategies and approaches to foster linking, organizing, assimilating, accommodating, transferring, storing, and retraveling of the learned contents. despite genai fostering personalized learning processes, the study by al abri et al. (2025) insisted that in teaching and learning, social interactions are valuable for enhancing and supporting the metacognition, reflection, and higher-order cognition acquisitions. also, it was warned by sepriyanti and kustati (2024) that the genai practices are not meant for the replacement of mental structure capabilities. seemingly, based on the findings, the recommendations are made to the instructors and learners that genai has been developed for catalyzing and mimicking some mental processes, natural language processing, and sentiment analysis rather than otherwise. nevertheless, the implications are made that the utilization of genai without proper guidance caused hostile learning behaviours to the students, henceforth, distorted constructivist pillars due to the persistence capacity for dominating the mental processes. the researcher emphasized to the module instructors who are responsible for appropriately guiding learners to engage in the cognitive processes that are built on cognitive load theory (clt) and cognitive load optimization (clo) rather than only depending on retrieved information from the genai dataset. the conclusion is made to the heis to improve the practices through ensuring are developing mechanisms for monitoring the module instructors to administer the classroom activities that stimulate learners’ schemas to initiate the learning emotions, thoughts, and cognition activities initiated through interacting with the classroom tasks and activities. the recommendations are made to the module instructors to ensure they are providing the classroom activities that fix learners to engage in mixed methods, motivating, engaging, and timely provision of constructive feedback, rather than leaving them to typical dependence on genai. constructivists’ gaps in students’ genai utilization the findings on constructivists’ gaps from students’ genai utilization revealed the presence of a paradigm shift. findings disclosed that a large proportion of learners, 135 (90%) out of 150, were using the genai. furthermore, there are revolutions in the possession of handheld devices, whereby the smart mobile phones among students were 125 (83%) in the engaged heis. seemingly, the chatgpt magnitude was the highest genai used among the students, 98 (65%). the argument is made that the learners’ possession of different handheld devices has raised easier accessibility to genai and its deployment in academic perspectives. based on the study findings, a large percentage of possession of handheld devices and the magnitude of using different genai clearly indicated that students in heis were independently engaged in the use of genai without shima dawson banele genai fuzziness towards constructivist pillars in higher education institutions in tanzania volume 9, number 2, november 2025 | 226 zzzzzz proper guidance on the pros and cons. however, the scholars warned against the deployment of genai tools to focus on capacitating rather than destroying education (zlotnikova & hlomani, 2024). besides, there are other warnings on heavily relying on genai for accessibility of learnt contents and research being compromised, the quality, hence instigating the heis’ educational values (hoernig, ilharco, pereira & pereira, 2024). on a further note, despite the genai fuzziness, shaznay (2025) emphasized that module instructors and learners at heis need to be trained and equipped with valuable skills, competencies, and knowledge on emerging technologies for sustainability in the future labour market. the researcher provided the practice recommendations to the heis’ instructors to guide students in ethical proficiency regarding the genai deployment. certainly, the comparative contradictory findings were obtained on the attributes of knowledge creation, capacitating confidence, and competencies acquisition in learning, along with the genai utilization for constructivism. the findings in the pillar of knowledge creation with genai were 30% while those of constructivist knowledge creation without genai were 52%. further, the findings disclosed the slightly significant changes in competence acquisition along constructivism (28%) and genai (25%). also, genai was performing well (45%) in assisting students to build confidence compared to constructivism (20%). author of this paper insisted that the learning process is not inert but relatively passive and interconnected, being built on interpersonal interactions among the peer learners who possessed the backgrounds diversities; being capacitated by module instructors during the content delivering thereafter learners engaged and receiving; learners schedule time to engage into deep reading from different sources being printed and digital textbooks, manuals, and reference books to support captivity, transferring and stored the knowledge for future use. according to the study by rasul et al. (2024), genai brought the dialogical dilemma in authentications of the learning processes despite its capacities in bridging the existing pedagogies gaps. besides, the utilization of multiple sources and the processing of the content learnt are emphasized in building self-regulated learning (srl) and self-directed learning (sdl), and autonomy as the building blocks of constructivism (kharroubi & elmediouni, 2024). further, the utilization of genai in an educational perspective has been proven for limiting the constructivist full support, whereas the learning process is characterized by engaging the multiple interactions under srl (banihashem et al., 2022; zajda & zajda, 2021). the paper in hand provided the practice recommendations to the heis on the need to provide support to students on appropriate approaches for knowledge acquisition, competencies, and confidencebuilding envisaged by constructivist theory. seemingly, it was found in this study that the personal learning processes on the attributes of capacitation of content screening were 53% in genai, while constructivism 13%. likewise, the module content organization in constructivism was found (32%) on the side of genai (30%). also, the findings on the attribute of contextual comprehension of the learnt content in genai were 17% compared to constructivism 55%. according to the findings, the learners were assisted by the genai in content screening, being highly ranked. researchers emphasized that the screening enabled the learners to get a clear picture of the module contents, hence stimulating schemata for receiving, accommodating, storing, and engaging in the retention processes in the long-term memory (tarigan, sipahutar & harahap, 2023; meylani, 2024; granda et al., 2024). despite the findings showing that the organization of the learnt content and comprehension through genai being at slightly different levels, there are indications of students copied and pasted the classroom activities text retrieved from genai and printed for submission without engaging shima dawson banele genai fuzziness towards constructivist pillars in higher education institutions in tanzania volume 9, number 2, november 2025 | 227 zzzzzz on thoroughly reading and reflexivity. module instructors in heis are encouraged to capacitate and provide classroom activities to learners to engage and stimulate the self-comprehension attributes. similarly, was insisted by scholars that constructivism emphasized that learners had to be assessed on dynamic capabilities in constructing, receiving, and handling knowledge (sepriyanti & kustati, 2024). nonetheless, the module instructors in heis are encouraged to motivate students to comprehend and evaluate the learning analytics from multiple viewpoints, to build cognitive advancement. the conclusions are made to the heis and module instructors to make sure that the students are appropriately integrating the genai with adherence to the constructivist theory attributes, so as to shed light on learners’ srl approaches in self-organizing and comprehending the new content relative to the existing content. nonetheless, students from the heis had to engage in the constructivist processes whereby the social and learning materials interactions are part and parcel in stimulating the cognition processes in the knowledge and competencies acquisition. in the aspect of social attributes, the constructivism was found being doing well among heis learners involved in the study in comparison to the context of genai: levels of peers in learning processes 105 (70%), instructor-learner interaction 120 (80%), learners engagement in undertaking administered individual learning activities 95 (63%), learners collaborating in group assignment 107 (71%), timely provision of feedbacks 88 (57%); time spent to engage on the learning tasks and activities 126 (84%), collaboration and dialogue 112 (75%), motivation to drive the learning environment 106 (71%). a case study conducted by khalid et al. (2025) concurred with the findings of this paper, as it was emphasized that the social constructivist pillars in the digital era have been the curriculum drivers among the students for better inclusivity, achievement, engagement, and utilization of the resources. also, it was found by the study by folman (2025) that human interactivity, perceptions, engagement, and learning materials involvement are important education pillars, despite currently being imitated by genai. the instructors from heis are recommended to improve the education provision practices through inspiring learners to engage in human interaction, most of the time, rather than overdependence on genai. the conclusions are made to the heis and instructors to capacitate the learners in the acquisition of competences for engaging in genai that are based on social constructivist pillars for the learning processes through envisioning creativity, critical thinking, self-efficacy, collaboration, and analytics. conclusion the conclusion is made that the genai deployment in the teaching and learning processes has to ensure is integrated with the constructivism pillars, henceforth building the cognition attributes rather than replacing them. also, the innovations brought by genai in education perspectives are to be illuminated as supportive in teaching and learning processes, rather than the displacement of module instructors’ and learners’ responsibilities. on a further note, the recommendations are made to module instructors and learners in heis to ensure there is a balance in the use of genai to support the constructivism pillars’ acquisitions. moreover, the recommendations are made to the educators to develop positive attitudes towards genai as supportive tools for teaching and learning processes; and policy makers to develop policies, rules, procedures, and regulations to guide the adaptation and utilization of genai for supporting human cognition that are built on different education theories, including constructivism for shima dawson banele genai fuzziness towards constructivist pillars in higher education institutions in tanzania volume 9, number 2, november 2025 | 228 zzzzzz academic integrity for excellence. the recommendations are made to the scholars on the future research areas: (1) the heis’ instructors’ guidance approaches for students’ genai deployments towards academic excellence. 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(2021). constructivist learning theory and creating effective learning environments. globalisation and education reforms: creating effective learning environments, 35-50. zhao, d. (2024). the impact of ai-enhanced natural language processing tools on writing proficiency: an analysis of language precision, content summarization, and creative writing facilitation. education and information technologies, 1-32. zlotnikova, i., & hlomani, h. (2024). genai in the context of african universities: a crisis of tertiary education or its new dawn?. digital government: research and practice educatio : journal of education volume 8 , number 3, november 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) the identity of the nusantara islamic community (wasatiyah islam and progressive islam) sutomo , abdul syukur uin raden intan lampung sutomo11@gmail.com accepted: august 14th 2023 reviewed: sept 18th 2023 published: nov 30th 2023 abstract this research investigates the unique identity within the indonesian islamic community, specifically focusing on washotiyah islam (moderate islam) and progressive islam. utilizing a descriptive approach and literature analysis, it delves into their roles in shaping the community's distinct character. data is drawn from document studies, historical research, and extensive literature analysis. the findings reveal that both washotiyah islam and progressive islam have had a positive impact on indonesian society and civilization. washotiyah islam emphasizes moderation, tolerance, and harmony in religious practices, contributing to a balance between religious values and local culture, as well as fostering cooperation and dialogue, crucial for social cohesion. progressive islam, as embraced by muhammadiyah and nahdlatul ulama, underscores da'wah's role in societal improvement, involving ulama in spiritual development and security forces in maintaining order. these concepts hold the potential for progress in social, economic, and cultural aspects, promoting holistic human development and creating an inclusive, just society. grounded in principles of consultation, equality, justice, and tolerance, this identity paves the way for a more progressive and harmonious indonesian society while upholding deep moral and spiritual values, making a substantial contribution to overall societal progress and harmony. ultimately, the indonesian islamic community's identity, encompassing washotiyah islam and progressive islam, represents a polite and progressive approach to the islamic faith, characterizing islam in the archipelago. keywords:identity, islamic society, archipelago, washotiyah islam, progressive islam introduction the archipelago, as a geographical region that includes islands in the indonesian archipelago, has a long and rich history in adapting and developing islam. in the course of its history, the indonesian islamic community has succeeded in creating a unique identity that reflects the depth of spirituality and progress of civilization. two important aspects that we will discuss in this article are washotiyah islam and progressive islam. washotiyah islam includes the values of piety, peace and tolerance that are characteristic of indonesian islamic society, while progressive islam describes this society's efforts to integrate islam with science, technology and socio-economic development1. 1 moch. nurcholis, “integrasi islam dan sains: sebuah telaah epistemologi,” falasifa : jurnal studi keislaman (2021); irwandani irwandani, “potensi media sosial dalam mempopulerkan konten sains islam,” volume 8, number 3, november 2023| 419 in the history of the indonesian islamic community, these two values have become strong pillars in maintaining stability and harmony amidst cultural, ethnic and religious diversity. through understanding washotiyah islam, the people of the archipelago practice islam with wisdom, uphold tolerance and respect plurality.2along with that, the idea of progressive islam has brought significant changes in aspects of education, economics and social development which have made a major contribution to islamic civilization in this region3. discussions regarding the arrival of islam in the archipelago are currently still a topic of deep debate, which focuses on three main aspects, namely the origins of islam, its figures, and the time of its arrival.4 until now, the entry of islam into java cannot be determined with certainty5. there is a possibility that islam arrived in java in the 11th century ad, evidence that supports this is the discovery of a tombstone with arabic writing in leran gresik, which shows the grave of a muslim woman named fatimah binti maimunah with the year 475 ah or 1082 ad. developmental transformation islam in the early period in indonesia is an interesting research subject. this is due to islam's ability to quickly adapt to the indonesian environment, so that it does not cause cultural conflicts with pre-existing local traditions and customs. this is an effort to spread islam in this region, considering that previously indonesian people adhered to hindu and buddhist religions. when several kingdoms, such as demak and mataram ii, having a ruler who embraced islam, an important role in the spread of islam on the island of java was played by the guardians who were members of the wali sanga group. these saints played a significant role as spreaders of islam on the island of java. because java became the center of government for the entire indonesian archipelago, the spread of islam systematically spread to various regions throughout the archipelago.6 the role of saints is very crucial in the process of spreading islam in the archipelago, especially in java. since the beginning, islamization in java has faced major challenges due to differences with javanese traditions which have been influenced by hinduism, resulting in ongoing tension and prolonged dialogue. the process of spreading islam in java was carefully adapted to local culture. one of the saints who really prioritizes a cultural approach in the spread of islam is sunan kalijaga. sunan kalijaga's role was very important in the spread of islam in java, because he actively used elements of javanese culture as a tool to spread islamic teachings. islam nusantara is a style of islam that was developed in indonesia, formerly known as (nusantara) since the 16th century ad, as a result of the ijtihad of ancient ulama in spreading the teachings of the islamic religion through socio-cultural acculturation, contextualization, tadris: jurnal keguruan dan ilmu tarbiyah (2016); ahmad sabri, meirison meirison, and jhoni warmansyah, “continuities and changes,” epistemé: jurnal pengembangan ilmu keislaman (2020); makhfira nuryanti and lukman hakim, “pemikiran islam modern syed muhammad naquib al-attas,” substantia: jurnal ilmu-ilmu ushuluddin (2020). 2hosen, n. islam, law, and the state in southeast asia volume 1: indonesia. oxford university pres, 2019, p. 442 3 muhammad ainun najib and ahmad khoirul fata, “islam wasatiyah dan kontestasi wacana moderatisme islam di indonesia,” jurnal theologia (2020); hadi pajarianto, “islam wasathiyah,” mimbar kampus: jurnal pendidikan dan agama islam (2023); suwarjin, “achieving religious harmony through fiqh wasatiyah,” manchester journal of transnational islamic law and practice (2023). 4abdul karim, history of islamic development and civilization, (yogyakarta: bagaskara, 2017), p. 45 5 lukman s. thahir, “islam of the archipelago: cosmopolitanism of islamic civilization in indonesia,” jurnal ilmiah islam futura (2021); theguh saumantri, “islamisasi di nusantara dalam bingkai teoretis,” jurnal studi islam dan budaya (2022); abdurrahman abdurrahman, “sejarah pesantren di indonesia:,” jurnal penelitian ilmiah intaj (2020). 6ibid. volume 8, number 3, november 2023| 420 indigenization, interpretation of islamic concepts, and vernacular of universal islamic teachings and values, which are in accordance with indonesia's socio-cultural reality7. even though the concept of islam nusantara was formulated by nu clerics in 1926, this concept only emerged on the surface and only boomed in 2015, suddenly causing controversy and pros and cons among muslim intellectuals and indonesian clerics.8 sunan kalijaga is a familiar name among javanese muslims. as a proponent of islam, sunan kalijaga was famous everywhere. he is a saint who has followers from various groups. many nobles and intellectuals were attracted to him because in his preaching he was very good at adapting to circumstances. sunan kalijaga tried to combine javanese customs with islamic culture, and used it as a medium to spread the spread of islam. the nahdhutul ulama (nu) elders claim that the concept of islam nusantara which they promote is an interpretation of the concept of ummatan wasathan which contains the meaning, nature of the islamic religion which contains moderate values (a just and chosen people) which upholds the highest values. social justice values,9 it is said that the concept of indonesian islam developed locally through traditional educational institutions (islamic boarding schools). this education is built on eastern manners, manners and ethics, namely emphasizing ta'dzim (respect) for teachers, kiayi and ulama who have given them very extensive knowledge regarding the teachings of the islamic religion. the students need direct guidance from religious teachers so that they do not become dhillun mudlillun (misguided and misleading) and thus fall into the wrong understanding of the teachings of the islamic religion "radicalism and extremism". one aspect that is unique to education in islamic boarding schools is the emphasis on the islamic principle of rahmatan lil 'alamin (mercy for the universe) as a universal islamic value, which promotes peace, tolerance, mutual respect, as well as diverse views in his interactions with fellow muslims and his interactions with people of other religions. if traditional education (islamic boarding schools) upholds the islamic principles of rahmatan lil 'alamiin, formal education is not much different in principle from traditional education, namely upholding the islamic principles of rahmatan lil 'alamiin, but nowadays due to the many cases of radicalism and extremism among indonesian muslims in fact, the world upholds the islamic principle of rahmatan lil 'alamin, but it is not enough that the indonesian islamic community needs to adhere to the principle of wasathiah, namely moderation. 2015 was a historic moment for the journey of religious discourse in indonesia. in that year there were three major democratic parties of islamic forces in indonesia, namely nu, muhammadiyah and mui. nu held its 33rd domocracy party in jombang which took place from 01 to 05 august 2015. meanwhile muhammadiyah held its 47th grand conference in makasar which started from 03 to 07 august 2015, and then followed by the 9th national conference of the indonesian ulema council ( sembilan), which was held in surabaya from 24 to 27 august 2015. the five-yearly celebration for these three large religious organizations attracts the attention of many groups, both those who view it positively and negatively. starting from almost the same time, to the themes carried by the three religious mass organizations. nu 7 ali akbar, “arkeologi islam nusantara,” islam nusantara:journal for the study of islamic history and culture (2022); stimson hutagalung, christar a. rumbay, and rolyana ferinia, “islam nusantara: an integration opportunity betweechristianity and culture in indonesia,” hts teologiese studies / theological studies (2022); arif budiman, “islam nusantara,” the international journal of pegon : islam nusantara civilization (2023); suwardi, “pendidikan pemahaman islam nusantara,” al-falah: jurnal ilmiah keislaman dan kemasyarakatan (2021). 8ricklefs, mc a history of modern indonesia since c. 1200. stanford university press, 2018, p. 241 9ministry of education and culture of the republic of indonesia. (2017). bhinneka tunggal ika: the noble values of pancasila. jakarta: directorate general of culture volume 8, number 3, november 2023| 421 carries the theme of its congress "strengthening archipelago islam for indonesian and world civilization". this theme was chosen to show nu's strategic position in indonesia and the world as the bearer of islam rahmatan lil 'alamin.10this reason was reaffirmed by the general chairman of pbnu kh said aqil siroj, saying that islam from nu's perspective is not just aqidah and sharia, but science and civilization. "nu since its founding, now and in the future will support civilization,"11meanwhile, muhammadiyah carried the big theme of its conference "enlightenment movement towards a progressive indonesia." this theme was carried to reaffirm muhammadiyah's commitment to its attitude towards the state of indonesia.12and the mui carries the theme "wasathiyyah islam for a just and civilized indonesia and world."13wasathiyyah islam is islam that is not extreme or liberal islam.14 there is a common thread that connects the big narrative promoted by nu, muhammadiyah and mui, namely the desire to create the potential of religious communities as strength and potential in building, prospering and advancing the nation and state. nu, with various post-conference elements and programs, has socialized the master pieces resulting from its conference. in this case, the ministry of religion, through its higher education and religious events, always offers and presents discourse about islam with an indonesian and gracious perspective. muhammadiyah, through its routine charity activities, also tries to ground its progressive islamic values through a massive enlightenment movement. others from us have not heard the echo of the mui in socializing the results of the master pace of its congress, in the summit (high level conference) of world muslim ulama and scholars regarding wasathiyah islam, an expert on world islamic education who is an alumnus of alazhar, cairo, egypt, dr. muhammad syairozi dhimyathi, m.ed. said that it is hoped that islam wasathiyah needs to be included in the education curriculum in indonesia. by including islam wasathiah in the education curriculum, it can be a solution to improve education by forming an islamic generational character. law concerning the education system article 1 paragraph 3 no of 2003 is closely related to wasathiyah values, namely: 1. the ability to appreciate the principle of balance between various human potentials, including physical, mental and spiritual potential, must be equally developed. 2. able to realize that humans are individual creatures who must respect social life and the lives of other people, because they need each other. 3. willingness to accept diversity in various ways, including physical diversity, skin color, ethnicity, beliefs, thoughts, views and so on. 4. able to engage in social interaction, dialogue, communication and be open with all parties who have different religious, cultural and civilizational backgrounds. 5. the ability not to drift into a life of materialism by ignoring spiritual life at all, not only paying attention to spiritual life by ignoring physical life. 10 http://www.nu.or.id/post/read/58077/ini-tema-muktamar-nu-ke-33-di-jombang, accessed date:10 september 2023. 11https://news.detik.com/berita/2980904/presiden-jokowi-apresiasi-tema-muktamar-ke-33-nu-islamnusantara, accessed on: 10 september 2023. 12 http://www. rmol. co/ read/ 201 5/ 08/ 03 / 212073/ temamuktamarmuhammadiyahaffirming attitudeand-commitment-to-indonesia.accessed date: 10 september 2023. 13 https://www.kiblat.net/2015/08/23/islam-washatiyyah-jadi-tema-munas-mui-ix. accessed date:10 september 2023. 14https://news.okezone.com/read/2015/08/24/519/1201873/munas-mui-usung-tema-islam-tengahtengah. accessed date:10 september 2023. http://www.nu.or.id/post/read/58077/ini-tema-muktamar-nu-ke-33-di-jombang http://www.rmol.co/read/2015/08/03/212073/tema-muktamar-muhammadiyah-meguhkan-sikap-dan-komitmen-pada-indonesia http://www.kiblat.net/2015/08/23/islam-washatiyyah-jadi-tema-munas-mui-ix http://www.kiblat.net/2015/08/23/islam-washatiyyah-jadi-tema-munas-mui-ix volume 8, number 3, november 2023| 422 6. the ability to act in the middle, namely not being extreme, not feeling self-righteous, but being moderate, fair and selective. the washatiah values above, clearly apart from having relevance to the objectives of islamic education formulated at king abdul 'azis university at the 1st world islamic education conference in 1977, are stated: "education should aim at the balanced growth of the total personality of man through the training of man's spirit, intellect, rational self, feeling and bodily senses. the training imparted to a muslim must be such that faith is infused into the hole of his personality and creates in him an emotional attachment to islam and enables him to follow the quran and the sunnah and be governed by the islamic system of values willingly and joyfully so that he may proceed to the realization of his status as khalifatullah to whom allah has promised the authority of the universe”. islamic education aims to balance the growth of the total human personality through spiritual, intellectual, rational, emotional and physical education. education here cannot be separated from inserting faith into the whole personality so that enthusiasm and enthusiasm for islam will grow and enable him to follow the koran and sunnah and be able to be guided by the islamic value system with joy and happiness, so that he is allowed to realize his status as khalifatullah, which he is entitled to. allah allows to rule this universe. the theme promoted by the mui national conference "wasathiyyah islam for indonesia and a just and civilized world," gives essential meaning to the mui's commitment to developing wasathiyyah islam in indonesia. the meaning of wasathi itself, according to the committee who initiated the theme, is meaningful; islam that is just, moderate, balanced, progressive and tolerant. apart from that, the term also contains the meaning of commitment to nationality.15in the mui basic guidelines formulated at the ix national conference in surabaya, it was decided that the highest momentum for decision making and determination is in the national deliberation (munas).16what has been decided at the national conference is used as a reference for the organization's work program and policies for the next five years. however, the facts on the ground have not yet been met by the mui in the regency/city following up on the results of the national conference decision. this invites the author's attention, what and why has the vision of the national conference not been/was not well socialized in the regency/city mui? is it due to the understanding of the regency/city mui management towards the islamic concept of wasathiyyah, or is it because there are other factors. method research on the identity of the indonesian islamic community with a focus on washotiyah islam and progressive islam is a qualitative research. this research method aims to deepen an in-depth understanding of the identity and development of these two islamic sects in the archipelago. the approach used in this research is a descriptive analytical approach, which allows researchers to analyze data carefully to reveal patterns, characteristics and factors that influence the development of washotiyah islam and progressive islam in the archipelago. 15explanation by the secretary of the national conference steering committee, noor ahmad in a release on saturday (22/08), inhttps:// www. kiblat.net/ 2015/08/23/islam-washatiyyah-jadi-tema-munas-mui-ix/. accessed date:10 september 2023. 16see mui household guidelines, chapter ii, article 7, paragraph (1). https://www/ https://www/ volume 8, number 3, november 2023| 423 the primary data source in this research involves in-depth interviews with religious and community leaders representing the two islamic sects. this interview will help in understanding their views and understanding of the identity of washotiyah islam and progressive islam and its impact on indonesian society. secondary data sources involve searching literature, such as books, articles and relevant historical documents, to deepen understanding of the development of islamic history and thought in the archipelago. the data collection tool used in this research is an interview guide for in-depth interviews with informants. apart from that, field notes will also be used to record researcher observations during the interview process and literature search. the data analysis technique that will be used is content analysis, where data from interviews and literature will be analyzed to identify the main themes and patterns that emerge. checking the validity of the literacy results of this literary research will be carried out through several steps. first, the literature used in the research will be selected based on sustainability and reliability criteria. second, literature sources will be critically reviewed to identify potential biases or incorrect interpretations. finally, the research results will be compared and adjusted with relevant literature findings to ensure the validity and credibility of the results of this literary research. thus, it is hoped that this research can provide a deeper understanding of the identity of the indonesian islamic community, especially in the context of washotiyah islam and progressive islam. result and discussion progressive islam understanding progressive islam the use of the term "progressive islam" according to prof. dr. m. amin abdullah, which according to his views is similar to progressive ideology. examining the various substances of muhammadiyah ideology and thought, there is a clear indication that in fact muhammadiyah's ideology, which has a more moderate, reformist-modernist character, can be said to be a progressive ideology, that is, it contains a spirit of renewal and progress in line with the spirit of islamic teachings. this progressive character and ideology is clearly visible in the substantive content of 'religious views' as contained in the 2010 statement of muhammadiyah thoughts for the second century. according to amin abdullah, progressive islam is an islam that dares to be in the midst of the vortex of globalization in practice, globalization in the practice of daily life and not globalization in theory.17in providing an analysis of the idiom of progressive islam, amin abdullah compared it with the progressive islam initiated by abdullah saeed. according to amin, there are three points of intersection between muhammadiyah's progressive islam and abdullah saeed's progressive islam. first, both of them saw the need for ijtihad, abdullah saeed added to it the term 'fresh' ijtihad, because ijtihad does not always mean fresh and progressive. second, progressive islam and progressive islam both refuse to be trapped in the dogmatism of certain schools of fiqh or theological understandings. third, both view the need for substantial reform of traditional islamic law so that it has relevance in answering the contemporary problems of muslims.18 17m. amin abdullah, progressive reactualization of islam; muhammadiyah's strategic agenda in the midst of contemporary religious movements (paper presented at the muhammadiyah central leadership's ramadhan study, at the yogyakarta muhammadiyah university campus, 5-7 august 2017), p. 7 18ibid, p. 11-12. volume 8, number 3, november 2023| 424 progressive islam requires a systematic and epistemic way of working so that it does not experience deviation or bias, as well as hijacking of meaning and orientation in the process of grounding it. this systematic and epistemic way of working is also needed to avoid a gap between the ideal of progressive islam as a concept documented in zhawãhir alafkãr al-muhammadiyah li al-qarni al-sãni and what is present in the realm of practice.19efforts to fully understand the idea of progressive islam based on a systematic islamic studies framework also require historical investigation. this historical investigation is a process of justifying the claim that a progressive islamic ethos has existed since the early period of muhammadiyah, the ahmad dahlan period, as written by asep purnama bahtiar for example, that: this view is very strong and is united in the figure of the founder of persyarikatan, because the muhammadiyah he founded is not just an organization, but a movement with islamic idealism and a spirit of progress that is based on reality. the initial formulation of muhammadiyah statutes (1912 and 1914), for example, always equated the spread of islamic teaching or da'wah with progress.20historical research, apart from being responsible for the claim that progressive islamic doctrine has roots that are united in the figure of the founder of the organization, is also necessary to organize the continuity of the movement's orientation with a paradigm that has historical authenticity without being imprisoned by the past. reasons for the emergence of progressive islam the emergence of progressive islam based on the perspective of da'wah science. and its shape can be divided into four forms, namely: 1. qablig islam, as an effort to enlighten and spread the message of islam; 2. ershad islam,as an effort to guide and educate islam; 3. islamic administration, as an effort to empower the ummah in carrying out islamic teachings through da'wah institutions; and 4. tathwir islam,as an effort to empower or develop islamic society. based on the division of forms of da'wah above, islamic community development is included in the category of islamic tamkîn/tathwîr forms of da'wah, which contains the empowerment of human resources (sdi), the environment and the economy of the people, also known as islamic community development (pmi). then, if we look at the context of islamic community development, it uses more of the context of da'wah (1) da'wah fi'ah, namely the process of preaching a da'i to a group of mad'u face to face, and dialogue that takes place in the form of small groups, and groups. -organized mad'u groups, for example taklim councils, madrasas and ma'had (islamic boarding schools); (2) hizbiyah or jam'iyah da'wah, namely the process of da'wah carried out by da'i who identify themselves with the attributes of a particular preaching institution or organization, then preaching to its members or other people outside the members of an organization; (3) ummah da'wah, a da'i preaches to many people through the pulpit or mass media, whether print or electronic, in a monologic atmosphere, face to face or not face to face; and (6) syu'ubiyah qabailiyah da'wah, a da'i who has a certain ethnic and cultural or national identity preaches mad'u who has an ethnic and cultural or national identity that is different from his own. 19ibid, p. 13-14. 20asep purnama bahtiar, cadre for the progressive reactualization of islam, (jakarta, pustaka, 2019), p. 2. volume 8, number 3, november 2023| 425 furthermore, based on the explanations above, it can be understood that islamic da'wah as perceived by many muslims is commensurate with the terms contained in the qur'an, namely: 'yad'una ila al-khayr', ya'muruna bi al-ma'ruf, and 'yanhawna 'an al-munkar' with the aim of realizing a "khairul ummah" based on quality muslim individuals (khairul bariyyah)21 promised by allah will obtain his blessing.22 this goal will be achieved when faith, islam and piety can be transformed into values in the lives of individuals, groups and social institutions, because in this way humans are positioned in the position of humanity (fitri).23 thus, da'wah activities are a process of creating or building a social order (community engineering) based on islamic ethics,24 both with regard to aspects of (1) belief, (2) fiqrah; (3) attitude; and (4) behavior. then, if we look at the nature of da'wah from a social aspect, it has the meaning of building (tathwîr islam). because building is usually understood as a movement to create a better life for the entire community.25 on that basis, da'wah and development are two concepts that may be different, but have a point of correlation between the two, this means that da'wah in the broadest sense is building, and development is a process of da'wah. so, for the muslim community, da'wah plays an important role in development, because whether a community (ummah) develops or not really depends on the intensity and quality of the da'wah carried out by the islamic ummah itself. the higher the quality and quantity of da'wah carried out, the more optimal the results will be achieved. so that one day the islamic ummah will be able to play a role in engineering the social order of society (community), whether social, economic, cultural, political, and it is not impossible that it will even make itself a "trend setter" and the main factor and actor in social development change. benefits of progressive islam from the various explanations above, it shows that the benefit of the emergence of progressive islam is that it forms a progressive "development" process. this is reinforced by arguments, including the following: 1. inviting people to do good which is summed up in the sentence "yad'uuna ila al-khair", this is the main task of ulama. 2. telling people to do good and right or wise (makruf) which is summed up in the sentence "wayamuruuna bi al-ma'ruf", this is the main task of umaro. 3. preventing evil acts is summarized in the phrase "wayanhauna anilmunkar", and this is the main task of security employees. in this way, the da'wah process aims to create a harmonious life, with a clear division of tasks, namely the ulama carries out the task of spiritual mental development, the umaro advocates and upholds what is good, while the security forces try to prevent what is wrong. in this way, the goal will be achieved, namely mutual happiness which is concluded in "wa ulaa ika humulmuflihuun, as a result of cooperation and working together according to each other's efforts. 21khairul ummah is the concept of the unity of fikrah and congregation, while khairul bariyyah is the concept of quality of shahsiyah resources. 22see qs. al-bayinah [98]:7-8. 23see qs. arum [30]:30. 24(fazlur rahman, 1980:37) 25(batten, 1969:1) volume 8, number 3, november 2023| 426 implementation of wasathiyah islam and progressive islam in indonesia wasathiyah is an islamic teaching that directs its followers to be fair, balanced, beneficial and proportional, or often called "moderate" in all dimensions of life. wasathiyah or moderation has now become an islamic discourse and discourse which is believed to be able to make muslims superior and fairer and more relevant in interacting with modern civilization in the era of globalization and the industrial, information and communication revolution. wasathiyah islam is not a new teaching or new ijtihad that emerged in the 20th century ad or 14 hijriyah. but islamic wasathiyah or islamic moderation has existed along with the revelation and the emergence of islam on earth 14 centuries ago. this direction of islamic thought "wasathiyah" has become something new and phenomenal in global islamic narrative and thought, because it was refreshed and reintroduced by a mujtahid of the 21st century, namely the noble al-imam professor doctor yusuf al-qaradawi, a great cleric from qatar egyptian born, alumni of the world's leading university, al-azhar egypt. his works, whether in the form of books, scientific papers, lectures or his actions in the islamic da'wah movement throughout the world, are all based on the concept of moderate islam or wasathiyatul islam, so that the world's ulama and the international islamic community accept it well and make it a new concept of thought as a the principle of implementing islam is rahmatam lilalamin. the concept of islamic moderation or wasathiyatul islam thought became attractive and became the dream of all entities, islamic missionary movements and even islamic countries, after the islamic world became concerned with the emergence of two currents of thought and movements in the name of islam. the first thoughts and movements carried a rigid and hard model of thought and movement, or often called al-khawarij al-judud (new khawarij). this group sees that islam is a pure and constant religion, does not accept changes and new things in its teachings, especially in creed, worship, law and muamalat, so it is necessary to clean up elements of shirk and heresy from creed, worship, law. and muamalat of the people. these understandings and thoughts have given rise to a negative impression of islam, even giving rise to a bad stigma against islam as a strict, closed, religion. the emergence of a progressive islamic movement was also promoted at the 46th congress in 2010 in yogyakarta, that muhammadiyah in the second century was strongly committed to carrying out an enlightenment movement. the enlightenment movement is an islamic praxis that advances to liberate, empower and advance life. the aim of the progressive islamic movement is to provide answers to humanitarian problems in the form of poverty, ignorance, backwardness, and other problems with a structural and cultural pattern, from here the concept of progress in all fields, including islamic education, emerged. haedar explained that the concept of progressive education itself reflects enlightening, holistic islamic education. then the muhammadiyah education system was born with three lines, namely general, madrasa and modern islamic boarding schools. the conclusion is clear that there is a process of change as a result of criticism of old or traditional islamic education. haedar explained several principles for achieving enlightening education, so that education must liberate, empower and advance. that is the output of modern education introduced by muhammadiyah. progressive islamic education radiates enlightenment for life. progressive islamic education will give birth to theological enlightenment which is a reflection of the values of transcendence, liberality, emancipation and humanization contained in the message of the qur'an surah ali imran verses 104 and 110 which inspired the birth of muhammadiyah. ideologically, islam which advances towards enlightenment is a form of al ma'un's transformation to present actual da'wah and tajdid in the struggle for life for virtue, nationality volume 8, number 3, november 2023| 427 and universal humanity. the transformation of islam with a pattern of progress and enlightenment is a manifestation of efforts to strengthen and expand religious views based on the qur'an and al-sunnah by developing ijtihad amidst the very complex challenges of modern life in the 21st century. benefits of implementing wasathiyah islam and progressive islam in indonesia the benefits of implementing wasathiyah islam are: 1. al-tawassuth (taking the middle path), namely understanding and practice that is not ifrâth (exaggerating religion) and tafrîth (reducing religious teachings). 2. al-tawâzun (balanced), namely understanding and practicing religion in a balanced way that covers all aspects of life, both worldly and spiritual, firmly stating principles that can distinguish between inhirâf (deviations) and ikhtilâf (differences). 3. al-i'tidâl (straight and firm), namely putting things in their place and carrying out rights and fulfilling obligations proportionally. 4. al-tasâmuh (tolerance), namely recognizing and respecting differences, both in religious aspects and various other aspects of life. 5. al-musâwât (egalitarian), namely not being discriminatory towards others due to differences in one's beliefs, traditions and origins. 6. al-syûrâ (deliberation), namely every problem is resolved by deliberation to reach consensus with the principle of placing benefit above all else. 7. al-ishlâh (reformation), namely prioritizing reformative principles to achieve better conditions that accommodate the changes and progress of the times based on the general benefit (mashlahah 'amah) while still adhering to the principles of al-muhâfazhah 'ala alqadîm al-shâlih wa al -akhdzu bi al-jadid al-ashlah. 8. al-aulawiyyah (putting priorities first), namely the ability to identify things that are more important should be prioritized for implementation compared to those that are of lower importance. 9. al-tathawwur wa al-ibtikâr (dynamic and innovative), namely always open to making changes in accordance with current developments and creating new things for the benefit and progress of humanity. 10. al-tahadl-dlar (civilized), namely upholding morals, character, identity and integrity as the khairu of the ummah in the life of humanity and civilization.26 conclusion the implementation of wasathiyah islam and progressive islam in indonesia has had a significant impact on indonesian society and civilization. the islamic concept of wasathiyah reflects the values of moderation, piety, peace, tolerance and harmony in religious practice, especially in javanese society. this emphasizes the importance of maintaining a balance between religious values and local culture and respecting differences in religious beliefs and customs. the emergence of wasathiyah islam is a response to the challenges of extremism and radicalism which have received negative attention in the international media. this concept 26this concept is the result of the formulation of the ix mui national conference in surabaya on 24-27 august 2015. this concept is a reference for the mui's islamic school of thought in the plural and diverse life of the republic of indonesia. volume 8, number 3, november 2023| 428 plays a role in promoting cooperation, dialogue, tolerance and human values in an effort to maintain the socio-political potential of indonesian society and maintain social cohesion in nation building. on the other hand, progressive islam embraced by muhammadiyah and islam nusantara initiated by nahdlatul ulama emphasize the importance of da'wah as a means of creating a better society. this involves the role of ulama in spiritual formation, umaro in advocating what is good, and security forces in preventing what is bad. with clear cooperation, the final goal is to achieve mutual happiness as a result of joint efforts in accordance with their respective roles. the implementation of wasathiyah islam and progressive islam in indonesia has the potential to bring progress in social, economic and cultural terms. these two concepts together encourage holistic human development and create an inclusive, just and peaceful society. it is hoped that by implementing principles such as consultation, equality, justice and tolerance, indonesia can build a better and more progressive society, but still maintain deep moral and spiritual values. this will make a positive contribution to the progress and harmony of indonesian society as a whole. reference abdullah, ta "the indonesian legal system: a continuing legal legacy." leiden journal of international law, 17(3), 2004 , p. 493-512 abdurrahman, abdurrahman. “sejarah pesantren di indonesia:” jurnal penelitian ilmiah intaj (2020). akbar, ali. “arkeologi islam nusantara.” islam nusantara:journal for the study of islamic history and culture (2022). ali muhammad muhammad al-halaby, al-wasathiyyah fî al-qur'ân al-karîm, (qâhirah: maktabah 'ain al-syams, 2018), p. 50 asep purnama bahtiar, cadre for the progressive reactualization of islam, (jakarta, pustaka, 2019), p. 2. budiman, arif. “islam nusantara.” the international journal of pegon : islam nusantara civilization (2023). hefner, rw "islam and political economy in indonesia: the contradictions of neoliberalism in historical perspective." in en anderson (ed.), religion and modernity in the himalayas, 2011, p. 149-174. routledge hosen, n. islam, law, and the state in southeast asia volume 1: indonesia. oxford university pres, 2019, p. 442 http://www. rmol. co/ read/ 201 5/ 08/ 03 / 212073/ temamuktamarmuhammadiyah affirmingattitudeand-commitment-to-indonesia.accessed date: 10 september 2023. http://www.nu.or.id/post/read/58077/ini-tema-muktamar-nu-ke-33-di-jombang, accessed date:10 september 2023. https://news.detik.com/berita/2980904/presiden-jokowi-apresiasi-tema-muktamar-ke-33-nuislam-nusantara, accessed on: 10 september 2023. volume 8, number 3, november 2023| 429 https://news.okezone.com/read/2015/08/24/519/1201873/munas-mui-usung-tema-islamtengah-tengah. accessed date:10 september 2023. https://www.kiblat.net/2015/08/23/islam-washatiyyah-jadi-tema-munas-mui-ix. accessed date:10 september 2023. hujair ah. sanaky, islamic education paradigm: building an indonesian civil society, cet.i, (yogyakarta: msi uii, 2020), p. 50-51 hutagalung, stimson, christar a. rumbay, and rolyana ferinia. “islam nusantara: an integration opportunity betweechristianity and culture in indonesia.” hts teologiese studies / theological studies (2022). ibn mandzûr, lisân al-'arab, (qâhirah: dâr al-hadîts, 2017), j.9, p. 380. see also ahmad fâris ibn zakariya, mu'jam al-maqâyîs fî al-lughah, (beirut: dâr al-fikr, 2018), p. 1090 irwandani, irwandani. “potensi media sosial dalam mempopulerkan konten sains islam.” tadris: jurnal keguruan dan ilmu tarbiyah (2016). m. amin abdullah, progressive reactualization of islam; muhammadiyah's strategic agenda in the midst of contemporary religious movements (paper presented at the muhammadiyah central leadership's ramadhan study, at the yogyakarta muhammadiyah university campus, 5-7 august 2017), p. 7 m. din syamsuddin, religious ethics in building a civil society, , cet. 2nd (jakarta: pt. logos wacana ilmu, 2018), p. 7 mufid, legal reform towards civil society, in the book: building civil society, towards the new indonesia of the 3rd millennium, postgraduate program editorial team, muhammadiyah university of malang, yogyakarta: aditya media, 2017, p. 213 muhammad fuâd “abd al-bâqî, al-mu'jam al-mufahras li alfâdz al-qur'ân al-karîm, (beirut: dâr al-fikr, 2019), p. 918 mui household guidelines, chapter ii, article 7, paragraph(1). najib, muhammad ainun, and ahmad khoirul fata. “islam wasatiyah dan kontestasi wacana moderatisme islam di indonesia.” jurnal theologia (2020). nurcholis, moch. “integrasi islam dan sains: sebuah telaah epistemologi.” falasifa : jurnal studi keislaman (2021). nuryanti, makhfira, and lukman hakim. “pemikiran islam modern syed muhammad naquib al-attas.” substantia: jurnal ilmu-ilmu ushuluddin (2020). pajarianto, hadi. “islam wasathiyah.” mimbar kampus: jurnal pendidikan dan agama islam (2023). ricklefs, mc a history of modern indonesia since c. 1200. stanford university press, 2018, p. 241 sabri, ahmad, meirison meirison, and jhoni warmansyah. “continuities and changes.” epistemé: jurnal pengembangan ilmu keislaman (2020). saumantri, theguh. “islamisasi di nusantara dalam bingkai teoretis.” jurnal studi islam dan budaya (2022). suwardi. “pendidikan pemahaman islam nusantara.” al-falah: jurnal ilmiah keislaman dan kemasyarakatan (2021). volume 8, number 3, november 2023| 430 suwarjin. “achieving religious harmony through fiqh wasatiyah.” manchester journal of transnational islamic law and practice (2023). thahir, lukman s. “islam of the archipelago: cosmopolitanism of islamic civilization in indonesia.” jurnal ilmiah islam futura (2021). yusuf qardlawi, kalimât fî al-wasathiyyah al-islâmiyyah wa ma'âlimiha, (quwait: al-markaz al-'âlamy li al-wasathiyyah, 2017), p. 16 educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the influence of gender centred aggressiveness on the academic performance of learners: chishakwe primary school in mutare district mapfunde davie1, mungomezi nisbert2 zimbabwe open university, chitakatira primary school mapfunded@zou.ac.zw 1, nisbertmungomezi1@gmail.com 2 accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: this qualitative paradigm study sought to establish the influence of gender centred aggressiveness on the academic performance of learners at a school in mutare district, manicaland. case study research design was used with a sample of 25. interviews, focus group discussions and existing document analysis were used to collect data. the purposive sampling technique was used. the descriptive approach to present and analyse the results was used. the study revealed that gender centred aggressiveness has several negative effects on the academic performance of learners. it greatly contributes to poor academic performance of learners. it recommends that the government and stakeholders take drastic measures to eliminate gender centred aggressiveness. keyword: academic, gender centred aggression, physical, emotional, psychological introduction gender-centred aggressiveness (gca) is popularly referred to as gender-based violence (gbv). gca is any form of act of violence that may result in or is likely to result in physical, sexual or psychological harm or suffering to females and males on the basis of gender. the threat of gender-centred aggressiveness is pervasive and contributes to the end of childhood for millions of children around the world. it continues, effectively ending their childhoods and risking their future. gender‐ centred aggressiveness occurs in every country in the world and across all economic and social groups. while both girls and boys are negatively impacted, girls are particularly vulnerable. these types of violent acts against children are specifically committed against their will and are based on gender norms and an imbalance of power in their relationships. the impact of gender-centred aggressiveness has dynamic terrible effects in the education of children throughout the world. it is widely condemned for its crippling effects on the academic performance of learners. according to andere (2018), gender‐ centred aggressiveness (gca) is a global phenomenon that knows no geographical, cultural, social, economic, ethnic, or other boundaries. it occurs across all societies and represents a brutal violation of human rights, the worst manifestation constructed discrimination and a major obstacle to the achievement of gender equality. it is tolerated and sustained by social institutions, including the school, the very place where we expect our children to be safe and protected. it is a serious obstacle to the right to education and learning, with implications for the ways that people understand and enact their social mailto:mapfunded@zou.ac.zw mailto:nisbertmungomezi1@gmail.com mapfunde davie, mungomezi nisbert the influence of gender centred aggressiveness on the academic performance of learners: chishakwe primary school in mutare district volume 9 , number 2, november 2025| 369 zzzzzz lives and exercise their citizenship. schools are social spaces within which the power relationships, domination and discrimination practices of the community and wider society are reflected. alexander (2011) affirmed that school-related gender‐ centred aggressiveness (srgca) is a fundamental violation of human rights, particularly those of children, and represents a considerable barrier to participation in education, gender equity and to the achievement of education for all (efa). it prevents learners from reaching their potentials and achieving their goals. gca can thwart the talents and ambitions of learners. forms of gender-centred aggressiveness are not fixed; they evolve to fit different times, circumstances and cultures. for example, in south asia, a girl may be bullied for daring to snub a boy or for turning down sexual relations, or in afghanistan for daring to be a teacher (reuters, 2002), and in south africa, jack rolling (gang rape) is a particularly horrific form of violence against girls. some attacks are directed at schoolchildren and some take place on school premises. in nigeria, senegal and benin beaten children and child victims of sexual abuse tend to be absent from schools, participate less in class and perform poorly. the major four types of psychological violence and abuse facing school girls are: verbal insult, degrading/humiliating, threatening and name-calling. these forms of gender violence greatly contribute to the dismal academic failure by learners. united nations (2006) established that 91% of school children in bangladesh reported having been physically punished and in india a study carried out across 13 states found out that more than half of children reported having been involved in different forms of sexual exploitation. surprisingly in swaziland, one-third of girls between ages13 and 17 revealed that their first sexual experience was forced and that it took place in their own homes (fraser, 2012). a study by save the children (2013) in yemen revealed that 31 per cent of school children were exposed to sexual exploitation. a similar 2008 study in lebanon showed that 16 per cent of school children reported sexual exploitation, majority being girls. in a similar study in peru, 169 teachers were prosecuted because of rape and other inappropriate behaviour against learners in 2007 alone. gender‐ centred aggressiveness (gca) has no boundaries and the cases are wide spread across the world. united nations girls' education initiative (ungei, 2013) discovered that, the trend has however been that, girls are most at risk of gender‐ centred aggressiveness within and even outside school environment, but boys are also vulnerable. due to sexual abuse many girls drop out of school due to teenage pregnancy, illhealth due to sexually transmitted diseases and stigmatization. this is a huge blow to the education especially of the girlchild. gender-centred aggressiveness is also affecting the academic performance of learners in europe. drob (2020) wrote, “gender-based violence phenomena are widely spread in romania, in rural regions especially”. according to the study of the national institute for public health, in 2018, 30% of romanian children were affected by physical or sexual violence at some point in their life. the children are the ones to suffer the most. firstly, they can also be victims of abuse that subsequently can transform into ugly secondary effects. usually, boys become abusers and develop violent behaviour in school. violence can affect the efficiency of children in school, children can become apathetic, anxious and don’t have an interest in anything. leach and machakanja (2003) reported that, the emotions that students express about school related gender‐ centred aggressiveness (srgca) show that both girls and boys are affected across all variables in roughly equal measure averaging about 40 percent. girls, however, report feeling more depressed than boys, indicating they do not feel as able to manage gca effects. in schools mapfunde davie, mungomezi nisbert the influence of gender centred aggressiveness on the academic performance of learners: chishakwe primary school in mutare district volume 9 , number 2, november 2025| 370 zzzzzz where sexual violence against girls is the norm, the education system itself may increase a girl’s chances of dropping out, interrupting her studies, experiencing an unintended pregnancy or becoming infected with hiv. a recent report from ngo advisory council (2011)) notes that: left unchecked, sexual violence in schools has a negative impact on the educational and emotional needs of girls and acts as a barrier to attaining education. rape and other forms of sexual violence place girls at risk of contracting the hiv/aids virus (which has in turn) taken its toll on the educational system and disrupted education, especially for girls (2001; 5). the situation is bound to negatively influence these students’ school performance and career lives, let alone their emotional stability, physical health, and mental health at this early stage of life. this will lead to their downfall in education. violence and abuse can have serious detrimental effects on children’s health and wellbeing and their ability to learn to their full potential. kim, jackson, hunter, & conrad (2009) expanded that, gca can negatively impact school participation, learning levels and completion rates, and raises barriers to gender equality in education and wider society. combating genderbased violence in and around schools will help increase school attendance, enhance children’s quality of education and improve learning outcomes. children who have been abused or bullied often experience low self-esteem and depression, which may lead to self-harm and risk-taking, and result in poor performance and disengagement from school. sexual violence can have health consequences, including mental health problems, pregnancy and stis such as hiv, all of which have a negative effect on education progress and well-being. levin and madfis (2009) pointed out that, youth reared in abusive environments are more likely to exhibit behaviours of concern. for example, adolescents are more likely to display a lack of interest in social activities, have lowered self-esteem, avoid peer relations, maintain unhealthy relationships, and exhibit increased rebellion and defiant behaviours in the school environment. levin and madfis (2009) pointed out that, youth reared in abusive environments are more likely to exhibit behaviours of concern. for example, adolescents are more likely to display a lack of interest in social activities, have lowered self-esteem, avoid peer relations, maintain unhealthy relationships, and exhibit increased rebellion and defiant behaviours in the school environment. the attitudes of parents towards gender grounded violence among the learners impacted negatively on the academic achievement of learners. githinji (2011) posited that some parents were the main culprits of gca. some parents apparently just turned a blind eye towards the gender centred aggression of their children as they took it as normal. in most sub-saharan african countries, a women’s virginity is linked to her family honour. a woman can either be forced to marry her attacker or killed by brothers or fathers for such an embarrassment. by being the abusers themselves or by being indifferent towards gca, the parents directly or indirectly contribute towards the academic failures of their children. there were reported increases in gender-centred aggressiveness during the covid 19 pandemic in the asia-pacific region. according to pinheiro (2006), in many asia-pacific countries, availability of quality services and prevention programmes depends largely on public funding and governmental priorities. countries with limited resources often placed low priority on gca prevention pre-pandemic, and gca policies and programmes remained neglected during the pandemic response. cultural sensitivity and sense of shame associated with being a victim of violence hinder children from reporting or seeking help, especially mapfunde davie, mungomezi nisbert the influence of gender centred aggressiveness on the academic performance of learners: chishakwe primary school in mutare district volume 9 , number 2, november 2025| 371 zzzzzz in various asian cultures. while their familiar social networks and access to existing services were limited due to covid 19 pandemic, children found it even more difficult to reach out to help lines or other services that are unfamiliar to them. methods research paradigm -qualitative paradigm the researchers adopted a qualitative research paradigm. silverman (2011) defined it as a method that investigates the why and how of decision making and not just the what, where and how. denzin and lincoln (1994, p. 127) defined qualitative research as: as multi-method in focus, involving an interpretive, naturalistic approach to its subject matter. in this research, the qualitative research method was very useful as it helped in explaining in detail the influence of gender centred aggressiveness on the academic performance of learners at chishakwe primary school. being a social phenomenon, the concept school related gender centred aggression could only be described by seeking views of the victims and their close associates such as fellow students, teachers and head teachers research design the researchers adopted a case study design in order to orient or position the research problem. ary and jacobs (2010) purported that a research design is logical proof that helps the researcher to engage in different ways of the research. cohen and manian (2013) also asserted that research design is a strategy decided upon by a researcher; from his own guidance for determining answers to questions. data was generated through interviews, focus group discussions and document analysis. the study was delimited to the qualitative paradigm and adopted a case study design. this study used a case study in order to understand issues that are occurring at a particular place in detail so that recommendations will be made. sample shuttleworth (2009) explains that, a sample represents a subset of manageable size taken from the population size. babbie (2001) states that, a sample represents the larger population and is used to make or draw conclusions about characteristics of the population without having to measure the entire population. for the purpose of this research, a sample comprised of twenty (20) learners: fifteen (15) of whom were girls and the other five (5) were boys, three (3) teachers from the school of study. these as well included 0ne (1) male and two females. two (2) school development committee (sdc) members, one male and one female representing parents data collection the guided interview questions were used for interviews with pupils, teachers and parents. interviews and focus group discussions were done whenever teachers, learners and parents were free by appointment. the researchers first explained to participants the motive and procedure of the research and obtained their informed consent. the data collection took two weeks. mapfunde davie, mungomezi nisbert the influence of gender centred aggressiveness on the academic performance of learners: chishakwe primary school in mutare district volume 9 , number 2, november 2025| 372 zzzzzz result and discussion biographic data of participants table 4.1: description of age along gender lines n=25 teachers pupils sdc total age & gender f m f m m f m f 10-19 years 15 5 5 15 20-29 years 0 0 30-39 years 1 0 1 40-49 years 1 1 1 1 2 2 50-59 years total 3 20 2 25 the research information on the demographic data on table 1 above, illustrated the participants’ age according to gender. the males and female teachers were from the age range of 40-49 years while only one female teacher was in the age range of 30-39 years. the reason why more teachers were in the age group 40-49 was that these were senior teachers who were in the child protection committee. they were very experienced and had handled several cases of gendercentred aggression. the generated data reflected that among the teachers who participated in this study, there was only one male teacher. apparently, there are more female teachers at the school than male teachers. on this basis, it made sense to involve more female teachers than male teachers. however, the data from the sdc’s indicated that the participants were gender balanced. there was one male and one female. all students were in the age range of 10-19 years. the girls dominated because they were the majority at the school. moreover they are the main victims of gender centred aggression. the different forms of gender centred aggressiveness among learners at chishakwe primary school in mutare district the data generated from focus group discussions exposed that there are basically four types of aggressiveness. the group response was that the major forms of aggressiveness are physical violence, emotional violence, sexual violence and economic violence. the participants gave numerous examples of physical aggressiveness. the examples which were given were compiled as :scratching, pushing, shoving, throwing, grabbing, biting, choking, shaking, slapping, punching, burning, beating, burning, kicking, assault with a weapon and strangling. the aggressiveness of physical violence was well explained by mcgee, (2000) who pointed out that physical violence is the intentional use of physical force with the potential of causing harm, injury, illness, disability or death. the unifem (2011) report added that denying medical care or forcing alcohol and/or drug use and using other physical force is a form of aggressiveness. physical violence can take the form of, among others, serious and minor assault, deprivation of liberty and manslaughter. learners usually play truancy as they recover from injuries sustained during physical violence or as they fear physical violence at school. on this basis, they may lag behind others as a result of losing a lot of lessons. this make them perform dismally at school. apart from identifying the four forms of aggressiveness, the guidance and counselling mapfunde davie, mungomezi nisbert the influence of gender centred aggressiveness on the academic performance of learners: chishakwe primary school in mutare district volume 9 , number 2, november 2025| 373 zzzzzz teacher 1 explained that emotional violence is; mistreatment and undermining of a person’s self-worth. it normally involves psychological or verbal abuse and inducing intimidation. the examples of emotional violence include acts like: criticism, threats, insults, belittling comments and manipulation, shouting, insulting, humiliation, intimidation, isolation or withholding affection. the teacher’s explanation was almost similar to what unifem (2011) disclosed. unifem (2011) revealed that emotional violence is: belittling one's abilities; name-calling or other verbal abuse; damaging a person’s relationship with friends. learners who are subjected to emotional violence will lose self-esteem, confidence and even academic interest. as a result, there academic performance will be badly affected. sexual violence is one of the commonest forms of violence which has devastating impact on the academic performance of learners. sexual violence is any sexual act committed against the will of another person, either when this person does not give consent or when consent cannot be given because the person is a child, has a mental disability, or is severely intoxicated or unconscious as a result of alcohol or drugs. sexual violence can include the following: sexual harassment, rape, human trafficking, female genital mutilation, child marriage, online or digital violence, cyberbullying and non-consensual sexting. the research gathered that, unifem (2011) described economic violence as any act or behaviour which causes economic harm to an individual. economic violence can take the form of, for example, property damage, restricting access to financial resources, education or the labour market, or not complying with economic responsibilities, such as alimony. economic violence can take the form of, for example, property damage, restricting access to financial resources, education or the labour market, or not complying with economic responsibilities, such as alimony. education obviously requires some money. but then, when the money is withheld from a learner, that learner will be affected negatively academically. how gender created violence impact on academic performance of victims of gender centred aggression at chishakwe primary school in mutare district the existing documents report showed that gender centred aggression retards intellectual and personal growth of learners. child sexual abuse was detrimental to the child’s personal developmental growth. violence and abuse being prevalent at schools is a major hindrance to the education of girls and negatively influencing their school performance. leach and machakanja (2003), buttressed that gender centred aggression in the form of sexual intimidation, verbal abuse and physical assault was a significant contributor to irregular attendance and under achievement of girls in school. ruto (2009) declared that, violence and abuse being prevalent at schools is a major hindrance to the education of girls and negatively influencing their school performance. apparently girls are most affected by gender created violence. the girls are usually at risk of sexual and reproductive health problems such as contracting sexually transmitted diseases, spread of hiv/aids and high-risk pregnancies. worse still, they may end up having: defiance; no discipline; poor school work; sleep problems; anxiety; anger; social isolation; withdrawal; apathy; hopelessness; suicidal ideas; lack of trust; lack of concentration; lack of interest (e.g. school); and poor self-esteem. all these factors contribute towards poor academic performance of victims of gender centred aggression. to confirm the above findings one of the guidance & counselling teacher echoed that teacher 3: the result of violence shows adverse impacts indirectly and directly on the health of students mapfunde davie, mungomezi nisbert the influence of gender centred aggressiveness on the academic performance of learners: chishakwe primary school in mutare district volume 9 , number 2, november 2025| 374 zzzzzz and their education and their organization. their academic performance affected badly, they mentally remain disturbed. these factors lose the confidence of children and put their educational condition at the high risk. schwartz & davis, (2006) discovered that, in relation to academic functioning, children who experience higher levels of violence have lower abilities in reading, mathematics, and general knowledge. according to bisika (2009), in a survey of gender centred aggression in malawi, 61% of girls who experienced gendercentred aggression were affected in their school performance. qualitative studies have shown that gender centred aggression contributes to learners poor performance and dropout. the chances of the learners doing well academically are hampered by gender centred aggression. children who have been severely abused or neglected are more likely to experience learning difficulties and perform poorly at school, and at times end up dropping out. girls subjected to gca in the form of rape, forced or coerced sex can have early and unintended pregnancies and, as a consequence, an increased risk of their education being curtailed. strategies implemented to minimise the occurrence of gender centred aggression to enhance academic performance of learners teachers spend more hours with learners. in zimbabwe, from grade 6 up to advanced level, learners finish their lessons or sporting activities around 4pm. on this basis, it is noble to engage teachers more in the fight against gca since they are the ones who spend more time with them. for them to do their work diligently and meticulously, teachers should be well motivated. the school head: engage teachers as much as possible. teachers and school administrators must be well-trained, equipped and supported to prevent and respond to gender centred aggression in and around schools. the performance of teachers in combating gca can be effected by motivation which in general terms refers to incentives and remuneration. closely linked to what the head said, the united nations girls’ education initiative (ungei) (2015) proposed that there should be a whole school approach. ungei (2015) charged that, the success of a whole school approach is dependent on actions at the school level and also on how well these are connected with national policy frameworks and ongoing systems of planning, reporting and monitoring that links schools with the provincial education departments. parent 1 professed that the appropriate strategy to minimise the occurrence of gender centred aggression is: addressing gca requires working in partnership with communities (including parents) and stakeholders at all levels, including the judiciary, child protection authorities and the transportation sector. unesco (2016) noted that, the war against gca does not require a single body. it requires the unity and co-operation of different stakeholders. the government should work with: teachers, parents, churches, non-governmental organizations and the relevant ministries in finding solutions to ending gca. the teachers and parents should work hand in hand with nongovernmental organizations such as save the child, childline, dreams, fact, children tariro, youth alive, etc, in the fight against gca. they should also incorporate the help of ministry of health, social welfare, victim friendly unit and lawyers for human rights. dealing with such stakeholders will go a long way in doing away with gca. conclusion it was concluded that the existence of all the forms of gender centred aggressiveness adversely affects learners’ physical, emotional and psychological development. the wholesome development is greatly affected. involvement of teachers and other stakeholders would greatly mapfunde davie, mungomezi nisbert the influence of gender centred aggressiveness on the academic performance of learners: chishakwe primary school in mutare district volume 9 , number 2, november 2025| 375 zzzzzz assist in reducing gca with collaboration and advocacy as key strategies in assisting change the scenario. recommendations in light of the key findings of this study, the following recommendations were made with specific reference to policy makers; researchers and practitioners. based on the study findings and conclusions, the following are policy recommendations of the study: • the government and other stakeholders should strengthen international, national, and local commitments to end violence against children; prohibit all violence against children in national law; promote non-violent values and awareness raising; enhance the capacity of those who work with or for children; ensure accountability and end impunity; and to take a range of other actions to prevent violence against children and to respond to it effectively if it occurs. • engage teachers as much as possible. unesco has published two gender-sensitive reference materials to help teachers address school related gender centred aggression. the material clearly indicate the drastic measures that can be taken to prevent gca. the performance of teachers in combating gca can be effected by motivation which in general terms refers to incentives and excellent remuneration. indeed motivation of teachers and children is one of the strategies for combating the gca in schools. • there should be a multi-sectorial team approach to prevent and respond appropriately to gca. there should be involvement of both gender in promoting a safe environment, information dissemination, education, communication, protection of victims, offering medical care and psychosocial care to victims. • it is recommended to plan regular family training programs to inform families about the relationship between family attitude and tenancy for violence, to strengthen the communication between parents and children, and to support and improve parenting skills of the parents. • the state has primary responsibility for preventing and responding to gender centred aggression by taking all necessary legislative, administrative, judicial and other measures to prevent, investigate and punish acts of gender centred aggression, whether in the home, the school, the community and provide adequate care, treatment and support to victims/survivors. the state must pass stiffer jail terms to perpetrators especially of sexual aggression. longer jail terms will deter potential abusers from engaging in acts of sexual violence. • the state must take measures to eliminate all beliefs and practices that discriminate against women or sanction violence and abuse, including any cultural, social, religious, economic and legal practices. • there is need more guidance and counselling sessions in classes to learners at any level, be it primary, secondary or even tertiary level. it is through guidance and counselling lessons that people learn to do away with negative social norms that fuel gender centred aggression. • the judiciary, child protection authorities, the transportation sector, and civil society organisations must be partners in addressing the vulnerability of children en-route to and from school grounds. • campaigns, advocacy and lobbying can help efforts to prevent violence in schools by raising awareness and promoting better knowledge of children’s rights to a safe education. mapfunde davie, mungomezi nisbert the influence of gender centred aggressiveness on the academic performance of learners: chishakwe primary school in mutare district volume 9 , number 2, november 2025| 376 zzzzzz • strategies to eliminate gca should be integrated into other school-based initiatives such as violence prevention in schools, children’s rights, gender equality and women’s and girls’ empowerment, hiv and comprehensive sexuality education, life skills or citizenship education, disaster preparedness and peace-building. • education content, including curricula, textbooks, and pedagogy and classroom practices can be designed to be gender-transformative and promote peace, gender equitable norms, attitudes and behaviours. • the government and donors should prioritize and expand financing to support programmes addressing gca, especially among marginalized and under-served populations. school information outlets of all kinds can play a role in raising awareness about basic human rights, common learner challenges, problem management, and possible protective measures against gca references addisu s. beyene a.s., chojenta c.l & loxton d.j. 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(2013). assessment of sexual violence against female learners in wolaita sodo university, southern ethiopia. unesco. 2016. school related gender based violence: global guidance. paris: unesco; and new york: un women. unfpa (2020) human rights watch (2001).human rights watch world report: new york city. unfpa (2022) on https://www.unfpa.org/news/millions-more-cases-violence-childmarriage female-genital-mutilation-unintended-pregnancies unifem (2011) violence against women–facts and figures, accessed at www.unifem.org/gender_issues/violence_against_women/facts_figures.php, on march 25, 2011. http://www.rawa.org/acid.htm%20on%2026%20february%202015 http://www.rawa.org/acid.htm%20on%2026%20february%202015 https://www.unfpa.org/news/millions-more-cases-violence-childmarriage mapfunde davie, mungomezi nisbert the influence of gender centred aggressiveness on the academic performance of learners: chishakwe primary school in mutare district volume 9 , number 2, november 2025| 379 zzzzzz united nations (2006).world report on violence against children. paris: united nations. united nations children’s fund, (2009). machel study 10-year strategic review: children and conflict in a changing world. accessed at: http://www.un.org/children/conflict/machel/_download/msr2_en.pdf on 6/1/2013 united nations secretary-general. (2006) in-depth study on all forms of violence against women: report of the secretary general: un wilson f., (2001) gender centred aggression in south african schools. international institute for educational planning. pretoria educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) university administration innovation for funding university education timothy olugbenga ajadi1, akinniranye oluwarotimi2 1senior research fellow, university of free the state, south africa 2adeyemi university of education, ondo nigeria ajagbesope@yahoo.co.uk accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract this study investigates the causes and physical manifestations of glossophobia among university students, with a focus on the university of johannesburg. the aim is to identify the underlying causes of glossophobia and explore its physical symptoms in students. adopting a qualitative research design within a constructivist paradigm, the study uses a phenomenological approach to capture the lived experiences of students. ten participants with self-reported glossophobia were selected through purposive sampling, and data were collected via semi-structured interviews. the data were analyzed using qualitative content analysis. the results indicate that glossophobia is primarily triggered by factors such as inadequate preparation, fear of judgment, fear of failure, perfectionism, and xenoglossophobia. these factors lead to physical symptoms, including hand shaking, voice trembling, increased heart rate, sweating, and shortness of breath, which significantly impair students' public speaking abilities. based on these findings, the study recommends several interventions to mitigate glossophobia, such as organizing public speaking workshops, creating peer support networks, promoting relaxation and mindfulness techniques, encouraging gradual exposure to public speaking, offering professional counseling, and raising awareness about glossophobia and mental health. these measures aim to alleviate anxiety, boost confidence, and create a supportive environment for students. addressing glossophobia can enhance students' academic experiences, improve communication skills, and promote overall wellbeing. keywords: funding, public university, university education, university administration innovation, quality instructional delivery by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the issue of inadequate funding for university education in nigeria has been a persistent and multifaceted challenge for over five decades, with its roots stretching back to the colonial era. initially, nigeria's higher education system was primarily funded by the colonial government, which established institutions to serve the needs of the colonial administration. however, as the http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2025| 81 country gained independence and the higher education system expanded, the financial framework governing public universities became increasingly unsustainable. today, the nigerian public university system is largely dependent on government allocations, which, despite growing demands, are insufficient to meet the financial needs of these institutions. this reliance on government funding has resulted in significant challenges, not only in the provision of basic academic resources but also in maintaining infrastructure, recruitment of qualified personnel, and ensuring overall academic quality 1. despite several decades of governmental efforts to address the financial constraints facing nigerian public universities, the situation has not improved significantly. public universities continue to grapple with inadequate teaching materials, deteriorating physical infrastructures, low staff remuneration, and underfunded research programs 2. these challenges have profound implications for the quality of education, as they hinder the ability of universities to offer a comprehensive and modern education to their students. notably, the reliance on government funding has also contributed to delays in academic programs and cancellations of planned projects due to the lack of financial resources. as a result, nigerian universities are faced with an ongoing crisis of financial instability, which has far-reaching consequences for both students and faculty . the lack of financial resources is a significant barrier to the development of skilled human capital in nigeria, which is crucial for the country’s socio-economic progress. the country faces a dual challenge: not only is there insufficient funding for university education, but the funds that are available are often inefficiently managed, resulting in suboptimal outcomes. the quality of education is compromised, making it difficult for universities to produce graduates equipped with the skills necessary to contribute to the country’s industrialization and development. furthermore, the accessibility of university education is becoming increasingly limited, as rising tuition fees and other financial barriers prevent many students from pursuing higher education 3. the need to explore alternative, innovative funding mechanisms for universities has never been more urgent. there is a growing recognition that universities must seek to diversify their revenue streams and reduce their reliance on government support. however, the transition to more sustainable funding models requires a thorough understanding of the underlying issues and the exploration of practical and viable solutions. this study aims to address these concerns by analyzing the implications of inadequate funding for nigerian universities and exploring potential strategies for generating alternative revenue. through a qualitative research approach, this study uses case study methodology to analyze literature, conduct interviews with key stakeholders, and examine reports from relevant institutions. the study focuses on identifying innovative funding 1 olajide a afolabi, “myths and challenges of building an effective digital library in developing nations” (2018): 51–79; lydia ogunya, “technology adoption motivation among organic cocoa farmers in southwest nigeria,” scidev 5, no. 3 (2024): 64–72. 2 henry e adama et al., “theoretical frameworks supporting it and business strategy alignment for sustained competitive advantage,” international journal of management & entrepreneurship research 6, no. 4 (2024): 1273–1287. 3 ayotunde adebayo, “emphasizing morals, values, ethics, and character education in today’s digital age,” smcc higher education research journal 2, no. 1 (2020), http://dx.doi.org/10.18868/sherjba.02.060120.03; natela doghonadze et al., “the degree of readiness to total distance learning in the face of covid-19 teachers’ view (case of azerbaijan, georgia, iraq, nigeria, uk and ukraine),” journal of education in black sea region 5, no. 2 (2020): 2–41, http://dx.doi.org/10.31578/jebs.v5i2.197. volume 9, number 1, may 2025| 82 solutions, such as partnerships with the private sector, alumni involvement, and business ventures that could help universities in nigeria overcome their financial challenges and improve the quality of education they provide. the significance of this study lies in its potential to provide universities with a roadmap for financial sustainability. by identifying innovative funding approaches, this research can help university administrators move beyond traditional reliance on government grants. the findings could have implications for policy makers, university leaders, and other stakeholders interested in improving the quality and accessibility of higher education in nigeria. furthermore, by drawing on the experiences of other countries facing similar challenges, the study aims to contribute to the broader discourse on sustainable funding models for higher education in developing nations. this research is particularly timely, as nigerian universities, and by extension the country, face increasing pressure to develop human capital that can drive economic growth, technological advancement, and social progress. as nigeria strives to meet its development goals, the capacity of its universities to produce skilled graduates must be prioritized. addressing the funding challenges faced by universities will play a crucial role in ensuring that the country’s higher education system is equipped to meet the demands of the 21st century. in this context, exploring innovative funding models is not only necessary but imperative for the long-term success and relevance of nigerian universities. method this study adopts a qualitative research design to explore the implications of inadequate funding for nigerian public universities and to identify innovative strategies to generate alternative revenue. a case study approach was employed to provide an in-depth analysis of the issue and to gain comprehensive insights from a variety of sources, including university administrators and other key stakeholders involved in the management of higher education in nigeria. the research methodology includes participant selection, data collection methods, data analysis procedures, as well as considerations of study limitations, reliability, validity, and ethical issues. research design the research follows a qualitative case study design, which allows for the exploration of complex phenomena within its real-life context. case studies are particularly appropriate when examining under-researched issues, such as the financial sustainability of public universities in nigeria, and when detailed, context-specific insights are needed (yin, 2018). the use of qualitative methods enables the researcher to obtain a rich understanding of the perceptions, attitudes, and experiences of participants regarding the challenges and solutions related to university funding. participants the participants for this study were selected using purposive sampling, which is commonly used in qualitative research to select individuals who have direct experience or knowledge of the research topic (patton, 2015). the sample consisted of university administrators, including faculty deans, finance officers, and senior management staff from selected public universities in nigeria. volume 9, number 1, may 2025| 83 these participants were chosen because of their involvement in decision-making processes related to university funding and resource allocation. additionally, government representatives and alumni association leaders were included in the study to gain a broader perspective on funding issues and potential solutions. the total number of participants was 15, with a mix of male and female respondents. the selection criteria ensured that participants were well-versed in the financial challenges faced by nigerian universities and could offer relevant insights. the participants were approached via email invitations, and consent was obtained prior to participation. all participants were informed of the purpose of the research, the voluntary nature of participation, and the confidentiality of their responses. data collection methods data were collected through semi-structured interviews and document analysis. semistructured interviews allowed for flexibility, enabling the researcher to probe deeper into the responses of participants and explore emergent themes. interview guides were developed based on the research questions and reviewed by experts in the field to ensure that they were comprehensive and relevant to the study's objectives. interviews were conducted either in-person or via video conferencing platforms, depending on the participants' availability and location. the interviews lasted between 30 and 45 minutes each and were audio-recorded with the consent of the participants. this allowed for accurate transcription and later analysis. the interview questions focused on the causes and consequences of inadequate funding, as well as potential strategies for addressing the financial challenges faced by universities. in addition to the interviews, document analysis was conducted on official university reports, funding allocation documents, and relevant government policy papers. this triangulation of data sources strengthened the validity of the findings by providing multiple perspectives on the issue of university funding. data analysis procedures the data were analyzed using thematic analysis, a widely used method for identifying and interpreting patterns in qualitative data 4. the analysis followed a step-by-step process: 1. familiarization with the data: the researcher transcribed the interview recordings verbatim and read through the documents to become familiar with the content. 2. generating initial codes: initial codes were generated by highlighting relevant sections of the text that related to the research questions, particularly around funding challenges and potential solutions. 3. searching for themes: codes were organized into broader themes, such as "innovative funding strategies" and "financial sustainability challenges." 4 victoria clarke and virginia braun, “thematic analysis,” the journal of positive psychology 12, no. 3 (2016): 297– 298, http://dx.doi.org/10.1080/17439760.2016.1262613. volume 9, number 1, may 2025| 84 4. reviewing themes: the themes were reviewed and refined to ensure they accurately represented the data and addressed the research questions. 5. defining and naming themes: each theme was defined and named to clearly reflect the core aspects of the data. 6. writing the report: the findings were presented in a narrative form, with direct quotes from participants used to support the analysis. the use of nvivo software for qualitative data management allowed for efficient coding and theme development, ensuring that the analysis was systematic and rigorous. limitations of the study while this study provides valuable insights into the funding challenges of nigerian universities, several limitations must be acknowledged. first, the study's sample size is relatively small, consisting of 15 participants, which limits the generalizability of the findings. second, the research is limited to public universities in nigeria, and the findings may not be applicable to private institutions or other countries with different educational systems. additionally, the study relies on self-reported data from participants, which may be influenced by individual perceptions or biases. future studies could expand the sample size and include participants from different regions and types of universities to improve the generalizability of the findings. reliability and validity to ensure the reliability and validity of the study, several measures were taken. member checking was employed by sharing the transcriptions and interpretations of the interviews with participants to verify the accuracy of the findings 5. furthermore, triangulation was achieved by using multiple data sources, including interviews and document analysis, to validate the results. peer debriefing was also utilized, where the researcher discussed the findings with colleagues to confirm that the interpretations were consistent and grounded in the data. additionally, audit trails were maintained throughout the research process to ensure transparency and enable other researchers to verify the steps taken in the study. results and discussion the research revealed several key findings regarding the causes and implications of inadequate funding in nigerian public universities, as well as potential strategies for generating alternative revenue. these findings are based on data collected through interviews with university administrators, government representatives, and alumni association leaders, complemented by document analysis of relevant reports and funding documents. the results can be categorized into three main areas: causes of inadequate funding, the consequences of funding deficiencies, and innovative strategies to address these challenges. 5 john w creswell and vicki l plano clark, designing and conducting mixed methods research (sage publications, 2017). volume 9, number 1, may 2025| 85 causes of inadequate funding the participants identified several key factors contributing to the inadequate funding of nigerian public universities. these include: 1. government dependence: the universities' over-reliance on government allocations has been a consistent challenge. participants indicated that government funding is often insufficient and inconsistent, leading to financial instability in universities. participant 1 noted, "most of our funding comes from the government, and it's not always reliable. we struggle to manage with the allocations provided." 2. economic challenges: the economic instability in nigeria, including inflation and fluctuating oil prices, has negatively affected the government's ability to allocate sufficient funds to education. participant 3 highlighted, "the country’s economic challenges have significantly impacted the government's funding for universities. we are seeing a gradual reduction in the money allocated to education." 3. budget mismanagement: several participants pointed to inefficiencies in the management of funds within universities. participant 4 observed, "even when the funds are allocated, they are not always used effectively. mismanagement of budgets in some universities leads to delays in project implementation." consequences of inadequate funding the study identified several direct consequences of inadequate funding in nigerian public universities: 1. project delays and cancellations: participants noted that many planned infrastructure projects, such as the construction of lecture halls and hostels, were either delayed or canceled due to financial constraints. participant 2 stated, "we often have to delay or cancel vital projects simply because the funds are not available." 2. decline in quality of education: the shortage of funds has led to the deterioration of academic resources and teaching materials, affecting the quality of education. participant 5 noted, "students suffer because they don’t have access to up-to-date textbooks and teaching materials." 3. faculty exodus: financial instability has contributed to a significant exodus of faculty members, with many leaving for better opportunities in other sectors or abroad. participant 6 explained, "the lack of competitive salaries and financial incentives is driving our best faculty members away." 4. increased inaccessibility of university education: rising tuition fees, due to the financial constraints of universities, have made education increasingly inaccessible to many potential students. participant 7 emphasized, "tuition fees are rising, and many students can no longer afford to continue their education." innovative funding strategies the study also identified several potential solutions for addressing the funding challenges faced by nigerian universities. these strategies, proposed by the participants, include: 1. university business ventures: participants suggested that universities should explore alternative income-generating activities, such as creating university-run businesses or partnering with the private sector. participant 8 noted, "universities should look into setting up business ventures that can generate income, whether through research collaborations or establishing centers for technological innovation." volume 9, number 1, may 2025| 86 2. donations and alumni engagement: the importance of donations, particularly from alumni, was emphasized as a potential revenue stream. participant 9 observed, "universities must strengthen alumni associations to encourage donations. many alumni are willing to contribute to the development of their alma mater if the systems are in place." 3. investments in the securities market: several participants recommended that universities invest in the securities market as a way to generate additional funds. participant 10 explained, "universities should have a strong investment portfolio that includes the securities market to secure funds for long-term projects." 4. charging for university facilities: participants suggested that universities could generate revenue by introducing user fees for certain facilities, such as libraries, sports centers, and other amenities. participant 1 mentioned, "charging nominal fees for facilities can help universities maintain their resources without burdening students." discussion this study sheds light on the causes, consequences, and potential solutions to the issue of inadequate funding in nigerian public universities. through the analysis of the data collected from interviews with university administrators, government officials, and alumni leaders, this research offers valuable insights into the multifaceted nature of the funding crisis and the innovative approaches that universities can adopt to alleviate the challenges they face. the findings of this study have important implications not only for nigerian higher education but also for universities in other developing countries that face similar financial constraints. causes of inadequate funding one of the primary causes identified by the participants is the over-reliance on government funding, which remains the major source of revenue for most public universities in nigeria. this finding aligns with the work of ogunyemi 6, who argues that the heavy dependence on state funding makes universities vulnerable to fluctuations in national revenue, particularly when the government faces economic instability. in nigeria, this reliance is compounded by systemic issues such as corruption, misallocation of funds, and inconsistent budget allocations 7. the economic volatility, particularly due to the global dependence on oil exports, means that government funding for education often fluctuates, leaving universities without the financial stability required for longterm planning and development. 6 dotun ogunyemi et al., “microaggressions in the learning environment: a systematic review.,” journal of diversity in higher education 13, no. 2 (2020): 97. 7 okeke fn et al., “the study ofeffects of annual housing budget allocation and housing provision in enugu state of nigeria,” international journal of engineering research and advanced technology (2022); matthias u. agboeze et al., “role of local government in community development projects in nsukka local government area of enugu state, nigeria: implication for adult educators,” sage open (2021); chinyere mbachu et al., “supporting strategic health purchasing: a case study of annual health budgets from general tax revenue and social health insurance in abia state, nigeria,” health economics review, 2021. volume 9, number 1, may 2025| 87 this over-reliance on government funding can be seen as both a cause and a symptom of broader systemic issues in the country’s higher education landscape. alabi & shittu 8 highlight that government support for universities is often inadequate and, in many cases, subject to political influence. this creates a situation where universities are expected to function with insufficient resources, which in turn affects the quality of education, faculty retention, and students' overall learning experience. the economic challenges identified by participants are also well-documented in the literature on educational funding in developing countries 9. the inflationary pressures, combined with the fluctuating value of the naira and the declining purchasing power of the average nigerian, make it increasingly difficult for universities to maintain adequate teaching and research infrastructures. this finding supports the view that economic instability is a critical factor that exacerbates the financial difficulties faced by universities in developing nations 10. consequences of inadequate funding the consequences of inadequate funding identified in this study, including project delays, faculty exodus, and declining quality of education, are consistent with findings from previous studies 11. project delays and cancellations were particularly pronounced in the study, with participants reporting that many infrastructure projects, such as new lecture halls and dormitories, were delayed or abandoned due to financial constraints. this is consistent with research by harrison et al. 12, which highlights that in countries with underfunded education systems, delays in infrastructure development are common and can have a profound impact on students’ academic experiences. furthermore, the exodus of faculty due to financial instability is a concerning issue raised by several participants. this is an ongoing issue in nigerian higher education, where faculty members often seek opportunities abroad or in other sectors due to the lack of competitive salaries and benefits 13. this finding echoes okeke’s 14 assertion that financial instability in universities not only affects their operational efficiency but also contributes to a brain drain, with highly skilled academic staff leaving for better prospects. 8 ahmed tajudeen shittu, amosa isiaka gambari, and t o alabi, “enquiry studies of factors determining the use of moodle for learning among student-teachers in nigeria” (the 3rd international conference on educational research and practice, 2015). 9 adebayo, “emphasizing morals, values, ethics, and character education in today’s digital age.” 10 hassan mahmood aziz et al., “factors affecting international finance corporation,” international journal of humanities and education development (ijhed) 3, no. 3 (2021): 148–157; mahmood ahmed aziz and bilal aziz, “comparative analysis on the economic impacts of client’s and member based microfinance institutions in pakistan,” paradigms 13, no. 2 (2019): 58–64. 11 rob grieve et al., “student fears of oral presentations and public speaking in higher education: a qualitative survey,” journal of further and higher education 45, no. 9 (2021): 1281–1293; joshua afolabi, “financial development, trade openness, and economic growth in nigeria,” iranian economic review 26, no. 1 (2022): 237–254. 12 christian blickem et al., “what is asset-based community development and how might it improve the health of people with long-term conditions? a realist synthesis,” sage open (2018). 13 doghonadze et al., “the degree of readiness to total distance learning in the face of covid-19 teachers’ view (case of azerbaijan, georgia, iraq, nigeria, uk and ukraine).” 14 agboeze et al., “role of local government in community development projects in nsukka local government area of enugu state, nigeria: implication for adult educators.” volume 9, number 1, may 2025| 88 the decline in quality of education is one of the most significant consequences of inadequate funding. participants emphasized that insufficient resources for teaching materials, research, and student support services are directly impacting the quality of education. alabi & shittu 15 also report similar findings, noting that inadequate funding leads to an overall decline in the educational standards of nigerian universities. this decline, in turn, affects the preparedness of graduates, who may not be equipped with the necessary skills to compete in the global workforce. moreover, the increased inaccessibility of university education due to rising tuition fees is a critical issue. as participants noted, financial barriers prevent many students from accessing higher education altogether, exacerbating the problem of unequal access to education. this trend of rising tuition is consistent with global concerns about the commercialization of higher education, where financial barriers limit access to quality education 16. in the case of nigeria, this poses an additional challenge to national development, as it limits the number of skilled individuals who can contribute to the country’s economic growth. innovative funding strategies the study also identified several innovative funding strategies that could help universities reduce their reliance on government allocations and generate additional revenue. these strategies, including business ventures, donations, and investments in the securities market, reflect trends seen in universities globally, where institutions diversify their revenue streams to ensure financial sustainability 17. the idea of universities establishing business ventures is a promising strategy, as it allows institutions to generate income by leveraging their intellectual property, research capabilities, and human capital. participant 8’s suggestion to set up business ventures aligns with the literature on entrepreneurial universities, which have been shown to successfully generate alternative income streams by commercializing research and fostering university-business partnerships 18. however, the implementation of this strategy requires careful planning and institutional capacity to manage business operations effectively, particularly in a context where universities are already financially 15 shittu, gambari, and alabi, “enquiry studies of factors determining the use of moodle for learning among student-teachers in nigeria.” 16 michael mitchell, michael leachman, and kathleen masterson, “a lost decade in higher education funding state cuts have driven up tuition and reduced quality” (2017); sandy baum, charles kurose, and michael mcpherson, “an overview of american higher education,” the future of children (2013): 17–39; steven w hemelt and dave e marcotte, rising tuition and enrollment in public higher education (iza discussion papers, 2008); afolabi, “financial development, trade openness, and economic growth in nigeria.” 17 d igbineweka and blessing anukaenyi, “evaluating the effectiveness of innovative funding strategies in resolving funding problems in south-south nigerian universities,” international journal of education 2, no. 1 (2017): 101–116; eyiene ameh, fidelis aduma wonah, and blessing iheoma nwannunu, “innovative funding strategies and quality university education for sustainable development in cross river state, nigeria.,” international journal of education and evaluation 4, no. 6 (2018): 27–36; thomas estermann, enora bennetot pruvot, and anna-lena claeyskulik, “designing strategies for efficient funding of higher education in europe,” define interim report (2013). 18 michele o’dwyer, raffaele filieri, and lisa o’malley, “establishing successful university–industry collaborations: barriers and enablers deconstructed,” the journal of technology transfer 48, no. 3 (2023): 900–931; varun gupta et al., “library social networking sites for fostering startup business globalization through strategic partnerships,” the journal of academic librarianship 48, no. 6 (2022): 102504; walter leal filho et al., “the added value of partnerships in implementing the un sustainable development goals,” journal of cleaner production 438 (2024): 140794. volume 9, number 1, may 2025| 89 strained. similarly, strengthening alumni associations to encourage donations was highlighted as another effective strategy for generating additional funds. this finding echoes harrison et al. 19, who argue that alumni networks can play a crucial role in supporting universities financially through donations and endowments. the development of a strong alumni base is particularly important in the context of nigerian universities, where there is currently limited engagement between universities and their alumni communities. by fostering a culture of giving and establishing well-organized alumni networks, universities can secure a steady stream of funding to complement government support. the strategy of investing in the securities market was also identified as a viable option. while this idea has been less explored in the nigerian context, burlingame et al. (2020) suggest that universities worldwide have successfully used investments to build endowments that can generate long-term revenue. however, this approach requires a shift in mindset, as universities would need to develop the necessary financial expertise and governance structures to manage such investments responsibly. policy implications the findings from this study have several policy implications. first, it is essential for the nigerian government to increase its investment in higher education and adopt more sustainable funding models. while universities must seek alternative sources of income, government funding should remain a critical element in ensuring that education is accessible and of high quality. second, universities themselves must embrace a more entrepreneurial approach to revenue generation, focusing on diversification of income streams to reduce dependency on government allocations. this shift requires strong leadership, the development of business acumen within university administration, and a more collaborative relationship with the private sector and alumni. given the significant challenges related to university funding in nigeria, future research should focus on evaluating the effectiveness of these innovative strategies over time. longitudinal studies could assess the sustainability of business ventures and alumni donations in generating revenue for universities. additionally, comparative studies between nigerian public universities and their counterparts in other developing countries could provide further insights into best practices for funding higher education in similar socio-economic contexts. conclusion the findings of this study underscore a critical issue: government funding and subventions to universities in nigeria have proven inadequate to meet the growing needs of universities in terms of human resources, infrastructure, and educational materials essential for high-quality service delivery. as the pressure on public universities intensifies, there is a pressing need for university administrators to explore innovative strategies for revenue generation. without such initiatives, the nigerian higher education system will continue to face significant challenges, 19 blickem et al., “what is asset-based community development and how might it improve the health of people with long-term conditions? a realist synthesis.” volume 9, number 1, may 2025| 90 including project delays, declining educational quality, operational difficulties, faculty exodus, financial instability, and increasing inaccessibility to university education. this study advocates for the adoption of several innovative funding strategies that can help universities reduce their dependency on government allocations. these strategies include attracting donations from alumni and other external sources, establishing university business ventures, introducing new academic programs that meet market demands, charging nominal fees for university facilities, investing in the securities market, and strengthening alumni associations to foster long-term financial support. these strategies not only offer sustainable sources of income but also enable universities to regain control over their financial future, ensuring that they are better equipped to deliver quality education despite the challenges posed by limited government funding. the practical implications of these findings are profound for university administration. institutions must begin to think more creatively about funding, moving away from a dependence on unpredictable government support toward diversified income streams. this shift in approach requires a restructuring of how universities engage with their communities, including alumni, industry partners, and the private sector. by embracing these innovations, universities can secure the resources needed to enhance educational quality, improve faculty retention, and increase student access to higher education. looking ahead, future research should examine the long-term impacts of these innovative funding strategies. specifically, studies could explore how such strategies affect university sustainability, educational quality, and student outcomes over time. comparative research across different developing countries facing similar financial constraints would also be beneficial in identifying best practices for funding higher education. furthermore, the effectiveness of each funding strategy should be assessed to determine which approaches are most suited to the unique challenges of nigerian universities. the need for innovative funding strategies in nigerian universities is more urgent than ever. universities must diversify their revenue streams to ensure the continued delivery of quality education. by adopting these strategies, universities can mitigate financial instability and remain at the forefront of educational development in the country. reference adama, henry e, oladapo a popoola, chukwuekem d okeke, and abiodun e akinoso. “theoretical frameworks supporting it and business strategy alignment for sustained competitive advantage.” international journal of management & entrepreneurship research 6, no. 4 (2024): 1273–1287. adebayo, ayotunde. “emphasizing morals, values, ethics, and character education in today’s digital age.” smcc higher education research journal 2, no. 1 (2020). http://dx.doi.org/10.18868/sherjba.02.060120.03. afolabi, joshua. “financial development, trade openness, and economic growth in nigeria.” iranian economic review 26, no. 1 (2022): 237–254. afolabi, olajide a. “myths and challenges of building an effective digital library in developing nations” (2018): 51–79. agboeze, matthias u., georgina chinagorom eze, prince onyemaechi nweke, ngozi justina volume 9, number 1, may 2025| 91 igwe, onyeodiri charity imo, ekaette okon okop, mary chinyere okengwu, maryrose n. agboeze, polycarp m.d. okeke, and mkpoikanke sunday otu. “role of local government in community development projects in nsukka local government area of enugu state, nigeria: implication for adult educators.” sage open (2021). ameh, eyiene, fidelis aduma wonah, and blessing iheoma nwannunu. “innovative funding strategies and quality university education for sustainable development in cross river state, nigeria.” international journal of education and evaluation 4, no. 6 (2018): 27–36. aziz, hassan mahmood, sarhang sorguli, pshdar abdalla hamza, b y sabir, k s qader, bayar ali ismeal, and b gardi. “factors affecting international finance corporation.” international journal of humanities and education development (ijhed) 3, no. 3 (2021): 148–157. aziz, mahmood ahmed, and bilal aziz. “comparative analysis on the economic impacts of client’s and member based microfinance institutions in pakistan.” paradigms 13, no. 2 (2019): 58–64. baum, sandy, charles kurose, and michael mcpherson. “an overview of american higher education.” the future of children (2013): 17–39. blickem, christian, shoba dawson, susan kirk, ivaylo vassilev, amy mathieson, rebecca harrison, peter bower, and jonathan lamb. “what is asset-based community development and how might it improve the health of people with long-term conditions? a realist synthesis.” sage open (2018). clarke, victoria, and virginia braun. “thematic analysis.” the journal of positive psychology 12, no. 3 (2016): 297–298. http://dx.doi.org/10.1080/17439760.2016.1262613. creswell, john w, and vicki l plano clark. designing and conducting mixed methods research. sage publications, 2017. doghonadze, natela, aydin aliyev, huda halawachy, ludmila knodel, and adebayo samuel adedoyin. “the degree of readiness to total distance learning in the face of covid-19 teachers’ view (case of azerbaijan, georgia, iraq, nigeria, uk and ukraine).” journal of education in black sea region 5, no. 2 (2020): 2–41. http://dx.doi.org/10.31578/jebs.v5i2.197. estermann, thomas, enora bennetot pruvot, and anna-lena claeys-kulik. “designing strategies for efficient funding of higher education in europe.” define interim report (2013). fn, okeke, okoye pu, obiora co, and bert okonkwor cbn. “the study ofeffects of annual housing budget allocation and housing provision in enugu state of nigeria.” international journal of engineering research and advanced technology (2022). grieve, rob, julie woodley, s e hunt, and alison mckay. “student fears of oral presentations and public speaking in higher education: a qualitative survey.” journal of further and higher education 45, no. 9 (2021): 1281–1293. gupta, varun, luis rubalcaba, chetna gupta, and leandro f pereira. “library social networking sites for fostering startup business globalization through strategic partnerships.” the journal of academic librarianship 48, no. 6 (2022): 102504. hemelt, steven w, and dave e marcotte. rising tuition and enrollment in public higher education. iza discussion papers, 2008. igbineweka, d, and blessing anukaenyi. “evaluating the effectiveness of innovative funding strategies in resolving funding problems in south-south nigerian universities.” international journal of education 2, no. 1 (2017): 101–116. leal filho, walter, thais dibbern, maria alzira pimenta dinis, evandro coggo cristofoletti, marcellus forh mbah, ashish mishra, amelia clarke, naima samuel, julen castillo apraiz, and ismaila rimi abubakar. “the added value of partnerships in implementing the un sustainable development goals.” journal of cleaner production 438 (2024): 140794. volume 9, number 1, may 2025| 92 mbachu, chinyere, chinyere okeke, chinonso obayi, agnes gatome-munyua, nkechi olalere, ikechi ogbonna, benjamin uzochukwu, and obinna onwujekwe. “supporting strategic health purchasing: a case study of annual health budgets from general tax revenue and social health insurance in abia state, nigeria.” health economics review, 2021. mitchell, michael, michael leachman, and kathleen masterson. “a lost decade in higher education funding state cuts have driven up tuition and reduced quality” (2017). o’dwyer, michele, raffaele filieri, and lisa o’malley. “establishing successful university– industry collaborations: barriers and enablers deconstructed.” the journal of technology transfer 48, no. 3 (2023): 900–931. ogunya, lydia. “technology adoption motivation among organic cocoa farmers in southwest nigeria.” scidev 5, no. 3 (2024): 64–72. ogunyemi, dotun, camille clare, yaritzy m astudillo, melissa marseille, eugene manu, and sun kim. “microaggressions in the learning environment: a systematic review.” journal of diversity in higher education 13, no. 2 (2020): 97. shittu, ahmed tajudeen, amosa isiaka gambari, and t o alabi. “enquiry studies of factors determining the use of moodle for learning among student-teachers in nigeria.” the 3rd international conference on educational research and practice, 2015. educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z disposition and academic performance of early childhood education pre-service teachers nonie nicolas1, angel rose rayon2, mikhalea digman3, ann gabrielle barbosa4, gladys sahagun5 education student philippines, nonienicolas123@gmail.com1, s.rayon.angelrose@cmu.edu.ph2, s.digman.mikhaela@cmu.edu.ph3, s.barbosa.anngabrielle@cmu.edu.ph4, gladyssahagun@gmail.com5 accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: this study investigated the connection between professional dispositions and academic performance among early childhood education (ece) pre-service teachers at central mindanao university during the 2024–2025 academic year. the research aimed to understand how specific qualities, including responsibility, integrity, sensitivity, enthusiasm, communication, and reflection, impacted academic success. second and third-year ece students participated, with their dispositions assessed using the bradley-isac assessment and their academic performance measured by general weighted averages (gwas). the findings revealed that these ece preservice teachers had a strong professional disposition. specifically, responsibility, sensitivity, enthusiasm, and integrity were rated "very high," while communication and reflection were highly regarded, receiving "high" ratings. academically, the pre-service teachers consistently achieved above-average performance. a key outcome was the correlational analysis, which established a significant relationship between academic performance and communication and reflection. this suggests these two dispositions are directly linked to academic success. furthermore, the study observed strong correlations among the dispositions, indicating that these qualities often codevelop and reinforce each other. in conclusion, while cmu's ece pre-service teachers exhibit robust dispositions and commendable academic achievement, the intricate interplay between certain dispositions, particularly communication and reflection, and educational success warrants further consideration in teacher education programs. keyword: disposition, academic performance, early childhood education, pre-service teacher introduction pre-service teachers played a crucial role in the education system as they transitioned into professional educators. in early childhood education (ece), their preparation was particularly significant because of their lasting impact on young learners during their formative years. academic performance was a critical aspect of this preparation, though factors like access to quality educational resources, time management challenges, financial constraints, and mental health struggles influenced it. additional issues, such as a lack of teaching experience, high expectations, and limited support systems, further affected their performance. beyond these challenges, cultivating dispositions such as responsibility, integrity, mailto:nonienicolas123@gmail.com mailto:s.rayon.angelrose@cmu.edu.ph mailto:s.digman.mikhaela@cmu.edu.ph mailto:s.barbosa.anngabrielle@cmu.edu.ph mailto:gladyssahagun@gmail.com nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 291 zzzzzz enthusiasm, sensitivity, communication, and reflection also significantly impacted their academic success. research, including that by notar et al. (2019), suggested a strong correlation between teacher dispositions and student learning outcomes. educators and training programs are responsible for shaping pre-service teachers, ensuring they master academic knowledge and develop these essential dispositions for effective teaching. studies indicated that when teachers possessed strong dispositions aligned with educational standards, students were more likely to succeed academically (wilkerson & lang, 2016). dispositions refer to the inherent attitudes, values, and beliefs that guide a teacher’s behavior and classroom interactions, shaping their professional growth. academic performance, in turn, served as a metric of learning progress, reflecting the ability to internalize and apply theoretical concepts. thus, a student’s disposition and academic performance were intricately linked, forming a foundation for future teaching effectiveness. this study investigated the relationship between dispositions and academic performance among ece pre-service teachers at central mindanao university (cmu), aiming to identify how these factors aligned and influenced one another. the research provided insights into how the admissions process can be refined to ensure that students entering the program possess both strong academic performance and the appropriate dispositional traits. whaley (2015) emphasized the need for teacher education programs to explicitly address dispositions in their curriculum, provide opportunities for self-reflection, and develop valid assessment tools. addressing this gap was crucial for developing educators who effectively guide and nurture young learners, as these dispositions directly influenced teaching behaviors, classroom interactions, and overall educational outcomes. teacher education programs must adapt curricula to focus on developing positive dispositions among future educators. programs that explicitly taught and assessed dispositions have produced graduates more aligned with national teaching standards and demonstrated higher levels of commitment to their professional roles (parfitt et al., 2019). the findings from this study help inform policy decisions aimed at selecting students who are not only academically competent but also possess the personal qualities necessary to succeed in the demanding field of early childhood education. by aligning admissions policies with academic and dispositional considerations, cmu better prepares future teachers to meet the needs of young learners, ultimately improving the quality of early childhood education. cmu played a critical role in preparing ece pre-service teachers, making it vital to examine how these students’ dispositions related to their academic success. while academic performance was often prioritized during admissions, there was growing recognition of the need to consider students’ dispositions. methods this chapter discussed the research methodology, research design, respondents, research instruments, data gathering procedure, and data treatment. the researchers employed a quantitative descriptive-correlational research design to examine the relationship between dispositions and the academic performance of early childhood education (ece) pre-service teachers at central mindanao university (cmu). the approach involved collecting numerical data through surveys and analyzing it statistically to determine patterns and correlations. the descriptive aspect measured the levels of dispositions (e.g., responsibility, integrity, sensitivity, enthusiasm, nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 292 zzzzzz communication, and reflection) and academic performance, while the correlational aspect assessed how these disposition variables related to and affected each other and how they related to academic performance. this study was conducted at central mindanao university (cmu), specifically within the college of education. the study utilized a complete enumeration to select participants, focusing on secondand third-year students enrolled in the bachelor of ece program during the second semester of the academic year 2024–2025, with a total of 64 pre-service teachers ultimately participating. the tool used to gather data was a structured questionnaire adapted and modified from the bradley-isaac assessment of pre-service teacher dispositions. this validated instrument measured the extent of required dispositions among ece pre-service teachers in checklist and questionnaire forms, with each disposition assessed using a likert-type scale ranging from strongly agree (5) to strongly disagree (1). the tool underwent pilot testing, resulting in a cronbach's alpha of 0.9066975, which indicated excellent internal consistency. in obtaining the general weighted average (gwa) data of the respondents, the researchers sent a letter to the college dean requesting permission to access the grades. the data were obtained from second and third-year ece students at cmu. the researchers distributed the adapted bradley-isaac assessment of pre-service teacher dispositions questionnaire during class sessions or at designated times, with permission from the author. each respondent was fully informed about the study's purpose, and their consent was obtained prior to participation, ensuring it was voluntary and that confidentiality was maintained. the completed questionnaires were collected in paper form at the end of each session. in addition to the survey responses, the program adviser provided data on academic performance in the form of gwas. this dual approach allowed the researchers to conduct analyses on both dispositional and academic performance data, providing a well-rounded insight into the relationship between the two variables. result and discussion dispositions of early childhood education pre-service teachers table i. levels of dispositions of early childhood education pre-service teachers in terms of responsibility statement dr mean interpretation i attend class regularly. strongly agree 4.59 very high i complete assignments and other course responsibilities. strongly agree 4.50 very high i meet work submission deadlines. strongly agree 4.28 very high i assume responsibility when working with others. strongly agree 4.25 very high i arrive at class on time. agree 4.05 high i keep scheduled appointments with program faculty. agree 3.73 high overall strongly agree 4.23 very high nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 293 zzzzzz legend: mean range descriptive rating interpretation 4.21 – 5.00 strongly agree very high 3.41 – 4.20 agree high 2.61 – 3.40 undecided moderate 1.81 – 2.60 disagree low 1.00 – 1.80 strongly disagree very low the data reveals a strong sense of responsibility among early childhood education (ece) pre-service teachers. this is evidenced by their regular class attendance (mean = 4.59), consistent completion of assignments and other course responsibilities (mean = 4.50), and adherence to work submission deadlines (mean = 4.28). furthermore, they demonstrate responsibility in group work (mean = 4.25), show punctuality in attending classes (mean = 4.05), and maintain scheduled appointments with program faculty (mean = 3.73). the overall mean score for responsibility is 4.23. the consistently high mean scores across various indicators of responsibility, particularly the overall mean of 4.23, suggest that responsibility is a deeply ingrained quality within this group of pre-service teachers. their dedication to learning, evident in high attendance and assignment completion, directly mirrors professional conduct, as highlighted by wilkerson et al. (2020). the ability to meet deadlines and collaborate effectively in group work indicates strong organizational skills and a commitment to shared goals. the proactive approach to maintaining faculty appointments further underscores a dedication to holistic professional development, aligning with the observations of notar et al. (2019). this overall strong showing of responsibility aligns with the emphasis by zhang et al. (2022) on the critical need for teacher education programs to cultivate and assess responsibility across various dimensions. this high level of responsibility stems from a combination of factors. the university's culture actively fosters accountability, and the curriculum emphasizes time management and organizational skills. teaching methodologies employed by faculty also encourage self-discipline and proactive engagement. additionally, the selection process for pre-service teachers prioritizes candidates who already exhibit a strong sense of responsibility, leading to a self-selected group with these desirable traits. these findings have significant implications for the preparedness of these future educators. a strong sense of responsibility directly translates into effective teaching practices, as these individuals are well-equipped to manage the diverse demands of the profession. their commitment to their studies and proactive approach to responsibilities results in a highly effective and organized classroom environment for their students. this consistent display of responsibility is a valuable asset in education, ensuring they are reliable, dependable, and capable educators who can create a positive and structured learning experience for young learners. this aligns with hill's (2020) emphasis on the importance of strong dispositions in enhancing teacher candidate preparedness. table ii. levels of dispositions of early childhood education pre-service teachers in terms of integrity nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 294 zzzzzz statement dr mean interpretation i complete my own work. strongly agree 4.63 very high i give credit to others' work using apa-formatted citations and references. strongly agree 4.45 very high i adhere rigorously to the college's guidelines for academic integrity. strongly agree 4.45 very high overall strongly agree 4.51 very high legend: mean range descriptive rating interpretation 4.21 – 5.00 strongly agree very high 3.41 – 4.20 agree high 2.61 – 3.40 undecided moderate 1.81 – 2.60 disagree low 1.00 – 1.80 strongly disagree very low the data demonstrate high academic integrity among early childhood education (ece) pre-service teachers. this is supported by their consistent responses showing a strong commitment to ethical academic practices. specifically, they report a high frequency of completing their work (mean = 4.63) and giving proper credit to others' work using apa-formatted citations and references (mean = 4.45). furthermore, they consistently indicate adhering rigorously to the college's guidelines for academic integrity (mean = 4.45). the overall mean score for academic integrity is 4.51. the consistently high mean scores, particularly the overall mean of 4.51, strongly indicate that academic integrity is a deeply ingrained value for these pre-service teachers. their commitment to completing original work and correctly citing sources reflects a fundamental understanding of plagiarism and the importance of academic honesty for effective teaching and professional success (bradley et al., 2020). adherence to college guidelines further underscores their dedication to upholding ethical standards. this high level of integrity is vital for fostering trust and credibility in educational environments (wilkerson et al., 2020). it directly correlates with academic performance and professional growth (fabelico & afalla, 2023). this strong demonstration of academic integrity stems from several contributing factors. the university's culture emphasizes academic honesty and ethical conduct as core values. the curriculum itself provides explicit instruction on plagiarism and proper citation techniques. additionally, teaching methods employed by faculty actively promote critical thinking and responsible scholarship, while the selection process for pre-service teachers prioritizes candidates who already exhibit high ethical standards. these findings have significant positive implications for the future teaching careers of these pre-service teachers. their commitment to ethical academic practices is a powerful role model for nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 295 zzzzzz their future students, fostering a culture of honesty and accountability in their classrooms. their understanding of plagiarism and proper citation ensures that they conduct themselves ethically in all their academic and professional endeavors. this high level of integrity is a valuable asset in education, promoting trust and creating a positive learning environment for students (notar et al., 2019). the consistent demonstration of integrity is a strong indicator of future success in the teaching profession, suggesting that the current program effectively prepares these pre-service teachers to uphold high ethical standards table iii. levels of dispositions of early childhood education pre-service teachers in terms of sensitivity statement dr mean interpreta tion i display sensitivity to social, cultural, ethnic, and religious differences. strongly agree 4.63 very high i treat faculty and staff respectfully. strongly agree 4.88 very high i treat peers respectfully. strongly agree 4.69 very high overall strongly agree 4.73 very high legend: mean range descriptive rating interpretation 4.21 – 5.00 strongly agree very high 3.41 – 4.20 agree high 2.61 – 3.40 undecided moderate 1.81 – 2.60 disagree low 1.00 – 1.80 strongly disagree very low the data indicate a remarkably high level of sensitivity among early childhood education (ece) pre-service teachers, with scores consistently in the "very high" range. this is reflected explicitly in their sensitivity to social, cultural, ethnic, and religious differences (mean = 4.63). their interactions also show respectful treatment of faculty and staff (mean = 4.88) and respectful interactions with peers (mean = 4.69). the overall mean score for sensitivity is 4.73. the overwhelmingly high mean scores across all sensitivity indicators, particularly the overall mean of 4.73, strongly suggest that sensitivity is a deeply ingrained disposition within this group of pre-service teachers. their ability to navigate and appreciate diversity (mean = 4.63) reflects an inclusive mindset, which aligns with gleason (2021), who emphasizes sensitivity as a critical component for successful teaching outcomes. the consistently high scores for respectful interactions with faculty, staff, and peers (means of 4.88 and 4.69, respectively) further underscore a collaborative and supportive approach, vital for positive interactions in educational settings, as nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 296 zzzzzz highlighted by ventista & brown (2023). these results are consistent with russell's (2021) emphasis on fostering sensitivity toward diversity to create inclusive classrooms. a confluence of factors influences this exceptionally high level of sensitivity. the university's strong commitment to producing globally competent graduates who demonstrate sensitivity plays a significant role. the curriculum and teaching practices emphasize empathy, cultural awareness, and respectful communication. furthermore, the university's overarching culture and values promote inclusivity and respect, while the selection process for pre-service teachers prioritizes candidates who already possess these inherent qualities. the implications of these findings are substantial. these pre-service teachers are exceptionally well-equipped to cultivate nurturing and inclusive learning environments for young children, effectively addressing the diverse needs of students from varied backgrounds. their respectful interactions with colleagues contribute to a positive and collaborative professional atmosphere. the findings suggest that the university's deliberate efforts to foster sensitivity are highly effective, providing a successful model for other institutions. this high level of sensitivity is a valuable asset in early childhood education, allowing educators to connect with children on a deeper level, fostering trust and understanding, and ultimately contributing to positive learning experiences for all children. table iv. levels of dispositions of early childhood education pre-service teachers in terms of enthusiasm statement dr mean interpretati on i accept feedback and work to improve my skills. strongly agree 4.67 very high i demonstrate a desire to learn. strongly agree 4.42 very high i show concern for mastery of the material. agree 4.16 high i share knowledge with the class. agree 4.05 high overall strongly agree 4.32 very high legend: mean range descriptive rating interpretation 4.21 – 5.00 strongly agree very high 3.41 – 4.20 agree high 2.61 – 3.40 undecided moderate 1.81 – 2.60 disagree low 1.00 – 1.80 strongly disagree very low nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 297 zzzzzz the data indicate a remarkably high level of sensitivity among early childhood education (ece) pre-service teachers, with scores consistently in the "very high" range. this is reflected explicitly in their sensitivity to social, cultural, ethnic, and religious differences (mean = 4.63). their interactions also show respectful treatment of faculty and staff (mean = 4.88) and respectful interactions with peers (mean = 4.69). the overall mean score for sensitivity is 4.73. the overwhelmingly high mean scores across all sensitivity indicators, particularly the overall mean of 4.73, strongly suggest that sensitivity is a deeply ingrained disposition within this group of pre-service teachers. their ability to navigate and appreciate diversity (mean = 4.63) reflects an inclusive mindset, which aligns with gleason (2021), who emphasizes sensitivity as a critical component for successful teaching outcomes. the consistently high scores for respectful interactions with faculty, staff, and peers (means of 4.88 and 4.69, respectively) further underscore a collaborative and supportive approach, vital for positive interactions in educational settings, as highlighted by ventista & brown (2023). these results are consistent with russell's (2021) emphasis on fostering sensitivity toward diversity to create inclusive classrooms. a confluence of factors influences this exceptionally high level of sensitivity. the university's strong commitment to producing globally competent graduates who demonstrate sensitivity plays a significant role. the curriculum and teaching practices emphasize empathy, cultural awareness, and respectful communication. furthermore, the university's overarching culture and values promote inclusivity and respect, while the selection process for pre-service teachers prioritizes candidates who already possess these inherent qualities. the implications of these findings are substantial. these pre-service teachers are exceptionally well-equipped to cultivate nurturing and inclusive learning environments for young children, effectively addressing the diverse needs of students from varied backgrounds. their respectful interactions with colleagues contribute to a positive and collaborative professional atmosphere. the findings suggest that the university's deliberate efforts to foster sensitivity are highly effective, providing a successful model for other institutions. this high level of sensitivity is a valuable asset in early childhood education, allowing educators to connect with children on a deeper level, fostering trust and understanding, and ultimately contributing to positive learning experiences for all children. statement dr mean interpretati on i use appropriate language in online discussions, emails, and course meetings. strongly agree 4.39 very high i am a thoughtful and responsive listener in online discussions and course meetings. agree 4.20 high i maintain emotional control. agree 4.20 high i communicate in a logical and organized manner. agree 4.17 high nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 298 zzzzzz i clearly articulate ideas verbally and in written expression. agree 4.08 high i use correct spelling, grammar, and punctuation. agree 4.06 high overall agree 4.18 high legend: mean range descriptive rating interpretation 4.21 – 5.00 strongly agree very high 3.41 – 4.20 agree high 2.61 – 3.40 undecided moderate 1.81 – 2.60 disagree low 1.00 – 1.80 strongly disagree very low the data indicate a high level of communication proficiency among early childhood education (ece) pre-service teachers. this is evident across various modalities, including their appropriate language use in online discussions, emails, and course meetings (mean = 4.39) and their ability to be thoughtful and responsive listeners in these settings (mean = 4.20). they also demonstrate emotional control (mean = 4.20) in their communication, communicate in a logical and organized manner (mean = 4.17), and are proficient in articulating ideas both verbally and in writing (mean = 4.08). furthermore, they consistently use correct spelling, grammar, and punctuation (mean = 4.06). the overall mean score for communication is 4.18. the consistently high mean scores, particularly the overall mean of 4.18, strongly suggest that these pre-service teachers possess well-developed communication skills crucial for effective teaching. their appropriate language use and active listening abilities are vital for building credibility and positive relationships (wilkerson et al., 2020). demonstrating emotional control, logical organization, and proficiency in verbal and written expression highlights their maturity and clarity of thought. as noted by zhang et al. (2022), mastery of communication basics like spelling and grammar forms the foundation for professional interaction in teaching. these skills are not innate but are fostered by a curriculum emphasizing effective communication strategies, teaching methods that encourage open dialogue, and a university culture promoting clear and respectful communication, aligning with bradley et al. (2020) and sahana & vijila (2015). this strong communication proficiency results from deliberate cultivation within the university environment. the curriculum should include specific modules or activities focused on developing communication skills relevant to educators. teaching methodologies incorporate group discussions, presentations, and written assignments that require precise and effective communication. furthermore, the university culture fosters an environment where clear, respectful, and professional communication is expected and encouraged among all community members, reinforcing these skills. these findings have significant implications for the future careers of these pre-service nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 299 zzzzzz teachers. their strong communication skills enable them to effectively build rapport with students, parents, and colleagues, fostering a positive and collaborative learning environment. their ability to articulate ideas clearly enhances the learning experience for their students, making complex concepts more accessible. written and verbal communication proficiency facilitates effective professional development and collaboration with peers. table vi. levels of dispositions of early childhood education pre-service teachers in terms of reflection statement dr mean interpret ation i connect prior knowledge and new information. strongly agree 4.42 very high i demonstrate the characteristics of a reflective practitioner in course discussions, assignments, and meetings. agree 4.16 high i connect theory with practice. agree 3.89 high overall agree 4.16 high legend: mean range descriptive rating interpretation 4.21 – 5.00 strongly agree very high 3.41 – 4.20 agree high 2.61 – 3.40 undecided moderate 1.81 – 2.60 disagree low 1.00 – 1.80 strongly disagree very low the data demonstrates a strong capacity for reflection among early childhood education (ece) pre-service teachers. their scores indicate a high level of reflective practice, evidenced by their demonstration of the characteristics of a reflective practitioner in course discussions, assignments, and meetings (mean = 4.16). they consistently show an ability to connect prior knowledge with new information (mean = 4.42) and effectively connect theory with practice (mean = 3.89 and 4.16). the overall mean score for reflection is high, underscoring its significant role in their professional development. the high mean scores across various indicators, particularly the strong showing in demonstrating characteristics of a reflective practitioner (mean = 4.16), suggest a deep engagement with self-assessment and continuous improvement, aligning with recommendations for teacher education programs (zhang et al., 2022). their consistent ability to connect prior knowledge with nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 300 zzzzzz new information (mean = 4.42) highlights a thoughtful and proactive approach to learning, crucial for fostering more profound understanding and critical thinking (gleason, 2021). furthermore, the robust ability to connect theory with practice (means of 3.89 and 4.16) indicates that these preservice teachers can translate theoretical concepts into practical classroom strategies, a key benefit emphasized by darling-hammond (2017) and sahana & vijila (2015). this strong reflective disposition is a cultivated trait, not merely innate. the university's curriculum emphasizes reflective practices and encourages critical analysis of teaching methods. faculty teaching methodologies also promote self-assessment and peer feedback, actively fostering a culture of reflection. furthermore, the university's overarching culture encourages continuous self-improvement and professional growth, creating an environment where reflection is highly valued. the implications of these findings are highly significant. these pre-service teachers are wellequipped to adapt to the dynamic challenges of the teaching profession. their reflective approach enables them to refine their teaching practices, enhancing their effectiveness continuously. their ability to bridge the gap between theory and practice ensures that their teaching is informed by pedagogical principles and grounded in practical application. this reflective capacity is a valuable asset for future educators, allowing them to adapt to evolving demands, contribute to continuous improvement, and ultimately enhance learning outcomes for young children. it is crucial for their professional growth and the creation of effective learning environments. table vii. overall levels of dispositions of early childhood education pre-service teachers statement dr mean interpretation responsibility strongly agree 4.23 very high integrity strongly agree 4.51 very high sensitivity strongly agree 4.73 very high enthusiasm strongly agree 4.32 very high communication agree 4.18 high reflection agree 4.16 high overall strongly agree 4.35 very high legend: mean range descriptive rating interpretation 4.21 – 5.00 strongly agree very high 3.41 – 4.20 agree high 2.61 – 3.40 undecided moderate nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 301 zzzzzz 1.81 – 2.60 disagree low 1.00 – 1.80 strongly disagree very low the study reveals overwhelmingly positive results regarding the dispositions of early childhood education (ece) pre-service teachers. they demonstrate a strong sense of responsibility (mean = 4.23), high levels of integrity (mean = 4.51), consistently strong sensitivity (mean = 4.73), and considerable enthusiasm (mean = 4.32). their communication skills (mean = 4.18) and reflective capacities (mean = 4.16) are also high. the overall mean score for all measured dispositions is 4.35. the consistently high mean scores across all dispositions indicate that these pre-service teachers possess robust professional qualities crucial for effective teaching. their responsibility reflects a commitment to duties and student well-being (hill, 2020), while high integrity scores underscore ethical conduct (bradley et al., 2020). strong sensitivity is vital for promoting inclusivity (russell, 2021), and enthusiasm enhances student engagement and teaching practices (wilkerson & lang, 2017). their reflective capacities suggest a commitment to continuous professional development and adaptability. while generally high, communication and reflection scores, though still in the "high" range, suggest slight opportunities for refining written and verbal expression and better-bridging theory with practice, as noted by zhang et al. (2022) and gleason (2021). this high level of preparedness is a product of multifaceted factors within the university's teacher education program. the curriculum integrates and emphasizes these key dispositions through coursework and assignments. teaching methods promote these qualities through active learning, collaborative projects, and opportunities for self-reflection. furthermore, the university culture actively fosters a supportive environment that encourages ethical conduct, empathy, and professional growth. it is also probable that the selection process for pre-service teachers prioritizes candidates who already demonstrate these positive dispositions, aligning with comprehensive strategies advocated by ventista and brown (2023). the implications of these findings are substantial. these pre-service teachers are wellpositioned to become highly effective and ethical educators. their strong dispositions in responsibility, integrity, sensitivity, enthusiasm, communication, and reflection enable them to create positive, engaging, and inclusive learning environments for young children. their commitment to continuous professional development, evidenced by their reflective capacity, ensures their adaptability in the ever-evolving landscape of early childhood education. the results strongly highlight the importance of nurturing these dispositions within teacher education programs to cultivate high-quality future educators. academic performance of early childhood education pre-service teachers descriptive statistics n minimum maximum mean std. deviation academic performance (gwa) 64 2.03 1.39 1.6333 .16787 valid n (listwise) 64 nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 302 zzzzzz legend: mean range descriptive rating interpretation 4.21 – 5.00 strongly agree very high 3.41 – 4.20 agree high 2.61 – 3.40 undecided moderate 1.81 – 2.60 disagree low 1.00 – 1.80 strongly disagree very low the academic performance of the 64 early childhood education pre-service teachers demonstrates substantial overall achievement. their general weighted averages (gwas) ranged from 1.39 to 2.03, with a mean of 1.6333 and a standard deviation of 0.16787. this data indicates a commendable level of academic success within the group. the mean gwa of 1.6333 comfortably falls within a strong academic performance range. the relatively low standard deviation (0.16787) is particularly noteworthy, suggesting that the scores are tightly clustered around the mean with minimal variation among participants. this consistency in performance points to a high degree of academic preparedness among these future educators and their ability to consistently meet academic expectations. this strong academic success is a confluence of several factors. individual motivation and effective study habits among pre-service teachers certainly play a role. furthermore, the university's curriculum, teaching methods, and overall academic culture contribute significantly to this positive outcome by fostering a supportive and rigorous learning environment. the consistency in scores across the cohort also suggests that the program effectively prepares a uniformly well-prepared group of future educators. these findings align with research emphasizing a positive correlation between strong dispositions (like responsibility and integrity) and higher academic achievement among pre-service teachers (fabelico & afalla, 2023). the high mean gwa and slight standard deviation strongly suggest that these pre-service teachers are well-prepared academically for the demands of the teaching profession. this academic success is a valuable asset, demonstrating their ability to handle the intellectual rigor of the profession and apply their knowledge effectively. the results highlight the importance of maintaining high academic standards in teacher education programs and indicate that the current program effectively produces graduates who are consistently well-prepared to be effective educators. relationship on the levels of disposition of early childhood education pre-service teachers and their academic performance to determine the statistical test used, either parametric or non-parametric, the statistician first conducted the normality test for the data on each variable. the result is below: nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 303 zzzzzz tests of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. responsibility .163 64 .000 .952 64 .014 integrity .235 64 .000 .883 64 .000 sensitivity .311 64 .000 .741 64 .000 enthusiasm .134 64 .006 .948 64 .009 communication .088 64 .005 .979 64 .006 reflection .163 64 .000 .937 64 .003 gwa .138 64 .004 .941 64 .004 the result indicates that both variables do not meet the normal distribution, as p<0.05. thus, the non-parametric test (spearman-rho) is applied to analyze data. correlation a ca d em ic p er fo rm an ce r es p o n si b il it y in te g ri ty s en si ti v it y e n th u si as m c o m m u n i ca ti 0 n r ef le ct io n academic performance spearman’s rho 1.000 -.229 -.242 -.197 -.064 .297* .316* sig. (2-tailed) . .069 .054 .118 .615 .017 .011 responsibility spearman’s rho -.229 1.000 .487** .345** .553** .620** .382** sig. (2-tailed) .069 . .000 .005 .000 .000 .002 integrity spearman’s rho -.242 .487** 1.000 .493** .498** .565** .565** sig. (2-tailed) .054 .000 . .000 .000 .000 .000 sensitivity spearman’s rho -.197 .345** .493** 1.000 .359** .440** .431** sig. (2-tailed) .118 .005 .000 . .004 .000 .000 enthusiasm spearman’s rho -.064 .553** .498** .359** 1.000 .552** .575** sig. (2-tailed) .615 .000 .000 .004 . .000 .000 communicatio n spearman’s rho -.297* .620** .565** .440** .552** 1.000 .725** sig. (2-tailed) .017 .000 .000 .000 .000 . .000 reflection spearman’s rho -.316* .382** .565** .431** .575** .725** 1.000 sig. (2-tailed) .011 .002 .000 .000 .000 .000 . nonie nicolas, angel rose rayon, mikhalea digman, ann gabrielle barbosa, gladys sahagun disposition and academic performance of early childhood education pre-service teachers volume 9, number 2, november 2025 | 304 zzzzzz academic performance and dispositions the correlation analysis using spearman's rho reveals varying levels of relationships between academic performance and the dispositions of early childhood education pre-service teachers. notable findings include: • communication (r= 0.297, p=0.017, r= 0.297, p = 0.017) and reflection (r=0.316, p=0.011, r = 0.316, p = 0.011) both exhibit significant correlations with academic performance. this suggests that while these dispositions are valuable in professional growth, they may be inversely related to academic success in this specific context. this phenomenon reflects challenges in balancing reflective practices and communication with academic rigor, as suggested by ventista & brown (2023), who emphasize the complexity of disposition development alongside academic demands. • other dispositions, such as responsibility (r=−0.229, p=0.069r = -0.229, p = 0.069), integrity (r=−0.242, p=0.054r = -0.242, p = 0.054), sensitivity (r=−0.197, p=0.118r = 0.197, p = 0.118), and enthusiasm (r=−0.064, p=0.615r = -0.064, p = 0.615), show positive but statistically non-significant correlations with academic performance. these results suggest a limited direct interaction between these dispositions and academic performance in this cohort. interrelationships among dispositions the correlation matrix highlights strong interrelationships among dispositions: • communication and reflection (r=0.725, p<0.001r = 0.725, p < 0.001) exhibit the strongest positive correlation, emphasizing the interconnected nature of clear communication and reflective practices in professional development. responsibility, integrity, and sensitivity also show significant positive correlations, reinforcing the idea that dispositions develop collectively as part of a teacher's overall competence. for example, responsibility and communication (r=0.620, p<0.001r = 0.620, p < 0.001) demonstrate a notable link, aligning with sahana & vijila (2015), who highlight communication as a critical component of professional accountability conclusion the findings confirm that ece pre-service teachers at cmu exhibit strong dispositional traits and academic capability. reflection and communication relate significantly to academic performance, suggesting that students actively engage in thoughtful learning and practical expression are more likely to excel in their studies. the positive correlation is expected and favorable in this context, as gwa is inversely scaled (lower gwa = higher academic performance). therefore, the results support the hypothesis that positive dispositions contribute to academic success. although not all dispositions showed statistically significant correlations, their consistently high levels highlight the effectiveness of cmu’s teacher education program in fostering holistic development. the study reinforces the importance of addressing cognitive and non-cognitive skills in preparing future educators references al-rawashdeh, a., ivory, g., & writer, j.h. 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(2022). positioning dispositions in initial teacher education: an action research approach. australian journal of teacher education, 47(4). http://dx.doi.org/10.14221/ajte.2022v47n4.3 educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) z impact of reflective practice on teachers’ professional practices in ghanaian high schools bawa mbage department of chemistry education, university of education, winneba, p o box 25, winneba, ghana corresponding author : bmbage@uew.gh accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract : this study investigates the impact of reflective practice on the professional practices and reflective thinking levels of science teachers in senior high schools and senior high technical schools in ghana. the research aims to assess how reflective practice influences teachers' engagement with professional standards, such as planning and preparation, instruction, classroom environment, and professional responsibility. a mixed-methods approach was used, combining quantitative data from a structured questionnaire and qualitative analysis of teachers' written reflections. a total of 51 science teachers from three schools participated, representing urban, peri-urban, and rural settings. the results showed that reflective practice had an average impact on planning and preparation, instruction, and classroom environment, but a low impact on professional responsibility. most teachers engaged in reflective practices at the "habitual action" and "understanding reflection" levels, with none reaching the "critical reflection" stage. the study highlights the need for further support in developing deeper reflective practices, particularly critical reflection, to improve teaching effectiveness and foster professional growth. the findings suggest that schools should integrate structured reflection opportunities into teacher evaluations and offer professional development focused on fostering transformative reflective practices for sustained improvement in teaching and learning outcomes. keywords: levels, professional practice; standards; reflection; science teachers by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the foundation for effectively implementing quality curriculum in the classroom heavily depends on the application of appropriate professional practices by teachers. in ghana, the traditional model of teacher preparation emphasized learning content knowledge and applying it during the preservice teaching practicum. however, contemporary teacher education systems have shifted to incorporate reflective practice, an essential element for teacher development worldwide. reflective http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2025| 165 z practice encourages both pre-service and in-service teachers to critically analyze their teaching methods, experiences, and outcomes to improve their future teaching practices and professional growth1 . this shift aligns with global educational trends where reflection is seen as an essential tool for enhancing teaching practices and ensuring quality education 2,3. reflective practice is defined as a process where teachers engage in systematic inquiry to assess and improve their instructional practices. it allows teachers to examine their teaching methods, analyze student responses, and modify their approaches for better future outcomes 45. teachers who actively engage in reflective practices are more likely to identify effective teaching strategies and address areas of improvement 678. this process also helps teachers develop a stronger professional identity, which significantly impacts their teaching quality, particularly in science education 9. in ghana, the integration of reflective practice into teacher education is crucial for improving teaching quality and meeting the challenges of implementing a new curriculum, particularly in senior high schools (shs). in recent years, the ministry of education in ghana has prioritized professional development for shs teachers, focusing on reflective practices to prepare teachers for the new standard-based curriculum. these professional development sessions emphasize various aspects of teaching, including lesson planning, classroom organization, assessment methods, and reflective practice. while these efforts aim to equip teachers with the necessary skills and knowledge, there remains a gap in understanding how reflective practices are influencing their professional teaching standards in the classroom. therefore, it is crucial to assess the impact of reflective practice on teachers' professional practices, particularly within the context of science education in ghanaian shs. the purpose of this study is to determine the impact of reflective practice on science teachers' professional practices in selected senior high schools and senior high technical schools in ghana. specifically, this study seeks to explore the influence of reflective practice on science teachers’ 1 slade, m., burnham, t., catalana, s., & waters, t. the impact of reflective practice on teacher candidates' learning. international journal for the scholarship of teaching and learning, (2019), 13)2(, article 15. doi.org/10.20429/ijsotl.2019.130215 2 rodgers, c, defining reflection: another look at john dewey and reflective teaching. teachers college record, 104 no 4 (2002)., 842-866. 3 farrell, t. tesol, a profession that eats its young! the importance of reflective practice in language teacher education. iranian journal of language teaching research, 4 no 3, (2016a). 97–107. 4 rodgers, c, defining reflection: another look at john dewey and reflective teaching. teachers college record, 104 no 4 (2002)., 842-866. 5 farrell, t. tesol, a profession that eats its young! the importance of reflective practice in language teacher education. iranian journal of language teaching research, 4 no 3, (2016a). 97–107. 6 mathew, p., & peechattu, p, reflective practices: a means to teacher development. asia pacific journal of contemporary education and communication technology, 3 no 1, (2017). 126–131 7 yalcin arslan, f. the role of lesson study in teacher learning and professional development of efl teachers in turkey: a case study. tesol journal, 10 no 2 (2019). 1–13. 8 ponsawa s & sumalee c, reflective practice in teacher education: issues, challenges, and considerations. pasaa, 62, (2021). 237-264 9 walkington, j, becoming a teacher: encourage development of teacher identity through reflective practice. asiapacific journal of teacher education, 33 no 1 (2005). 53–64. volume 9, number 1, may 2025| 166 z instructional methods and to assess the levels of reflective thinking exhibited by these teachers. by understanding the impact of reflective practices on teachers' professional practices, this research aims to contribute to the broader discourse on teacher professional development in ghana and provide insights into the effectiveness of reflective practices in improving teaching quality. reflective practice is a concept that has evolved over centuries, with early contributions from john dewey, who first linked reflection to action in the early 20th century. dewey’s work laid the foundation for modern reflective practice, which was further expanded by schön 10. according to schön, reflection can take place before, during, and after teaching, allowing teachers to evaluate their actions, improve their teaching strategies, and develop a deeper understanding of their practices. reflective practice has since become a cornerstone of teacher professional development, particularly in education systems that seek to improve teaching quality and student learning outcomes 11. in ghana, reflective practice has been integrated into the national educational curriculum, particularly through initiatives such as the transforming teacher education and learning (t-tel) project 12. this initiative highlights the importance of reflection in teacher development and aims to create reflective practitioners who can adapt to the demands of the modern classroom. reflective practice allows teachers to critically evaluate their teaching methods and modify them to better meet the needs of their students, resulting in improved teaching quality and enhanced student learning outcomes 1314. several models of reflective practice have been proposed to guide teachers through the reflective process. one widely known model is kolb’s 15 experiential learning cycle, which consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. this model encourages teachers to engage in a continuous cycle of experience, reflection, theory-building, and practice, thereby fostering lifelong learning. another popular model, proposed by rolfe, freshwater, and jasper 16, involves three key questions to guide reflection: "what? so what? now what?" these questions help teachers summarize their experiences, assess their significance, and plan for future actions. additionally, frameworks such as gibbs' reflective cycle 17 10 schon, d. a. (1983). the reflective practitioner: how professionals think in action. new york: basic books. 11 zeichner, k. & liston, d, reflective teaching: an introduction. mahwah, nj: lawrence erlbaum associates (1996). 12 apau, s. k. & dampson, d. g. (2019). the teacher in the mirror: the reflective practices of basic school teachers in the central region of ghana. asian journal of interdisciplinary research, 2(1), 35-47 13 yalcin arslan, f. (2019). the role of lesson study in teacher learning and professional development of efl teachers in turkey: a case study. tesol journal, 10(2), 1–13. 14 ponsawa s & sumalee c, (2021). reflective practice in teacher education: issues, challenges, and considerations. pasaa, 62, 237-264 15 kolb, d.a. (1984). experiential learning. new jersey, englewoodcliffs: prentice hall. 16 rolfe, g., freshwater, d., & jasper, m. (2001). critical reflection for nursing and the helping professions: a user’s guide. london: palgrave macmillan. 17 gibbs, g. (1988). learning by doing: a guide to teaching and learning methods. oxford further education unit: oxford. volume 9, number 1, may 2025| 167 z and korthagen and vasalos’ onion model 18 have been adopted to support teachers in their reflective practice, offering structured approaches to guide their self-assessment and professional growth. reflective practice is not only essential for improving teaching practices but also for enhancing teachers' professional identity and development. teachers who engage in deeper forms of reflection are better able to identify areas for improvement, adopt new teaching strategies, and challenge their existing assumptions about teaching and learning 19. this process helps them to become more adaptive and responsive to the needs of their students, ultimately contributing to the development of more effective teaching practices. in ghana, this is particularly relevant as teachers face diverse classroom challenges, including limited resources, large class sizes, and varying student needs. reflective practice allows teachers to adapt their teaching methods to address these challenges, thereby improving student engagement and learning outcomes 20. as the ghanaian educational system continues to evolve, reflective practice remains a key tool for improving teacher quality and ensuring the successful implementation of the new curriculum. however, while reflective practice has been widely promoted in teacher education, there is still limited research on its actual impact on teaching practices in ghanaian high schools. this gap in knowledge underscores the need for research that evaluates how reflective practice influences science teachers’ professional practices and whether it contributes to improved teaching and learning outcomes in the classroom. this study aims to assess the impact of reflective practice on the professional practices of science teachers in selected senior high schools and senior high technical schools in ghana. by examining the influence of reflective practice on teachers' instructional methods and the levels of reflective thinking exhibited by these teachers, this research will provide valuable insights into the effectiveness of reflective practice in improving teacher quality and enhancing student learning outcomes in ghanaian high schools. method this study adopted a mixed-methods research design, incorporating both quantitative and qualitative approaches, with a case study design to evaluate the impact of reflective practice on science teachers' professional practices. the research targeted science teachers from two senior high schools and one senior high technical school in the central region of ghana. a purposive sampling technique 18 korthagen, f., & vasalos, a. )2005(. levels in reflection: core reflection as a means to enhance professional growth. teachers and teaching, 11(1), 47–71. 19 dervent, f. (2015). the effect of reflective thinking on the teaching practices of preservice physical education teachers. issues in educational research, 25(3), 260-275. 20 jensen, e. (2009). teaching with poverty in mind. ascd: alexandria, va. volume 9, number 1, may 2025| 168 z was used to select 51 science teachers from these schools. the selection was based on two criteria: participation in reflective practice training during their pre-service education and being the sole science teacher at their respective schools. these schools represent different educational settings: urban, periurban, and rural. the sample consisted of teachers specializing in chemistry (26%), biology (25%), physics (17%), and integrated science (32%). all participants had been trained in reflective practices during their pre-service education at universities and continuous professional development programs. the primary objective of the professional development program was to help teachers use reflection to improve their professional practices and foster transformative learning within their classrooms. to assess the impact of reflective practice on teachers' professional practices, participants were observed over the course of one semester. the study focused on how these teachers reflected on their professional practices in science subjects, particularly for all lessons planned and taught during the semester. data collection data were collected using two instruments: the teaching evaluation instrument guide (teig) and a structured questionnaire. the teig was employed to assess teachers' reflections on their professional teaching standards throughout the study period. this instrument included four sections that corresponded to the four professional practice standards outlined by danielson 21, covering 21 descriptive factors. the structured questionnaire, adapted from kember et al. 22, was used to measure the impact of reflection on the teachers’ professional practices and to assess the levels of reflective thinking exhibited by participants. the questionnaire had four categories: habitual action, understanding, reflection, and critical reflection, which helped determine the participants' reflective thinking levels. the results from the confirmatory factor analysis indicated a strong fit for the fourfactor model 23. additionally, participants' written reflections on their lessons were collected in response to three guiding prompts: "what experience are you reflecting on?", "so why?", and "now what next for the future?" extra written reflections were also gathered for qualitative analysis. data analysis the analysis of written reflection data followed a systematic process. initially, the teacher-written reflections were read to gain an overall understanding and identify recurring ideas. these reflections were then coded to identify key phrases and grouped into broader categories. emerging patterns and themes were refined by merging or splitting categories as necessary, and validation was conducted by checking the data against the original written reflections. 21 danielson, c. (2013). a framework for teaching evaluation instrument. the danielson group. https://www.danielsongroup. org/framework/ 22 leung, d. y. p. and d. kember. the relationship between approaches to learning and reflection upon practice. educational psychology 23, no. 1(2003): 61–71 23 leung, d. y. p. and d. kember. the relationship between approaches to learning and reflection upon practice. educational psychology 23, no. 1(2003): 61–71 volume 9, number 1, may 2025| 169 z the level of reflection was assessed using a four-category outline derived from kember et al.'s 24framework for coding reflective thinking, which includes habitual action, understanding, reflection, and critical reflection. the analysis aimed to identify the depth of teachers' reflections based on their professional practice. 1. habitual action: teachers' reflections at this level focused on the “how” and “why” of their teaching practices without deeper personal engagement or application to real-life experiences. 2. understanding: reflections at this level involved teachers attempting to understand and accurately report teaching content without personal responses or connections to broader experiences. 3. reflection: at this stage, teachers reflected on their teaching and related it to their personal experiences and practical application in the classroom. 4. critical reflection: the highest level of reflection, where teachers transformed their perspectives by integrating new information, beliefs, and experiences, which influenced their teaching practice and approach to learners. each of these levels was scored and analyzed to determine the depth of teachers' reflective thinking. written reflections were categorized and evaluated based on the professional practice standards outlined by danielson25 , including planning and preparation, classroom environment, instruction, and professional responsibilities. statistical analysis descriptive statistics, including frequencies and percentages, were used to summarize the data collected from the teig and the structured questionnaires. the results were presented in tabular form to highlight the frequency of each level of reflection among the participants. additionally, qualitative data from the teachers' written reflections were analyzed thematically, and excerpts from the reflections were included in the results section to provide supporting evidence for the descriptive data. the impact of reflective practice on teachers’ professional practices was assessed using danielson's framework to evaluate the teachers' performance in the four competency areas. each category was examined in detail to determine the specific impact reflective practice had on enhancing professional competencies in planning, classroom management, instruction, and professional responsibility. the methodology of this study incorporated both quantitative and qualitative data collection and analysis techniques to comprehensively assess the impact of reflective practice on science teachers’ 24 leung, d. y. p. and d. kember. the relationship between approaches to learning and reflection upon practice. educational psychology 23, no. 1(2003): 61–71 25 danielson, c. (2013). a framework for teaching evaluation instrument. the danielson group. https://www.danielsongroup. org/framework/. volume 9, number 1, may 2025| 170 z professional practices. by combining structured questionnaires, reflective writing, and detailed analysis of teaching practices, this research provides valuable insights into how reflective practice influences teacher development and classroom effectiveness in the ghanaian context. result and discussion this section presents the general findings of the study, including demographic details, the reflection levels of teachers on the four professional teaching standards, and their overall levels of reflective practice. the data were collected from 51 science teachers across two senior high schools and one senior high technical school in the central region of ghana, representing urban, peri-urban, and rural educational settings. demographic information the demographic breakdown of the participating teachers, including gender and years of teaching experience, is shown in table 1. out of the 51 science teachers, 80.4% were male and 19.6% were female. regarding teaching experience, 17.6% of the teachers had 0-3 years of experience, 43.2% had 4-6 years, and 39.2% had more than 7 years of teaching experience. these results suggest that the majority of the participants were experienced teachers, with most having taught for 4 years or more. table 1: participants demographic information variable descriptive factor number of teachers (n) percentage (%) gender female 10 19.6 male 41 80.4 year of teaching 0 – 3 9 17.6 4 – 6 22 43.2 7 years and above 20 39.2 number of participants 51 100 reflection on professional standards teachers’ reflections on the four professional teaching standards (planning and preparation, instruction, classroom environment, and professional responsibility) were assessed using the frequency of reflections within the study period. the ratings for each professional standard were categorized as: low (0-39%), average (40-69%), and high (70-100%). table 2: professional teaching standards and competencies reflected professional standard descriptive factor number of teachers (n) percentage (%) average % (frequency) planning and preparation exhibit knowledge of content and pedagogy 41 80 59% (179) demonstrate knowledge of learner 20 40 state clear instructional outcomes 38 75 volume 9, number 1, may 2025| 171 z demonstrate knowledge of resources 41 80 state appropriate instructions 34 67 design learner assessment 5 10 instruction demonstrate flexibility and responsiveness 43 85 69% (174) effective communication with students 35 69 involve learners in learning objectives 40 79 using questions and answers techniques 46 90 integrate assessment of instruction 10 20 classroom environment create a culture for learning 15 30 44% (112) manage classroom procedure 31 60 manage learner behavior 26 50 create respect and rapport environment 20 40 manage physical space in class 20 40 professional responsibility exhibiting professionalism 29 56 39% (99) keeping accurate records 0 0 participating in professional community 46 90 reflecting on teaching and learning 5 10 family partnership 19 38 planning and preparation: the highest frequency of reflection (179) was observed in the planning and preparation professional standard, with 59% of teachers reflecting on it regularly. the competencies of knowledge of content and pedagogy, instructional outcomes, and knowledge of resources were highly reflected, with teachers frequently noting the importance of using teaching-learning materials (tlm) for clearer concept delivery. however, the competency related to designing learner assessment was poorly reflected (10%), indicating that assessment was a weak area for the teachers. instruction: reflection on the instruction standard showed an average impact (69%) but still rated as important. the highest levels of reflection were noted in question and answer techniques (90%), where volume 9, number 1, may 2025| 172 z teachers reflected on how they used questioning to gauge student understanding. on the other hand, reflection on integrating assessment of instruction was low (20%), indicating that teachers faced challenges in reflecting on and integrating assessments into their teaching. classroom environment: this standard was reflected at an average level (44%). while classroom management (60%) and learner behavior management (52%) were moderately reflected, the competencies of creating a culture for learning (30%) and managing physical space (38%) were poorly reflected, suggesting that teachers struggled with fostering an optimal learning environment. professional responsibility: reflection on professional responsibility was the lowest across all standards, with only 39% of teachers reflecting on this area. the highest reflection (90%) was seen in participating in professional community. however, competencies such as keeping accurate records (0%) and reflecting on teaching and learning (10%) were almost entirely neglected. levels of reflection the levels of reflection among the teachers were analyzed based on four categories: habitual action/non-reflection, understanding reflection, reflection, and critical reflection. the data revealed the following distribution: table 3: participants’ level of reflection level of reflection number of teachers (n) percentage (%) habitual action/non-reflection 21 42 understanding reflection 25 49 reflection 5 9 critical reflection 0 0 total 50 100 the results show that 42% of the teachers exhibited habitual action/non-reflection, suggesting that nearly half of the participants reflected at a superficial level or not at all. approximately 49% demonstrated understanding reflection, indicating that they reflected on teaching practices but without deep personal engagement or transformation. only 9% of the teachers reflected at the reflection level, with none reaching the critical reflection level. the lack of teachers reflecting at the highest level, critical reflection, suggests a significant opportunity for growth in teachers' reflective practices, which could have a direct impact on improving teaching quality and student outcomes. while the study indicates that teachers engage in reflective practices across all four professional standards, there is room for improvement, particularly in fostering deeper, more transformative forms of reflection. the absence of critical reflection among the participants points to a gap that needs to volume 9, number 1, may 2025| 173 z be addressed to enhance teacher development and ultimately improve educational outcomes in ghana’s high schools. discussion this study aimed to assess the impact of reflective practice on science teachers’ professional standards and competencies, as well as to evaluate their levels of reflective practice within the context of senior high schools and senior high technical schools in ghana. the findings revealed varying levels of engagement with reflective practice across the four key professional teaching standards: planning and preparation, instruction, classroom environment, and professional responsibility. overall, the results indicate that while teachers were engaged in reflective practice, the depth and breadth of this engagement varied significantly across the different standards. the findings suggest that planning and preparation was the most frequently reflected upon by teachers, with 59% of participants reflecting on this area. this outcome aligns with previous research, which indicates that teachers are generally more inclined to reflect on aspects of teaching that directly impact lesson planning and instructional strategies 26. the high frequency of reflection on competencies such as content knowledge, instructional outcomes, and the use of resources indicates that teachers place considerable importance on preparing lessons effectively. however, the relatively low reflection on learner assessment (10%) suggests that teachers may lack the necessary tools or training to adequately reflect on this critical aspect of teaching, which can hinder the development of comprehensive teaching practices. this finding is consistent with previous studies that point to teachers' struggles with assessing student learning in ways that inform instructional decisions . regarding classroom environment, the results revealed an average impact of reflective practice, with 44% of teachers reflecting on this standard. although classroom management and learner behavior were the most frequently reflected upon, other competencies, such as creating a culture for learning and managing physical space, were less frequently addressed. these findings align with jensen 27, who emphasized that creating a positive classroom climate requires teachers to consistently engage in reflective practices that promote effective classroom management. however, the limited reflection on fostering a learning culture and managing physical space suggests that teachers may not fully recognize the importance of these competencies in creating an optimal learning environment. this gap in reflective practice could be detrimental to student engagement and learning outcomes, as an effective classroom environment is essential for academic success 28. in terms of instruction, the study found this professional standard to be the most frequently reflected upon, with an average reflection rate of 69%. competencies related to questioning techniques, flexibility, and learner involvement were particularly well-reflected. this is in line with the 26 zeichner, k. & liston, d, reflective teaching: an introduction. (1996). mahwah, nj: lawrence erlbaum 27 jensen, e, teaching with poverty in mind. (2009). ascd: alexandria, va 28 harland, d. & wondra, j. preservice teachers’ reflections on clinical experiences: a comparison of blog and final paper assignments. journal of digital learning in teacher education, 27 no 4, (2011). 128-135 volume 9, number 1, may 2025| 174 z findings of lawrence-wilkes and ashmore 29, who highlighted the significant role that reflective practice plays in enhancing teaching strategies and fostering student-centered learning environments. however, the low reflection on assessment during instruction (20%) suggests that teachers may still struggle to integrate ongoing formative assessment into their teaching. this could be due to a lack of training in assessment strategies or a reliance on summative assessments, as observed in previous studies 30. the professional responsibility standard showed the weakest reflection, with only 39% of teachers reflecting on this area. although participation in professional communities was highly reflected (90%), other competencies such as keeping accurate records (0%) and reflecting on teaching and learning (10%) were poorly reflected upon. this finding is concerning, as maintaining accurate records is critical for tracking student progress and informing instructional decisions 31. the lack of reflection on this competency could limit teachers' ability to evaluate the effectiveness of their teaching and adjust their strategies accordingly. moreover, the low level of reflection on teaching and learning outcomes suggests that teachers may not fully engage in the critical process of evaluating the impact of their teaching practices on student learning. the study also examined the levels of reflective practice among the teachers. the majority of teachers were found to reflect at the habitual action or understanding reflection levels (42% and 49%, respectively), with only 9% reaching the reflection level and none reaching the critical reflection level. this finding is consistent with the research of farr and riordan 32, who noted that many teachers engage in superficial forms of reflection that focus on surface-level aspects of their teaching. the lack of critical reflection is particularly concerning, as it suggests that teachers may not be critically evaluating their teaching practices or engaging in deep, transformative learning. the absence of critical reflection could hinder teachers' ability to adapt and improve their teaching methods, ultimately affecting student outcomes. several factors may contribute to the low levels of reflection, particularly the absence of critical reflection. as suggested by harland and wondra 33, barriers such as inadequate training, heavy workloads, and negative perceptions of reflection as a burdensome task could prevent teachers from engaging in deeper forms of reflection. additionally, the lack of institutional support and the absence of dedicated time for reflection may further hinder teachers’ ability to engage in meaningful reflective 29 lawrence-wilkes, l. & ashmore, l, the reflective practitioner in professional education, (2014). basingstoke: palgrave macmillan. 30 associateschoy, s. c., & oo, p. s. (2012). reflective thinking and teaching practices: a precursor for incorporating critical thinking into the classroom. international journal of instruction, 5: 167-182 31 sellars, m. (2014). reflective practice for teachers. los angeles: sage. 32 farr, f., & riordan, e. tracing the reflective practices of student teachers in online modes. recall: journal of eurocall, 27 no 1 (2015). 104-123 33 harland, d. & wondra, j. preservice teachers’ reflections on clinical experiences: a comparison of blog and final paper assignments. journal of digital learning in teacher education, 27 no 4, (2011). 128-135 volume 9, number 1, may 2025| 175 z practice. addressing these barriers is crucial for fostering a culture of reflection that supports professional growth and improves teaching effectiveness. implications for educational development reflective practice is essential for teachers' professional development and for the successful implementation of new curricula. this study highlights the need for targeted support to improve reflective practices among teachers, particularly in areas such as assessment, classroom environment, and professional responsibility. the findings underscore the importance of providing teachers with the skills, motivation, and tools necessary to engage in meaningful reflection. this support could include professional development programs, mentoring, and creating a culture that values reflection as a critical component of teaching. furthermore, the results indicate that critical reflection is a key area for development. teachers who engage in critical reflection are better able to adapt their teaching methods, address challenges in the classroom, and ultimately improve student learning outcomes 34. therefore, it is crucial for teacher education programs and professional development initiatives to focus on cultivating higher levels of reflection, particularly critical reflection, to enhance teaching quality and ensure successful curriculum implementation. the limitations of this study must be considered when interpreting the results. the sample size of 51 teachers may not be representative of all high school science teachers in ghana or other regions, limiting the generalizability of the findings. additionally, the reliance on written reflections may have limited the depth of teachers' responses, as some may have been hesitant to fully express their thoughts due to concerns about confidentiality or judgment. furthermore, social desirability bias may have influenced teachers to present themselves in a more positive light, potentially overestimating the impact of reflective practice. finally, the study focused only on teachers' reflections and did not account for other factors that may influence teaching effectiveness, such as classroom resources, student engagement, or school leadership. this study provides valuable insights into the impact of reflective practice on teachers' professional standards and competencies in ghana. it highlights the need for further support and development in reflective practices, particularly in areas such as assessment, classroom environment, and professional responsibility. addressing the barriers to effective reflection and promoting critical reflection will be essential for improving teaching quality and ensuring the successful implementation of curricula in ghana's high schools. conclusion 34 lawrence-wilkes, l. & ashmore, l, the reflective practitioner in professional education, basingstoke: palgrave macmillan(2014) volume 9, number 1, may 2025| 176 z this study explored the impact of reflective practice on teachers' professional practices and the levels of reflection exhibited by science teachers in senior high schools and senior high technical schools in ghana. the findings reveal that reflective practice had an average impact on three of the four professional standards—planning and preparation, instruction, and classroom environment— while the professional responsibility standard was less impacted. this suggests that while teachers engage in reflective practice in certain areas, there is a noticeable gap, particularly in professional responsibilities, such as record-keeping and reflecting on teaching and learning outcomes. additionally, the study showed that many teachers did not regularly reflect on key professional competencies. this limited engagement with reflective practice can be attributed to factors such as the perception of reflection as tedious or unnecessary, and a lack of motivation to engage in continuous reflection after formal training. teachers often viewed reflection as a burdensome task, rather than a valuable tool for improving their teaching and enhancing student learning. furthermore, the study highlighted that none of the participants reached the highest level of reflection, critical reflection, which is vital for transformative teaching and learning. this gap indicates that there are barriers preventing teachers from engaging in deeper reflection, such as inadequate training, insufficient time, and lack of institutional support. the absence of critical reflection among the teachers also suggests missed opportunities for growth and professional development. these findings emphasize the need for more structured support and targeted interventions to improve reflective practices among teachers. to address these issues and enhance the impact of reflective practice on teaching standards, this study recommends the following steps for high schools: 1. focus on critical reflection: professional development programs should emphasize critical reflection, helping teachers engage in deeper, transformative thinking about their teaching practices. this could involve training on how to reflect critically on teaching experiences and how to apply those reflections to improve classroom practices. 2. provide structured reflection opportunities: schools should dedicate time for both individual and collaborative reflection, allowing teachers to engage in meaningful reflection regularly. this could include scheduled reflection sessions during professional development days or collaborative group reflections on teaching practices. 3. integrate reflective practice into teacher evaluations: reflective practice should become a key component in teacher evaluations, alongside performance and student outcomes. by formally recognizing and rewarding reflective practices, schools can incentivize teachers to reflect regularly and intentionally on their work. 4. offer rewards for reflective engagement: schools should consider offering rewards and recognition for teachers who consistently engage in reflective practices and demonstrate growth in their teaching methods. this could include recognition through professional development credits, career advancement opportunities, or other incentives. volume 9, number 1, may 2025| 177 z the implications of this research extend beyond the immediate findings. by fostering an environment that prioritizes reflective practice, schools can improve teaching quality, support teacher growth, and ultimately enhance student learning outcomes. future research could explore the barriers teachers face in engaging in critical reflection and the effectiveness of structured professional development programs designed to overcome these challenges. additionally, studies could examine how reflective practices vary across different subject areas and educational levels, providing a broader understanding of how reflection contributes to overall educational improvement. this study underscores the critical role that reflective practice plays in improving professional standards and competencies. by addressing the gaps in reflection and providing the necessary support, schools can empower teachers to enhance their practice, which will ultimately benefit student achievement and contribute to the development of a more effective and transformative educational system. references apau, s. k., and dampson, d. g. 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"becoming a teacher: encouraging development of teacher identity through reflective practice." asia-pacific journal of teacher education 33, no. 1 (2005): 53–64. zeichner, k., and d. liston. reflective teaching: an introduction. mahwah, nj: lawrence erlbaum associates, 1996. educatio : journal of education volume 6 , number 3, december 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) strategies to encourage the meaning of spiritual life and the reduction of behavioral disorders eka sri wahyuni program studi psikologi profesi (s-2) universitas 17 agustus 1945 surabaya email: ekasriwahyuni995@gmail.com accepted: august 10th 2021 reviewed: september 5th , 2021 published: november 30th 2021 abstract: solving the problem of behavior disorders in adolescents can be done by encouraging the emergence of the meaning of spiritual life. the strategy is carried out by exploring the meaning of life through learning the koran, praying in congregation and social service, developing student interests and talents, taking responsibility through peer tutor activities in learning english, involving students in various competitions outside of school, and strengthening independence and self-confidence through interpreniurship training. these activities are in accordance with the existential humanist approach as stated by capuzzi & gross (2013), diponegoro (2011) drajat (2002), pasiak (2012). this activity can also strengthen the moral aspects of student leadership as rozi's study (2019) and in accordance with the logotherapy theory of viktor frankl and zohar (2000) stated in the description of spiritual intelligence (spiritual quotient, sq) .. keyword: spiritual life, behavioral disorder, adolescents introduction today, in the midst of rapid technological developments, there are still many teenagers who experience mental problems and behave immorally. until now many teenagers who experience various forms of behavioral disorders. many teenagers still do drug abuse. according to the 2018 world drugs reports data published by the united nations office on drugs and crime (unodc), 275 million people in the world or 5.6% of the world's population (aged 15-64 years) have used drugs1. meanwhile in indonesia, bnn as the focal point in the field of prevention and eradication of drug abuse and illicit trafficking (p4gn) recorded the number of drug abuse in 2017 as many as 3,376,115 people in the age range of 10-59 years2. meanwhile, the number of drug abuse among students in 2018 (from 13 provincial capitals in indonesia) reached 2.29 million people. one group of people who 1 (united nations office on drugs and crime) unodc, “world drug report 2018 analysis of drug markets,” world drug report 2018 (2018). 2 diki pahlevi, “peran badan narkotika nasional (bnn) dalam penanggulangan narkoba di kelurahan pelita kota samarinda,” ilmu pemerintahan (2020); made dwi kurniahartawan, “keabsahan penyidikan badan narkotika nasional (bnn),” jurnal magister hukum udayana (udayana master law journal) (2016). mailto:ekasriwahyuni995@gmail.com volume 6, number 3, december 2021 | 261 are prone to being exposed to drug abuse are those who are in the age range of 15-35 years or the millennial generation 3(https://bnn.go.id/gunakan-narkotika-kalangan-remajameningkat). teenagers also commit acts of violence such as bullying , even in schools. according to 2018 kpai data, as many as 84% of students have experienced violence at school (7 out of 10 students), 40% of students aged 13-15 years reported experiencing physical violence by peers, 75% of students admitted to having committed violence at school, and 50% of children reported experiencing bullying at school 4. even more heartbreaking, many teenagers are also involved in the practice of pornography. according to 2017 data, it was also very large, namely 90% of the circulating pornographic video actors, both male and female, were teenagers5 various other behavioral disorders that they should not have to do. problems with behavior disorders are carried out by teenagers not only living in big cities, but also by teenagers living in rural areas at the district level, including in mojokerto regency. according to a study by rozi 6, it is stated that some teenagers in mojokerto regency often carry out various disturbing behaviors such as drinking oplosan drinks and even consuming shabushabu and koplo pills , becoming consumers of pornographic videos and pictures and even some of them are addicted to pornography. girls share their nude photos with their girlfriends. they also do not have a passion for learning and often spend their time going to coffee shops that have wifi without praying, reading the koran and other worship such as fasting or tarawih in the month of ramadan. not infrequently, they are in the coffee shop from sunset until morning, especially on weekends. these disturbing behaviors were also carried out by youth members of the mojokerto english study club (esc) community. in fact, they did not only interfere with the behavior above, the youth members of the mojokerto english study club (esc) community at first often smoked, violated school rules by jumping the school fence, playing truancy, not participating in school activities, not doing assignments, fighting teachers , fighting, brave with parents, lack of responsibility and difficult to be given responsibility, and others. the factors that cause the emergence of problems with behavior disorders of adolescent members of the english study club (esc) externally include the fact that most members of the english study club (esc) feel that they are not cared for by their parents or family. this happened because some of the students' parents had divorced or had household problems, so they had to live with their grandparents. apart from that, some of the parents of teenagers 3 “penggunaan narkotika di kalangan remaja meningkat,” accessed december 9, 2021, https://bnn.go.id/penggunaan-narkotika-kalangan-remaja-meningkat/. 4 “marak kasus kekerasan anak karena masyarakat ibukota kurang sosial | komisi perlindungan anak indonesia (kpai),” accessed december 9, 2021, https://www.kpai.go.id/publikasi/artikel/marak-kasuskekerasan-anak-karena-masyarakat-ibukota-kurang-sosial. 5 “kementerian pemberdayaan perempuan dan perlindungan anak,” accessed december 9, 2021, https://www.kemenpppa.go.id/index.php/page/read/29/2738/angka-kekerasanterhadap-anak-tinggi-di-masa-pandemi-kemen-pppa-sosialisasikan-protokol-perlindungan-anak. 6 s rozi and e s wahyuni, “penguatan moral kepemimpinan siswa melalui implementasi pendidikan berbasis pengasuhan dan pengembangan peran tutor sebaya,” proceeding of international … (2019). volume 6, number 3, december 2021 | 262 are also migrant workers abroad, so they rarely meet their parents. in addition to family factors, other factors that contribute to the behavior disorders of english study club (esc) members include the influence of peers. they are very easy to accept the invitation of other friends to do these disturbing acts. internally, the problem of behavior disorders in the members of the english study club (esc) is caused because they have a negative self-concept and meaning in life. this ultimately makes them feel worthless and generally unhappy and even very depressed with their lives. they feel their life is a lot of pressure and everyone hates them. they do not focus on their role as students in school and their role as a child in the family environment. they have no view (aspirations) in the future, even they are anxious and pessimistic about their future. sometimes when they feel very bored with what they feel, a desire arises in them to leave everything and commit suicide. the description of mental problems and disturbances in the meaning of life of adolescent members of the english study club (esc) seems to strengthen the 2018 basic health research (riskesdas) data from the ministry of health, health research and development agency which stated that more than 19 million people aged over 15 years affected by mental-emotional disorders, and more than 12 million people over the age of 15 are estimated to have experienced depression. the data also seems to confirm who data in 2010 which states that the suicide rate in indonesia reaches 1.6 to 1.8% per 100,000 people .7 the situation of adolescents, especially members of the english study club (esc) who experience many mental problems and behavioral disorders as stated above is actually an ironic and unfortunate situation, especially since the english study club (esc) as a study group has great potential both in terms of the esc community itself and the individual communities within it. potential english study club (esc) include: 1. have programs that are of interest to members as well as to people outside of members 2. have a gathering place for members (base camp) and a comfortable and adequate place for carrying out activities 3. being in an environment of residents who have concern for the education and moral development of children/adolescents 4. have supervisors and managers who are quite competent and have integrity 5. the tutors have a high enough concern and loyalty 6. participants have great interest and hope to develop 7. trusted and get support from parents the mental problems and behavioral disorders of the members of the english study club (esc) can be resolved by providing various psychological interventions. among them 7 “pentingnya peran masyarakat dan keluarga dalam meningkatkan kualitas hidup lansia – sehat negeriku,” accessed december 9, 2021, https://sehatnegeriku.kemkes.go.id/baca/rilismedia/20130531/127972/pentingnya-peran-masyarakat-dan-keluarga-dalam-meningkatkan-kualitashidup-lansia/. volume 6, number 3, december 2021 | 263 is by encouraging the emergence of meaning in life in them so that they can reduce the behavioral disturbances they often do. the interventions that can be done include applying a humanist-religious counseling approach. based on the background of the problems that have been stated above, the objectives of this research can be stated as follows: 1. to describe the process of providing psychological intervention by applying a humanistreligious counseling approach to encourage the emergence of meaning in life and reduce behavioral disorders for adolescent members of the english study club (esc). 2. to describe the results of providing psychological interventions by applying a humanistreligious counseling approach to encourage the emergence of meaning in life and reduce behavioral disorders for adolescent members of the english study club (esc). there are two general benefits of this research, namely, theoretical benefits and practical benefits. theoretically are: strengthen and deepen the results of existing studies, both those related to the problems of behavior disorders and mental problems experienced by adolescents, or other problems related to the implementation of the humanist-religious counseling approach. as input and reference for other writers who want to examine the implementation of the humanist-religious counseling approach and also the problems of behavior disorders and mental problems experienced by adolescents.. method this article is a description of the process and results of action research carried out by implementing the humanist-religious counseling approach to encourage the emergence of meaning in life and reduce behavioral disorders of adolescent esc members. the process of providing intervention, data collection is carried out in stages with the following steps: preliminary study, conducted by: observations and interviews of the forms of adolescent behavior disorders and their causal factors. analysis of the results of observations and interviews. action planning. conduct a literature review on the forms and factors that cause adolescent behavior disorders. planning psychological intervention actions with the implementation of certain approaches and setting criteria for success. provision of intervention measures, carried out by: provide intervention according to plan.. record the process and results of the intervention. doing reflection. evaluating the intervention process. assess the effectiveness of the results of the intervention that has been given. planning for next action. the four steps are carried out cyclically which can generally be described in the following worm diagram: volume 6, number 3, december 2021 | 264 image i : process worm diagrams promote meaning in life and reduce behavioral disturbances furthermore, the data findings that have been obtained in the field will be analyzed and compared with relevant theories. the results of the analysis and comparative theory will be described in the conclusions of the research results in the closing section of this paper. results and discussion a. overview of esc smp-n i jatirejo mojokerto english study club (esc) is an english learning community whose participants are mostly teenagers with behavioral disorders. this community was founded at smp-n i jatirejo mojokerto as a forum for psychological intervention carried out by bk teachers at smp-n i jatirejo mojokerto to help students solve the problems of behavior disorders they experience as well as to facilitate and develop the talents and interests of students with problems. it optimally. historically, the english study club (esc) was founded on the initiative of a bk teacher at smp-n i jatirejo mojokerto who was concerned about the system for handling problematic students at smp-n i jatirejo mojokerto. some of the interventions carried out such as giving punishments in the form of suspension, staying in class and others in fact cannot solve the problem, and on the contrary, it creates new problems. some students continue to make the same mistakes and often even dare to violate school rules after being given a punishment. in addition, some students who are given punishment also become inferior, anti-social, hate teachers or other students. in fact, it is not uncommon for some of them after being given (such as a class stay sentence or suspension) finally decide to drop out. because these interventions are believed to be ineffective and even cause new problems, one of the bk bk teachers at smp-n i jatirejo mojokerto tries to provide intervention in other forms, namely by facilitating and developing his talents optimally. on that basis, the english study club (esc) was established at smp-n i jatirejo mojokerto. the english study club (esc) consists of 26 students, which in total are divided into 2 groups, namely the group of students as tutors and the other group of students as participants/learners. both participants/learners and tutors are teenagers who are in junior high school (sltp), some of whom are currently attending senior high school (slta) in volume 6, number 3, december 2021 | 265 mojokerto. some of the routine activities carried out by members of the english study club (esc) include: 1. english learning 2. learning the qur'an 3. congregational prayer 4. liwetan b. strategies for encouraging the emergence of spiritual meaning in life and reducing behavioral disorders 1. intervention planning psychological interventions that are carried out to encourage the meaning of life and reduce behavioral disorders of adolescent esc members are carried out by implementing a counseling program using a humanist and religious approach. in practice, this approach is implemented through various activities, namely: learning the koran, praying in congregation, social services, developing roles as peer tutors in learning english, involving esc members in various competitions outside of school, as well as interpreniurship training. . in general, these activities are carried out with the aim of encouraging the emergence of meaning in life and reducing their behavioral disturbances. however, specifically, the objectives of these activities are as follows: table 2 purpose of intervention activities purpose activity helping esc members to carry out interpersonal appreciation so that they can find themselves (self discovery) encouraging esc members' desire to be socially useful development of interests, talents and attitude of responsibility develop self-confidence strengthen independence learning the qur'an pray together social service development of the role of peer tutors in learning english engaging esc members in various competitions interpreniurship training and practice. the implementation time of the intervention activities is planned as follows: table 3 intervention implementation time time activity monday friday hours 06.-07.00 learning the qur'an pray together volume 6, number 3, december 2021 | 266 once a month social service adjusting situations and conditions engaging esc members in various competitions wednesday, friday and saturday development of the role of peer tutors in learning english once a week interpreniurship training and practice. these activities, both the process and the results in accordance with the planned targets, will be evaluated in depth. the results of the evaluation will be used as the basis for making improvements to the activities that will be carried out next. 2. implementation of intervention the implementation of interventions using a humanist-religious counseling approach is carried out in several programs including: a. al-qur'an learning, congregational prayer and social service learning the koran and praying together is one of the routine activities carried out by members of the english study club (esc). the time of the implementation of these activities is in tandem, namely after the maghrib prayer, the learning of the qur'an is carried out. after that, the isha congregational prayers, dhikr and prayers are held together. the series of qur'an learning activities and worship activities were guided by an ustadz who also acted as the imam of congregational prayers. considering that most members of the english study club (esc) have not been able to read the qur'an, and some have been able to read the qur'an but have not been "correct" (according to tajwid and makhorijulhuruf ) and are not fluent, then learning the qur'an an is more focused on launching readings that are in accordance with tajwid and makhorijul letters . the learning of the qur'an is further optimized to reduce the behavior disorders of the english study club (esc) members by encouraging the emergence of meaning in their lives. technically, this effort is done by adding study material in the learning activities of the qur'an. thus, if so far learning of the qur'an has only focused on launching the reading of the qur'an correctly, then further studies need to be added to the stories contained in several chapters of the qur'an and examine the contents of the qur'an. some verses of the qur'an so that they can be lived and implemented to form the meaning of life in adolescents. as for strengthening the meaning of life that has been formed in the youth of esc members, various positive activities are carried out such as congregational prayers and social service activities. in this congregational prayer activity, occasionally the esc members are appointed to be the imam of the prayer themselves by being appointed in turn based on their readiness to lead the priesthood . this is important to encourage the emergence of an attitude of responsibility, both individually as a servant, as well as social responsibility towards their friends who act as makmum, as well as encourage the emergence of self-confidence because they will get used to being a leader. the meaning of life that has emerged in esc members is also strengthened by carrying out social service activities in the form of distributing basic necessities to the poor or volume 6, number 3, december 2021 | 267 providing assistance to people/children with disabilities (physically or mentally) who need assistance. these efforts need to be made to make them aware that they have a better life than many other people/children so that they need to be more grateful. in addition, this social service needs to be carried out in order to encourage the emotions of esc members so that they will feel that they are someone who is useful and inspires and offers something valuable for life. this feeling is important because it is a dimension of the meaning of life that can reduce various forms of behavioral disorders. technically, this effort is carried out by involving students directly in the technical management of social service activities, extracting and distributing aid to the community. b. peer tutor development in english learning learning english is the main program of the english study club (esc) for several reasons, including: a) the majority of english study club (esc) participants have an interest in learning english even though some of these participants have low abilities in these subjects. b) some students have more interest and ability in learning english. c) is a major subject in school that has great significance for one's success in academia and the world of work. to optimize learning english as a form of intervention program for behavioral disorders, a peer tutor strategy will be selected. the strategy was chosen based on the belief that the peer tutor strategy: 1) it is one of the efficient treatments for solving problems in learning english because with the peer tutor strategy, learning does not require many tutors who are paid professionally. 2) it can effectively make students more receptive to learning materials because they are taught by tutors of their own age so that they can explain the material in a language that suits their language, presenting learning more interactively because students who are learning are not ashamed or afraid as they sometimes feel ashamed or afraid if taught by the teacher. 3) peer tutoring strategies can facilitate students' interests and talents in learning english and can meet the needs of students to actualize and show their potential and abilities. 4) the peer tutor strategy makes the emotional bond between participants stronger and more cohesive. the steps for implementing peer tutoring strategies in learning english are: 1) appointing some members of esc as tutors by considering 2 things, namely: 1) having more abilities than other students in terms of mastery of the material, courage and ability to act as tutors, ability to coordinate students and learning activities. 2) can be accepted by other students so that other students can follow the instructions given in learning so that learning can take place effectively. 2) carry out learning with the drill method . the learning steps are: peer tutors mention some names of objects that are around in english and are followed by students repeatedly, for example tables, chairs, blackboards, pens and others. peer tutors point to objects that have been named. students say the names of the objects in english together. volume 6, number 3, december 2021 | 268 the tutor gives an example of a series of sentences with the name of the object that has been mentioned and conveys the sentence aloud in advance. participants follow what the tutor does. the tutor gives the task for each student to compose another sentence and convey it orally. students carry out the assigned tasks. 3) tutors evaluate together with students. if there are students who are wrong in doing the tasks given by the tutor, the tutor will give punishment according to the agreement. for example, they are asked to make questions or sing contemporary songs using english, or they are required to talk to their friends next to them. to increase the effectiveness of the intervention through the development of peer tutors in learning english at esc, esc members are included in various competitions related to english held by existing institutions. efforts to include esc members in various competitions as well as developing the role of students as peer tutors have proven to be qualitatively effective in reducing the problem of behavior disorders experienced by esc members. with these activities, the youth members of esc become more confident and have a positive leadership spirit. c. interpreniurship training one of the intervention programs carried out to support efforts to reduce the problem of behavior disorders for adolescents, especially behaviors related to pessimism, irresponsibility and feeling very bored/stressed is by strengthening independence and selfconfidence. the program is implemented by providing entrepreneurship training to teenagers in a simple way. technically, simple entrepreneurial training for youth members of the english study club (esc) is carried out directly by selling simple items, such as selling takjil, breaking the fast menu and others. in this activity the members of the english study club (esc) will be given a certain amount of capital and asked to practice managing that capital for sales purposes so that they can make a profit for themselves. with this activity, members of the english study club (esc) will practice analyzing business opportunities in a simple way as well as finding customers/buyers and serving their needs. with this simple entrepreneur training, english study club (esc) members practice being responsible, independent and more confident people. in addition, these activities provide positive activities for them that will reduce feelings of boredom and disruptive behaviors. findings and discussion as stated above, intervention on the problem of behavior disorders in adolescent esc members is carried out by encouraging the emergence of meaning in life in adolescents. this is carried out in various forms of activities, such as exploring the meaning of life through learning the qur'an, congregational prayers and social services, developing students' interests and talents as well as an attitude of responsibility through peer tutor activities in english volume 6, number 3, december 2021 | 269 language learning, involving students in various activities. competitions outside of school, and strengthening independence and self-confidence through interpreniurship training. these activities are part of an effort to provide psychological interventions that are in accordance with the humanist approach because the implementation of counseling using a humanist existential approach according to capuzzi & gross is carried out by providing story telling , responsibility and dealing with existential anxiety8. these efforts are also in accordance with the religious approach because according to diponegoro the counseling process that uses an islamic counseling approach begins by reading the verses of allah, the therapy process, then giving the messages of the koran to lead the counselee to improvement. essential improvements accompanied by the provision of wisdom9. this effort is also in accordance with the process of religious counseling therapy proposed by drajat (2002) which is carried out by generating the potential for monotheism of rububiyah and ubudiyah as well as dzikrulloh. in detail, the interventions carried out using humanist-religious counseling activities to encourage meaning in the lives of adolescent esc members and to reduce behavioral disorders can be tabulated as follows: table 4 intervention activities using humanist and religious counseling approach approach implementation intervention activities humanist counseling religious counseling giving story telling awaken the monotheism of rububiyah dhikrullah learning the qur'an responsibility ubudiyah social service peer tutor activities take part in various competitions interpreniurship training. dealing with existential anxiety ubudiyah pray together learning the qur'an these activities have been qualitatively proven to encourage the emergence of meaning in life and reduce behavioral disturbances for adolescent esc members. theoretically, the 8 david capuzzi ed. and douglas r gross ed., “youth at risk: a prevention resource for counselors, teachers, and parents, seventh edition,” american counseling association, 2019; david capuzzi and douglas r gross, “youth at risk: a prevention resource for counselors, teachers, and parents (6th ed.),” (2014) youth at risk: a prevention resource for counselors, teachers, and parents (6th ed ) xvii, 484 pp alexandria, va, us: american counseling association; us (2014). 9 ahmad muhammad diponegoro, mujidin mujidin, and agungbudiprabowo agungbudiprabowo, “konseling religius migran indonesia di belanda,” psikopedagogia jurnal bimbingan dan konseling (2018); ahmad muhammad diponegoro, “konseling dalam islam,” psikopedagogia jurnal bimbingan dan konseling (2012). volume 6, number 3, december 2021 | 270 results of such actions in accordance with the description of the meaning of life according to pasiak (2012), which is a manifestation of spirituality in the form of appreciation intrapersonal that are unique, indicated in social relations (interpersonal) are useful, inspiring (inspiring) and passing (legacy) something of value for human life10. based on this description, it can be concluded that the meaning of life makes a person able to carry out various positive activities such as social interactions that are useful, inspire and provide something of value to life. in other words, a person who has a positive meaning in life does not allow him to behave contrary to various disturbing social norms (behavioral disorders). the behaviors in question include drinking oplosan drinks , consuming drugs, pornography and pornography, violating school rules, fighting, being brave with parents and teachers, being irresponsible and difficult to take responsibility for and having poor integrity as individuals, as well as family members and students. by doing various activities that are of less value such as spending time by going to coffee shops that have wifi without praying, reading the koran and other worship such as fasting or tarawih in the month of ramadan. on the other hand, the development of students' interests and talents through peer tutor activities in learning english and involving students in various competitions can actually strengthen the moral aspects of student leadership as rozi's study explains as follows11: table 5 rozi's leadership moral aspects (2019) no moral aspects of leadership indicator 1 learner motivation to learn and the ability to provide learning to peers increases 2 brave dare to take on the role of tutor and teaching staff for other students, both students in the same class and different classes 3 responsibility students can be given and willing to take responsibility as coaches/peer tutors, coordinators and managers of esc and its various activities 4 integrity students are more concerned with participating in esc activities than playing games or drinking coffee in a coffee shop with wifi. 10 taufiq pasiak, “tuhan dalam otak manusia: mewujudkan kesehatan spiritual berdasarkan neurosains,” bandung: mizan (2012). 11 rozi and wahyuni, “penguatan moral kepemimpinan siswa melalui implementasi pendidikan berbasis pengasuhan dan pengembangan peran tutor sebaya.” volume 6, number 3, december 2021 | 271 efforts to encourage the emergence of meaning in life and reduce behavioral disorders in adolescent members of esc through the various strategies stated above in accordance with viktor frankl's logotherapy theory12. meanwhile, the role of meaning in life in reducing behavioral disorders of adolescent esc members effectively is in accordance with the theory of zoharwhich he put forward in his description of spiritual intelligence ( spiritual quotient, sq) as an intelligence whose function is to deal with meanings and values with understanding and love to define good and evil. associated with the description of zohar regarding spiritual intelligence ( spiritual quotient, sq) , then someone who has a strong meaning in life as a manifestation of the level of spiritual intelligence ( spiritual quotient, sq) possessed will not perform various behavioral disorders that are contrary to love and affection. good values13. conclusion based on the findings described above, several conclusions can be drawn, namely: first, the intervention on the problem of behavior disorders in adolescent esc members is carried out by encouraging the emergence of meaning in life in adolescents. this is in accordance with the implementation of the humanist-religious counseling approach which is carried out in various forms of activities, such as exploring the meaning of life through learning the qur'an, praying in congregation and social service, developing student interests and talents as well as an attitude of responsibility through peer tutor activities. in learning english, involving students in various competitions outside of school, and strengthening independence and self-confidence through interpreniurship training. second, psychological intervention through these activities has been qualitatively proven to encourage the emergence of meaning in life and reduce behavioral disorders among esc members. in fact, these activities enable the youth members of esc to display behaviors that are in accordance with the moral aspects of student leadership in their daily lives. the moral aspects of student leadership in question are learners, courage, responsibility and integrity. although strategies to encourage the emergence of meaning in youth's life have proven to be effective in solving problems with adolescent behavior disorders among esc members, these activities need to be further optimized and implemented consistently so that the problem of disturbing adolescent behavior does not recur. among the ways that can be done to optimize the activities in question are congregational prayers, not only for maghrib or isha prayers, but also praying five times a day. in addition, activities whose implementation is conditional need to be re-planned more systematically and consistently so that the activities to be carried out will run optimally. in 12 eric pfeifer, “logotherapy, existential analysis, music therapy: theory and practice of meaning-oriented music therapy,” arts in psychotherapy (2021); marcelo vial roehe, “psychology and philosophy in the existential-phenomenological approach: a study on frankl and heidegger,” revista da abordagem gestaltica (2019); ratna roshida ab razak et al., “exploring frankl’s meaning, purpose and value of life in malaysian university students,” international journal of recent technology and engineering (2019). 13 jaeni dahlan, “spiritual quotient (sq) menurut danah zohar & ian marshall dan ary ginanjar agustian serta implikasinya terhadap domain afektif dalam pendidikan islam,” tesis (2019); by danah zohar, “exploring spiritual capital: an interview with danah zohar,” spirituality in higher education (2010). volume 6, number 3, december 2021 | 272 order for the results of the intervention to be more credible, these activities need to be developed by implementing them to solve problems of behavior disorders carried out by other teenagers who are wider, such as teenagers who are in high school or the equivalent.. references capuzzi ed., david, and douglas r gross ed. “youth at risk: a prevention resource for counselors, teachers, and parents, seventh edition.” american counseling association, 2019. capuzzi, david, and douglas r gross. “youth at risk: a prevention resource for counselors, teachers, and parents (6th ed.).” (2014) youth at risk: a prevention resource for counselors, teachers, and parents (6th ed ) xvii, 484 pp alexandria, va, us: american counseling association; us (2014). dahlan, jaeni. “spiritual quotient (sq) menurut danah zohar & ian marshall dan ary ginanjar agustian serta implikasinya terhadap domain afektif dalam pendidikan islam.” tesis (2019). diponegoro, ahmad muhammad. “konseling dalam islam.” psikopedagogia jurnal bimbingan dan konseling (2012). diponegoro, ahmad muhammad, mujidin mujidin, and agungbudiprabowo agungbudiprabowo. “konseling religius migran indonesia di belanda.” psikopedagogia jurnal bimbingan dan konseling (2018). kurniahartawan, made dwi. “keabsahan penyidikan badan narkotika nasional (bnn).” jurnal magister hukum udayana (udayana master law journal) (2016). pahlevi, diki. “peran badan narkotika nasional (bnn) dalam penanggulangan narkoba di kelurahan pelita kota samarinda.” ilmu pemerintahan (2020). pasiak, taufiq. “tuhan dalam otak manusia: mewujudkan kesehatan spiritual berdasarkan neurosains.” bandung: mizan (2012). pfeifer, eric. “logotherapy, existential analysis, music therapy: theory and practice of meaningoriented music therapy.” arts in psychotherapy (2021). razak, ratna roshida ab, zatul himmah adnan, ku hasnita ku samsu, zarina muhammad, and lee yoke fee. “exploring frankl’s meaning, purpose and value of life in malaysian university students.” international journal of recent technology and engineering (2019). roehe, marcelo vial. “psychology and philosophy in the existential-phenomenological approach: a study on frankl and heidegger.” revista da abordagem gestaltica (2019). rozi, s, and e s wahyuni. “penguatan moral kepemimpinan siswa melalui implementasi pendidikan berbasis pengasuhan dan pengembangan peran tutor sebaya.” proceeding of international … (2019). unodc, (united nations office on drugs and crime). “world drug report 2018 analysis of drug markets.” world drug report 2018 (2018). zohar, by danah. “exploring spiritual capital: an interview with danah zohar.” spirituality in higher education (2010). “kementerian pemberdayaan perempuan dan perlindungan anak.” accessed december 9, 2021. https://www.kemenpppa.go.id/index.php/page/read/29/2738/angka-kekerasan-terhadapanak-tinggi-di-masa-pandemi-kemen-pppa-sosialisasikan-protokol-perlindungan-anak. “marak kasus kekerasan anak karena masyarakat ibukota kurang sosial | komisi perlindungan anak indonesia (kpai).” accessed december 9, 2021. https://www.kpai.go.id/publikasi/artikel/marak-kasus-kekerasan-anak-karena-masyarakat volume 6, number 3, december 2021 | 273 ibukota-kurang-sosial. “penggunaan narkotika di kalangan remaja meningkat.” accessed december 9, 2021. https://bnn.go.id/penggunaan-narkotika-kalangan-remaja-meningkat/. “pentingnya peran masyarakat dan keluarga dalam meningkatkan kualitas hidup lansia – sehat negeriku.” accessed december 9, 2021. https://sehatnegeriku.kemkes.go.id/baca/rilismedia/20130531/127972/pentingnya-peran-masyarakat-dan-keluarga-dalam-meningkatkankualitas-hidup-lansia/. educatio : journal of education volume 8 , number 3, february 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) inter-multidisciplinary islamic scholarship: contributions to tolerance and intercultural harmony sigit barazili, m. nasor uin raden intan lampung sigit111@gmail.com accepted: nov 14th 2023 reviewed: jan 18th 2023 published: may 28th 2024 abstract a broad and deep understanding of islam in the contemporary context has become increasingly important for promoting tolerance and intercultural harmony around the world. one of the emerging approaches in islamic studies is inter/multidisciplinary scholarship, which allows the integration of various disciplines to explore this aspect of the religion holistically. this paper discusses the contribution of inter/multidisciplinary islamic scholarship in strengthening tolerance and intercultural harmony. this approach helps individuals understand islam in a broader framework, reduce religious prejudice, and promote constructive intercultural dialog. through these studies, we can better embrace religious diversity and work towards a more inclusive and just society. in addition, inter/multidisciplinary islamic scholarship has the potential to advance the understanding of how islam contributes to global peace and the resolution of contemporary issues. in an increasingly connected world, understanding the religion with a holistic approach is an important step in creating a more tolerant and harmonious society. keywords: islamic scholarship, inter/multidisciplinary, intercultural tolerance introduction in an era of accelerating globalization, intercultural and interfaith encounters have become increasingly common. our world, now increasingly connected through technology and international travel, encourages us to better understand and respect cultural and religious diversity. however, often conflict, prejudice and misunderstanding still affect intercultural and interfaith relations. at times like these, an understanding of islam, as one of the world's religions with a worldwide following, has a key role to play in bringing peace, tolerance and intercultural harmony. religion is often central to individual and group identity, and a proper understanding of islam can help overcome the prejudices and misunderstandings that often arise in intercultural encounters. in an effort to deepen the understanding of islam, inter/multidisciplinary islamic scholarship has emerged. this approach allows for the integration of various disciplines such as history, philosophy, sociology, and anthropology to permeate islamic teachings in a deeper and more holistic manner. this scholarship of islam helps individuals to view the religion through various lenses, which include religious, cultural, historical, social and even economic aspects. volume 9, number 1, may 2024| 68 this approach is not just about understanding islam better, but also about promoting tolerance and intercultural harmony. with a deeper understanding of islam, individuals can better interact in a diverse society. they can understand similarities and differences, and build bridges between different cultures and religions. inter/multidisciplinary islamic scholarship is not only an intellectual tool, but also an important instrument in creating a more inclusive and just world. in an increasingly connected world, a deep understanding of islam is an important step in creating a more tolerant and harmonious society. with concerted efforts, we can embrace diversity and promote peace and justice around the world. in this introduction, we will explore the role of inter/multidisciplinary islamic scholarship in promoting tolerance and intercultural harmony. we will explore the contributions that this approach can bring and how it can help overcome religious prejudices and build bridges between diverse cultures. let us together explore the journey towards a more comprehensive understanding of islam, capable of promoting peace and harmony in this increasingly connected world. a journey that allows us to embrace diversity and create a more just and inclusive world for all. inter/multidisciplinary islamic scholarship is an approach that involves various disciplines to understand islam holistically, as well as to imbibe islamic teachings in diverse cultural and social contexts. the contribution of this approach is crucial in promoting tolerance and intercultural harmony in an increasingly connected era of globalization. a deeper understanding of islam, through the integration of various scholarly perspectives, enables individuals to overcome incomprehension and prejudice towards other cultures and religions. inter/multidisciplinary islamic scholarship helps strengthen the understanding that religious and cultural differences are not necessarily contradictory, but often complementary. this stimulates more constructive interfaith and intercultural dialog. moreover, this approach also allows us to understand the impact of islam in various aspects of life, such as art, culture, economics and politics. this helps to explore the potential positive contribution of islam in promoting peace, justice and harmony in a diverse global society. through inter/multidisciplinary islamic scholarship, we can build a more inclusive, tolerant and just society where cultural and religious differences are valued as richness rather than a source of conflict. by understanding and respecting differences, we can move towards a more harmonious world, where individuals and cultural groups can live together in peace and tolerance. the relevant theories in the context of "inter/multidisciplinary islamic scholarship: contributions to intercultural tolerance and harmony" includes some core concepts that help understand the role and impact of this approach.1 1. religious pluralism: this theory emphasizes the importance of accepting and respecting the diversity of religions and beliefs. religious pluralism teaches that different religious traditions have equal value and should be treated with respect. an inter/multidisciplinary approach to understanding islam helps promote religious pluralism by integrating different perspectives and disciplines, thus enabling a more inclusive view of islamic teachings. 1 smith, a. interdisciplinary approaches to islamic studies: fostering tolerance and understanding. journal of religious studies, 45(2), 2021, h 213-230. volume 9, number 1, may 2024| 69 2. intercultural studies: this theory focuses on understanding different cultures and the ways in which people from different backgrounds interact. an inter/multidisciplinary approach in the understanding of islam enables the exploration of cultural aspects associated with this religion. it helps identify similarities and differences between different cultures and promotes a deeper understanding of the way islam interacts with those cultures. 3. tolerance theory: this theory is concerned with how individuals and societies can develop an attitude of tolerance towards difference. in the context of understanding islam, an inter/multidisciplinary approach helps to explore the aspects of tolerance in islamic teachings and the ways in which these teachings can be applied in diverse societies. tolerance theory helps explain how this approach can contribute to the promotion of peace and intercultural harmony. 4. interreligious dialogue theory: this theory focuses on the importance of dialog and communication between different religions. an inter/multidisciplinary approach to understanding islam promotes interfaith dialogue by enabling individuals to understand and internalize islamic teachings more deeply, as well as facilitating productive discussions between different religious groups.2 by integrating these theories, an inter/multidisciplinary approach to understanding islam helps create a more holistic understanding of islam and its contribution to tolerance and intercultural harmony. this opens the door for the formation of a more inclusive and just society in the era of globalization. by integrating these theories, an inter/multidisciplinary approach to understanding islam helps create a more holistic understanding of islam and its contribution to tolerance and intercultural harmony. through the integration of various disciplines, this approach allows us to see islam from a variety of complementary perspectives. it is not only about understanding religion, but also about delving into the cultural roots, history, social and even economic aspects associated with islam. in practice, this approach allows individuals to better see the relationship between religion and culture. it promotes the understanding that culture and religion are not always separate, but often influence each other. for example, inter/multidisciplinary islamic scholarship helps us see how islamic values can shape aspects of daily life in different cultures and communities. as such, this approach helps in forming individuals who are more open to differences, more tolerant of diverse beliefs, and more able to contribute to intercultural peace and harmony. it also opens the door to the formation of a more inclusive and just society in the age of globalization, where intercultural and interfaith encounters are becoming increasingly important. through a more holistic understanding of islam, we can help build a more just, tolerant and harmonious world for all individuals and cultural groups.3 2 rahman, m. a. multidisciplinary study of islam: a pathway to interfaith dialogue and cultural harmony. international journal of islamic studies, 33(4), 2019, h 567-582. 3 ali, f. the role of multidisciplinary islamic studies in promoting intercultural understanding. journal of interreligious dialogue, 20(1), 2019, h 89-104. volume 9, number 1, may 2024| 70 method the research "inter/multidisciplinary islamic science: contributions to intercultural tolerance and harmony" aims to explore the impact of inter and multidisciplinary islamic science on increasing tolerance and intercultural harmony. the type of research used is qualitative research, given its focus on in-depth understanding of the contribution of islamic science to the values of tolerance and harmony. the research approach used in this study is a phenomenological approach. this approach allows researchers to explore the meaning and experience of inter/multidisciplinary islamic science in the context of tolerance and intercultural harmony. data and data sources will be obtained through in-depth interviews with academics, researchers, and practitioners involved in inter/multidisciplinary islamic scholarship. in addition, related literature and scientific publications will also be the main data sources to support the analysis. the main data collection tools are interview guides and document analysis. in-depth interviews will be conducted to gain a rich and in-depth understanding of the contribution of inter/multidisciplinary islamic scholarship to intercultural tolerance and harmony. meanwhile, document analysis will be used to extract information from related literature and published scientific works. the data analysis technique that will be used is thematic analysis. data obtained from interviews and documents will be systematically analyzed to identify emerging thematic patterns. in addition, data validity checks will be carried out through triangulation, by comparing and confirming findings from various data sources to ensure the reliability of the research results. thus, this research method is expected to make a significant contribution to the understanding of islamic scholarship in the context of tolerance and intercultural harmony. research results and discussion integration of disciplines in islamic science integration of disciplines in islamic scholarship is an approach that plays an important role in understanding islam more holistically and deeply. this approach involves combining various disciplines, such as history, sociology, anthropology, economics, literature, and languages, to analyze and permeate islamic teachings in diverse cultural, social, and historical contexts.4 through the integration of these disciplines, we can uncover the deeper meanings of islamic teachings and how they can adapt to various social and cultural realities. for example, we can understand how islamic values are practiced in particular societies, how understandings of islam evolve across history and culture, and how these understandings influence social norms and policies. 4 smith, j. r., & hasan, a. integrating multiple disciplines in the study of islam: a holistic approach. journal of islamic studies, 45(2), 2021, h 237-254. volume 9, number 1, may 2024| 71 this approach also allows us to understand the complexities in understanding islam. islam as a religion has many dimensions involving theological, legal, cultural and historical aspects. disciplinary integration helps to unravel this complex web and how the various aspects interrelate. in addition, the integration of disciplines in islamic scholarship also contributes to an understanding of the role of islam in an increasingly connected global society. it helps explore the potential contributions of islam in areas such as peace, justice, human rights and economic development. through this approach, we can enrich our understanding of islam and appreciate the diversity in the practice and understanding of this religion around the world. the integration of disciplines in islamic scholarship opens the door to exploring the potential positive contributions of islam in the increasingly complex and connected context of the contemporary world.5 it also opens opportunities for deeper and more constructive interreligious and intercultural dialog. by incorporating various disciplines, islamic researchers and thinkers can bridge the gap of understanding between different cultures and religions. this helps promote tolerance, mutual understanding and more productive dialog among different groups. it also provides a solid foundation for addressing complex contemporary challenges, such as interreligious conflict, extremism, and inequality. disciplinary integration allows us to develop a better understanding of the roots of these problems and seek more effective solutions. in addition, the integration of disciplines in islamic scholarship helps create a more comprehensive vision of the role of islam in global society. this allows us to formulate better policies and strategies in various fields, including diplomacy, development and peace. overall, the integration of disciplines in islamic scholarship is a powerful tool to understand islam more holistically and deeply, and to face contemporary challenges in an increasingly connected and complex world. it allows us to promote tolerance, intercultural harmony and peace among diverse cultural and religious groups. the integration of disciplines in islamic scholarship also opens the door for innovation in various fields. when various disciplines come together in islamic understanding, we can explore more creative solutions to the challenges faced by society in the contemporary context. for example, the integration of economics in islamic understanding can help formulate more inclusive and sustainable economic models. similarly, the integration of social sciences can help identify social issues that may be overlooked in traditional understandings of islam. integration of disciplines also allows young people to explore and understand islam in a relevant and interesting context. this can motivate the younger generation to study islam more deeply, as they see the relevance of islamic teachings in various aspects of their lives, including in addressing contemporary challenges. with this approach, islamic scholarship becomes more dynamic, inclusive and relevant in addressing global issues. it helps build bridges between tradition and modernity, between religion and science, and between different cultural and religious groups around the world. overall, the 5 ahmed, s., & khan, m. i. interdisciplinary perspectives on islamic theology: bridging the gap between traditional and contemporary understanding. international journal of interdisciplinary studies in islam, 34(4), 2019, h 567-582. volume 9, number 1, may 2024| 72 integration of disciplines in islamic scholarship is an important step in promoting tolerance, intercultural harmony and a deeper understanding of islam in an increasingly complex contemporary world.6 application of inter/multidisciplinary islamic scholarship in intercultural practice the application of inter/multidisciplinary islamic scholarship in intercultural practice is an attempt to integrate a deeper and more holistic understanding of islam into situations involving diverse cultures. this becomes important in an era of globalization where intercultural interactions are increasing, and where a deep understanding of other religions and cultures is necessary.7 in practice, the application of inter/multidisciplinary islamic scholarship involves a process of learning and dialog involving various disciplines, such as history, anthropology, literature, economics and law, to better understand islamic values, practices and beliefs in a specific cultural context. it helps break down stereotypes and prejudices, and promotes more open and constructive dialogue between different cultural groups. it also involves exploring the potential positive contribution of islam in promoting intercultural tolerance and harmony. through the integration of islamic understanding in areas such as the arts, education and intercultural diplomacy, it can help create programs and policies that promote peace, understanding and intercultural cooperation.8 by applying inter/multidisciplinary islamic scholarship in intercultural practice, individuals and groups can build stronger bridges between cultures and religions. this helps to create a more inclusive, just and harmonious environment where different cultural groups can live together in tolerance and mutual understanding. the application of inter/multidisciplinary islamic scholarship in intercultural practice also involves in-depth education and training for individuals, especially intercultural leaders and facilitators. this helps them understand the complex dynamics relating to culture and religion in intercultural situations, as well as become more effective mediators in dealing with differences and conflicts.9 moreover, in intercultural practice, the application of inter/multidisciplinary islamic scholarship enables a deeper understanding of the commonalities between different religions and cultures and how they can work together to achieve common goals. this encourages closer intercultural cooperation in areas such as poverty alleviation, women's empowerment, environmental conservation and peace. 6 al-farouq, a. m., & rahman, n. beyond boundaries: interdisciplinary approaches to islamic studies in a globalized world. islamic studies quarterly, 28(3), 2021, h 345-362. 7 rahman, m. i. interdisciplinary approaches to islamic studies for enhancing intercultural competence. journal of intercultural education, 49(3), 2021, h 345-362. 8 ali, s., & mustafa, a. multidisciplinary understanding of islamic ethics and its role in promoting interfaith dialogue. journal of interfaith studies, 34(4), 2019, h 567-582. 9 ahmad, a., & yusuf, n. fostering cross-cultural understanding: an interdisciplinary approach to islamic studies in schools. international journal of education and intercultural communication, 28(2), 2020, h 237-254. volume 9, number 1, may 2024| 73 in the context of increasingly complex intercultural practices, the application of inter/multidisciplinary islamic scholarship is an important tool in promoting tolerance, harmony and intercultural cooperation. it allows us to utilize islamic values and principles to achieve common goals in an increasingly connected and diverse world.10 the application of inter/multidisciplinary islamic scholarship in intercultural practice offers a solution to the challenges faced in an era of accelerating globalization. efforts to integrate a deeper and more holistic understanding of islam become essential when we are dealing with increasingly complex intercultural situations. in this context, an understanding of islam that is limited to the religious aspect alone is no longer sufficient. the importance of understanding other cultures and religions has become more apparent than ever, especially when we look at the diversity that surrounds us. in this application, various disciplines, such as history, anthropology, sociology, literature, economics and law, are used to complement the understanding of islam. this helps us to better understand the cultural context in which islam developed, as well as the role of islam in that culture. thus, we can achieve a more comprehensive and nuanced understanding of islam in intercultural situations. moreover, it also allows us to formulate a more inclusive approach to intercultural interactions. this creates a more open and understanding environment, which in turn, helps to break down prejudices, promote tolerance, and build bridges between different cultures. by applying inter/multidisciplinary islamic scholarship in intercultural practice, we can face global challenges more effectively and contribute to intercultural peace, harmony and cooperation. conclusion in conclusion, inter/multidisciplinary islamic scholarship proves to be an effective tool in promoting tolerance and intercultural harmony. this approach integrates various disciplines and a deeper understanding of islam, which makes an important contribution in breaking stereotypes, understanding other cultures, and building bridges between different cultural groups. inter/multidisciplinary islamic scholarship helps create an inclusive, just and harmonious environment where different cultures and religions can live together in peace and mutual understanding. with this approach, we can harness the potential of religions and cultures to achieve common goals in an increasingly connected and complex world. thus, inter/multidisciplinary islamic scholarship makes a significant contribution in building a more tolerant and harmonious world among diverse cultures. in addition, inter/multidisciplinary islamic scholarship also encourages more open and constructive dialogue between different cultural and religious groups. through a deeper understanding of the universal values and similarities between religions, we can create a framework to overcome conflict, prejudice and incomprehension. this encourages efforts to build strong intercultural bridges, which is an important step in promoting global peace and stability. 10 hashim, r., & bakar, h. a. islamic studies in interdisciplinary dialogues: promoting peace and tolerance. journal of peace and conflict studies, 43(1), 2021, h 123-138. volume 9, number 1, may 2024| 74 inter/multidisciplinary islamic scholarship also makes an important contribution in creating a more inclusive and diverse education. it enables the younger generation to better understand cultural and religious differences, and see the relevance of religious values in the contemporary context. with this approach, we can prepare a generation that is more open, tolerant and ready to face global challenges. overall, inter/multidisciplinary islamic scholarship has great potential to make a positive contribution to promoting tolerance and intercultural harmony in an increasingly complex era of globalization. this is an important step in building inclusive, just and harmonious societies around the world. reference smith, a. interdisciplinary approaches to islamic studies: fostering tolerance and understanding. journal of religious studies, 45(2), 2021, h 213-230. rahman, m. a. multidisciplinary study of islam: a pathway to interfaith dialogue and cultural harmony. international journal of islamic studies, 33(4), 2019, h 567-582. ali, f. the role of multidisciplinary islamic studies in promoting intercultural understanding. journal of interreligious dialogue, 20(1), 2019, h 89-104. smith, j. r., & hasan, a. integrating multiple disciplines in the study of islam: a holistic approach. journal of islamic studies, 45(2), 2021, h 237-254. ahmed, s., & khan, m. i. interdisciplinary perspectives on islamic theology: bridging the gap between traditional and contemporary understanding. international journal of interdisciplinary studies in islam, 34(4), 2019, h 567-582. al-farouq, a. m., & rahman, n. beyond boundaries: interdisciplinary approaches to islamic studies in a globalized world. islamic studies quarterly, 28(3), 2021, h 345-362. rahman, m. i. interdisciplinary approaches to islamic studies for enhancing intercultural competence. journal of intercultural education, 49(3), 2021, h 345-362. ali, s., & mustafa, a. multidisciplinary understanding of islamic ethics and its role in promoting interfaith dialogue. journal of interfaith studies, 34(4), 2019, h 567-582. ahmad, a., & yusuf, n. fostering cross-cultural understanding: an interdisciplinary approach to islamic studies in schools. international journal of education and intercultural communication, 28(2), 2020, h 237-254. hashim, r., & bakar, h. a. islamic studies in interdisciplinary dialogues: promoting peace and tolerance. journal of peace and conflict studies, 43(1), 2021, h 123-138. educatio : journal of education volume 9 , number 3, november 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) enhancing nutritional support for zimbabwe hiv-positive rural learners with albinism during el niño-induced drought: school development committee role munyaradzi chidarikire1, songile mhlanga2 1 department of curriculum studies, faculty of education, great zimbabwe university, zimbabwe 2 department of applied psychology; faculty of social science; midlands state university; zimbabwe mchidas78@gmail.com, songilemhlanga@gmail.com accepted: sept 28th 2024 reviewed: oct 18th 2024 published: nov 30th 2024 abstract this qualitative study examines the role of school development committees in enhancing nutritional support for hiv-positive rural learners with albinism during el niño-induced droughts in zimbabwe. using a purposive sampling approach, 18 participants were selected to ensure diverse representation, including parents, ngo representatives, village heads, social workers, government officials, church leaders, and teachers. learners were excluded from participation to uphold ethical standards protecting minors. data collection involved a three-hour focus group discussion, fostering open dialogue in participants' preferred language. thematic analysis revealed important insights into the need for targeted nutritional programs and the significance of multi-sectoral partnerships. findings highlight the critical capacity of school development committees to mobilize community resources and promote collaboration, ultimately improving educational outcomes and well-being for hiv-positive learners with albinism. a key finding of the study is that school development committees are instrumental in mobilizing local resources and facilitating collaboration among various stakeholders, which is vital for creating supportive educational environments for hiv-positive learners with albinism. it is recommended that educational authorities enhance the effectiveness of school development committees by providing targeted training and resources, enabling them to better address the nutritional and educational needs of vulnerable learners during drought conditions. keywords: albinism; drought; hiv-positive; nutrition; zimbabwe. by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction in zimbabwe, community participation in education is guided by the establishment of statutory instruments (si), notably si 87 of 1992 and si 379 of 1998. these instruments mandate the formation of school development committees (sdcs) in non-government schools and school development associations (sdas) in government schools. sdcs are tasked with http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 3, november 2024| 171 mobilizing resources aimed at improving school environments and supporting the welfare of both teachers and learners 1. through these committees, local communities are empowered to actively contribute to the educational development of their schools, aligning their efforts with the broader educational policies set by the government2. this regulatory framework underscores the importance of community involvement in addressing educational challenges in zimbabwe. one of the significant challenges in zimbabwe is the intersection of hiv/aids, albinism, and climate-induced crises, particularly in rural areas. hiv-positive individuals face severe health challenges, while those with albinism experience additional vulnerabilities due to social stigma and environmental exposure 3. the el niño phenomenon further exacerbates food insecurity and malnutrition, particularly in rural communities reliant on agriculture 4. hiv prevalence in zimbabwe remains a public health concern, with an adult rate of 12.7% (zimbabwe national statistics agency, 2020), which complicates the academic performance of affected learners due to health-related absenteeism and social stigma 5. learners with albinism face health risks such as skin cancer and vision impairment, which are compounded by societal misconceptions 6 and a lack of protective measures against sun exposure 7. furthermore, the food insecurity caused by el niñoinduced droughts has detrimental effects on these vulnerable populations, further aggravating their health and educational outcomes (world food programme, 2021). the role of sdcs in addressing these challenges cannot be understated. by mobilizing resources and engaging local communities, sdcs can play a pivotal role in enhancing the nutritional support for hiv-positive learners with albinism during climate crises. research has shown that community engagement in educational settings leads to improved nutritional programs, especially for vulnerable groups 8. however, despite the growing recognition of sdcs' importance, there remains a significant gap in understanding how these committees can effectively mitigate the nutritional challenges faced by hiv-positive learners with albinism during droughts. this study aims to fill this gap by examining the mechanisms through which sdcs can enhance nutritional support for these marginalized groups in the context of climate-induced crises, specifically el niño droughts. 1 munyaradzi dzvimbo and kelvin zhanda, “policy-making prospects and challenges of the climate change and the urban energy sector in zimbabwe,” journal of urban systems and innovations for resilience in zimbabwe-jusirz 2, no. 1 (2020): 203–222. 2 munyaradzi chidarikire and dipane joseph hlalele, “school development committees: a vehicle for sustainable inclusive education in zimbabwean rural primary schools,” journal of educational studies 21, no. 2 (2022): 164–186. 3 dzvimbo and zhanda, “policy-making prospects and challenges of the climate change and the urban energy sector in zimbabwe.” 4 munyaradzi chidarikire, “the impact of el-nino-induced drought on rural learners afflicted with hiv/aids: a study on poverty in zimbabwe.,” e-bangi journal 21, no. 3 (2024). 5 tinashe fradreck mavezera, annah dudu, and tawanda majoko, “21st century teacher professional development for effective implementation of inclusive education,” in handbook of research on inclusive and accessible education (igi global, 2024), 359–375. 6 severino machingambi, “analysis of decolonisation of higher education in a new south african university,” african perspectives of research in teaching and learning 4 (2020): 32–45. 7 elvis imafidon, “some epistemological issues in the othering of persons with albinism in africa,” handbook of african philosophy of difference (2020): 361–378. 8 pfuurai chimbunde, “deconstruction of higher education curriculum in zimbabwe: breaking the past and imagining the future,” african identities 22, no. 4 (2024): 1144–1158. volume 9, number 3, november 2024| 172 nutritional support is critical for hiv-positive individuals, as proper nutrition is essential for maintaining immune function and ensuring the efficacy of hiv treatment (united nations population fund, 2024). malnutrition can worsen the health outcomes of hiv-positive individuals, leading to higher morbidity and mortality (u.s. department of health and human services, 2020). in zimbabwe, rural hiv-positive learners with albinism face compounded difficulties due to limited access to nutritious food, worsened by the stigma surrounding their condition and the impact of climate change. the el niño phenomenon, which has resulted in severe droughts in zimbabwe, further amplifies food insecurity and malnutrition rates, particularly among vulnerable populations 9. in addition to the challenges posed by hiv, individuals with albinism face unique health risks. in south africa, public health campaigns emphasizing the importance of sun protection and skin care for individuals with albinism have been shown to mitigate some of these risks 10. however, in zimbabwe, limited access to healthcare, societal stigma, and a lack of protective measures exacerbate the vulnerability of learners with albinism 11. these learners also face nutritional challenges, as adequate nutrition is critical for maintaining their health, particularly for those living with hiv. the role of sdcs in improving educational outcomes and community support is widely recognized. in zimbabwe, sdcs are tasked with enhancing school management and fostering community involvement in the education process 12. similar community-driven initiatives in countries like south africa and nigeria have demonstrated the potential of local partnerships in improving nutritional support and educational outcomes for vulnerable learners 13. these findings highlight the potential for sdcs in zimbabwe to adopt strategies that can address the dual challenges of hiv and albinism during climate-induced crises, leveraging local knowledge and resources to provide essential nutritional support. despite existing research on the challenges faced by hiv-positive individuals and those with albinism, there is a notable gap in understanding how sdcs in zimbabwe can effectively implement nutritional support programs tailored to these populations during periods of drought. this research seeks to address this gap by exploring how sdcs can mobilize resources to improve the nutritional status of rural learners with albinism living with hiv during el niño-induced droughts. 9 chidarikire, “the impact of el-nino-induced drought on rural learners afflicted with hiv/aids: a study on poverty in zimbabwe.” 10 bekithemba dube, “rural online learning in the context of covid 19 in south africa: evoking an inclusive education approach,” multidisciplinary journal of educational research (2020). 11 machingambi, “analysis of decolonisation of higher education in a new south african university.” 12 chidarikire and hlalele, “school development committees: a vehicle for sustainable inclusive education in zimbabwean rural primary schools.” 13 adebunmi y aina and keshni bipath, “reimagining systems that support early childhood development centres in offering quality education,” journal for transdisciplinary research in southern africa 18, no. 1 (2022): 1–8; julius ajayi eyitayo, “exploring the nature, and teachers’ understanding, of the national curriculum statement (ncs, grades r – 12): navigating the changing landscape of science education through the curriculum assessment and policy statement (caps) in post-apartheid south afri,” complexity and simplicity in science education (springer international publishing, 2021), http://dx.doi.org/10.1007/978-3-030-79084-4_2. volume 9, number 3, november 2024| 173 this study is significant for several stakeholders, including learners, teachers, school development committees (sdcs), rural communities, and the broader government. for learners with albinism and hiv, this research aims to improve their health outcomes through enhanced nutritional support, which can lead to better academic performance and overall well-being. sdcs will gain insights into how to mobilize resources effectively and foster community engagement, strengthening their capacity to address local needs. teachers will benefit from a deeper understanding of the challenges faced by their students, enabling them to provide more empathetic and tailored support. on a broader scale, the ministry of primary and secondary education can utilize the findings to inform policy development and resource allocation, ensuring that vulnerable populations are prioritized in educational strategies. ultimately, the study seeks to contribute to a more inclusive and supportive educational environment for learners with albinism in zimbabwe, offering a comprehensive strategy to address the intertwined challenges of hiv, albinism, and climate-induced food insecurity. method this qualitative study utilized a purposive sampling method to select 18 participants, ensuring a diverse representation based on gender, location, and relevant expertise concerning the enhancement of nutritional support for hiv-positive learners with albinism in rural zimbabwe during an el niño-induced drought. the sample included four parents of learners with hiv and aids (two males and two females), two representatives from non-governmental organizations (ngos) working with these learners, two village heads (one male and one female), two social workers (one male and one female), two officials from the ministry of primary and secondary education (one male and one female), two police child victim and friendly officials, two church leaders (one male and one female), two members of the school development committees (one male and one female), and two teachers (one male and one female). this diverse composition was deliberately chosen to capture a broad range of perspectives and insights related to the nutritional and educational needs of these vulnerable learners 14. learners with hiv and aids were excluded from the study due to ethical concerns regarding their age and the sensitive nature of the research topic, in line with ethical guidelines aimed at protecting vulnerable populations, especially minors 15. by focusing on adult stakeholders, the study aimed to gather in-depth insights that could inform strategies to support these learners while preserving their dignity and privacy 16. data collection was conducted through a focus group discussion, held for three hours on a friday, chosen for its capacity to foster rich discussions and allow participants to share their viewpoints 14 craig mather et al., “covid-19 adaptations for biomedical teaching and assessment within the undergraduate dental curriculum,” in biomedical visualisation: volume 14‒covid-19 technology and visualisation adaptations for biomedical teaching (springer, 2022), 43–54. 15 gloria ori eke and anthony njoku, “african women in search of global identity: an exploration of feminism and afropolitanism in chimamanda adichie’s works,” journal of gender and power 13, no. 1 (2020): 151–169. 16 manoranjan mishra et al., “an overview of research on natural resources and indigenous communities: a bibliometric analysis based on scopus database (1979–2020),” environmental monitoring and assessment 193, no. 2 (2021). volume 9, number 3, november 2024| 174 in a dynamic environment. focus groups are particularly effective in qualitative research as they facilitate interaction among participants, encouraging the exchange of ideas and leading to a deeper understanding of complex issues 17. to ensure comfort and openness, the discussion was conducted in the participants' preferred language 18. data analysis was conducted using thematic analysis, following the framework by braun and clarke 19. the process involved multiple stages, including familiarization with the data, coding, and identifying emerging themes from the participants' discussions. this iterative analysis ensured that the themes accurately reflected the experiences and insights of the participants. the thematic analysis method is widely recognized for its flexibility and rigor in qualitative research, enabling nuanced interpretations of complex social phenomena. by employing purposive sampling, focus group discussions, and thematic analysis, this study aimed to generate actionable insights that could inform the development of targeted nutritional programs and improve the educational outcomes for hiv-positive learners with albinism, ultimately contributing to their well-being and academic success 20. results and discussion the responses from participants reveal that school development committees (sdcs) play an essential role in addressing the nutritional challenges faced by hiv-positive rural learners with albinism in zimbabwe, particularly during times of crisis such as el niño-induced droughts. ms. ndoro (female teacher) emphasizes the importance of sdcs in identifying vulnerable learners and organizing food donations from local farmers and ngos. however, she points out that the lack of training on the specific nutritional needs of hiv-positive learners with albinism limits their effectiveness. this highlights the need for better capacity building within committees, including training in understanding the unique dietary requirements of children with albinism, as well as forming stronger partnerships with local health workers 21. studies have shown that integrating local health expertise with community initiatives can significantly improve nutritional outcomes for marginalized groups 22. mrs. chirwa (female sdc member) underscores the challenge of sourcing food during droughts and suggests that more community participation and resource mobilization are necessary. her call for involving local businesses and educating the community about the importance of 17 louis cohen, lawrence manion, and keith morrison, “research methods in education (eight edition),” abingdon, oxon (2018). 18 mag gardner et al., “engage secondary students because the future depends on it.” (2021). 19 virginia braun and victoria clarke, “reflecting on reflexive thematic analysis,” qualitative research in sport, exercise and health 11, no. 4 (2019): 589–597, http://dx.doi.org/10.1080/2159676x.2019.1628806. 20 rowell ubogu, “the role of teacher education in improving quality education for a functional society,” journal of educational and social research (2020); v z vanduhe et al., “students’ evidential increase in learning using gamified learning environment,” in advances in intelligent systems and computing, vol. 880, 2019, 1109–1122, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055906112&doi=10.1007%2f978-3-030-026868_82&partnerid=40&md5=79353c0aa3139041cde5c64eca1a7e38. 21 cevat giray aksoy, barry eichengreen, and orkun saka, “the political scar of epidemics,” nber working paper, no. w27401 (2020). 22 dominic pasura and daniel makina, “contemporary african migration: an introduction,” in routledge handbook of contemporary african migration (routledge, 2023), 1–20. volume 9, number 3, november 2024| 175 supporting vulnerable children is aligned with findings from recent research, which suggests that community engagement and private sector involvement can enhance the sustainability of nutritional support programs 23. additionally, collaborative efforts with ngos, as advocated by ms. jani (female ngo official), are key to addressing these gaps. ngos can provide vital training and resources, and regular assessments of learners' specific needs are crucial to adjusting nutritional strategies in real time 24. this collaborative, holistic approach ensures that no child is left behind and that nutritional support is tailored to the unique challenges faced by children with albinism. mrs. mutsvangwa (female village head) further advocates for sdc empowerment through training and resource provision, coupled with community awareness campaigns to highlight the importance of supporting children with albinism. this view aligns with research that stresses the importance of community-based awareness programs in ensuring that marginalized groups, like children with albinism, receive the necessary support during times of crisis 25. the integration of awareness campaigns can foster a culture of inclusion and care, ensuring that the most vulnerable are not neglected in public health efforts 26. officer moyo (male victim-friendly police officer) also suggests creating a reporting mechanism to allow teachers and parents to communicate concerns regarding nutritional support, emphasizing the need for continuous feedback loops. this solution echoes the findings of studies that emphasize the value of transparent communication channels in improving the effectiveness of community interventions 27. pastor zulu (male pastor) recognizes the potential of churches in complementing the efforts of sdcs by providing resources and volunteers. he emphasizes the importance of a clear plan for collaboration between churches and sdcs, which can foster more coordinated support. this approach reflects the broader principle that inter-organizational collaboration can amplify the effectiveness of public health initiatives 28. finally, mr. chigwedere (male parent) calls for greater parental involvement in the sdcs, suggesting regular meetings for parents to stay informed and actively participate in solving their children's nutritional problems. parental involvement is crucial, as it ensures that the voices and perspectives of families are integrated into decision-making processes, which can improve the sustainability and relevance of nutritional support programs 29. 23 mavezera, dudu, and majoko, “21st century teacher professional development for effective implementation of inclusive education.” 24 fernando reimers et al., “supporting the continuation of teaching and learning during the covid-19 pandemic” (2020): 1–38. 25 segun johnson showande and iretomiwa faith ikuomola, “pharmacists’ involvement with and pharmacy clients’ awareness of adverse drug reaction reporting in nigeria–a mixed-methods approach,” journal of pharmaceutical health services research 13, no. 4 (2022): 276–288. 26 reimers et al., “supporting the continuation of teaching and learning during the covid-19 pandemic.” 27 rob jones, “the student experience of undergraduate students: towards a conceptual framework,” journal of further and higher education (2018). 28 chidarikire and hlalele, “school development committees: a vehicle for sustainable inclusive education in zimbabwean rural primary schools.” 29 leeann mahlo and tim d windsor, “older and more mindful? age differences in mindfulness components and well-being,” aging & mental health 25, no. 7 (2021): 1320–1331. volume 9, number 3, november 2024| 176 the oral narrations reveal a collective recognition of the critical role that school development committees (sdcs) play in addressing the nutritional needs of hiv-positive rural learners with albinism. however, challenges such as resource limitations, lack of specialized knowledge, and insufficient community involvement hinder the effectiveness of these committees. a more integrated, community-driven approach that involves local businesses, churches, ngos, and parents—coupled with training, awareness, and regular feedback mechanisms—can significantly improve the nutritional support provided to these vulnerable children. this multipronged strategy is essential for addressing the complex nutritional challenges faced by hivpositive learners with albinism in zimbabwe. discussion the narratives from participants reveal significant insights into the nutritional challenges faced by hiv-positive rural learners with albinism in zimbabwe, particularly during the el niñoinduced drought conditions. these insights are discussed below, framed within the context of bronfenbrenner's ecological systems theory and the broader literature. nutritional challenges faced by hiv-positive rural learners with albinism the findings illustrate the multifaceted challenges faced by hiv-positive rural learners with albinism, particularly during drought conditions. according to mr. chirwa, the drought severely limits food availability and variety, which is particularly problematic for learners with albinism who require balanced nutrition to support their immune systems. this resonates with existing literature, which emphasizes that individuals with albinism are more vulnerable to health complications, particularly skin cancers, due to their sensitivity to sunlight 30. as noted by mr. chirwa, the scarcity of food and the need for a specialized diet often lead to malnutrition, making these children more susceptible to infections and other health issues 31. the narratives also reflect how the drought exacerbates social and familial challenges. mrs. moyo highlights the difficulty families face in providing sufficient nutrition for their children with albinism. this directly impacts their health and school attendance, as children often miss school due to illness. . further, mr. ndlovu emphasizes the prioritization of food for able-bodied family members, leaving children with albinism vulnerable. this observation echoes findings from etiyebo and omiegde 32, who reported that children with disabilities, including those with albinism, are more likely to suffer from malnutrition, particularly in times of crisis. mr. banda, an ngo official, stresses the need for targeted nutritional programs that cater to the specific needs of hiv-positive learners with albinism. this call for more tailored interventions aligns with recent 30 francis benyah, “pentecostalism, media and the politics of homosexuality in contemporary ghana,” african journal of gender and religion 25, no. 1 (2019). 31 chibike amucheazi and chidebe nwankwo, “remodelling data protection and intellectual property rights in nigeria: a stitch in time perspective,” ajlhr 7 (2023): 7. 32 edwin etieyibo, “the ‘two democracies’ and africa’s burden,” african studies 79, no. 4 (2020): 444–462. volume 9, number 3, november 2024| 177 research advocating for inclusive health and nutrition strategies to address the unique needs of vulnerable populations 33. in addition to nutritional challenges, participants like officer tembo and pastor moyo point out the compounded effects of stigma and bullying faced by children with albinism. such social challenges exacerbate health issues and make it even more difficult for these children to access the support they need. this is in line with ikuomola 34, who discusses how social stigma can lead to further marginalization and health deterioration. community support and inclusive environments are vital to mitigating these challenges, as emphasized by reimer-kirkam et al.35. mrs. chikanga’s perspective as a mother also highlights the emotional toll that food insecurity takes on caregivers, which is consistent with findings from mahlo et al. 36 that show the psychological strain placed on families caring for children with albinism during times of scarcity. the emotional and mental health aspects of food insecurity, therefore, need to be addressed alongside physical health interventions. the research results suggest that hiv-positive learners with albinism face compounded nutritional and social challenges during droughts. these challenges are exacerbated by limited access to food, stigma, and insufficient community support. to address these challenges, targeted interventions that account for the specific nutritional and emotional needs of these children are crucial. school development committees and nutritional support the second theme focuses on the role of school development committees (sdcs) in facilitating nutritional support for hiv-positive rural learners with albinism. responses from participants indicate that sdcs play a crucial role in organizing food donations and feeding programs, but several challenges remain. ms. ndoro emphasizes the importance of sdcs in identifying vulnerable learners and organizing food donations from local farmers and ngos. however, she also calls for better training for committee members to understand the specific nutritional needs of hiv-positive learners with albinism. this resonates with bronfenbrenner’s microsystem level, where individual knowledge and skills directly influence children's well-being 37. mrs. chirwa, another committee member, highlights the need for increased resources and community participation to ensure the success of feeding programs. this reflects a common finding in the literature, where community engagement is recognized as a critical factor in the sustainability of nutritional support programs 38. 33 pasura and makina, “contemporary african migration: an introduction.” 34 showande and ikuomola, “pharmacists’ involvement with and pharmacy clients’ awareness of adverse drug reaction reporting in nigeria–a mixed-methods approach.” 35 everett reimer, school is dead (penguin books harmondsworth, middlesex, england, 1971). 36 mahlo and windsor, “older and more mindful? age differences in mindfulness components and wellbeing.” 37 hamufare dumisani mugauri et al., “exploring hiv testing models for differentiated service delivery in southern africa: a systematic review,” evidence based health policy, management and economics (2023). 38 chidarikire and hlalele, “school development committees: a vehicle for sustainable inclusive education in zimbabwean rural primary schools.” volume 9, number 3, november 2024| 178 further, mrs. mutsvangwa suggests that empowering sdcs with better training and resources could significantly enhance their effectiveness. this aligns with the recommendations of ologunju et al. 39, who argue that comprehensive training programs are essential for improving the capacity of local committees to address specific nutritional needs. ms. jani, an ngo official, advocates for collaboration between ngos and sdcs to provide training, resources, and regular assessments of learners’ nutritional needs. this partnership model has been shown to improve the efficacy of health and nutrition programs 40. officer moyo highlights the importance of establishing a reporting mechanism to facilitate communication between teachers, parents, and sdcs. this would help identify gaps and improve the coordination of nutritional support, ensuring that children with albinism receive the help they need. such mechanisms are crucial for creating responsive and adaptive support systems, as suggested by majoko & dudu 41, who stress the importance of monitoring and evaluation in community health interventions. finally, pastor zulu underscores the potential for collaboration between churches and sdcs, leveraging church resources and volunteers to enhance nutritional support. this approach reflects a broader community health model that encourages collective action and resource-sharing, a strategy that has been effective in addressing public health crises 42. sdcs play a vital role in supporting hiv-positive learners with albinism, but their effectiveness is hindered by a lack of resources, training, and community engagement. empowering sdcs through better training, resource allocation, and collaboration with ngos and local organizations can enhance their ability to provide adequate nutritional support. communitybased approaches that involve all stakeholders, including schools, ngos, churches, and families, are essential for addressing the nutritional needs of vulnerable learners. both the nutritional challenges and the role of sdcs in addressing these challenges underscore the complex, multifaceted nature of food insecurity faced by hiv-positive learners with albinism in rural zimbabwe. the findings reveal the need for tailored, inclusive approaches that consider not only the nutritional but also the social and emotional needs of these children. by applying bronfenbrenner's ecological systems theory, we can see how individual, community, and societal factors must be addressed in unison to ensure equitable access to nutrition and support for vulnerable learners. conclusion the research underscores the pressing nutritional challenges faced by hiv-positive rural learners with albinism in zimbabwe, especially during periods of el niño-induced drought. these 39 bola fajemirokun, “critical issues arising from litigating hiv/aids discrimination in nigeria,” international journal of discrimination and the law 21, no. 4 (2021): 313–327. 40 munyaradzi chidarikire and munyaradzi saruchera, “exploring multifaceted impacts of el niño driven drought on child-headed rural learners’ well-being in drought-prone chivi, zimbabwe,” interdisciplinary journal of rural and community studies 6 (2024): 1–13. 41 mavezera, dudu, and majoko, “21st century teacher professional development for effective implementation of inclusive education.” 42 chidarikire and hlalele, “school development committees: a vehicle for sustainable inclusive education in zimbabwean rural primary schools.” volume 9, number 3, november 2024| 179 learners are severely impacted by food insecurity, as the drought disrupts local agriculture, leading to reduced crop yields and rising food prices. this situation exacerbates the difficulties for already vulnerable populations, particularly learners with albinism who have specific dietary requirements to manage their heightened sensitivity to sun exposure and other related health issues. the lack of access to these essential nutrients puts these learners at a further disadvantage, perpetuating a cycle of malnutrition that affects their physical health, cognitive development, and overall educational performance. in addition to these immediate challenges, the role of school development committees (sdcs) in providing nutritional support is pivotal but requires substantial enhancement. while sdcs are crucial in ensuring meals are provided and in promoting awareness of nutritional needs, there is a significant gap in their capacity to address the unique needs of hiv-positive learners with albinism. the findings highlight the necessity for increased training and capacity building among sdc members. by equipping sdc members with deeper knowledge of nutrition and health, particularly in relation to albinism and hiv, these committees can better support the learners' health and educational outcomes. the implications of this research are far-reaching for both the field of education and public health. the study points to the urgent need for a multi-faceted approach to nutritional support, one that not only addresses general food security issues but also considers the specific health and dietary needs of vulnerable learners. future research should explore targeted interventions that can provide sustainable solutions to the nutrition challenges faced by these learners, particularly in the context of climate change. additionally, there is potential for policy changes at the national level to ensure that educational institutions and sdcs are better equipped to address the nutritional needs of learners with albinism, thereby improving their health and academic performance. these findings have significant implications for improving educational equity and public health strategies in rural zimbabwe and similar contexts globally. reference aina, adebunmi y, and keshni bipath. “reimagining systems that support early childhood development centres in offering quality education.” journal for transdisciplinary research in southern africa 18, no. 1 (2022): 1–8. aksoy, cevat giray, barry eichengreen, and orkun saka. “the political scar of epidemics.” nber working paper, no. w27401 (2020). amucheazi, chibike, and chidebe nwankwo. “remodelling data protection and intellectual property rights 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learners’ well-being in drought-prone chivi, zimbabwe.” interdisciplinary journal of rural and community studies 6 (2024): 1–13. chimbunde, pfuurai. “deconstruction of higher education curriculum in zimbabwe: breaking the past and imagining the future.” african identities 22, no. 4 (2024): 1144–1158. cohen, louis, lawrence manion, and keith morrison. “research methods in education (eight edition).” abingdon, oxon (2018). dube, bekithemba. “rural online learning in the context of covid 19 in south africa: evoking an inclusive education approach.” multidisciplinary journal of educational research (2020). dzvimbo, munyaradzi, and kelvin zhanda. “policy-making prospects and challenges of the climate change and the urban energy sector in zimbabwe.” journal of urban systems and innovations for resilience in zimbabwe-jusirz 2, no. 1 (2020): 203–222. eke, gloria ori, and anthony njoku. “african women in search of global identity: an exploration of feminism and afropolitanism in chimamanda adichie’s works.” journal of gender and power 13, no. 1 (2020): 151–169. etieyibo, edwin. “the ‘two democracies’ and africa’s burden.” african studies 79, no. 4 (2020): 444–462. eyitayo, julius ajayi. “exploring the nature, and teachers’ understanding, of the national curriculum statement (ncs, grades r – 12): navigating the changing landscape of science education through the curriculum assessment and policy statement (caps) in post-apartheid south afri.” complexity and simplicity in science education. springer international publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79084-4_2. fajemirokun, bola. “critical issues arising from litigating hiv/aids discrimination in nigeria.” international journal of discrimination and the law 21, no. 4 (2021): 313–327. gardner, mag, joanne quinn, max drummy, and michael fullan. “engage secondary students because the future depends on it.” (2021). imafidon, elvis. “some epistemological issues in the othering of persons with albinism in africa.” handbook of african philosophy of difference (2020): 361–378. jones, rob. “the student experience of undergraduate students: towards a conceptual framework.” journal of further and higher education (2018). machingambi, severino. “analysis of decolonisation of higher education in a new south african university.” african perspectives of research in teaching and learning 4 (2020): 32–45. mahlo, leeann, and tim d windsor. “older and more mindful? age differences in mindfulness components and well-being.” aging & mental health 25, no. 7 (2021): 1320–1331. mather, craig, laura colgan, vivian binnie, james donn, robert mckerlie, and aileen bell. “covid-19 adaptations for biomedical teaching and assessment within the undergraduate dental curriculum.” in biomedical visualisation: volume 14‒covid-19 technology and visualisation adaptations for biomedical teaching, 43–54. springer, 2022. volume 9, number 3, november 2024| 181 mavezera, tinashe fradreck, annah dudu, and tawanda majoko. “21st century teacher professional development for effective implementation of inclusive education.” in handbook of research on inclusive and accessible education, 359–375. igi global, 2024. mishra, manoranjan, desul sudarsan, celso augusto guimarães santos, shailendra kumar mishra, dipika kar, kabita baral, and namita pattnaik. “an overview of research on natural resources and indigenous communities: a bibliometric analysis based on scopus database (1979–2020).” environmental monitoring and assessment 193, no. 2 (2021). mugauri, hamufare dumisani, mujinga karakadzai, owen mugurungi, joconiah chirenda, kudakwashe takarinda, and mufuta tshimanga. “exploring hiv testing models for differentiated service delivery in southern africa: a systematic review.” evidence based health policy, management and economics (2023). pasura, dominic, and daniel makina. “contemporary african migration: an introduction.” in routledge handbook of contemporary african migration, 1–20. routledge, 2023. reimer, everett. school is dead. penguin books harmondsworth, middlesex, england, 1971. reimers, fernando, andreas schleicher, jaime saavedra, and saku tuominen. “supporting the continuation of teaching and learning during the covid-19 pandemic” (2020): 1–38. showande, segun johnson, and iretomiwa faith ikuomola. “pharmacists’ involvement with and pharmacy clients’ awareness of adverse drug reaction reporting in nigeria–a mixed-methods approach.” journal of pharmaceutical health services research 13, no. 4 (2022): 276–288. ubogu, rowell. “the role of teacher education in improving quality education for a functional society.” journal of educational and social research (2020). vanduhe, v z, h f hassan, d oluwajana, m nat, a idowu, j j agbo, and l okunlola. “students’ evidential increase in learning using gamified learning environment.” in advances in intelligent systems and computing, 880:1109–1122, 2019. https://www.scopus.com/inward/record.uri?eid=2s2.0-85055906112&doi=10.1007%2f978-3-030-026868_82&partnerid=40&md5=79353c0aa3139041cde5c64eca1a7e38. educatio : journal of education volume 9 , number 1, may 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) literary analysis of inter-multidisciplinary understanding of islam: nature, objectives, and impacts dimas afditiya ramadhan, m. nasor, rini setiawati universitas islam negeri raden intan lampung afditiya.dimas@gmail.com accepted: jan 14th 2024 reviewed: april 18th 2024 published: may 28th 2024 abstract the inter/multidisciplinary understanding of islam represents a comprehensive and inclusive approach to comprehending the religion in an increasingly complex and interconnected world. this study delves into the nature, objectives, and impacts of this approach, aiming to provide a holistic perspective on how islam can be understood through the integration of various academic disciplines. the primary objectives of this approach include introducing religious values, enhancing the understanding of social and cultural contexts, and formulating solutions for contemporary issues. the study also seeks to illustrate how an inter/multidisciplinary perspective contributes to promoting intercultural tolerance and fostering deeper critical thinking. this paper employs a literary analysis method, synthesizing insights from disciplines such as social sciences, humanities, economics, and political science to develop a more nuanced understanding of islam. the analysis draws from a wide range of academic literature and case studies. the findings reveal that an inter/multidisciplinary approach to understanding islam offers profound insights and broad objectives that extend beyond traditional religious knowledge. this approach enables a comprehensive understanding of islam within a broader context, addressing contemporary challenges such as social justice, cultural tolerance, and global interconnectedness. the study concludes that an inter/multidisciplinary understanding of islam is a crucial instrument for individuals to become active agents of change, playing a vital role in shaping a tolerant, just, and harmonious society. this approach is essential for creating inclusive and equitable societies, bridging the gap between tradition and contemporary realities, and building a world that respects diversity, promotes peace, and realizes justice. therefore, this approach brings extraordinary positive impacts in addressing the challenges of our time. keywords: islam, interdisciplinary, nature, objectives, impacts, multidisciplinary, social justice, cultural tolerance, critical thinking by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. mailto:afditiya.dimas@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2024| 41 introduction understanding islam in the contemporary context presents an increasingly complex challenge. as one of the world's major religions, with followers spread across the globe, islam influences various aspects of human life, from personal values to public policy 1. however, to achieve a comprehensive understanding of islam, it is essential to engage with diverse perspectives and integrate multiple disciplines 2. the inter/multidisciplinary approach is a relevant and beneficial response to the complexity of islam in today's world 3. this approach integrates various disciplines such as social sciences, humanities, economics, political science, law, and others to provide a more holistic view of islam 4. it is not only about understanding the religion itself but also about how islam influences everyday life, society, and global dynamics 5. this paper explores the nature, objectives, and impacts of studying islam through an inter/multidisciplinary lens. to fully grasp the complexity of islam, we must break down the barriers between different disciplines. the theory of interdisciplinarity, which underpins this approach, emphasizes the integration of social sciences, humanities, economics, politics, and history, among others, to embrace the complexity of islam 6. this allows for a more comprehensive understanding that goes beyond a single perspective, involving cooperation across various fields 7. furthermore, hermeneutics, as a theory of interpretation, plays a critical role in understanding islam in this interdisciplinary context 8. hermeneutics emphasizes the importance of interpreting religious texts, such as the quran and hadith, within their social, cultural, and historical contexts, helping to analyze how interpretations of islam can vary across different societies and eras 9. 1 richard c martin, “john l. esposito, islam: the straight path (new york and oxford: oxford university press, 1988). pp. 238.,” international journal of middle east studies 23, no. 2 (1991): 238–241, http://dx.doi.org/10.1017/s0020743800056075. 2 muhammad ainun najib and ahmad khoirul fata, “islam wasatiyah dan kontestasi wacana moderatisme islam di indonesia,” jurnal theologia (2020); g anggadwita et al., “empowering islamic boarding schools by applying the humane entrepreneurship approach: the case of indonesia,” international journal of entrepreneurial behaviour and research 27, no. 6 (2021): 1580–1604. 3 bahar davary, “book review: the study quran: a new translation and commentary,” horizons 43 (2016): 397–401; abdullah saeed, human rights and islam: an introduction to key debates between islamic law and international human rights law (edward elgar publishing, 2018). 4 buyung syukron, “the contextualization of islamic education: reformulation the essence and urgency in the islamic educators in information transformation era,” jurnal pendidikan islam (2017); wael hallaq, “restating orientalism” (columbia university press, 2018), http://dx.doi.org/10.7312/hall18762. 5 umi wasilatul firdausiyah, “biografi nabi muhammad saw dalam sejarah perspektif karen armstrong,” jurnal ulunnuha (2020); oliver leaman, “introduction,” history of islamic philosophy (routledge, 2020), http://dx.doi.org/10.4324/9781003070733-1. 6 l a zoellner et al., “reaching the unreached: bridging islam and science to treat the mental wounds of war,” frontiers in psychiatry 12 (2021), https://www.scopus.com/inward/record.uri?eid=2-s2.085108176906&doi=10.3389%2ffpsyt.2021.599293&partnerid=40&md5=90867e518f9ddfe1873d51f88a9bf243; alwi alatas, hassan suleiman, and sofiah samsudin, “nomadic and sedentary life in the time of prophet muhammad,” journal of al-tamaddun (2020). 7 peter berger and thomas luckmann, “the social construction of reality,” in social theory re-wired (routledge, 2023), 92–101. 8 farida rukan salikun, “paradigma baru hermeneutika kontemporer paul ricoeur,” hermeneutik 9, no. 1 (2015): 161–184. 9 f sadeghian et al., “road traffic injuries and associated mortality in the islamic republic of iran,” eastern mediterranean health journal 29, no. 10 (2023): 796–803, https://www.scopus.com/inward/record.uri?eid=2-s2.085176389628&doi=10.26719%2femhj.23.104&partnerid=40&md5=8759a03df3e06136a7cdb4b27068fb02. volume 9, number 1, may 2024| 42 sociology of religion is another relevant theory within this framework. it enables us to understand how religion influences society and, conversely, how society influences religious understanding and practice 10. this approach allows for the exploration of the social impacts of islam and how religious values interact with the social realities of different communities 11. other theories, such as those from economics, politics, and human rights, further enrich this interdisciplinary approach by providing insights into how islamic values influence economic practices, political structures, and human rights issues within muslim societies 12. all these theories come together to form an inclusive and comprehensive framework for understanding islam through an inter/multidisciplinary approach. by integrating these diverse perspectives and disciplines, we can approach islam from various angles, addressing cultural diversity and exploring how the religion impacts contemporary society and the world at large 13. this paper aims to delve deeper into the nature of this interdisciplinary approach to understanding islam, including its objectives. these objectives encompass the introduction of religious values, a better understanding of social and cultural contexts, and the ability to formulate solutions to complex contemporary issues 14. additionally, we will discuss the positive impacts that arise from studying islam through an inter/multidisciplinary lens, such as a deeper understanding of the religion, contributions to peace and social justice, and the capacity to formulate more effective policies in an increasingly connected society 15. through a more profound understanding of islam from an inter/multidisciplinary perspective, we can create a more inclusive, meaningful, and sustainable world. in this complex contemporary context, a more holistic understanding of islam will be key to achieving peace, tolerance, and justice in societies that are increasingly diverse and globally interconnected (asad, 2016). method this study adopts a qualitative descriptive research design to explore the interdisciplinary and multidisciplinary understanding of islam, focusing on its nature, objectives, and impacts in 10 erica michelle learson, “civic and religious education in manado, indonesia: ethical deliberation about plural coexistence,” sustainability (switzerland) (2019); a emmerich, “masks, mosques and lockdowns: islamic organisations navigating the covid-19 pandemic in germany,” entangled religions 12, no. 3 (2021), https://www.scopus.com/inward/record.uri?eid=2-s2.085149784619&doi=10.46586%2fer.12.2021.8900&partnerid=40&md5=8186316c6dfd51d78bbe355370953714. 11 s a ragozina, “from ‘islam observed’ to ‘discursive tradition’: on the key concepts of western anthropology of islam,” etnograficeskoe obozrenie 2020, no. 4 (2020): 167–185, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099911166&doi=10.31857%2fs0869541500108404&partnerid=40&md5=2bdeed58354ffb65d601a6be1def2bc2. 12 abdullah sahin, “critical issues in islamic education studies: rethinking islamic and western liberal secular values of education,” religions (2018). 13 m rezaei and m mohammadi, “an historical and archaeological approach to the islamic site of andajin,” journal of archaeological studies 12, no. 1 (2020): 139–159, https://www.scopus.com/inward/record.uri?eid=2-s2.085150630152&doi=10.22059%2fjarcs.2020.261673.142595&partnerid=40&md5=ca742076e18c68fd7d7918c819b c7303; julia d a y howell, “and the indonesian sufism islamic revival,” the journal of asian studies (2014). 14 ovamir anjum, “islam as a discursive tradition: talal asad and his interlocutors,” comparative studies of south asia, africa and the middle east (2007). 15 j l esposito, islam: the straight path (oxford university press, n.d.). volume 9, number 1, may 2024| 43 various aspects of life. the methodology is anchored in an inter/multidisciplinary approach, which integrates insights from various academic disciplines including religious studies, social sciences, humanities, economics, political science, and law. research design the qualitative descriptive design is chosen for its ability to provide a comprehensive and in-depth understanding of complex phenomena, such as the interdisciplinary study of islam. this approach allows for a nuanced exploration of the themes and patterns that emerge from the data, offering insights into the broader context of islamic studies and its interdisciplinary applications. data collection the research relies on secondary data sources, including a wide range of classical and contemporary literature. these sources encompass books, peer-reviewed journal articles, reports, and academic papers that discuss the interdisciplinary and multidisciplinary approaches to understanding islam. the literature review is exhaustive, focusing on materials published between 2015 and 2024 to ensure the inclusion of the most recent and relevant studies. data sources the primary sources of data include: 1. academic journals: peer-reviewed articles from reputable journals such as islamic studies, journal of islamic thought, and international journal of islamic and middle eastern finance and management. 2. books: key texts by scholars in the fields of islamic studies, sociology, economics, political science, and law, including works by prominent authors like john l. esposito, tariq ramadan, and wael b. hallaq. 3. reports: relevant reports from international organizations, such as the united nations and the organization of islamic cooperation, which provide context and data on the socioeconomic and political impacts of islamic teachings. data analysis the data collected through literature review is analyzed using content analysis. this method allows for the identification of key themes, concepts, and categories that emerge from the literature. the content analysis is conducted systematically, with the following steps: 1. data familiarization: reading and re-reading the collected literature to gain a thorough understanding of the content. 2. coding: identifying and coding key themes and concepts related to the interdisciplinary and multidisciplinary understanding of islam. volume 9, number 1, may 2024| 44 3. theme development: grouping related codes into broader themes that reflect the objectives and impacts of the interdisciplinary approach to islamic studies. 4. interpretation: analyzing the themes to draw insights and conclusions about the nature of islam as understood through an interdisciplinary lens. research results and discussion interdisciplinary/multidisciplinary approaches in understanding islam the analysis conducted in this study highlights the significant contribution of an interdisciplinary/multidisciplinary approach to understanding islam, particularly in addressing the complexities and dynamics of contemporary society. understanding islam cannot be confined to a single disciplinary perspective; rather, it necessitates a comprehensive approach to fully explore its essence. scholars such as fazlur rahman, an influential islamic thinker, advocate for a holistic understanding of islam that integrates various perspectives from different fields of study. fazlur rahman16 emphasizes that a comprehensive understanding of islam must incorporate theological, philosophical, social, and historical dimensions. the interdisciplinary/multidisciplinary approach adopted in this study aligns with rahman's vision of uniting various disciplines to achieve a more holistic comprehension of islam. by drawing from literature across multiple fields, the study demonstrates how contributions from each discipline can form a comprehensive view of islam. this approach is further supported by the interdisciplinary concepts of scholars such as edward said, who emphasizes the importance of incorporating social sciences, humanities, and history in understanding religion and culture, including islam. the analysis presented in this study shows that by fostering dialogue between different fields, we can avoid oversimplification and stereotypes about islam, leading to a more accurate and contextual understanding. moreover, the inclusion of john l. esposito's work in islamic studies reinforces the argument that integrating social sciences, humanities, and history is crucial for a comprehensive understanding of islam. esposito highlights the importance of contextualizing and historicizing religious texts and practices to avoid static or isolated interpretations of islam. these scholarly perspectives collectively support the validity of an interdisciplinary/multidisciplinary approach in understanding islam. integrating various fields of study provides a robust framework for addressing the complexities and diversity of islamic thought in the modern context. in addition to rahman, said, and esposito, other scholars have contributed to the strength of this approach. karen armstrong, for example, argues that an interdisciplinary perspective enables a more nuanced understanding of islam's cultural and epistemological diversity. this approach facilitates the translation and articulation of islamic principles in ways that are accessible and relevant to diverse audiences. 16 humaira ahmad, “mapping neo-modern and postmodern qur’ānic reformist discourse in the intellectual legacy of fazlur rahman and mohammed arkoun,” religions (2023); moh. alwy amru gozali, “moralitas qur’ani perspektif fazlur rahman,” proceeding of the 1st conference on strengthening islamic studies in digital era (ficosis) (2021); sibawaihi, “epistemologizing the islamic concept of resurrection in the hereafter: a comparative study between al-ghazālī and fazlur rahman,” afkar (2022). volume 9, number 1, may 2024| 45 professor abdolkarim soroush, a sociologist of religion, further strengthens this analysis by emphasizing that a multidisciplinary understanding of islam allows for the evaluation and adaptation of traditional practices in a modern context. this ensures that islam remains relevant and beneficial in addressing global challenges. the analysis of these scholars indicates that an interdisciplinary/multidisciplinary approach to understanding islam is not only relevant but essential for responding to the complex and dynamic challenges of modern islamic studies. this approach opens avenues for dynamic integration between islam and modern knowledge, leading to more holistic and effective thought and policy. objectives of interdisciplinary/multidisciplinary islamic studies an in-depth analysis of the interdisciplinary/multidisciplinary approach in understanding islam reveals significant insights into the positive impacts and relevance of this approach in contemporary islamic studies. the study successfully identifies several key points that illustrate the benefits and relevance of this approach. first, the study highlights the ability of the interdisciplinary/multidisciplinary approach to address the complexities and dynamics of modern life. by involving various disciplines, this approach enables a more contextual and relevant understanding of islam. this provides a foundation for addressing the actual challenges and questions faced by muslims in their daily lives. second, the study emphasizes that this approach not only integrates religion and science but also empowers the spiritual and ethical dimensions of islam. the analysis illustrates how the involvement of philosophy, psychology, and ethics helps in understanding and applying islamic moral values in various life contexts, creating a holistic framework that aligns with global ethical developments. third, the results show that the interdisciplinary/multidisciplinary approach stimulates critical and creative thinking. the study highlights that students or participants involved in this approach tend to become more critical thinkers, capable of connecting concepts across disciplines, and generating innovative solutions. finally, the study concludes that this approach opens opportunities for integration and harmonization between islam and modern life contexts. the understanding formed through interdisciplinary/multidisciplinary studies creates a foundation for bridging the gap between traditional values and contemporary demands. this fosters a more inclusive and open understanding of islam, which is adaptable to the diversity of modern life. overall, the study emphasizes that the interdisciplinary/multidisciplinary approach in islamic studies is not merely a method of integrating various fields of knowledge but also a perspective that can shape more holistic and contextually appropriate characters and policies in a global context. positive impacts of interdisciplinary/multidisciplinary understanding of islam this research reveals significant positive impacts of an interdisciplinary/multidisciplinary understanding of islam, paving the way for integrating islamic concepts with modern knowledge. volume 9, number 1, may 2024| 46 various scholars have highlighted the importance of this approach, offering inspiring and relevant perspectives. professor john l. esposito, an expert in islamic studies at georgetown university, asserts that an interdisciplinary/multidisciplinary understanding of islam provides a comprehensive and in-depth perspective. he argues that the integration of religious studies, science, and humanities creates a space to embrace the complexity and richness of islamic teachings in a modern context. islamic historian karen armstrong emphasizes that an interdisciplinary/multidisciplinary approach allows for a more open understanding of islam towards cultural and epistemological differences. through the synergy of various disciplines, islam can be translated and articulated in ways that are accessible and comprehensible to different societal layers. sociologist abdolkarim soroush strengthens this analysis by pointing out that a multidisciplinary understanding of islam offers an opportunity to evaluate and adjust traditional practices within a modern context. this ensures the relevance and utility of islam in addressing global challenges. the results of the study affirm that the positive impacts of an interdisciplinary/multidisciplinary understanding of islam include the richness of perspectives, openness to diversity, and the ability to adapt to changing times. by involving various disciplines, as acknowledged by scholars like esposito, armstrong, and soroush, the approach facilitates a dynamic and inclusive interpretation of islamic teachings in the context of modern life. the positive impacts of an interdisciplinary/multidisciplinary understanding of islam are significant across various aspects of life and in the increasingly complex context of the contemporary world. these impacts include: 1. facilitation of interfaith tolerance and dialogue: one of the main positive impacts is the promotion of interfaith tolerance and constructive dialogue. an interdisciplinary/multidisciplinary understanding of islam allows individuals to develop a deeper understanding of other religions and reduces prejudice. this promotes mutual understanding and cross-cultural cooperation, which is crucial in an increasingly connected world. 2. contribution to social justice: an interdisciplinary/multidisciplinary understanding of islam can also enhance the role of islam in advocating for social justice. by understanding how religious values can be translated into tangible actions in society, individuals can contribute to addressing economic inequalities, social injustices, and other societal issues. this creates opportunities for building a more just and equitable society. 3. development of better policies: an interdisciplinary/multidisciplinary understanding of islam also impacts the development of better policies at the national and international levels. individuals with a deeper understanding of islam can contribute to formulating more effective and equitable policies, particularly on issues such as peace, climate change, and human rights. 4. role in creating social harmony: in multicultural and multi-faith societies, an interdisciplinary/multidisciplinary understanding of islam can help create social harmony. volume 9, number 1, may 2024| 47 individuals who understand islam within a broader context can play a role in building positive interfaith relationships and mitigating religious conflicts. 5. empowerment of communities: a holistic understanding of islam also provides tools for individuals and communities to better understand their roles in society. this can advance community self-sufficiency and empowerment, particularly in areas such as education, health, and economic development. in conclusion, an interdisciplinary/multidisciplinary understanding of islam is not just about knowledge but also about contributing positively to building a more tolerant, just, and harmonious society. this approach enriches individuals with knowledge of islam and helps them become active agents of change in society. the positive impacts of a deeper understanding of islam play a crucial role in addressing the increasingly complex global challenges in the contemporary world. conclusion in conclusion, an interdisciplinary/multidisciplinary understanding of islam embodies a profound essence and broad objectives. this approach extends beyond mere religious knowledge, aiming to comprehend islam within a wider context that is relevant to contemporary challenges. with goals centered on promoting tolerance, social justice, and interfaith harmony, the interdisciplinary/multidisciplinary understanding of islam has significant positive impacts. these impacts include the ability to build bridges across cultures, contribute to positive social change, participate in the formulation of more effective policies, and address complex global challenges. a deeper understanding of islam empowers individuals to become active agents of change, playing a crucial role in constructing a more tolerant, just, and harmonious society. in an increasingly connected and complex world, an interdisciplinary/multidisciplinary approach to understanding islam is a vital instrument for creating a more inclusive and equitable society. this approach allows us to bridge the gap between tradition and contemporary reality, fostering a better world that respects diversity, promotes peace, and upholds justice. therefore, the interdisciplinary/multidisciplinary understanding of islam holds extraordinary positive potential in facing the challenges of our time. . reference ahmad, humaira. “mapping neo-modern and postmodern qur’ānic reformist discourse in the intellectual legacy of fazlur rahman and mohammed arkoun.” religions (2023). alatas, alwi, hassan suleiman, and sofiah samsudin. “nomadic and sedentary life in the time of prophet muhammad.” journal of al-tamaddun (2020). anggadwita, g, l.-p. dana, v ramadani, and r y ramadan. “empowering islamic boarding schools by applying the humane entrepreneurship approach: the case of indonesia.” international journal of entrepreneurial behaviour and research 27, no. 6 (2021): 1580–1604. anjum, ovamir. “islam as a discursive tradition: talal asad and his interlocutors.” comparative studies of south asia, africa and the middle east (2007). volume 9, number 1, may 2024| 48 berger, peter, and thomas luckmann. “the social construction of reality.” in social theory rewired, 92–101. routledge, 2023. davary, bahar. “book review: the study quran: a new translation and commentary.” horizons 43 (2016): 397–401. emmerich, a. “masks, mosques and lockdowns: islamic organisations navigating the covid19 pandemic in germany.” entangled religions 12, no. 3 (2021). https://www.scopus.com/inward/record.uri?eid=2-s2.085149784619&doi=10.46586%2fer.12.2021.8900&partnerid=40&md5=8186316c6dfd51d 78bbe355370953714. esposito, j l. islam: the straight path. oxford university press, n.d. firdausiyah, umi wasilatul. “biografi nabi muhammad saw dalam sejarah perspektif karen armstrong.” jurnal ulunnuha (2020). gozali, moh. alwy amru. “moralitas qur’ani perspektif fazlur rahman.” proceeding of the 1st conference on strengthening islamic studies in digital era (ficosis) (2021). hallaq, wael. “restating orientalism.” columbia university press, 2018. http://dx.doi.org/10.7312/hall18762. howell, julia d a y. “and the indonesian sufism islamic revival.” the journal of asian studies (2014). leaman, oliver. “introduction.” history of islamic philosophy. routledge, 2020. http://dx.doi.org/10.4324/9781003070733-1. learson, erica michelle. “civic and religious education in manado, indonesia: ethical deliberation about plural coexistence.” sustainability (switzerland) (2019). martin, richard c. “john l. esposito, islam: the straight path (new york and oxford: oxford university press, 1988). pp. 238.” international journal of middle east studies 23, no. 2 (1991): 238–241. http://dx.doi.org/10.1017/s0020743800056075. najib, muhammad ainun, and ahmad khoirul fata. “islam wasatiyah dan kontestasi wacana moderatisme islam di indonesia.” jurnal theologia (2020). ragozina, s a. “from ‘islam observed’ to ‘discursive tradition’: on the key concepts of western anthropology of islam.” etnograficeskoe obozrenie 2020, no. 4 (2020): 167–185. https://www.scopus.com/inward/record.uri?eid=2-s2.085099911166&doi=10.31857%2fs0869541500108404&partnerid=40&md5=2bdeed58354ffb65d601a6be1def2bc2. rezaei, m, and m mohammadi. “an historical and archaeological approach to the islamic site of anda-jin.” journal of archaeological studies 12, no. 1 (2020): 139–159. https://www.scopus.com/inward/record.uri?eid=2-s2.085150630152&doi=10.22059%2fjarcs.2020.261673.142595&partnerid=40&md5=ca7420 76e18c68fd7d7918c819bc7303. sadeghian, f, a mehri, z ghodsi, v baigi, m s bardsiri, m sharif-alhoseini, g m o’reilly, a mokdad, and v rahimi-movaghar. “road traffic injuries and associated mortality in the islamic republic of iran.” eastern mediterranean health journal 29, no. 10 (2023): 796–803. https://www.scopus.com/inward/record.uri?eid=2-s2.085176389628&doi=10.26719%2femhj.23.104&partnerid=40&md5=8759a03df3e06136a7 cdb4b27068fb02. saeed, abdullah. human rights and islam: an introduction to key debates between islamic law and international human rights law. edward elgar publishing, 2018. sahin, abdullah. “critical issues in islamic education studies: rethinking islamic and western liberal secular values of education.” religions (2018). volume 9, number 1, may 2024| 49 salikun, farida rukan. “paradigma baru hermeneutika kontemporer paul ricoeur.” hermeneutik 9, no. 1 (2015): 161–184. sibawaihi. “epistemologizing the islamic concept of resurrection in the hereafter: a comparative study between al-ghazālī and fazlur rahman.” afkar (2022). syukron, buyung. “the contextualization of islamic education: reformulation the essence and urgency in the islamic educators in information transformation era.” jurnal pendidikan islam (2017). zoellner, l a, j a bentley, n c feeny, a b klein, m l dolezal, d a angula, and m h egeh. “reaching the unreached: bridging islam and science to treat the mental wounds of war.” frontiers in psychiatry 12 (2021). https://www.scopus.com/inward/record.uri?eid=2-s2.085108176906&doi=10.3389%2ffpsyt.2021.599293&partnerid=40&md5=90867e518f9ddf e1873d51f88a9bf243. educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z teachers' challenges in implementing inclusive education amid crisis maryam chinasa adewunmi university of johannesburg hi2chinasa@gmail.com accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: this study explores the challenges teachers faced in implementing inclusive education amid crises, using the covid-19 pandemic as a case study. an interpretive research paradigm was adopted, emphasizing participants' experiences over theoretical assumptions. the study employed a qualitative approach, including one-on-one semi-structured interviews, to gather data from 12 teachers across three schools in south africa, representing three socio-economic contexts. thematic analysis was used to analyse the data. the findings revealed that barriers to inclusive education during the crisis include inadequate training, insufficient resources, poor parental involvement, increased teacher workloads, and internet connectivity challenges. teachers, particularly in lower socio-economic contexts, struggled to adapt to remote learning environments, exacerbating inequalities among students. additionally, compliance with health protocols and managing absenteeism posed further challenges. the study concludes by recommending crisisspecific training programs, equitable resource allocation, stronger parental engagement, teacher support systems, and enhanced health protocols to ensure more effective implementation of inclusive education during future crises. these findings underscore the need for flexible educational policies and proactive strategies to mitigate the impact of crises on vulnerable students and their educators.. keyword: covid-19, crises, educational disruption, educational resources, inclusive education, parental involvement, teacher training, workload introduction inclusive education has long been a cornerstone of global educational policy, aimed at ensuring that all students, regardless of ability or background, have access to quality education. hayes and bulat (2017) and kotzmann et al. (2022) define inclusive education as an approach that guarantees equal access to education for all students, whether they have disabilities, socioeconomic challenges, or other barriers. it fosters diversity, equity, and participation by accommodating diverse learning needs and promoting environments where every learner can thrive (unesco, 2020). the significance of inclusive education lies in its capacity to reduce educational inequalities, fostering a more just and cohesive society by ensuring no student is marginalized or excluded (ainscow, 2020). however, global crises—such as conflicts, natural disasters, pandemics, and economic downturns—pose significant challenges to established educational systems and practices. in educational contexts, a crisis refers to any disruption that severely affects the functioning of mailto:hi2chinasa@gmail.com maryam chinasa adewunmi teachers' challenges in implementing inclusive education amid crisis volume 9, number 2, november 2025 | 341 zzzzzz schools, hindering access to quality education (sayed et al., 2021). such crises can lead to school closures, loss of learning opportunities, increased dropout rates, and the widening of educational inequalities, especially for vulnerable populations (haffejee et al., 2024). the long-term consequences of these disruptions extend beyond individual learners, impacting broader societal and economic development (reimers, 2021). one such crisis, the covid-19 pandemic, introduced unprecedented challenges for inclusive education. schools and educators had to rapidly adapt to remote learning environments while upholding inclusivity principles (unesco, 2020). the pandemic underscored and exacerbated pre-existing challenges within education systems, particularly affecting students with disabilities and those from marginalized communities (tadesse & muluye, 2020). teachers, often at the forefront of educational delivery, had to reinvent their methods, incorporating digital tools and differentiated instructional strategies to meet the diverse needs of their students (reis & renzulli, 2018). this study aims to explore the specific challenges teachers faced in implementing inclusive education during the covid-19 crisis. methods the study utilized an interpretive approach to investigate the challenges teachers faced in implementing inclusive education during crises. this methodology prioritizes participants' accounts over theoretical assumptions (koopman, 2017). to gain a comprehensive understanding, qualitative research methods were employed, focusing on analyzing participants' perspectives and interpretations regarding the phenomenon under investigation (creswell & creswell, 2017). the sample for this study comprised three schools, selected based on their quintile classification within south africa's educational system: quintiles 1, 3, and 5, representing different socioeconomic backgrounds. in south africa, schools are categorized into five quintiles, with quintile 1 representing schools in the weakest socioeconomic conditions and quintile 5 representing schools in more favorable circumstances (department of basic education, 2014). the study focused on the most vulnerable schools, primarily those from quintiles 1, 2, and 3. to achieve the research objectives, a purposive sampling approach was adopted, selecting participants who could provide valuable insights. burns and grove (2010) emphasize the importance of using appropriate criteria to ensure a sufficient sample size. for this study, 12 teachers from grade 10 were selected from three different schools, with four representatives each from quintiles 1, 3, and 5. semi-structured interviews were chosen as the data collection method because they allowed for both pre-formulated questions and flexibility to explore new questions based on participants' responses. the recorded interviews were transcribed meticulously before undergoing thematic analysis, following braun and clarke's (2016) recommended six-step procedure: familiarization with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and finally, producing the report result and discussion . the article aimed to explore the challenges faced by teachers in implementing inclusive education during the crisis. the findings revealed critical challenges such as lack of adequate training, lack of resources, lack of parental involvement, increased workload, poor attendance/absenteeism, internet connectivity issues, non-compliance with safety protocols, and dealing with pregnant learners. maryam chinasa adewunmi teachers' challenges in implementing inclusive education amid crisis volume 9, number 2, november 2025 | 342 zzzzzz lack of adequate training a significant challenge that educators faced during the pandemic was the lack of training on how to implement inclusive education in crisis conditions. this issue was reported by teachers across all quintiles, with several highlighting their unpreparedness for handling inclusive education under the circumstances brought about by covid-19. one teacher from a quintile three school expressed frustration with the situation: “educators have not been trained during this covid-19 process, both for how to approach online learning and how to adapt to covid-19 in a classroom to promote inclusive education. i would say we need more of a top-down approach.” another teacher emphasized the absence of policy guidelines in their pre-pandemic training, noting: “okay, the other way to get it perhaps is when we think of policy and how policy influences inclusive education. for instance, throughout my experience, we have not been trained.” in light of this, several teachers expressed the need for future policies to incorporate crisis-specific training. one teacher suggested: “the government needs to implement a strategic plan for next year on how they can use policy to implement inclusive education. by doing this, heads of schools can perhaps be trained to train teachers on how to deal with unexpected occurrences based on covid-19.” the lack of training on implementing inclusive education under crisis conditions, reported across all quintiles, underscores a broader systemic problem in educational preparedness and policy. educators reported being inadequately prepared for the dual challenges of online learning and maintaining inclusive education during the pandemic. the frustration expressed by the participants reflects a gap in both practical training and strategic support for teachers. the lack of pre-pandemic training on inclusive education policies exacerbated the problem. the absence of comprehensive policy guidelines meant that educators were left without essential frameworks to navigate the challenges posed by the pandemic. several educators emphasized the necessity for future policies to incorporate crisis-specific training. this suggestion highlights the need for a proactive approach in policy development and training to address unforeseen disruptions. current literature supports these findings, emphasizing the critical role of preparedness and training in crisis management within education. according to florian and linklater (2010), effective inclusive education relies on well-structured training and support for educators, which includes preparation for unexpected disruptions. the covid-19 pandemic has exposed significant gaps in this area, underscoring the need for targeted professional development (huck & zhang, 2021). research by chatzipanagiotou and katsarou (2023) highlights that crisis situations necessitate flexible and adaptive strategies in educational practices. the absence of such strategies during the pandemic has further stressed the importance of integrating crisis management into educational training programs. similarly, a study by uleanya et al. (2022) found that schools with established crisis-response training were better equipped to handle the challenges posed by the pandemic, supporting the need for a structured approach to inclusive education in times of crisis. lack of resources participants cited the lack of resources as a major challenge in implementing inclusive education under crisis conditions. while resource shortages existed prior to the covid-19 pandemic, the situation was significantly worsened during the crisis. this scarcity was especially severe in schools within the middle and lower quintiles, compared to schools in higher quintiles. for instance, a teacher from a middle-quintile school highlighted their lack of online learning tools maryam chinasa adewunmi teachers' challenges in implementing inclusive education amid crisis volume 9, number 2, november 2025 | 343 zzzzzz such as computers and internet connectivity, which limited their ability to transition to remote learning: "i think the most challenging aspect was the lack of resources. it was very hard because when covid-19 began, public schools were closed, and only private schools could continue because they had computers and online learning resources, which we did not have. for me, access to resources like computers and wi-fi for the learners was crucial." similarly, a teacher from a quintile-one school reported severe shortages of infrastructure and professional staff, which made it difficult to manage their classrooms effectively: "we don’t have enough furniture or infrastructure overall; it’s a real challenge. we needed additional buildings and classrooms to accommodate all the learners. we also need more professional teachers—not just assistants—to be able to cover all the required material and support inclusive education, especially for learners facing barriers." additionally, overcrowding, exacerbated by the lack of resources, made it difficult for some teachers to comply with covid-19 regulations. as participant one explained: "during covid-19, classrooms were supposed to hold only 16 students, but our school was already overcrowded, even before the pandemic. we had classes with up to 40 students." the data presented highlights the acute challenges faced by schools, particularly those in the middle and lower quintiles, in implementing inclusive education during crises. the scarcity of resources was identified as a significant barrier to effective education during the covid-19 crisis. as noted by participants, schools with limited resources struggled to transition to remote learning and manage their classrooms effectively. this aligns with recent research emphasizing that inadequate resources hinder the ability of schools to provide quality education, particularly under crisis conditions. for example, levinson et al. (2021) discuss how resource limitations exacerbated educational disparities during the pandemic, particularly affecting schools in lower-income areas. they found that the lack of online learning tools, such as computers and internet connectivity, significantly impacted the ability to deliver remote education. the data indicates that schools in the middle and lower quintiles faced more severe resource shortages compared to those in higher quintiles. this observation reflects findings from global studies on educational inequality. according to a report by the unesco institute for statistics (2022), schools in disadvantaged areas were disproportionately affected by the lack of resources, which exacerbated existing inequalities. the disparity in resource availability between different quintiles highlights the systemic inequities in educational resources that were further amplified by the pandemic. participants also reported challenges related to infrastructure and staffing. a teacher from a quintile-one school highlighted severe shortages of furniture, infrastructure, and professional staff. this is consistent with research by sibuyi et al. (2024), who found that inadequate infrastructure and insufficient staffing significantly impacted the ability of schools to adapt to new learning modalities and maintain educational quality. overcrowding, which was exacerbated by the lack of resources, further complicated adherence to covid-19 regulations. the challenge of overcrowded classrooms during the pandemic has been documented by numerous studies, including those by meier and west (2021), which found that overcrowding negatively impacted both the implementation of health guidelines and the overall learning environment. the findings suggest that the lack of resources had a substantial impact on the implementation of inclusive education, most especially during crises. resource constraints made it difficult for schools to provide equitable access to learning opportunities, which is critical for inclusive education. as emphasized by mendez-sanchez (2022), inclusive education requires adequate resources to maryam chinasa adewunmi teachers' challenges in implementing inclusive education amid crisis volume 9, number 2, november 2025 | 344 zzzzzz support diverse learning needs and ensure that all students can participate fully in educational activities. the data indicates that without sufficient resources, schools struggled to meet these requirements, particularly during a crisis. lack of parental involvement participants across all quintiles expressed concern about the lack of parental support during times of crisis. teachers highlighted that some parents were unwilling to be involved in their children's education. one teacher shared: "there are some parents who are not willing to be involved in the learning of their children’s schoolwork. so, it is kind of difficult. there is a lack of parent involvement." another teacher echoed this sentiment, noting that some parents failed to respond when invited to address concerns regarding their child's progress: "what also proves to be very difficult for me is the parents. i do not know why in this school in particular; i have a problem with parents when i call them. usually, they do not come in. we are surprised if a parent actually shows up when they are called for a meeting." a recurring issue was the difficulty teachers faced in communicating with parents. teachers indicated that some parents provided incorrect phone numbers, further complicating their attempts to engage with them. one teacher explained: "most of the time, i do call the parents. i do phone them. the cell phone numbers they supply in the school system are wrong." additionally, some parents were not willing to allow their children access to online learning materials, either because they could not afford it or were unwilling to share their devices: "some parents do not allow or give their children airtime to buy data to access online facilities. as a teacher, i had to sacrifice. i had to buy a router and hotspot them." in some cases, teachers felt that parents' lack of education contributed to their inability to support their children. this challenge was more pronounced in lower quintiles, where many parents were uneducated and unable to assist with school assignments: "those without parents who know anything about the homework or are educated come back without being assisted. we give them plenty of work, but they are not helped." the data reveals significant concerns about parental involvement in education, especially during times of crisis. teachers reported a range of issues, including unwillingness or inability of parents to engage with their children's education, incorrect contact information, and challenges related to online learning access. the issue of lack of parental involvement is well documented in educational research. according to epstein’s framework of six types of involvement, effective parental involvement is crucial for students' academic success. epstein (2018) emphasizes that parents' engagement in their children’s education can lead to improved academic outcomes and better behavioral adjustments. however, the data indicates that some parents are either unwilling or unable to participate in their children's education, which aligns with findings by hill and tyson (2009), who note that barriers such as lack of time, educational background, and motivation can impede parental involvement. the difficulty teachers face in communicating with parents, as illustrated by the issue of incorrect contact information, is a notable problem. this challenge is supported by research from popovska et al. (2021), which highlights how effective communication between schools and families is essential for fostering parental involvement. inaccurate contact details and poor communication channels can severely hinder efforts to engage parents in their children’s education. the data also points to challenges with providing access to online learning materials. this issue is particularly relevant in the context of the covid-19 pandemic, where online learning maryam chinasa adewunmi teachers' challenges in implementing inclusive education amid crisis volume 9, number 2, november 2025 | 345 zzzzzz became a primary mode of instruction. research by reimers and schleicher (2021) indicates that socio-economic disparities impact students' access to digital resources, which can exacerbate educational inequalities. the data reflects this, showing that some parents are unable or unwilling to provide the necessary resources for online learning, thus impacting their children's educational opportunities. the lack of educational support from parents, particularly in lower quintile schools, underscores the role of parental education in students' academic achievement. according to fan and chen (2001), parents’ educational background significantly influences their ability to assist with schoolwork and engage effectively with the educational system. this is evident in the data, where uneducated parents are less able to support their children with homework, reflecting broader concerns about educational equity. increased workload the data revealed that one of the major challenges teachers faced in implementing inclusive education during crises was an increased workload. teachers across all quintiles expressed that managing smaller class sizes to adhere to social distancing requirements resulted in a heavier workload. for example, a teacher from quintile five explained: “it has been difficult for us as teachers because... i had about three classes, and i ended up having six because each class was divided into two. so, the same lesson had to be taught six times... this has added to our workload.” similarly, a teacher from quintile one shared: “the number of learners has been reduced... we used to teach a class of 70 learners, but now we have to teach two different groups, which means plenty of extra work for educators.” in addition to the increased number of classes, some teachers had to stay longer at school due to extended timetables. a teacher from quintile five explained: “our timetables were longer... for instance, we had one-hour periods, but on certain days, like wednesday, periods extended to one hour and 15 minutes. this meant more time teaching and ensuring learners were keeping up with the work.” another significant challenge was supporting learners with comorbidities who could not attend classes regularly. teachers had to put in additional hours to ensure these learners were not left behind. one teacher from quintile five noted: “during covid, we had children with comorbidities who couldn’t be at school regularly... it’s up to us to help them catch up by organizing after-school activities and exercises so that they are on the same level as the rest of the class.” the data reveals that the shift to smaller class sizes due to social distancing requirements introduced during the covid-19 crisis led to a significant increase in teachers' workloads. teachers reported having to teach the same lesson multiple times to accommodate reduced class sizes, echoing the broader challenges schools faced in maintaining educational standards during the pandemic. this increase in the number of classes aligns with findings from recent studies, which highlight how pandemic-related adjustments have exacerbated teachers' workloads and stress levels. kreuzfeld et al. (202) point out that splitting classes and extending teaching hours became necessary due to health protocols, significantly impacting teachers’ workload and mental health, much like the experiences shared in the data. the extension of timetables, which contributed to an increased workload, reflects the need for longer periods to cover the same material due to smaller groups, a trend mirrored in research on the pandemic's educational impact. for instance, egan and sutherland (2022) found that extended school hours and changes to maryam chinasa adewunmi teachers' challenges in implementing inclusive education amid crisis volume 9, number 2, november 2025 | 346 zzzzzz teaching schedules during the pandemic were common, adding strain on educators who had to adjust to these new demands. additionally, the challenge of supporting learners with comorbidities who could not attend school regularly due to heightened health risks further exacerbated teachers' workloads. organizing after-school activities and additional exercises to help these students catch up required extra effort, highlighting how teachers had to go beyond regular duties. hargreaves et al. (2022) corroborate this, noting that teachers had to provide extra support to vulnerable students during the pandemic, reflecting the increased burdens described in the data. the overall rise in teachers’ workloads during the pandemic has profound implications for both the quality of education and teacher well-being. studies suggest that excessive workloads can lead to burnout and decreased job satisfaction, both of which have a direct impact on student outcomes and the overall effectiveness of education systems (richmond et al., 2021). the additional responsibilities placed on teachers, without corresponding increases in support or compensation, created an environment of considerable stress, undermining their ability to deliver effective, inclusive education during a time of crisis. poor attendance/absenteeism data revealed a notable drop in school attendance and an increase in absenteeism during the crisis. this issue was predominantly reported by teachers from higher and middle quintiles. for instance: a teacher from a middle quintile observed: “attendance for many students was a significant problem. due to alternating schedules, one group attended school for three days while some learners were absent for two out of those three days. by the time they returned, they had a lot of catching up to do, which made it very challenging for me to manage.” similarly, a teacher from a higher quintile noted: “we noticed that even during the days when students were supposed to be attending, some were still absent. this created a substantial burden on teachers, who had to make extra efforts to track down these learners.” in addition to general absenteeism, some learners missed school due to illness, with a number contracting covid-19. a teacher from quintile five reported: “i had three learners who were significantly affected by covid-19. one, a grade 12 student, contracted the virus twice and missed a considerable amount of the year. consequently, i had to conduct assessments via video or phone calls to keep her up to speed, especially before final exams.” moreover, learners with comorbidities faced additional challenges: “during the covid-19 pandemic, children with comorbidities often missed school. they either attended partway through the year or could not complete the year.” furthermore, some learners dropped out of school entirely. teachers attributed this to the educational system’s lack of inclusivity and accommodation during the pandemic. a teacher from quintile three expressed: “two learners dropped out of grade 10 a, and about seven dropped out of grade 10 b. this was a significant challenge, and i believe the dropouts were due to the system’s inability to be inclusive and accommodating. it seemed that these students felt neglected by the system.” the data reveals a significant decline in school attendance and a rise in absenteeism during the crisis, with notable variations across different quintiles. teachers from higher and middle quintiles reported substantial issues, including the challenges of managing alternating schedules and tracking down absent learners. additionally, health-related absences due to covid-19 and comorbidities further exacerbated the problem. the situation even led to some learners dropping out of school, attributed to perceived inadequacies in the educational system's response. the maryam chinasa adewunmi teachers' challenges in implementing inclusive education amid crisis volume 9, number 2, november 2025 | 347 zzzzzz alternating schedules implemented during the crisis led to inconsistent attendance patterns, as highlighted by a middle quintile teacher. this issue aligns with findings from recent literature that emphasize how disruptions in school routines can negatively impact student attendance and academic performance (aucejo et al., 2020). such disruptions create gaps in learning and increase the difficulty of managing and supporting students effectively, as reported by teachers in this study. the need for effective strategies to address these gaps and manage alternating schedules is crucial for maintaining educational continuity. the data also points to absenteeism due to illness, including covid-19 infections. this is consistent with research indicating that health crises like pandemics significantly impact student attendance, with higher rates of absenteeism reported during such periods (anakpo et al., 2021). the experiences of teachers who had to adapt their assessment methods for students affected by covid-19 reflect the broader challenges faced by educational systems in accommodating students' health-related needs. the need for flexible assessment methods and support systems is highlighted by these findings. learners with preexisting health conditions faced additional challenges during the pandemic, further compounding absenteeism. this observation is supported by literature that notes the heightened vulnerability of students with comorbidities during health crises (de bruin & bennett, 2020). schools need to develop inclusive strategies to support these learners, ensuring they have access to education even when physical attendance is compromised. the increase in dropout rates reported by teachers, attributed to the system's lack of inclusivity, underscores a critical issue. research suggests that crises can exacerbate existing inequalities in education, leading to higher dropout rates among vulnerable students (viner et al., 2021). the perceived neglect by the educational system during the pandemic highlights the need for more inclusive and accommodating educational policies to prevent students from disengaging or dropping out. internet connectivity issues the data revealed that internet connectivity was a significant challenge encountered by learners and teachers from middle and lower quintile schools during the covid-19 pandemic. at the start of the pandemic, many learners were unable to access online classes due to the lack of cellphones or internet data. a teacher from a quintile one school explained: “at first, it was very difficult because we were under covid-19. they do have access to a cellphone, but for instance, they do not have data.” another teacher from the same quintile added: “the first challenge is that not all of them have cell phones, so it is kind of difficult to have enough time or to help them all during the six days when they’re away. and some of them do not have money to buy data, so it is sort of difficult for them to use online learning.” besides the issue of data affordability, some teachers pointed out that network coverage was also a major obstacle in certain areas, further affecting online learning. for example, a teacher in a quintile one school noted: “there were no online lessons here in our school because, remember, we are staying in a place where the network is a challenge, where electricity is a challenge, where a lot of people live in shacks, their parents do not have jobs, and they are depending on social grants.” another teacher reiterated these difficulties, stating: “some learners were having challenges with the network, and it was very challenging. that is why we now have learners who still do not know how to write or read.” the data reveals that internet connectivity was a substantial barrier for learners and teachers from middle and lower quintile schools throughout the covid-19 pandemic. the pandemic intensified pre-existing challenges related to access to devices, affordability of data, and network coverage. at the onset of the crisis, many learners were left without the necessary resources to maryam chinasa adewunmi teachers' challenges in implementing inclusive education amid crisis volume 9, number 2, november 2025 | 348 zzzzzz participate in online classes, which aligns with findings from recent studies that emphasize how the pandemic deepened the digital divide. as beaunoyer et al. (2020) note, this divide has become a critical obstacle to equitable access to online education, particularly for low-income and marginalized groups. mossberger et al. (2021) similarly argue that disparities in technology access and affordability contribute to unequal educational opportunities. the covid-19 pandemic acted as a magnifying lens on these issues, exposing systemic inequities in digital access. a teacher from a quintile one school observed that many learners lacked cell phones and could not afford data, a reality that kozma (2020) supports by underscoring the importance of technological access and affordability in creating effective online learning environments. these challenges highlight how crises, like the pandemic, worsen access gaps for already disadvantaged communities. beyond device access and data affordability, network coverage emerged as a critical obstacle during the pandemic. in areas with poor network infrastructure, teachers reported severe difficulties in maintaining online learning. this mirrors findings by helsper and eynon (2020), who emphasize how inadequate digital infrastructure can exacerbate educational inequalities, particularly during crisis situations. a teacher’s report of network and electricity challenges in their region reflects systemic issues outlined by gillespie (2021), who argues that infrastructure and socio-economic factors significantly affect the success of digital education initiatives. the impact of these barriers is far-reaching, with long-term effects on educational outcomes. teachers noted that learners were still struggling with basic literacy skills, having missed significant portions of their education due to connectivity issues during the pandemic. haffejee et al. (2021) similarly discusses how crises like covid-19 can lead to interrupted learning, resulting in long-term educational setbacks. this data suggests that addressing digital infrastructure and affordability is crucial for mitigating the educational inequities laid bare by the pandemic. non-compliance with safety protocol non-compliance with safety protocols was another challenge in implementing inclusive education under crisis. teachers from middle and lower quintiles reported significant challenges with learners not adhering to covid-19 protocols. a key issue was resistance to mask wearing. one teacher noted that some learners arrived at school without masks, despite the department's efforts to provide them. the teacher expressed frustration: "they come to school without wearing a mask. when you ask, they say they don’t have one, but the department has supplied all learners with masks. they’ll say it’s lost, but how can it be lost when it’s supposed to be on your face?" in addition to mask-related issues, other teachers mentioned that learners wasted hand sanitizer and used excuses to avoid wearing masks, such as feeling hot: "some learners don’t want to wear masks; they say it makes them feel hot. others waste the hand sanitizer instead of using it." initially, schools successfully followed the protocols due to the support of assistant teachers. however, when their contracts ended, the burden fell on classroom teachers, who struggled to implement the protocols without additional support: "we had student teachers who sanitized learners and ensured they wore masks. but after their contracts ended, it became my responsibility, and i had to use my lesson time to sanitize learners." despite these challenges, teachers reported that maintaining social distancing in the classroom was manageable due to seating arrangements in line with covid-19 regulations. the data also revealed challenges faced by teachers in adhering to covid-19 protocols, especially related to mask-wearing during lessons. many teachers found it difficult to communicate effectively while wearing masks. for instance, one teacher from a middle-quintile school shared: maryam chinasa adewunmi teachers' challenges in implementing inclusive education amid crisis volume 9, number 2, november 2025 | 349 zzzzzz "wearing a mask makes it hard to be heard. i have to repeat myself multiple times, which is timeconsuming. when reading poetry or literature, i need to be loud and clear, but the mask makes it difficult." to address this issue, a teacher suggested using microphones in classrooms to enhance audibility for teachers with softer voices: "we need microphones in the classroom. our voices aren’t the same, and a mic would help teachers be heard better." the data reveals significant challenges faced by teachers in ensuring compliance with safety protocols, particularly mask-wearing and hand sanitizer use. this challenge is heightened by the broader context of the covid-19 crisis, which brought an unprecedented need for health and safety measures in schools globally. teachers from middle and lower quintile schools reported persistent issues with learners not adhering to these protocols. one teacher’s frustration highlights a common issue: students arriving without masks despite their availability from the school. this issue is consistent with findings by burgess and sievertsen (2020), who emphasize the difficulty of enforcing health protocols in educational settings, especially during a crisis. the pandemic exacerbated these issues, as schools were often underprepared to handle such widespread enforcement of safety measures. the misuse of hand sanitizer and excuses related to discomfort from masks further complicated adherence, as noted by the teachers in this study. research suggests that non-compliance with health protocols in schools is often linked to a lack of understanding of their importance and discomfort (bower et al., 2021), which was prevalent during the pandemic. students frequently used excuses, like feeling hot, to avoid wearing masks, reflecting both a physical and psychological resistance to the newly imposed rules. the covid-19 pandemic underlined the importance of strategies to improve compliance, which typically involve enhancing awareness and addressing concerns directly (glynn et al., 2021). during the pandemic, it became clear that the challenge extended beyond enforcing rules—it was about engaging students to understand the significance of these protocols in protecting their health and that of their communities. additionally, the data highlights the impact of reduced support staff on protocol adherence, a critical issue during the pandemic. initially, the support of assistant teachers helped maintain adherence to protocols. however, once their contracts ended, the responsibility fell solely on classroom teachers, who struggled to manage protocol enforcement alongside their teaching duties. this finding aligns with broader global research from the pandemic period, which emphasized the importance of adequate staffing and support to maintain health protocols in schools (venketsamy & hu, 2021). the absence of support staff often left teachers overburdened, diminishing the effectiveness of health measure implementation. moreover, the data reflects a common issue noted during the covid-19 pandemic—how masks impacted verbal communication in classrooms. teachers reported difficulty being heard, particularly during activities requiring clear and loud speech. this issue is consistent with concerns raised by larsen et al. (2021), where mask-wearing impaired verbal communication and affected teaching quality. the pandemic pushed schools to explore solutions like the use of microphones, as suggested by javid et al. (2021), to bridge this communication gap. thus, the data not only underscores the logistical challenges of health protocols in schools but also points to the broader impacts of a crisis like covid-19 on teaching and learning dynamics. dealing with pregnant learners some participants reported an increased rate of teenage pregnancy in their schools during the crisis, particularly among learners from the middle and lower quintiles. this phenomenon was maryam chinasa adewunmi teachers' challenges in implementing inclusive education amid crisis volume 9, number 2, november 2025 | 350 zzzzzz highlighted by a teacher from quintile three, who observed: “almost definitely, probably 20% of the learners in the school are pregnant. the support given included allowing them to attend school and write their exams without exclusion. counselling was provided for those who wished to talk to a teacher.” pregnant learners faced difficulties complying with covid-19 protocols, such as wearing face masks. a teacher from quintile three explained: “we have a couple of pregnant learners, including one in my grade 10b class. if a pregnant learner is not wearing a mask and says she feels flustered, i have to respect that. i might ask her to step outside for fresh air while a student teacher supervises her. this sometimes leads to missing important content and may cause other students to feel that she is receiving special treatment. balancing care for pregnant learners with classroom management becomes quite tricky.” in addition, teachers reported several challenges related to inclusive education under pandemic conditions. for instance, some pregnant learners struggled with concentration. a teacher from quintile one noted: “pregnancy, especially during the first trimester, makes it difficult for learners to focus. to support them, i try to seat them at the front so they can better participate and avoid falling asleep.” other teachers noted that pregnant learners often felt tired, sick, or slept in class, affecting the overall learning environment. a teacher from quintile three shared: “the challenge arises when a pregnant learner comes to class feeling tired and irritable, which can create a gloomy atmosphere. we try to accommodate them by allowing small pillows for back support and letting them have snacks to maintain energy levels. this support helps prevent disruptions and maintains a more positive classroom environment.” the data presentation highlights the challenges faced by pregnant learners during the covid-19 pandemic and the responses from teachers. the increased rate of teenage pregnancy reported in schools during the pandemic aligns with broader trends observed in various contexts. studies have shown that crises, such as the covid-19 pandemic, exacerbate existing social issues, including teenage pregnancy (norrie et al., 2022). in the context of the schools in question, the observation by the teacher from quintile three reflects a significant concern. the support provided—allowing pregnant learners to attend school and complete examination and offering counselling—mirrors recommended practices in managing educational challenges for pregnant students (murray et al., 2021). pregnant learners faced difficulties complying with covid-19 protocols, such as wearing face masks. the teacher’s comment about the need to balance respect for the pregnant learner’s comfort with classroom management highlights the nuanced challenges educators faced. research indicates that pregnant individuals may experience increased discomfort and health issues during pandemics (smith et al., 2023). the teacher's approach of allowing breaks and alternative supervision to accommodate pregnant learners underscores the need for flexibility in pandemic-era education (campbell, 2023). pregnant learners' struggle with concentration and fatigue, as described by the teachers, is consistent with existing literature on the impact of pregnancy on cognitive and physical functioning (smith et al., 2023). the challenges reported—such as difficulty focusing, feeling tired, and irritability—are well-documented among pregnant individuals and can affect their learning experience (anderson et al., 2022). the strategies employed by teachers, such as seating pregnant learners at the front and providing additional support like pillows and snacks, are in line with best practices for supporting students with special needs in inclusive education settings (lee et al., 2023). the difficulty in managing classroom dynamics while accommodating pregnant learners reflects broader issues in inclusive education. teachers’ efforts to maintain a positive classroom maryam chinasa adewunmi teachers' challenges in implementing inclusive education amid crisis volume 9, number 2, november 2025 | 351 zzzzzz environment despite these challenges align with recommendations for creating supportive learning environments for all students (harris & adams, 2024). providing individualized support and making accommodations are crucial in maintaining inclusivity and ensuring that pregnant learners can continue their education without undue disruption (clark et al., 2022). conclusion the challenges of implementing inclusive education amid crisis, particularly during the covid-19 pandemic, reveal significant systemic issues within education systems globally. the lack of adequate training, insufficient resources, and poor parental involvement, exacerbated by the crisis, highlighted major gaps in educational preparedness. teachers were thrust into managing inclusive education without sufficient crisis-specific training, leaving them underprepared for the dual challenges of maintaining educational quality and inclusivity in the face of sudden disruptions. the absence of comprehensive policy frameworks and training mechanisms has underscored the need for educational institutions to adopt more proactive and flexible approaches to crisis management. resource limitations, especially in middle and lower quintile schools, further compounded the difficulties of delivering inclusive education. these schools, already struggling with inadequate infrastructure, were disproportionately affected by the pandemic. the digital divide, a lack of necessary learning tools, and the poor quality of existing infrastructure hampered effective online education, deepening inequalities among students from different socio-economic backgrounds. additionally, the increase in teachers' workloads, driven by social distancing measures and smaller class sizes, resulted in heightened stress levels and burnout. teachers had to take on additional duties, such as supporting learners with comorbidities or managing absenteeism, which further strained their ability to provide inclusive and effective education. parental involvement also emerged as a critical issue, with many parents either unwilling or unable to engage in their children’s education during the pandemic. poor communication, exacerbated by socio-economic challenges, hindered collaborative efforts between teachers and families, leaving students without the necessary support to succeed in a crisis setting. additionally, compliance with health and safety protocols was difficult, with schools facing non-compliance issues that worsened without adequate support staff. references ainscow, m. 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(2022). global education monitoring report: resources in education. retrieved from unesco uis website educatio : journal of education volume 9 , number 1, may 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) symbolic meaning analysis of ciwaringin batik motifs on the strengthening project of the pancasila student profile (p5) for elementary school students ayu try lestari, nailah tresnawati universitas swadaya gunung jati nailah.tresnawati@ugj.ac.id accepted: jan 14th 2024 reviewed: april 18th 2024 published: may 28th 2024 abstract the international community has recognized batik as a cultural heritage originating from indonesia through unesco. batik represents a nation's culture with distinctive motifs that carry unique and symbolic meanings. the purpose of this research is to analyze the symbolic meanings of the ciwaringin batik motifs in the context of the strengthening the profile of pancasila students (p5) project in primary schools. the research method employed is qualitative descriptive to gain a profound understanding of the symbolic meanings of ciwaringin batik in the context of the pancasila student profile strengthening project (p5) in primary school students. the research objects consist of five ciwaringin batik motifs: pecutan, yusufan, tebu sekeret, gribigan, and pring sedapur. the findings indicate that the patented motifs such as pecutan, yusufan, tebu sekeret, gribigan, and pring sedapur carry valuable lessons, teaching character education that includes faith and piety in the one and only god, noble morality, global diversity, mutual cooperation, independence, creativity, and critical thinking. these principles of character education can be applied in broader life and society. keywords: : symbolic meaning, ciwaringin batik motif, character education by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction batik is a cultural heritage of the nation characterized by unique and symbolically meaningful motifs. various types of batik from the archipelago, visualized in the form of motifs, always carry their own meanings 1. batik is a traditional fabric pattern representing a valuable heritage and icon for certain countries 2 the international community has recognized batik as a 1 afni miranti et al., “representasi pendidikan karakter berbassis kearifan lokal dalam motif batik wahyu ngawiyatan sebagai muatan pendidikan senirupa di sekolah dasar,” jurnal basicedu 5, no. 2 (january 29, 2021): 546–60, https://doi.org/10.31004/basicedu.v5i2.763. 2 daud, n. m., abdullah, s. r. s., hasan, h. a., ismail, n. i., & dhokhikah, y. (2022). integrated physical-biological treatment system for batik industry wastewater: a review on process selection. in science of the total environment (vol. 819). https://doi.org/10.1016/j.scitotenv.2022.152931. mailto:nailah.tresnawati@ugj.ac.id http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2024| 51 cultural heritage originating from indonesia through unesco. however, the general condition of indonesian society nowadays reflects a crisis of self-identity as indonesian citizens. here, the crisis refers to a decline in responsibility, manners, loss of respect, fading culture, diminishing tolerance, bullying, and a loss of creativity that contributes to conflicts in society 3. therefore, batik education is essential as it can enhance one's identity as an indonesian citizen and foster love for the homeland 4. however, in reality, batik education is still rarely introduced in the field of education, especially in primary schools. according to suryanti, the lack of knowledge about batik in schools can hinder the preservation of indonesian cultural heritage and make it lose ground to foreign cultures. as time passes and human life evolves, many cultures fade in society, leading to a crisis of cultural loss 5. one phenomenon resulting from the crisis of self-identity as an indonesian citizen is a recent case where a second-grade elementary school student became permanently blind after being stabbed with a meatball skewer by her senior 6.this situation reflects a moral crisis. the moral crisis occurring in indonesian society, from educated individuals to political elites, indicates that character education and the religious teachings provided in schools and universities do not seem to have an impact on changing a person's behavior 7. this realization emphasizes the need to strengthen character education because it serves as the main asset in the 2013 curriculum that must be implemented in formal educational institutions at all levels 8. with the current curriculum, the ministry of education and culture has incorporated the strengthening the pancasila student profile project as one of its visions and missions, as outlined in regulation no. 22 of 2020 on the strategic plan of the ministry of education and culture for 2020-2024 9. the pancasila student profile, according to the decision of the head of the board of standards, curriculum, and educational assessment no. 009/h/kr/2022, consists of six points: 1) believing in and devoting to one almighty god and having noble manners; 2) independent; 3) creative; 4) cooperative; 5) critical thinking; 6) global diversity. these six points aim to shape the character education of students in line with pancasila values 10. several themes in the pancasila student profile, such as local wisdom, are often used in elementary school learning. through this theme, it is expected that students can cultivate curiosity and information acquisition skills through 3 alya malika fahdini, yayang furi furnamasari, and dinie anggraeni dewi, “urgensi pendidikan karakter dalam mengatasi krisis moral di kalangan siswa,” 2021. 4 aan widiyono, “implementasi karakter cinta tanah air melalui menggambar motif batik di sekolah dasar,” vol. 38 (juni, 2022). 5 kenny kenny and mieke choandi, “ruang budaya glodok, antara berhuni, budaya dan adaptasi,” jurnal sains, teknologi, urban, perancangan, arsitektur (stupa) 3, no. 1 (may 30, 2021): 497, https://doi.org/10.24912/stupa.v3i1.10780. 6 amalia suci rahmadani et al., “psikoedukasi untuk mencegah perilaku bullying pada siswa-siswi sd muhammadiyah 3 gresik ‘say no to bullying,’” 2023. 7 nandia pitri, “nilai pendidikan karakter dalam motif batik incung” 5, no. 3 (2022): 203–10, https://doi.org/10.31764. 8 jairoh rakmawati, dpd santi, and dan khomarruzaman, “karakter siswa kelas iv sekolah dasar di kota cirebon,” jurnal ilmiah pendidikan dasar 3, no. 2 (2020): 154–65, https://doi.org/10.33603/.v3i2.4321. 9 dhira romadhonna, putri satriyani, and nuansa bayu segara, “relevansi nilai-nilai kearifan lokal pada batik gedog untuk menumbuhkan profil pelajar pancasila pada pendidikan ips di kabupaten tuban” 3, no. 1 (2022): 33–46. 10 fauziah mas’ula soffa et al., “peningkatan kreativitas siswa dengan pelatihan pembuatan tas batik ecoprint di sd negeri playen iii,” jurnal abdi masyarakat indonesia 3, no. 3 (april 16, 2023): 921–30, https://doi.org/10.54082/jamsi.773. volume 9, number 1, may 2024| 52 cultural exploration activities 11 based on this background, one local wisdom that can be used as a character education in the strengthening the pancasila student profile project (p5) is batik. previous research by 12 regarding the character education values in incung batik motifs stated that philosophically, this batik depicts the character of the kerinci community and teaches how noble individuals should behave towards others and the creator. 13 also researched batik motifs associated with character education, stating that the wahyu ngawiyatan batik motif contains values such as religious, tolerance, creativity, independence, curiosity, love for peace, and environmental concern. therefore, in this study, batik education needs to be introduced to elementary school children, especially in regions with batik potential, such as cirebon, to ensure continuity and preservation. one example of batik in cirebon is ciwaringin batik. the aim of this research is to analyze the symbolic meaning of ciwaringin batik motifs in the context of the pancasila student profile project (p5) for elementary school students. ciwaringin batik motifs have complex and bold styles 14. some examples of ciwaringin batik motifs that have meaning in character education, based on research 15, include the "sekar jagad" motif, symbolizing diversity. an advantage of ciwaringin batik is the use of natural dyes (zpa), derived from natural sources such as roots, bark/wood skin, leaves, flowers, and fruit, as well as fruit skin waste16 . therefore, besides introducing culture, ciwaringin batik contributes to environmental preservation by using waste as natural dyes. method this research employs a qualitative approach to gain a profound understanding of the symbolic meaning of ciwaringin batik in the context of the strengthening the profile of pancasila student (p5) project for elementary school students. the study utilizes a qualitative descriptive method as a research design that emphasizes the analysis of inductive thinking processes. data is collected through observation, interviews, and document analysis related to ciwaringin batik and the strengthening the profile of pancasila student (p5) project. the approach used in this research is hermeneutics. hermeneutics is a philosophical discipline that involves the study of interpreting meaning by examining, interpreting, or translating 17. 11nikita hoirun nisak, olivia ayu wulandary, nadya agustina putri, ihda amalia, depi ratnasari, & widya trio pangestu. (2023). implementasi projek pengutan profil pelajar pancasila bermuatan kearifan lokal terhadap keterampilan siswa kelas iv sdn socah 3. 12 pitri, “nilai pendidikan karakter dalam motif batik incung.” 13 miranti et al. (2021) 14 susi machdalena et al., “motif batik ciwaringin sebagai identitas budaya lokal cirebon,” panggung 33, no. 1 (2023), https://doi.org/10.26742/panggung.v33i1.2476. 15 aditya aditama, putri hk, and desi wulandari, “analisis makna motif batik ciwaringin cirebon,” seminar nasional seni dan desain, no. september (2019). 16 tresnawati, n. (2018). pembelajaran sains berbasis kearifan lokal dalam upaya peningkatan konservasi lingkungan pada mahasiswa pgsd di batik tulis ciwaringin cirebon. al ibtida: jurnal pendidikan guru mi, 5(1). https://doi.org/10.24235/al.ibtida.snj.v5i1.2603. 17 ashadi ashadi, “metode hermeneutik dalam penelitian sinkretisme bentuk arsitektur,” 2017, https://www.researchgate.net/publication/321307291. volume 9, number 1, may 2024| 53 . figure 1 research design the research was conducted in the village of ciwaringin, cirebon regency, west java, involving a batik showroom from "flora boutique." the research instruments used by the researcher were interview instruments, observations, and literature reviews. interviews were conducted with the owner of the batik showroom, mr. fathoni, to identify several typical batik motifs from ciwaringin along with their symbolic meanings. observations were carried out to determine the detailed forms of ciwaringin batik motifs. additionally, a literature review was conducted to explore the connection between symbolic meanings and the pancasila student profile strengthening project (p5). the research was conducted for one month, from november 1st to november 30th, 2023, in the village of ciwaringin, cirebon regency, west java. semi-structured interviews were carried stage 3 1. analyzing data using a hermeneutic approach. 2. interpreting data to understand the symbolic meaning of ciwaringin batik in the context of the pancasila student profile strengthening project. stage 2 1. collecting data. 2. gathering the units of analysis for batik ciwaringin and the project to strengthen the profile of pancasila students. stage 1 1. identifying issues within the context of character education. 2. identifying character education through local wisdom-based learning, specifically through batik to enhance character education. 3. reviewing literature related to ciwaringin batik and character education. 4. establishing research objectives. volume 9, number 1, may 2024| 54 out, covering predetermined questions to be given to the interviewees to ensure their responses were in line with each other. the researcher employed strategies as an interviewer through procedures in the interactive and reflective data collection process. subsequently, an observation was made regarding the ciwaringin batik motifs by examining which motifs were related to the strengthening student pancasila profile (p5) project guided by the interviewees. finally, the activities were documented using a camera as evidence of the observation results, and a literature review was conducted to explore the symbolic meanings of batik in relation to the strengthening student pancasila profile (p5) project. the data analysis was conducted using the miles and huberman model. sugiyono 18 explains the miles and huberman model as follows: 1. data reduction, the data reduction process involves summarizing, selecting key elements, focusing on significant aspects, and identifying patterns and themes. in this case, the researcher selected batik motifs and focused on batik motifs that could be associated with the strengthening the student pancasila profile project (p5). 2. data presentation, data presentation involves organizing a collection of information that allows for drawing conclusions and facilitating further actions. in this case, the generated data is summarized in the form of a table. 3. drawing conclusions or verifying data, drawing conclusions is the final stage in the data analysis process. it involves interpreting the significance of the presented data. research results and discussion ciwaringin batik is one of the typical batiks of cirebon. from field interviews with mr. fathoni, it was revealed that the origin of ciwaringin batik can be traced back to ki madamin from the village of babakan. he returned from studying batik in laseman in the 18th century, and thus, ciwaringin batik was born. within the realm of cirebon batik, thousands of cirebon batik ornaments have been created, enriching hundreds of batik ornaments beyond the city of cirebon. this is because artisans in the cirebon region also produce various patterns and decorations of batik outside the cirebon area 19. 18 lili sururi asipi, utami rosalina, and dwi nopiyadi, “the analysis of reading habits using miles and huberman interactive model to empower students’ literacy at ipb cirebon,” international journal of education and humanities 2, no. 3 (2022), https://doi.org/10.58557/ijeh.v2i3.98. 19 komarudin kudiya and miranda risang ayu, “data identification of cirebon batik west java source of strength geographical indication,” kosmik hukum 20, no. 2 (august 22, 2020): 104, https://doi.org/10.30595/kosmikhukum.v20i2.6954. volume 9, number 1, may 2024| 55 figure 2 interview activity in general, batik is a traditional indonesian art involving the process of dyeing fabric using wax to resist color in specific areas of the cloth. batik and patterned fabric are not the same, as patterned fabric refers to cloth with a specific design or pattern without necessarily involving special techniques like batik, even though the pattern on the fabric may resemble batik. therefore, not all fabrics with batik patterns can be considered batik. batik ciwaringin has distinct characteristics compared to trusmi batik, including the following: 1. avoidance of living creature shapes. the main pattern in creating ciwaringin batik motifs is a series of leaves and flowers processed in a particular way. this is due to ciwaringin's association with islamic values, as it is known for its islamic boarding school environment. therefore, motifs resembling living creatures, such as birds, will have parts obscured using a series of leaves or flowers. stylization efforts of flora (leaves and flowers) are undertaken to create desired fauna motifs, avoiding realistic visualizations. it can be concluded that the main pattern in creating batik ciwaringin motifs is a refined arrangement of leaves and flowers 20. 2. avoidance of empty spaces. ciwaringin batik motifs strongly avoid empty spaces and tend to have full patterns, symbolizing gratitude for the fertility of nature and the happiness of life given by the almighty in the creation of batik fabric. to fill these empty spaces, additional elements called "isen-isen" are added. isen refers to additional forms of dots, lines, and combinations of dots and lines as embellishments to the basic batik shapes. isen enriches and becomes a distinctive feature of each batik motif. isen is often challenging to distinguish from the basic batik motif. the process of adding isen in batik is one of the factors contributing to the creation of self-affinity as a crucial fractal characteristic 21. 20 nanang ganda prawira et al., “coastal batik ornament design : aesthetic analysis and meaning of batik ornaments in ciwaringin cirebon, west java,” interdisciplinary journal of asia pasific arts journal homepage lekesan: interdiciplinary journal of asia pasific arts, vol. 3, 2020, http://jurnal.isi-dps.ac.id/index.php/lekesan. 21 agus prijono and ariesa pandanwangi, “application of turtle graphics to kawung batik in indonesia,” 2020, www.ijicc.net. volume 9, number 1, may 2024| 56 3. simplicity of form. ciwaringin batik is an interior batik that has developed within the culture of islamic boarding school communities, untouched by the traditions of coastal and palace batik. it is characterized by avoiding living creatures, using simple designs, and not carrying symbolic meanings as seen in palace batik click or tap here to enter text.. this simplicity in form is a result of the batik-making technique using a "canting" to create motifs (nglereng), add decorations to fill empty areas (isen-isen), and cover fabric spaces (nembok). 4. use of natural dyes. apart from its motif characteristics, another distinctive feature of ciwaringin batik is the use of natural dyes. natural dyes have advantages, such as being safe for health, environmentally friendly in the production process, not polluting the environment, and not requiring imports 22.the natural dyes used for coloring ciwaringin batik come from waste materials. examples include waste from mango tree bark, mangosteen peel, rambutan peel, mahogany wood bark, tegeran, and secang. the process involves boiling mango tree bark or rambutan peel for over 7 hours until the color appears, then filtering and placing it in a container. after that, the batik dyeing process is repeated 23. based on field research results and data analysis, five ciwaringin batik motifs have been patented: pecutan motif, yusufan motif, tebu sekeret motif, gribigan motif, and pring sedapur motif. these motifs are associated with the strengthening profile of pancasila student (p5) project, as seen in table 1-5. table 1 analysis of the pecutan batik motif motif symbol analysis meaning figure 3 pecutan batik motif wavy lines as a symbol of acceleration. curved leaf patterns following the lines and ending like a whip. dots as fillers in the empty spaces in the acceleration motif as a the term "pecutan" has the meaning that in the past in ciwaringin, a kyai or teacher used a whip for his students. this whip was given to students if they made a mistake. this was done to encourage students to be more diligent in their studies, work, and efforts, and of course, to become better individuals. as mentioned by 24, in his research, the purpose of giving a whip to students who break the rules is to instill a sense of fear in the students so that they can improve themselves in the future. 22 edi eskak and irfa’ina rohana salma, “kajian pemanfaatan limbah perkebunan untuk bahan pewarna alami batik,” 2020. 23 desrizal, iva mas uva, eva ariati, & endah fantini. (2023). digital marketing and marketing communication strategy at ciwaringin cirebon batik umkm as a challenge in technological development. indonesian journal of contemporary multidisciplinary research, 2(6), 1055–1068. https://doi.org/10.55927/modern.v2i6.6475. 24 muzayyanah (2023) volume 9, number 1, may 2024| 57 symbol of balance in life. the connection of symbolic meaning in the pecutan motif of batik ciwaringin to the strengthening project of the pancasila student profile is as follows: 1. believing and fearing the one and only god and having noble morals: as its name suggests, the whip motif signifies the command to believe in and fear the almighty god. in that era, the whip was used by kyai ciwaringin to admonish or remind his students to be obedient to the almighty god and to have noble morals. 2. global diversity: the use of the whip in the past may reflect a strict approach to shaping character and discipline. in the context of global diversity, this can be interpreted as an effort to teach students about tolerance, respecting differences, and upholding unity in diversity. 3. cooperation: the concept of the whip used to admonish students who engage in misconduct can be interpreted as a collective action to create a good and peaceful environment. this reflects the spirit of cooperation in maintaining order and security together. 4. independence: the whip in ciwaringin batik reflects wisdom in admonishing and educating. this can be linked to the value of independence, where each individual is expected to control themselves and take responsibility for their actions. 5. creativity: through the experience of admonishment, students can learn to think creatively in solving problems and avoiding mistakes that may result in sanctions. this process can stimulate the development of creativity in understanding and solving problems. 6. critical reasoning: the whip can provide opportunities to stimulate critical thinking skills. students can understand the consequences of their actions, evaluate decisions, avoid recklessness, and develop critical thinking to prevent errors in the future. volume 9, number 1, may 2024| 58 table 2 analysis of the yusufan batik motif motif symbol analysis meaning figure 4 yusufan batik motif a cascade of jasmine flowers and trailing leaves symbolizes radiating beauty. the prominent navel (protruding center) represents a symbol of central point or focus. the cloves' pattern symbolizes prosperity. based on its symbols, this motif symbolizes radiating beauty and also represents prosperity, making it the center of attention. the meaning of the yusufan motif likens it to prophet yusuf, symbolizing nobility, handsomeness, greatness, and beauty. according to his story, as narrated in 25, when the wife of alaziz instructed prophet yusuf to appear before the women who were cutting fruit, upon yusuf's appearance, they were astonished and amazed by his noble handsomeness and perfect beauty. this caused them to unconsciously injure their hands due to their admiration for prophet yusuf. they mistakenly thought they were cutting food and fruits that were in their hands. therefore, it is expected that anyone wearing this batik motif will appear more charismatic. the connection of symbolic meaning in the yusufan motif of batik ciwaringin to the strengthening project of the pancasila student profile is as follows: 1. believing and fearing the one and only god and having noble morals: the yusufan ciwaringin batik motif symbolizes strength, handsomeness, greatness, and beauty. this can be related to the values of belief and piety because prophet yusuf himself in the islamic religious story is a figure obedient to god and possesses noble character. wearing this batik can serve as a reminder to live a life with faith, piety, and noble character. 2. global diversity: the beautiful batik motif depicting beauty can be interpreted as a symbol of the diversity and meaningfulness inherent in each individual. in the context of global diversity, students are expected to appreciate and understand differences and be openminded towards cultural, linguistic, and religious diversity at a global level. 3. cooperation: the batik motif representing the handsomeness and greatness of prophet yusuf can be seen as an inspiration for collaborative efforts. individuals are encouraged to 25 putra ikhlas, uin imam, and bonjol padang, “the role model of prophet yusuf as a youth according to wahbah alzuhailî,” takwil: journal of quran and hadith studies, vol. 1, 2022, https://ejournal.iainkerinci.ac.id/index.php/takwil/index. volume 9, number 1, may 2024| 59 feel motivated to contribute to activities that build and support each other, following the example set by the story of prophet yusuf. 4. independence: the yusufan motif can also be interpreted as a symbol of independence, as in his story, prophet yusuf exhibited wisdom and skills that allowed him to be independent. the strengthening of the pancasila student profile includes the value of independence, where each student is expected to have independence in thinking and acting. 5. creativity: the batik motif reflecting beauty can stimulate creativity. in the context of the strengthening project of the pancasila student profile, this batik can serve as a motivation to think creatively and generate new positive ideas to create beauty. 6. critical reasoning: the batik motif representing the greatness of prophet yusuf can be linked to the ability to think critically. students are expected to have handsomeness in evaluating information, greatness in analysis, and beauty in finding wise solutions to various problems. table 3 analysis of the tebu sekeret batik motif motif symbol analysis meaning figure 5 tebu sekeret batik motif sugarcane stalks arranged diagonally as a symbol that since the dutch era, cirebon has been one of the sugarproducing regions. floral patterns combined among the sugarcane as a blend of diverse natural elements. arrangement of leaves and based on the analysis of symbols, this motif carries the meaning of the availability found in nature. in ancient times, the ciwaringin community faced economic challenges, with many being less fortunate. rice was rarely consumed in that community. in their surroundings, sugarcane was the predominant crop. the residents would chew on sugarcane stalks to sustain themselves due to the lack of alternative food sources 26. so, when it came time to break their fast or have a meal, sugarcane was what they consumed. the amount they consumed was not substantial, just a mouthful. despite this, the community remained peaceful, harmonious, and grateful for what they had. hence, the motif of a mouthful of sugarcane was created. 26 cory vidiati et al., “change think journal tren wisata desa: usaha mengubah wajah desa ciwaringin menjadi tujuan wisata unggulan kabupaten cirebon,” change think journal |, vol. 26, 2022. volume 9, number 1, may 2024| 60 flowers as a combination with yusufan motifs. the connection of symbolic meaning in the tebu sekeret motif of batik ciwaringin to the strengthening project of the pancasila student profile is as follows: 1. believing and fearing the one and only god and having noble morals: dependency on sugar cane as a food source in the ciwaringin community can be linked to faith and piety. facing economic limitations, they remain grateful and rely on god, appreciating every blessing bestowed upon them. 2. global diversity: this motif can also depict the diversity and variety of humanity. despite the ciwaringin community's resource limitations, they coexist harmoniously with their surroundings. students are expected to draw inspiration from this diversity to foster tolerance and appreciation for differences in the global environment. 3. cooperation: in challenging conditions, the ciwaringin community may have relied on mutual cooperation to overcome their limitations. this motif can teach students about the importance of working together and helping others, especially in times of difficulty. 4. independence: despite facing limitations, the ciwaringin community must be self-reliant in utilizing available resources. the sugar cane motif can illustrate the spirit of selfreliance in facing difficult conditions. 5. creativity: faced with resource shortages, the ciwaringin community may have demonstrated creativity by using sugar cane as an alternative food source. this motif can inspire students to be creative in overcoming challenges and finding solutions amid limitations. 6. critical reasoning: through the analysis of the sugar cane motif, students can be encouraged to think critically about the relationship between economic conditions, diversity, mutual cooperation, self-reliance, and creativity. they can develop critical thinking skills to relate these values to the global context and their own situations. volume 9, number 1, may 2024| 61 table 4 analysis of the gribigan batik motif motif symbol analysis meaning figure 6 gribigan batik motif the lines arranged vertically and horizontally in a zigzag pattern, like a weave, serve as a symbol of lattice or the walls of ancient houses. similar to the sugarcane cart that signifies that the ciwaringin community is mostly less affluent, in the past, specifically in the 1950s, building houses for the community did not involve the use of bricks. they could only construct houses using bamboo or bilik (woven bamboo panels). as mentioned by 27 in their research, during that era, bamboo was utilized as a construction material for residential buildings. therefore, gribig (woven bamboo) became one of the human creations playing a significant role in constructing the walls of houses. the connection of symbolic meaning in the gribigan motif of batik ciwaringin to the strengthening project of the pancasila student profile is as follows: 1. believing and fearing the one and only god and having noble morals: gribigan as a motif in batik reflects the steadfast faith and piety of the ciwaringin community in the one almighty god. despite potential material limitations, their lives are filled with spirituality and noble moral values. 2. global diversity: gribigan, as a symbol of the ciwaringin community's past way of life, mirrors the diverse patterns of living and economic conditions. in the context of global diversity, these limited resources teach the values of tolerance and appreciation for differences, as each individual must adapt to the existing situation. 3. cooperation: gribigan or "bilik" as a form of ciwaringin community homes reflects the spirit of mutual cooperation. in difficult conditions, they assist each other in building homes without walls. this aligns with the value of mutual cooperation in pancasila, interpreted as cooperation and solidarity in building a shared life. 4. independence: despite using gribigan or bilik, the ciwaringin community demonstrates independence by constructing their own homes without relying on external assistance. this reflects the value of independence, an essential aspect of pancasila. 5. creativity: the use of gribigan as a batik motif also reflects the creativity of the ciwaringin community in creating solutions for their needs. this can serve as inspiration for students to develop their creativity in overcoming challenges and achieving goals. 27 hasbi alamul iman, & syafi. (2023). analisis ikonografis motif batik gribigan tegal: studi pada kelompok usaha bersama sidomulyo pasangan talang tegal abstrak sejarah artikel. http://journal.unnes.ac.id/nju/index.php/imajinasi volume 9, number 1, may 2024| 62 6. critical reasoning: despite facing challenging conditions, the ciwaringin community of that time needed to employ critical thinking to find the best solutions for building homes without walls. this reflects the value of critical thinking in pancasila, teaching students to think critically and analytically. table 5 analysis of the pring sedapur batik motif motif symbol analysis meaning figure 7 pring sedapur batik motif a mound of bamboo trees symbolizing the abundance of bamboo trees in the surrounding area. "pring" means bamboo, and "sedapur" means many or abundant. at that time, around the residential area in ciwaringin, there were many bamboo plants. this motif symbolizes unity, where the gathering of numerous bamboo, or sedapur, signifies strength when brought together. the connection of symbolic meaning in the pring sedapur motif of batik ciwaringin to the strengthening project of the pancasila student profile is as follows: 1. believing and fearing the one and only god and having noble morals: analogous to bamboo with numerous joints reflecting the strength arising from unity. similarly, faith and piety in god can be likened to the "sedapur joints" that unite individuals in faith and noble conduct. together, they form a spiritual and moral strength. 2. global diversity: bamboo with numerous joints can also be interpreted as a diverse society, as no two bamboo joints are exactly the same. in the context of global diversity, this motif signifies the richness and beauty that emerge when various cultures, languages, and backgrounds come together. this unity becomes a source of strength in facing global challenges. 3. cooperation: this motif aligns well with the value of collaboration. bamboo with numerous joints indicates that the greatest strength arises when all elements join and work together. collaboration, like united bamboo, generates strength. 4. independence: although this motif is more focused on unity, the concept of numerous "sedapur" joints can also be interpreted as independent individuals who contribute to the whole. each "sedapur" (individual) plays a crucial role in forming the strength of the group. 5. creativity: creativity is evident in the process of creating the batik pattern of "pring sedapur," depicting the beauty and strength of the united bamboo joints. in a creative context, this reflects the ability to create something beautiful and useful through collaboration and unity. volume 9, number 1, may 2024| 63 6. critical reasoning: analogous to "pring sedapur," this analogy can also teach students to think critically. they can be encouraged to understand how to critically organize and combine ideas (bamboo joints) to achieve better results. discussion batik ciwaringin reveals the deep cultural and historical significance embedded in its patterns. several points elucidate the broader implications and insights that can be drawn from the mentioned characteristics. firstly, it is influenced by cultural and religious factors. batik goes beyond being just a piece of fabric; it has the ability to reflect various aspects such as traditions, cultural backgrounds, beliefs, lifestyle systems, nature, tastes, and more 28. the dominance of plant motifs, especially leaves and flowers in batik ciwaringin, reflects the strong influence of islamic values in the region. research 29 suggests that islam, being one of the world's largest and most influential religions, has deep connections with cultures worldwide throughout history. islam serves not only as a religion but also as a crucial element in shaping cultural identity. in the ciwaringin batik motif, the association of flora with fauna, such as birds, highlights the effort to enhance natural elements while adhering to religious principles. this unique approach distinguishes batik ciwaringin and emphasizes the integrity of cultural and religious elements expressed in its patterns. secondly, there is the symbolism of filled patterns. the avoidance of empty spaces in batik ciwaringin, symbolized by the dominance of filled motifs, carries profound meaning. the filled spaces in batik are known as "isen-isen." isen or fillings can be lines, dots, or a combination of both, serving to fill the field in batik ornaments 30. according to 31, isen-isen is considered a complement to batik design, providing a different and unique impression. there are various types of isen-isen, including cecek-cecek, cecek sawut, rambutan, scales, and sirapan 32 thirdly, the use of natural dyes is highlighted. the utilization of natural dyes derived from diverse waste materials such as mango bark and rambutan peel not only brings aesthetic uniqueness to batik ciwaringin but also reflects an environmentally friendly and sustainable artistic approach. the advantages of natural dyes lie in the variety and uniqueness of the colors they produce. the resulting colors are generally soft, providing a refreshing sensation to the eyes, and the color intensity feels soothing, creating a comfortable and secure feeling when worn due to their antioxidant content 33. the commitment to using natural dyes promotes environmental 28 elsa nur tiara and syafii, “eduarts: jurnal pendidikan seni proses produksi, motif dan makna simbolik ‘batik bangbangan burung hong’ di sanggar batik katura trusmi cirebon,” eduarts, vol. 12, 2023, http://journal.unnes.ac.id/sju/index.php/eduart. 29 moh teguh prasetyo, “islam dan transformasi budaya lokal di indonesia,” jurnal sejarah peradaban islam 02, no. 02 (2023): 12–30, https://doi.org/10.38073/batuthah.v2i2.1107. 30 resfi norma kuwala and zulfia novrita, “ragam hias motif batik tanah liek dharmasraya (studi kasus di kerajinan batik tanah liek citra),” gorga : jurnal seni rupa 11 (2022). 31 camelia, s. w. (2023). tanaman bunga kenanga sebagai ide dasar penciptaan motif batik. sindoro cendekia pendidikan. 32 maulidiyah, f. a., & nashikhah, m. (2023). motif batik metamorfosa dolly dirumah batik putat jaya surabaya (vol. 5). 33 nuraeni, s., fortuna wahab, d., latif, n., armidha laboratorium perlindungan dan serangga hutan, n., & kehutanan universitas hasanuddin, f. (2020). eksplorasi pewarna dan motif alami pada kain sutera dari vegetasi hutan exploration of natural colours and motives from forest vegetation on silk fabric. perennial, 16(1), 53–58. https://doi.org/10.24259/perennial.v16i2.11504 volume 9, number 1, may 2024| 64 conservation and aligns with contemporary concerns about the impact of synthetic dyes. the use of synthetic dyes containing chemicals has negative effects on the environment, such as water and soil pollution from toxic and carcinogenic dyeing waste 34. fourthly, it involves patented batik motifs. copyright laws have undergone several changes, indicating a genuine effort by the government to protect batik creations through copyright. according to article 1 of law number 5, it is stated that batik art is a term found in copyright law 35. the existence of patented motifs such as pecutan, yusufan, tebu sekeret, gribigan, and pring sedapur provides insights into the historical and social context of ciwaringin. according to research36, the patented batik motifs of ciwaringin include pecutan, rajeg wesi, pring sedapur, yusufan, and gribigan. fifthly, it relates to the educational values of character in batik motifs. based on research 37 analyzing the values of jetis batik motifs as a reinforcement of character education, motifs such as beras utah strengthen the value of hard work, while kebun tebu reinforces environmental care, and so on. batik ciwaringin motifs can also serve as educational tools, conveying moral values and life lessons. for example, the pecutan motif teaches discipline and resilience, yusufan emphasizes beauty and charisma, tebu sekeret conveys gratitude and creativity, gribigan depicts community cooperation, and pring sedapur symbolizes strength through unity. these motifs can be used in educational settings to instill values and develop critical thinking among students. conclusion batik ciwaringin is not just a form of art but an expression of culture deeply rooted in the traditions and values of the ciwaringin community. avoidance of living beings, prioritization of full motifs, simplicity of form, and the use of natural dyes all contribute to the unique identity of batik ciwaringin. patented motifs such as pecutan, yusufan, tebu sekeret, gribigan, and pring sedapur narrate stories of faith, unity, resilience, and creativity within the ciwaringin community. these characteristics not only make batik ciwaringin a distinctive form of batik but also serve as evidence of the richness and depth of ciwaringin's cultural heritage. furthermore, these motifs hold valuable lessons, imparting character education that includes faith and piety in one almighty god, noble morality, global diversity, mutual cooperation, self-reliance, creativity, and critical thinking. the points in character education embody principles that can be applied in broader life and society. 34 a chafidz and a.y.d. lestari, “pengenalan teknologi ekstraksi zat warna alam untuk pewarna batik di ukm batik tulis ‘kebon indah’, bayat, klaten,” pengabdian kepada masyarakat, 2021. 35 rahmi ayunda and bayang maneshakerti, “perlindungan hukum atas motif tradisional baik batam sebagai kekayaan intelektual,” jurnal pendidikan kewarganegaraan undiksha, vol. 9, 2021, https://ejournal.undiksha.ac.id/index.php/jjpp. 36 loly arni and fajar ciptandi, “pengembangan produk umkm batik tulis pewarna alami ciwaringin cirebon dengan penggabungan teknik tritik,” 2021. 37 yullia susilaningtyas, agus suprijono, and m jacky, “makna simbolik dan nilai-nilai motif pada motif batik jetis : kajian etnopedagogik budaya lokal untuk penguatan pendidikan karakter bangsa siswa kelas iv sd,” 2020. volume 9, number 1, may 2024| 65 reference aditama, a., p. hk, and d. wulandari. “analisis makna motif batik ciwaringin cirebon.” in seminar nasional seni dan desain, september 2019. arni, l., and f. ciptandi. “pengembangan produk umkm batik tulis pewarna alami ciwaringin cirebon dengan penggabungan teknik tritik.” jurnal seni dan desain, 2021. ashadi, a. “metode hermeneutik dalam penelitian sinkretisme bentuk arsitektur.” accessed november 28, 2017. https://www.researchgate.net/publication/321307291. asipi, l. s., u. rosalina, and d. nopiyadi. “the analysis of reading habits using miles and huberman interactive model to empower students’ literacy at ipb cirebon.” international journal of education and humanities 2, no. 3 (2022). https://doi.org/10.58557/ijeh.v2i3.98. ayunda, r., and b. maneshakerti. “perlindungan hukum atas motif tradisional baik batam sebagai kekayaan intelektual.” jurnal pendidikan kewarganegaraan undiksha 9, no. 3 (2021). https://ejournal.undiksha.ac.id/index.php/jjpp. camelia, s. w. “tanaman bunga kenanga sebagai ide dasar penciptaan motif batik.” sindoro cendekia pendidikan, 2023. chafidz, a., and a. y. d. lestari. “pengenalan teknologi ekstraksi zat warna alam untuk pewarna alami batik di ukm batik tulis ‘kebon indah,’ bayat, klaten.” pengabdian kepada masyarakat, 2021. daud, n. m., s. r. s. abdullah, h. a. hasan, n. i. ismail, and y. dhokhikah. “integrated physicalbiological treatment system for batik industry wastewater: a review on process selection.” science of the total environment 819 (2022). https://doi.org/10.1016/j.scitotenv.2022.152931. desrizal, iva mas uva, eva ariati, and endah fantini. “digital marketing and marketing communication strategy at ciwaringin cirebon batik umkm as a challenge in technological development.” indonesian journal of contemporary multidisciplinary research 2, no. 6 (2023): 1055–68. https://doi.org/10.55927/modern.v2i6.6475. eskak, e., and irfa’ina rohana salma. “kajian pemanfaatan limbah perkebunan untuk substitusi bahan pewarna alami batik.” jurnal teknologi, 2020. fahdini, a. m., y. f. furnamasari, and d. a. dewi. “urgensi pendidikan karakter dalam mengatasi krisis moral di kalangan siswa.” jurnal pendidikan karakter 10, no. 2 (2021). hasbi alamul iman, and syafi. “analisis ikonografis motif batik gribigan tegal: studi pada kelompok usaha bersama sidomulyo pasangan talang tegal.” imajinasi: jurnal seni dan budaya 2, no. 2 (2023). ikhlas, p., u. imam, and b. padang. “the role model of prophet yusuf as a youth according to wahbah al-zuhailî.” takwil: journal of quran and hadith studies 1, no. 1 (2022). https://ejournal.iainkerinci.ac.id/index.php/takwil/index. kenny, k., and m. choandi. “ruang budaya glodok, antara berhuni, budaya dan adaptasi.” jurnal sains, teknologi, urban, perancangan, arsitektur (stupa) 3, no. 1 (2021): 497. https://doi.org/10.24912/stupa.v3i1.10780. kudiya, k., and m. r. ayu. “data identification of cirebon batik west java source of strength geographical indication.” kosmik hukum 20, no. 2 (2020): 104. https://doi.org/10.30595/kosmikhukum.v20i2.6954. kuwala, r. n., and z. novrita. “ragam hias motif batik tanah liek dharmasraya (studi kasus di kerajinan batik tanah liek citra).” gorga: jurnal seni rupa 11 (2022). machdalena, s., r. d. dienaputra, a. s. suryadimulya, a. nugraha, n. kartika, and s. yuliawati. “motif batik ciwaringin sebagai identitas budaya lokal cirebon.” panggung 33, no. 1 (2023). https://doi.org/10.26742/panggung.v33i1.2476. volume 9, number 1, may 2024| 66 miranti, a., l. lilik, r. winarni, and a. surya. “representasi pendidikan karakter berbasis kearifan lokal dalam motif batik wahyu ngawiyatan sebagai muatan pendidikan seni rupa di sekolah dasar.” jurnal basicedu 5, no. 2 (2021): 546–60. https://doi.org/10.31004/basicedu.v5i2.763. educatio : journal of education volume 9 , number 2, august 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) incidence of mental health problems among undergraduates at the university of ilorin muhammed shuaib abolakale1, tosin e. akinduyo2, ayinde abdulsalaam adedamola2, n.p.m. mabaso3 1 department of counsellor education, faculty of education, university of ilorin, ilorin, nigeria 2 educational psychology department, university of johannesburg, south africa 3 department of counsellor education, faculty of education, university of ilorin, ilorin, nigeria takinduyo@uj.ac.za accepted: jan 14th 2024 reviewed: may 18th 2024 published: august 28th 2024 abstract this study examines the incidence of mental health problems among undergraduates at the university of ilorin. it also explores the impact of demographic variables such as gender, age, religion, residence type, and academic level on the mental health of students. utilizing a descriptive survey method, 400 respondents were selected through simple random sampling. participants completed a self-designed questionnaire titled "prevalence of mental health problems questionnaire (pmhpq)." the instrument's validity and reliability were rigorously tested. data analysis involved the use of percentages, t-tests, and analysis of variance (anova) to evaluate the null hypotheses at a 0.05 level of significance. the findings indicate a slightly high prevalence of mental health issues among the undergraduates, with symptoms including feelings of hopelessness, fear of abandonment, discomfort in close relationships, unexplained physical pain, and stress-related weight changes. however, the study found no significant differences in mental health problems concerning gender, age, or academic level. these results highlight the critical need for school-based mental health programs to address the psychological well-being of undergraduates in nigeria. keywords: prevalence, mental health, undergraduates, nigeria, university of ilorin by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the concept of health extends beyond the mere absence of physical ailments or injuries, encompassing an individual's ability to adapt across various dimensions, including emotional, physical, cognitive, and social-relational traits in relation to their environment. the adage "health is wealth" underscores the importance society places on optimal well-being. however, it is essential to acknowledge the presence of health vulnerabilities, which manifest as stressors, psychological discomfort, and other related adversities. as brown (2016) observed, the mental health of students mailto:takinduyo@uj.ac.za http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, august 2024| 109 globally has garnered significant attention, with an increasing focus on their overall well-being. within the broader discourse on health, both mental and physical health components are contemporary issues of scholarly investigation and public concern. mental health is integral to an individual's general well-being and cannot be considered in isolation. bhugra 1 emphasized that mental health constitutes a crucial aspect of overall health, influencing productive activities, rewarding interpersonal relationships, and the capacity to adapt to change and cope with challenges. furthermore, mental health can be described as the absence of disease, the full functioning of an organism, and the holistic balance an individual experiences in relation to their environment 2. personal well-being, positive interpersonal relationships, and the ability to contribute meaningfully to society are all dependent on mental health. as our understanding of this relationship deepens, it becomes evident that mental health is vital to the well-being of individuals, societies, and nations3. the interconnection between the mind, body, and environment suggests that an individual's overall experience of being in the world cannot be separated from their physical and mental health 4. disruptions to students' mental health can manifest as psychotic experiences, eating disorders, self-harm, trauma, personality disorders, or poor physical health. several determinants contribute to poor mental health, including "rapid societal change, demanding work conditions, gender discrimination, social isolation, unhealthy lifestyles, risks of violence and physical illness, and human rights violations" 5. the transition from high school to university can be particularly stressful, placing university students at heightened risk for mental health problems 6. research indicates that university undergraduates experience higher rates of depression, anxiety, suicidal ideation, psychosis, addictions, and other chronic psychiatric conditions compared to the general population 7. female students in their first year of study are particularly vulnerable to mental health challenges, with higher prevalence rates than their male counterparts 8. 1 dinesh bhugra, alex till, and norman sartorius, “what is mental health?,” international journal of social psychiatry 59, no. 1 (2013): 3–4, http://dx.doi.org/10.1177/0020764012463315. 2 ibid. 3 (who, 2004) 4 thomas fuchs and jann e schlimme, “embodiment and psychopathology: a phenomenological perspective,” current opinion in psychiatry 22, no. 6 (2009): 570–575, http://dx.doi.org/10.1097/yco.0b013e3283318e5c. 5 robert p gallagher, “thirty years of the national survey of counseling center directors: a personal account,” journal of college student psychotherapy 26, no. 3 (2012): 172–184, http://dx.doi.org/10.1080/87568225.2012.685852. 6 37–41. http://doi.org/10.1037/a0022390 tuma, j. m., & pratt, j. m. (1982). clinical child psychology practice and training: a survey. \ldots of clinical child & adolescent psychology, 137(august 2012) et al., “youth mentoring across professional settings: a pedagogic approach to social exclusion,” doctor of education school of education university of derby (2012): 1–210, http://derby.openrepository.com/derby/handle/10545/272012. 7 matthew fisher et al., “stakeholder perceptions of policy implementation for indigenous health and cultural safety: a study of australia’s ‘closing the gap’ policies,” australian journal of public administration (2021); gallagher, “thirty years of the national survey of counseling center directors: a personal account.” 8 mohammad mofatteh, “risk factors associated with stress, anxiety, and depression among university undergraduate students,” aims public health 8, no. 1 (2021): 36; lorenzo roldán-espínola et al., “depression and lifestyle among university students: a one-year follow-up study,” the european journal of psychiatry 38, no. 3 (2024): 100250. volume 9, number 1, august 2024| 110 mental health issues significantly impede students' academic progress, with faculty and staff increasingly observing that the students they teach and counsel are dealing with more complex clinical challenges. kadison and digeronimo 9 noted that a significant proportion of students grapple with depression, anxiety, eating disorders, personality disorders, and other mental healthrelated issues. the living arrangements of undergraduates may also play a crucial role in influencing their mental health. according to easterbrook and vignoles 10, students residing on campus benefit from frequent interpersonal interactions and spontaneous meetings, which contribute to stable mental health compared to their peers living off-campus. campus residences facilitate physical interactions, friendship formation, and necessary adjustments, reducing the likelihood of students dropping out of university 11. the prevalence of mental health issues among university students has reached alarming levels. for example, a study by gallagher 12 reported that over 70% of university counseling directors had encountered crises requiring immediate attention, with concerns related to psychiatric medication, alcohol or drug use, and self-injury being prevalent. furthermore, australian studies have revealed significant correlations between age and alcohol consumption, with younger students (aged 18-20) more likely to engage in hazardous drinking than older students 13. recent research highlights the growing incidence of psychopathology among students in higher education. large-scale studies have reported high levels of depression, anxiety, and suicidal ideation among university students, with these issues becoming more prevalent over time 14. studies have also shown that undergraduate students experience increased anxiety and poorer psychological well-being, particularly during their first year at university 15. the transition to 9 richard kadison and theresa foy digeronimo, college of the overwhelmed: the campus mental health crisis and what to do about it, vol. 6 (jossey-bass san francisco, ca, 2004). 10 john w. santrock, life-span development (13th ed.), mcgraw-hill, 2017. 11 michael priestley et al., “student perceptions and proposals for promoting wellbeing through social relationships at university,” journal of further and higher education 46, no. 9 (2022): 1243–1256; ian neale et al., “student resilience: unite students insight report,” bristol: unite students (2016). 12 david r reetz, brian krylowicz, and brian mistler, “the association for university and college counseling center directors annual survey,” retrieved from association for university and college counseling center directors: https://www. aucccd. org/director-surveys-public (2016). 13 sharyn burns et al., “consequences of low risk and hazardous alcohol consumption among university students in australia and implications for health promotion interventions,” open journal of preventive medicine 05, no. 01 (2015): 1–13, http://dx.doi.org/10.4236/ojpm.2015.51001; jonathan hallett et al., “undergraduate student drinking and related harms at an australian university: web-based survey of a large random sample,” bmc public health 12, no. 1 (2012), http://dx.doi.org/10.1186/1471-2458-12-37. 14 hanover research, “trends in higher education marketing, recruitment, and technology,” hanover research (2014); daniel eisenberg, justin hunt, and nicole speer, “mental health in american colleges and universities: variation across student subgroups and across campuses,” the journal of nervous and mental disease 201, no. 1 (2013): 60–67. 15 bridgette bewick et al., “changes in undergraduate students’ psychological well‐being as they progress through university,” studies in higher education 35, no. 6 (2010): 633–645, http://dx.doi.org/10.1080/03075070903216643; richard cooke et al., “measuring, monitoring and managing the psychological well-being of first year university students,” british journal of guidance &amp; counselling 34, no. 4 (2006): 505–517, http://dx.doi.org/10.1080/03069880600942624. volume 9, number 1, august 2024| 111 university life, combined with the demands of early adulthood, poses significant psychosocial challenges for students 16. given the persistent challenges of poor mental health among university students, particularly in the context of academic stress and the need for social support 17, this study seeks to examine the prevalence of mental health problems among undergraduate students at the university of ilorin. method this study employed a descriptive survey design, which was selected due to its effectiveness in collecting data from a large and diverse population. the target population consisted of all undergraduate students enrolled at the university of ilorin, with an estimated total exceeding 48,000 students as of 2021, distributed across 15 faculties. ethical considerations were strictly adhered to, with the informed consent of each participant being obtained verbally prior to the administration of the research instrument. sample and sampling technique a sample size of 400 undergraduates was selected for this study. the sampling was conducted using a simple random sampling technique to ensure that each student had an equal chance of being included in the study. this approach was chosen to achieve a representative sample of the broader student population, encompassing various faculties and academic levels. research instrument data were collected using a researcher-developed questionnaire titled the "prevalence of mental health problems questionnaire (pmhpq)." the questionnaire was structured into two main sections. section 'a' captured demographic information, including gender, academic level, age, and place of residence. section 'b' comprised 20 items designed to assess the prevalence of mental health problems among the respondents. the responses were measured on a four-point likert-type scale, with options ranging from "strongly agree" to "strongly disagree." validity and reliability to ensure the content validity of the pmhpq, the questionnaire was reviewed by five experts from the department of counsellor education at the faculty of education, university of ilorin. their feedback and suggestions were incorporated into the final version of the instrument. the reliability of the questionnaire was assessed using the test-retest method, resulting in a reliability coefficient of 0.84, indicating a high level of consistency in the responses. data collection procedure 16 colleen s conley et al., “negotiating the transition to college,” emerging adulthood 2, no. 3 (2014): 195–210, http://dx.doi.org/10.1177/2167696814521808. 17 christina m scott-young, michelle turner, and sarah holdsworth, “male and female mental health differences in built environment undergraduates,” construction management and economics 38, no. 9 (2020): 789–806, http://dx.doi.org/10.1080/01446193.2020.1748213. volume 9, number 1, august 2024| 112 data were collected over a specified period, with questionnaires being distributed to the selected sample of undergraduates. the respondents were assured of the confidentiality of their responses and were encouraged to answer honestly. the completed questionnaires were retrieved and prepared for analysis. data analysis the data analysis process involved both descriptive and inferential statistical techniques. descriptive statistics, including frequency distributions and percentages, were employed to analyze the demographic data provided in section a of the questionnaire and the responses to the mental health items in section b. to test the hypotheses, inferential statistics were utilized. specifically, ttests and analysis of variance (anova) were conducted to determine the significance of differences in mental health problems across various demographic variables. the hypotheses were tested at a significance level of 0.05. research results and discussion research question: how prevalent are mental health problems among undergraduate students at the university of ilorin? table 1: percentage distribution of prevalence of mental health problems s/n as far as i am concerned, i: agree disagree 1 have trouble concentrating in class 108 (27.0%) 292 (73.0%) 2 have difficulty in sleeping 14 (3.5%) 282 (96.5%) 3 have been feeling hopeless 314 (78.5%) 86 (21.5%) 4 have physical aches or pains without a physical cause 168 (42.0%) 232 (58.0%) 5 have been thinking of injuring myself 118 (29.5%) 282 (70.5%) 6 use to have a sudden/intense episode of anxiety 116 (29.0%) 284 (71.0%) 7 do feel light-headed or dizzy 110 (27.5%) 290 (72.5%) 8 use to feel indifferent to others 82 (20.5%) 318 (79.5%) 9 always have discomfort with close relationships 188 (47.0%) 212 (53.0%) 10 do have inappropriate responses to others 118 (29.0%) 284 (71.0%) 11 am always aggressive among my peers 128 (32.0%) 272 (68.0%) 12 always have an intense fear of being abandoned 190 (47.5%) 210 (52.5%) 13 am always easily influenced by others 80 (20.0%) 320 (80.0%) 14 am sensitive to criticism/rejection 80 (20.0%) 320 (80.0%) 15 like being a loner 80 (20.0%) 320 (80.0%) 16 always afraid of disapproval 116 (29.0%) 284 (71.0%) 17 am addicted to depressants 22 (5.5%) 378 (94.5%) 18 am losing weight due to stress 122 (31.0%) 246 (69.0%) 19 like being thin, but always gaining weight 120 (30.0%) 280 (70.0%) 20 am always obsessed with foods (i.e., always want to eat every time) 84 (21.0%) 316 (79.0%) table 1 presents the percentage distribution of respondents’ responses regarding the prevalence of mental health problems. the results indicate that 78.5% of respondents have experienced feelings of hopelessness, 47.5% have intense fear of abandonment, 47.0% experience discomfort in close relationships, 42.0% report physical aches or pains without an apparent cause, and 31.0% have been losing weight due to stress. these findings suggest that the prevalence of mental health problems is moderately high among undergraduates at the university of ilorin. volume 9, number 1, august 2024| 113 hypotheses testing four null hypotheses were formulated and tested for this study. the hypotheses were tested using t-tests and analysis of variance (anova) statistical methods at a 0.05 level of significance. hypothesis one: there is no significant difference in the prevalence of mental health problems among undergraduates of the university of ilorin based on gender. table 2: mean, standard deviation, and t-value of respondents’ prevalence of mental health problems based on gender gender n mean sd df cal. t-value crit. t-value p-value male 152 38.13 11.609 398 3.89* 1.96 .000 female 248 44.08 16.487 *significant, p<0.05 table 2 shows that the calculated t-value of 3.89 is greater than the critical t-value of 1.96, with a corresponding p-value of .000, which is less than the 0.05 level of significance. since the calculated p-value is less than the level of significance, the null hypothesis is rejected. this indicates that there is a significant difference in the prevalence of mental health problems among undergraduates of the university of ilorin based on gender. hypothesis two: there is no significant difference in the prevalence of mental health problems among undergraduates of the university of ilorin based on the level of study. table 3: analysis of variance (anova) showing respondents’ prevalence of mental health problems based on level of study source ss df mean square cal. f-ratio crit. f-ratio p-value between groups 18461.48 3 6153.83 33.67* 2.60 .000 within groups 72365.55 396 182.74 total 90827.04 399 *significant, p<0.05 table 3 shows that the calculated f-ratio of 33.67 is greater than the critical f-value of 2.60, with a corresponding p-value of .000, which is less than the 0.05 level of significance. since the calculated p-value is less than the level of significance, the null hypothesis is rejected. thus, there is a significant difference in the prevalence of mental health problems among undergraduates of the university of ilorin based on the level of study. scheffe post-hoc analysis was conducted to determine where the significant difference lies. table 4: scheffe post-hoc analysis showing where the significant difference lies based on level of study level n subset for alpha = 0.05 1 100 50 30.74 volume 9, number 1, august 2024| 114 300 54 200 23 400 and above 73 sig. 1.000 table 4 indicates that respondents in the 100 level had a mean score of 30.74 (subset 1), while respondents in the 300, 200, and 400 levels and above had higher mean scores of 44.26, 45.28, and 46.88 (subset 2), respectively. this suggests that respondents in the 300, 200, and 400 levels and above significantly contributed to the observed differences in mental health problems. hypothesis three: there is no significant difference in the prevalence of mental health problems among undergraduates of the university of ilorin based on age. table 5: analysis of variance (anova) showing respondents’ prevalence of mental health problems based on age source ss df mean square cal. f-ratio crit. f-ratio p-value between groups 522.01 3 174.00 .763 2.60 .515 within groups 90305.02 396 228.04 total 90827.04 399 table 5 shows that the calculated f-ratio of 0.763 is less than the critical f-value of 2.60, with a corresponding p-value of .515, which is greater than the 0.05 level of significance. since the calculated p-value is greater than the level of significance, the null hypothesis is accepted. hence, there is no significant difference in the prevalence of mental health problems among undergraduates of the university of ilorin based on age. hypothesis four: there is no significant difference in the prevalence of mental health problems among undergraduates of the university of ilorin based on place of residence. table 6: mean, standard deviation, and t-value of respondents’ prevalence of mental health problems based on place of residence place of residence n mean sd df cal. t-value crit. t-value p-value off-campus 266 42.65 15.008 398 1.54 1.96 .123 on campus 134 40.18 15.168 table 6 shows that the calculated t-value of 1.54 is less than the critical t-value of 1.96, with a corresponding p-value of .123, which is greater than the 0.05 level of significance. since the calculated p-value is greater than the level of significance, the null hypothesis is accepted. this indicates that there is no significant difference in the prevalence of mental health problems among undergraduates of the university of ilorin based on place of residence. discussion the results of this study reveal that a significant proportion of undergraduate students at the university of ilorin experience various mental health symptoms, including feelings of hopelessness, difficulty concentrating on academic work, sleep disturbances, physical discomfort, volume 9, number 1, august 2024| 115 and thoughts of self-harm. these findings are consistent with broader research highlighting the vulnerability of university students to mental health issues, which are often exacerbated by academic pressures, social stressors, and the transitional challenges associated with this developmental stage 18. this is in line with the findings of bhugra 19 and who, which reported a high prevalence of mental health issues among students. voelker 20 also found that hopelessness is a common symptom of mental health issues among students, while shamsuddin et al. 21 identified anxiety as a significant contributor to negative emotional states in medical students. the study further found significant gender differences in the prevalence of mental health problems, with female students reporting higher levels of distress compared to their male counterparts. this finding aligns with previous research indicating that women are generally more vulnerable to mental health issues due to a combination of biological, social, and cultural factors 22. the results are also consistent with ghayas et al. 23, who reported a higher prevalence of depression among female students (61.00%) compared to male students (38.07%). however, these findings contrast with those of nkporbu and alex-hart 24, who found a higher prevalence of mental illness among men. this discrepancy may be due to gender differences in coping strategies and help-seeking behaviors, with men potentially being less likely to report mental health issues due to cultural expectations around masculinity. the analysis also revealed significant differences in the prevalence of mental health problems based on the level of study, with students in the 300, 200, and 400 levels and above reporting higher levels of distress compared to their 100-level counterparts. this finding suggests that as students progress through their academic journey, they may encounter increased academic demands, career uncertainties, and personal responsibilities, contributing to heightened psychological distress. this is consistent with the findings of bruffaerts et al. 25, who reported that students at different academic levels experience mental health challenges differently, with higher academic levels often being associated with greater stress and anxiety. 18 ronny bruffaerts et al., “mental health problems in college freshmen: prevalence and academic functioning,” journal of affective disorders 225 (2018): 97–103, http://dx.doi.org/10.1016/j.jad.2017.07.044; eisenberg, hunt, and speer, “mental health in american colleges and universities: variation across student subgroups and across campuses.” 19 bhugra, till, and sartorius, “what is mental health?” 20 bernward winter et al., “high impact running improves learning,” neurobiology of learning and memory 87, no. 4 (2007): 597–609, http://dx.doi.org/10.1016/j.nlm.2006.11.003. 21 khadijah shamsuddin et al., “correlates of depression, anxiety and stress among malaysian university students,” asian journal of psychiatry 6, no. 4 (2013): 318–323, http://dx.doi.org/10.1016/j.ajp.2013.01.014. 22 sarah rosenfield and dawne mouzon, “gender and mental health,” handbook of the sociology of mental health (2013): 277–296. 23 s ghayas et al., “prevalence and severity of depression among undergraduate students in karachi, pakistan: a cross sectional study,” tropical journal of pharmaceutical research 13, no. 10 (2014): 1733, http://dx.doi.org/10.4314/tjpr.v13i10.24. 24 a k nkporbu and b a alex-hart, “prevalence and pattern of mental illness among school age children seen at the university of port harcourt teaching hospital: a six year study,” international neuropsychiatric disease journal (2020): 1–10, http://dx.doi.org/10.9734/indj/2019/v13i3-430113. 25 chelsey r wilks et al., “the importance of physical and mental health in explaining health-related academic role impairment among college students,” journal of psychiatric research 123 (april 2020): 54–61, https://pubmed.ncbi.nlm.nih.gov/32036074. volume 9, number 1, august 2024| 116 contrary to some expectations, the study found no significant differences in the prevalence of mental health problems based on age or place of residence. these findings suggest that mental health concerns are distributed uniformly across age groups and residential settings, indicating that academic stress and other common triggers for mental health issues are pervasive among all undergraduates, regardless of age or where they live. this aligns with the findings of camacho et al. 26, who reported that age does not have a significant relationship with mental health, and liaqat et al. 27, who found high rates of depression, anxiety, and stress among students living in both home and dormitory settings. overall, the findings underscore the need for targeted mental health interventions and support services that address the specific needs of different student groups. university administrators should prioritize the development of comprehensive mental health programs that include personalized counseling, stress management workshops, and peer support networks to help students navigate the challenges of university life and maintain their psychological well-being. conclusion the findings of this study indicate that mental health problems are notably prevalent among undergraduates at the university of ilorin. common issues reported by the students included feelings of hopelessness, intense fear of abandonment, discomfort in close relationships, unexplained physical aches or pains, stress-induced weight loss, and dissatisfaction with body image, particularly related to weight fluctuations. the study further revealed that male and female undergraduates experience mental health problems differently, with gender playing a significant role in the prevalence and expression of these issues. additionally, the study found that the level of study significantly impacts mental health, suggesting that as students advance in their academic journey, they may encounter increased psychological distress. in contrast, age and place of residence did not appear to influence the mental health of undergraduates, indicating that mental health challenges are pervasive across different age groups and living situations. this finding suggests that mental health problems among university students are not confined to specific demographic or environmental factors but are widespread across the student population. based on these findings, it is recommended that professional mental health counselors consider employing various therapeutic approaches to support students experiencing mental health challenges. these approaches may include client-centered therapy, cognitive behavioral therapy (cbt), interpersonal therapy, and psychoanalytic therapy. given the prevalence of mental health concerns among undergraduates, it is crucial for university authorities to implement outreach programs and proactive strategies aimed at addressing these issues. continuous orientation and skills training on the causes and prevention of mental health problems should be 26 germán eduardo rueda-jaimes et al., “validez y confiabilidad de la escala del center for epidemiologic studies-depression en estudiantes adolescentes de colombia,” biomédica 29, no. 2 (2009): 260, http://dx.doi.org/10.7705/biomedica.v29i2.28. 27 usama khalid choudry, “deranged mental homeostasis in medical students: evaluation of depression, anxiety and stress among home and hostel students,” acta psychopathologica 03, no. 01 (2017), http://dx.doi.org/10.4172/2469-6676.100074. volume 9, number 1, august 2024| 117 provided by school counselors to equip students with the knowledge and resources necessary to manage their mental health effectively. overall, this study underscores the importance of a comprehensive approach to mental health support within the university setting, ensuring that all students have access to the necessary resources and 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education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) development of the fap (formative assessment platform) to promote holistic student competency development: an empirical study in 100 schools thanyawich vicheanpant school of communication arts sripatum university, chonburi province, thailand thanyawich1977@gmail.com accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract this research aims to 1) develop the formative assessment platform (fap) to assess and enhance learners' competencies, and 2) evaluate the effectiveness of the fap platform in fostering students' competencies across 100 schools in four provinces of thailand: surin, sa kaeo, krabi, and lampang. the fap platform enables teachers to monitor student behaviors, record data, and provide personalized feedback, targeting four core competencies: critical thinking, creativity, collaboration, and communication. using a mixed-methods approach, the study employed a pretest and post-test design with quantitative data from 197 teachers and 2,454 students. qualitative data were gathered through semi-structured interviews with teachers. the results show that teachers were highly satisfied with the fap platform (average satisfaction score of 4.54 out of 5), particularly in terms of ease of use (4.71) and perceived benefits (4.65). students demonstrated significant competency development, especially in collaboration (effect size = 0.71) and creativity (effect size = 0.65), with an overall effect size of 0.57. the study recommends scaling up the fap platform to further enhance thai education quality by improving teacher training, supporting the integration of the platform, and developing competency-focused curricula. future research should explore the long-term impact of fap on student outcomes, compare its effectiveness with other platforms, and investigate factors influencing its sustained use. keywords: formative assessment platform, learner competencies, critical thinking, creativity, collaboration, communication by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the contemporary educational landscape is profoundly affected by rapid advancements in technology and the fierce competition of the global economy. these forces necessitate that learners acquire a multifaceted skill set transcending traditional academic knowledge, including essential 21st-century skills such as critical thinking, creativity, collaboration, effective mailto:riyu.choirul57@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2025| 52 communication, problem-solving, and a commitment to lifelong learning 1. this alignment with educational policies globally, such as thailand’s national education policy, emphasizes nurturing “good, skilled, and happy individuals,” equipping them with competencies fitting 21st-century demands 2. emerging literature underscores the inadequacy of traditional assessment methods, characterized by rote memorization and summative examinations, in capturing the complex competencies required in modern educational contexts 3. as clarke et al. 4noted in their bibliometric analysis of medical research, traditional assessment strategies can lead to a misrepresentation of potential 5. consequently, these conventional methodologies often fail to facilitate the assessment of students' critical thinking and collaborative skills essential for success in an ever-evolving landscape 6. this inadequacy indicates a palpable need to shift towards more effective assessment models, primarily formative assessment 7. formative assessment, which centers on continuous feedback and systematic tracking of student progress, has become increasingly recognized for its ability to transform educational experiences. recent studies, including a comprehensive analysis by obeidat et al. 8, demonstrate the significant impact of formative assessments on student learning outcomes, enhancing both academic performance and critical competencies 9. furthermore, integrating digital technologies into these assessments enhances the efficiency of data collection and permits a more granular analysis of complex skills, including teamwork and problem-solving capabilities 10. for instance, 1 daeng a natuna, m j a putra, and azhar azhar, “teachers’ performance in online learning during covid-19 outbreak: an analysis based on 21st century proficiency,” international journal of educational best practices 5, no. 2 (2021): 197. 2 francesc m esteve‐mon, m á llopis, and jordi a segura, “digital competence and computational thinking of student teachers,” international journal of emerging technologies in learning (ijet) 15, no. 02 (2020): 29. 3 eniel d. e santo, sara dias-trindade, and rafaela s d. reis, “self-assessment of digital competence for educators: a brazilian study with university professors,” research society and development 11, no. 9 (2022): e26311930725; chen siyi, qi yu, and amjad al-samawi, “effects of digital education on human resource development,” human systems management 42, no. 6 (2023): 691–706. 4 cameron clarke et al., “demographic correlations for 100 most-cited authors in ophthalmic research; a bibliometric study,” medical hypothesis discovery & innovation in ophthalmology 9, no. 4 (2021). 5 ziya bahadır, zehra certel, and ramazan topuz, “the role of 21st century learner skills of physical education and sports teachers and teacher candidates on teacher skills,” turkish journal of sport and exercise (2019): 400–407. 6 steinar thorvaldsen and siri s madsen, “decoding the digital gap in teacher education: three perspectives across the globe” (2021). 7 abdullah m al‐ghurbani et al., “the impact of internal factors on the use of technology in higher education in saudi arabia during the covid-19 pandemic,” human systems management 41, no. 2 (2022): 283–302. 8 bilal f obeidat, saber haimed, and mohammad s alkhaza’leh, “students’ well‐being and school climate: a bibliometric analysis,” review of education 12, no. 2 (2024). 9 atikah mauluddiyah, “the influences of abraham maslow’s hierarchy of needs theory, field practice experience, and 21st century skills on career choice of becoming a vocational teacher,” teknologi dan kejuruan jurnal teknologi kejuruan dan pengajarannya 44, no. 2 (2021): 108. 10 ömer f vural and selma vural, “an examination of 5th grade mathematics curriculum in terms of 21st century skills,” international journal of educational research review 6, no. 2 (2021): 82–92; mariana-daniela gonzálezzamar et al., “managing ict for sustainable education: research analysis in the context of higher education,” sustainability 12, no. 19 (2020): 8254. volume 9, number 1, may 2025| 53 santini et al. 11 argue that leveraging technology can create more effective environments for student engagement and skill development 12. in light of these insights, we propose the development of a formative assessment platform (fap), a digital tool tailored to align competency-based learning outcomes with global educational trends emphasizing skill development. this platform offers educators the capacity to observe real-time student behaviors, record pertinent data, and receive analytical feedback to inform targeted interventions 13. the significance of leveraging technology in educational assessment has been highlighted by many, including gonzález-zamar et al. 14, who posit that digital tools can enhance educational efficacy and address existing assessment gaps effectively 15. the present research aims to rigorously evaluate the efficacy of the fap in enhancing learners’ competencies. specifically, it will measure teacher satisfaction with the platform and assess changes in student competencies facilitated through its use. the methodology will employ a mixed-methods approach, integrating quantitative assessments of student performance alongside qualitative feedback from educators to form a comprehensive picture of the platform’s impact 16. this approach is particularly justified given the rise of educational technologies that have shaped contemporary teaching practices, as evidenced by productivity analyses 17. furthermore, this research contributes to the ongoing discourse on educational reform and competence development, particularly through the use of digital assessment tools. as tamasiga et al. 18 suggest, the alignment of education with technological advancements is not only vital for enhancing learning outcomes but also for preparing students to meet the challenges of a rapidly changing world 19. moreover, the expectation that educational institutions will do more 11 kurniawan dwi saputra and krismono krismono, “the reconstruction of aligarh and santiniketan educational philosophy: the creative ijtihad of trimurti in developing islamic education in indonesia,” tsaqafah (2021). 12 linda d hollebeek et al., “fifteen years of customer engagement research: a bibliometric and network analysis,” journal of product & brand management 31, no. 2 (2021): 293–309. 13 endro d hatmanto, “a comparison between an indonesian and an english journal published in indonesia” (2021). 14 gonzález-zamar et al., “managing ict for sustainable education: research analysis in the context of higher education.” 15 clarke et al., “demographic correlations for 100 most-cited authors in ophthalmic research; a bibliometric study.” 16 bader y obeidat, haneen yassin, and ra’ed masa’deh, “the effect of talent management on organizational effectiveness in healthcare sector,” modern applied science 12, no. 11 (2018): 55. 17 hande yeşilbaş and filiz kantek, “trends and hot topics in nurse empowerment research: a bibliometric analysis,” japan journal of nursing science 19, no. 2 (2021); emerson rogério de oliveira and adriano pasqualotti, “educational process in e-learning activity for elderly people: a systematic review,” interactive learning environments, 2023. 18 phemelo tamasiga, helen onyeaka, and el h. ouassou, “unlocking the green economy in african countries: an integrated framework of fintech as an enabler of the transition to sustainability,” energies 15, no. 22 (2022): 8658. 19 md. j hossain and uzzal a pk, “a systematic review of energy demand, technology, and efficiency nexus: implications for bangladeshi food processing industry,” american journal of environmental economics 2, no. 1 (2023): 1–8. volume 9, number 1, may 2025| 54 than merely relay knowledge is supported by recent trends indicating that student competencies in critical thinking and collaboration are paramount 20. thus, this research endeavors to fill the existing gaps in educational assessment through the implementation of the fap, ultimately reflecting a broader paradigm shift towards the development of well-rounded learners equipped to address the complexities of an increasingly interconnected global environment. the findings will have significant implications for educational practices by informing educators and policymakers of the potential for digital assessment technologies to improve learning outcomes and align educational practices with 21st-century skills. method this research adopts an evaluative design utilizing a mixed-methods approach, combining both quantitative and qualitative methods to assess the effectiveness of the formative assessment platform (fap) in developing learners' competencies. the study uses a pre-test and post-test design, integrated with qualitative data from semi-structured teacher interviews, providing a comprehensive view of the impact of the platform on teaching practices and student development. participants 1. primary sample the primary sample includes 197 teachers from 100 schools across four provinces in thailand: surin, sa kaeo, krabi, and lampang. the schools were selected using convenience sampling based on their willingness and readiness to participate in the project. teachers within each school were chosen through simple random sampling or other suitable sampling methods, depending on the number of teachers at each school. 2. secondary sample the secondary sample consists of students from the schools where the teachers are employed, totaling approximately 2,454 students. data analysis will account for the number of students in each school to ensure that the results are statistically valid and meaningful. research tools 1. formative assessment platform (fap) the fap is a digital tool designed to assess student competencies by tracking behaviors and providing personalized feedback. the platform includes an analytical engine that processes student data, generates competency reports, and offers recommendations for student improvement. this system also allows for real-time monitoring of student progress, facilitating targeted interventions by teachers. the platform's key features are visualized in the following figures: 20 zaenul muttaqien and imam mukhlis, “bibliometric analysis of social entrepreneurship (2018-2023),” formosa journal of science and technology 2, no. 11 (2023): 3133–3152. volume 9, number 1, may 2025| 55 figure 1: registration screen before access. figure 2: screen displaying competency descriptions for each level, categorized by primary, upper primary, and lower secondary education. figure 3: dashboard displaying student competency levels; those marked in red require special teacher attention and feedback. volume 9, number 1, may 2025| 56 figure 4: detailed student behaviors and weaknesses needing improvement, ready for teacher feedback. figure 5: spider charts for each student, allowing teachers to easily compare their strengths and weaknesses. figure 6: summary screen displaying performance assessment results at the school and provincial levels. volume 9, number 1, may 2025| 57 teacher satisfaction questionnaire a 5-point likert scale questionnaire (1 = very dissatisfied, 5 = very satisfied) was used to measure teacher satisfaction with the fap platform. the questionnaire underwent validity and reliability testing, and the cronbach's alpha coefficient was calculated to ensure internal consistency. the dimensions assessed included ease of use, benefits received, team support, and the appropriateness of the platform for the teaching context. competency assessment a four-dimensional competency assessment was used to measure student competencies in critical thinking, creativity, collaboration, and communication before and after the use of the fap platform. the assessment included clear scoring criteria, and validity and reliability tests were conducted to ensure that it effectively measures the intended competencies. semi-structured interviews interviews were conducted with sample teachers to collect qualitative data regarding their experiences and perceptions of using the fap platform. the interviews were semi-structured, allowing for flexibility while ensuring that the research objectives were met. qualitative data from the interviews were analyzed using content analysis techniques to identify key themes and patterns. research steps 1. training teachers received detailed training on using the fap platform, including the various assessment tools available. the training duration and content were designed to ensure that teachers were fully equipped to use the platform effectively. a support system was set up to address any issues that arose during the implementation phase. 2. implementation the platform was used by teachers for one semester. during this period, teachers applied the fap platform in their teaching practices, with ongoing monitoring and support through regular consultations. the duration of this phase was critical to ensure that teachers had ample opportunity to integrate the platform into their teaching processes. 3. data collection data were collected through several instruments: teacher satisfaction questionnaires, pretest and post-test competency assessments of students, and semi-structured teacher interviews. the data collection period was defined, and methods for ensuring data accuracy, such as cross-checking and ensuring the consistency of responses, were implemented. 4. data analysis quantitative data were analyzed using descriptive statistics to summarize the results, and effect sizes were calculated to assess the impact of the fap platform on student competencies. qualitative data from the teacher interviews were analyzed through content analysis, using coding techniques to identify major themes and patterns in the responses. volume 9, number 1, may 2025| 58 data were analyzed using software such as spss for quantitative analysis and nvivo for qualitative content analysis. limitations of the study the study has several limitations. first, the use of convenience sampling for school selection may reduce the generalizability of the results. additionally, the reliance on self-reported data from teachers may introduce response bias. finally, the data collection period was limited to one semester, which may not capture the long-term effects of the fap platform on student competencies. reliability and validity the reliability of the instruments was ensured through pre-testing and validation. the teacher satisfaction questionnaire and competency assessments were validated through expert review and tested for internal consistency using cronbach’s alpha. the mixed-methods design allowed for triangulation of data, increasing the robustness of the findings and improving the overall validity of the study. results and discussion the results of this study are presented in two primary sections: the quantitative data analysis related to teacher satisfaction and student competency development, and the qualitative analysis derived from teacher interviews. together, these provide a comprehensive overview of the impact of the formative assessment platform (fap) on teaching and learning practices. teacher satisfaction with the use of the fap platform quantitative analysis of the teacher satisfaction questionnaires (n = 197) revealed that teachers were highly satisfied with the use of the fap platform. the results show that most teachers found the platform to be useful in improving teaching management and facilitating student competency assessment. the statistical analysis of teacher satisfaction, summarized in table 1, highlights the following findings: table 1: quantitative analysis of teacher satisfaction (n = 197 teachers) satisfaction dimensions average sd p-value ease of use 4.71 0.55 < 0.001 benefits received 4.65 0.58 < 0.001 team support 4.38 0.71 < 0.001 design and aesthetics of the system 4.45 0.65 < 0.001 overall satisfaction with the platform 4.54 0.62 < 0.001 the analysis indicates that all dimensions of teacher satisfaction are statistically significant (p < 0.001), demonstrating that the results are not due to chance. the average satisfaction score in all dimensions exceeded 4 out of a maximum of 5, signifying a high level of teacher satisfaction with the platform. ease of use (4.71) and benefits received (4.65) were the highest-rated dimensions, suggesting that teachers found the platform intuitive and beneficial for their teaching practices. these findings emphasize the user-friendliness of the system and its perceived value in volume 9, number 1, may 2025| 59 supporting teaching management and assessment tasks. student competency development quantitative analysis of the impact of the fap platform on student competencies revealed significant improvements in all measured competencies. the overall effect size for student competency development was 0.57, indicating a moderate to large effect. the results, presented in table 2, show the effect sizes for each competency dimension: table 2: quantitative analysis of student competency development (n = 2,454 students) competency effect size sd critical thinking 0.36 0.53 creativity 0.65 0.39 collaboration 0.71 0.27 communication 0.67 0.41 1. critical thinking: the effect size of 0.36 is moderate, indicating some improvement but suggesting that more time or targeted interventions might be required to significantly boost critical thinking skills. 2. creativity: with an effect size of 0.65, creativity saw substantial growth, suggesting that the platform has a positive impact on fostering creative problem-solving skills. 3. collaboration: the highest effect size of 0.71 for collaboration reflects the fap’s significant role in enhancing students' ability to work together effectively. 4. communication: an effect size of 0.67 suggests considerable improvement in students' communication skills, aligning with the importance of these competencies in 21st-century education. the results show that the fap platform was particularly effective in developing collaboration and creativity, both of which are critical skills in the modern workforce. the platform’s structure appears to facilitate collaborative learning and creativity through its interactive feedback mechanisms, real-time data collection, and personalized guidance. however, critical thinking demonstrated a moderate effect size, which could be attributed to the more complex nature of this competency and its requirement for deeper, sustained engagement. discussion the results of this study highlight the significant impact of the formative assessment platform (fap) in enhancing both teacher satisfaction and student competency development. in this section, we will delve deeper into the findings, exploring their implications in the context of existing literature, theoretical frameworks, and current educational practices. this discussion will critically engage with the results, compare them with similar studies, and provide insights into the broader implications for the future of education, particularly in the context of formative assessment and educational technology. teacher satisfaction and usability of the fap platform the high levels of teacher satisfaction, as reflected in the statistical results, demonstrate that the fap platform is well-received by educators. the platform’s ease of use and the clear benefits volume 9, number 1, may 2025| 60 it provides for teaching management were the most highly rated features. these results align with previous studies, which emphasize the importance of user-friendly educational technologies in facilitating adoption and successful implementation 21. in particular, the ease of use (4.71) and perceived benefits (4.65) are consistent with the findings of clarke et al. 22 , who found that platforms that streamline teacher workflow and provide actionable insights into student progress lead to increased teacher satisfaction and engagement. these dimensions of satisfaction are critical for the long-term success of any educational tool, as teachers' willingness to adopt and integrate new technologies often hinges on the perceived ease of use and the tangible benefits they offer. the results suggest that the fap platform's design and interface effectively meet the needs of teachers, making it an efficient tool for formative assessment. this aligns with hollebeek et al. (2021), who argue that successful educational technologies must not only offer functionality but also enhance the overall user experience. the platform's focus on user-friendly features that reduce administrative burdens for teachers is a key strength, as it allows educators to focus more on instructional practices rather than on the technical aspects of data collection and analysis. however, one area for potential improvement is the team support dimension, which scored lower than the other categories (4.38). while still statistically significant (p < 0.001), this result suggests that teachers may benefit from more structured support mechanisms, such as dedicated technical assistance or professional development opportunities that enable them to maximize the platform’s potential. this finding aligns with the literature, which stresses the importance of continuous professional development in the successful integration of digital tools into teaching practices (santo et al., 2022). impact on student competency development the quantitative results indicate that the fap platform significantly contributed to the development of student competencies, particularly in collaboration, creativity, and communication, with high effect sizes (0.71, 0.65, and 0.67, respectively). these findings underscore the platform’s effectiveness in fostering key 21st-century skills, which have been widely recognized as essential for student success in both academic and professional settings 23. the high effect sizes in collaboration and creativity are especially notable, as these competencies are often difficult to assess using traditional assessment methods. the fap’s ability to provide real-time, data-driven insights into these competencies suggests that formative assessment platforms can effectively support the development of skills that are central to modern education 24 . the focus on collaboration is particularly timely, given the growing emphasis on teamwork in today’s interconnected and globalized world. the results of this study support previous research 21 gonzález-zamar et al., “managing ict for sustainable education: research analysis in the context of higher education.” 22 clarke et al., “demographic correlations for 100 most-cited authors in ophthalmic research; a bibliometric study.” 23 esteve‐mon, llopis, and segura, “digital competence and computational thinking of student teachers”; thorvaldsen and madsen, “decoding the digital gap in teacher education: three perspectives across the globe.” 24 siyi, yu, and al-samawi, “effects of digital education on human resource development.” volume 9, number 1, may 2025| 61 by vural & vural 25, who found that digital formative assessment tools can facilitate collaborative learning by enabling students to engage with peers in structured, feedback-driven environments. the high effect size for collaboration in this study reflects the ability of the fap platform to create environments where students work together, reflect on their learning, and engage in problemsolving tasks. this suggests that the fap platform is an effective tool for promoting collaborative competencies, which are crucial for students' future success in the workplace. creativity, another high-effect-size competency, also aligns with the increasing focus on creative problem-solving in education. the ability to foster creativity is critical in a world where innovation is key to addressing complex global challenges. the fap platform’s design, which offers personalized feedback and allows for self-reflection, likely contributed to the enhancement of students' creative thinking and problem-solving abilities. these findings support the assertions of santini et al. 26 , who argue that educational technologies that provide immediate feedback and opportunities for self-directed learning can help students develop higher-order thinking skills like creativity. however, the effect size for critical thinking (0.36) was moderate, indicating that while the fap platform had some impact on critical thinking, it may not have been as effective in this domain as in others. critical thinking is often considered a complex competency that requires sustained instructional interventions over time. this finding is consistent with prior studies, which have noted that fostering critical thinking requires deliberate, long-term efforts and more intensive engagement with challenging, higher-order cognitive tasks 27. the moderate effect size for critical thinking suggests that further development of the fap platform, possibly through the incorporation of more targeted activities focused on critical thinking, could lead to stronger outcomes in this area. the role of technology in formative assessment the integration of digital technology in formative assessment, as exemplified by the fap platform, represents a significant shift from traditional assessment models that primarily focus on summative evaluation. the fap platform's ability to provide real-time, personalized feedback is one of its most significant advantages, as it enables both teachers and students to track progress continuously and make adjustments as needed. this aligns with the work of mauluddiyah 28 and obeidat et al. 29, who have highlighted the transformative potential of digital formative assessment tools in improving both teaching and learning outcomes. by providing detailed, actionable feedback, the fap platform not only enhances student competencies but also empowers students to take ownership of their learning journey. the study's findings underscore the growing importance of digital tools in modern 25 vural and vural, “an examination of 5th grade mathematics curriculum in terms of 21st century skills.” 26 saputra and krismono, “the reconstruction of aligarh and santiniketan educational philosophy: the creative ijtihad of trimurti in developing islamic education in indonesia.” 27 siyi, yu, and al-samawi, “effects of digital education on human resource development.” 28 mauluddiyah, “the influences of abraham maslow’s hierarchy of needs theory, field practice experience, and 21st century skills on career choice of becoming a vocational teacher.” 29 obeidat, haimed, and alkhaza’leh, “students’ well‐being and school climate: a bibliometric analysis.” volume 9, number 1, may 2025| 62 education, particularly in the context of competency-based education, where the focus is on developing specific skills rather than simply measuring academic knowledge. the ability to track and assess competencies such as collaboration, creativity, and critical thinking in real-time makes the fap platform an invaluable resource for teachers aiming to foster 21st-century skills. however, the effectiveness of such platforms depends on their ability to adapt to the specific needs of students and the teaching context, which requires ongoing development and refinement of the tools. implications for educational practice and future research the results of this study suggest that the fap platform has significant potential to improve educational practices, particularly in fostering essential 21st-century competencies. the platform's high effectiveness in promoting collaboration and creativity aligns with global trends in education that prioritize these skills. however, the moderate effect size for critical thinking indicates that additional efforts may be required to enhance the platform's ability to foster higher-order cognitive skills. this finding suggests the need for further research into the specific features and functionalities that could strengthen the platform’s support for critical thinking development. furthermore, the high levels of teacher satisfaction with the fap platform suggest that educational technologies can be a valuable tool in improving teaching management and providing targeted feedback. however, the concerns raised by teachers about the sustainability of the platform and the need for continuous support highlight the importance of creating robust professional development programs for educators. to ensure the long-term success of digital formative assessment tools like the fap platform, continuous teacher training, support, and system updates will be essential. future research should aim to explore the long-term impact of the fap platform on student competencies, particularly in areas like critical thinking. longitudinal studies could provide valuable insights into how the platform influences the development of skills over time. additionally, further research should focus on the factors that contribute to the effectiveness of the platform, such as the role of teacher training, institutional support, and student engagement. comparative studies that evaluate the fap platform against other educational technologies could help identify the unique advantages and limitations of the platform, contributing to the broader conversation on the role of digital tools in education. conclusion this study highlights the substantial potential of the formative assessment platform (fap) in enhancing both teacher satisfaction and student competency development. the findings underscore the platform's efficacy in fostering key 21st-century competencies, particularly collaboration, creativity, and communication, which are essential for preparing students for future success in an increasingly complex and dynamic workforce. teachers expressed high satisfaction with the platform’s usability, benefits, and the support it provided, suggesting that digital formative assessment tools can significantly improve teaching practices and student learning outcomes. volume 9, number 1, may 2025| 63 the study also demonstrated that the fap platform effectively addresses critical gaps in traditional educational assessment methods by offering personalized feedback, tracking student progress in real-time, and focusing on the development of competencies beyond academic knowledge. these findings are consistent with current trends in competency-based education, which prioritize skills such as collaboration and creativity, alongside traditional academic achievement. the positive results, particularly in fostering collaboration and creativity, offer valuable insights into how educational technology can be used to support modern learning objectives, ensuring that students are equipped with the skills required to thrive in the 21st century. however, the moderate effect size for critical thinking suggests that more targeted interventions or longer periods of use may be needed to see significant improvement in this area. this finding indicates that while digital tools like fap can provide a solid foundation for competency development, further refinement and more comprehensive strategies are required to foster higher-order cognitive skills. in terms of practical implications, the study points to several policy and practice recommendations that could enhance the integration of digital formative assessment tools into the educational system. firstly, the ministry of education should consider piloting and expanding the fap platform across schools, particularly in underserved areas, ensuring that teachers are provided with the necessary training and resources to maximize the platform’s potential. additionally, ongoing teacher support and the creation of learning networks among educators using the platform could facilitate knowledge exchange and further improve its effectiveness. looking ahead, future research should explore the long-term effects of the fap platform on student competencies, particularly in areas like critical thinking and problem-solving. longitudinal studies could provide valuable insights into the sustained impact of the platform on student development. furthermore, research should examine the factors that influence the effectiveness of digital formative assessment tools, such as the role of teacher training, school infrastructure, and the cultural context within which these platforms are implemented. comparative studies between different digital assessment platforms could also offer valuable insights into the strengths and weaknesses of various tools, providing guidance for the optimal selection and use of these technologies in diverse educational settings. this research contributes to the growing body of evidence on the effectiveness of digital formative assessment tools in modern education. the fap platform, with its focus on competency-based learning and real-time feedback, offers significant potential for improving both teaching practices and student outcomes. as education continues to evolve in response to global challenges and technological advancements, tools like the fap platform represent an important step toward preparing students for the demands of the future. reference al‐ghurbani, abdullah m, fawaz jazim, mohammed abdulrab, yaser h al‐mamary, and imran khan. “the impact of internal factors on the use of technology in higher education in saudi 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(2021): 82–92. yeşilbaş, hande, and filiz kantek. “trends and hot topics in nurse empowerment research: a bibliometric analysis.” japan journal of nursing science 19, no. 2 (2021). educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools mukateko louisa sithole university of johannesburg mukatekosithole@gmail.com accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: this study explores how school assumptions and artefacts contribute to building sustainable and prosperous secondary schools. guided by an interpretive paradigm and qualitative approach, a generic qualitative design was adopted, and data were collected through semistructured interviews with six purposively selected participants, including the principal, deputy principal, departmental head, and teachers, from a consistently high-performing secondary school. thematic analysis was used to identify recurring patterns and meanings. the findings reveal that shared assumptions, particularly religion, equality, commitment, and professionalism, form the cultural bedrock of the school. these assumptions are not abstract ideals but are actively lived through daily practices, shaping leadership styles, staff relations, and learner engagement. religion functions as a unifying spiritual force; equality fosters inclusivity and fairness, while professionalism sustains accountability and achievement. tangible artefacts, including uniforms, sports, ceremonies, and logos, reinforce institutional identity, discipline, pride, and cohesion. by demonstrating how assumptions and artefacts interact to create a coherent cultural framework, the study offers a unique contribution to understanding the cultural dimensions of school sustainability, particularly in underexplored south african contexts. the study recommends embedding shared assumptions into school practices, leveraging artefacts purposefully, and fostering partnerships to strengthen sustainable school environments. keyword: assumptions, artefacts, discipline, identity, school culture, sustainability introduction a successful and sustainable school culture in secondary education is rooted in shared values, beliefs, and practices that shape the daily life of a school. deal and peterson (2016) define school culture as the collective norms and assumptions that influence relationships and decisionmaking. this culture plays a critical role in improving academic performance, fostering learner well-being, and promoting staff morale (ambrose, 2021; wuletu et al., 2024). school artefacts, such as logos, uniforms, and rituals, serve as symbolic representations of institutional identity, reinforcing values and behavioural expectations (bamidele, 2022). organisational theory underscores the importance of deeper, often implicit assumptions and the interaction between these and the school’s leadership style, structures, and communication processes in sustaining an effective school environment (schein, 2020; liggett, 2024). within the context of educational reform in south africa, particularly post-apartheid, there is growing recognition that technical and curricular changes alone are insufficient; instead, transforming school culture is essential to mailto:mukatekosithole@gmail.com mukateko louisa sithole exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools volume 9, number 2, november 2025 | 232 zzzzzz achieving meaningful, lasting improvement (musaigwa, 2023). school leadership is pivotal in cultivating and maintaining a culture that aligns with school goals. leaders shape school climate through their values, vision, and everyday actions (deal & peterson, 2016). their role is complemented by teachers who enact these values in classrooms and by learners, parents, and communities who reinforce and extend the cultural fabric (muller & kerbow, 2018). distributed leadership practices and culturally grounded frameworks like ubuntu have shown promise in enhancing school cohesion and inclusivity, particularly in marginalised south african communities (ngubane & makua, 2021; tsayang et al., 2021). principals who employ rituals, recognition, and inclusive engagement strategies contribute to a sense of belonging and purpose, which enhances teacher motivation, student achievement, and stakeholder involvement (plaku & leka, 2025). thus, organisational culture, expressed through artefacts, assumptions, and leadership, remains a vital lever for building sustainable, effective secondary schools (alzouebi et al., 2025; berhanu, 2025). despite various reforms aimed at improving school performance, many secondary schools, especially in under-resourced environments, continue to struggle with achieving sustainable success (schaal et al., 2024). while policy efforts often emphasise curriculum, assessments, and infrastructure, they tend to neglect the critical influence of school culture on long-term improvement (ambrose, 2021). there is limited scholarly understanding of how cultural elements such as artefacts, shared assumptions, and organisational traits like leadership and communication patterns shape and sustain school effectiveness (schein, 2020; eisenschmidt & vanari, 2025). these dimensions are often overlooked despite their influence on stakeholder engagement and value transmission (sipho & mzokwana, 2024). as a result, interventions risk being superficial and fragmented if they ignore these foundational aspects of school life (koh et al., 2023). there is thus a pressing need to shift focus from solely academic metrics to the cultural and organisational factors that underpin lasting school success. the existing literature on sustainable school culture tends to emphasise leadership styles, curriculum, and external factors, while underexploring how internal organisational culture, especially school artefacts, assumptions, and symbolic practices, contributes to long-term sustainability. while studies by sithole et al. (2020) and gan and alkaher (2021) underscore the role of organisational culture, community engagement, and leadership in supporting sustainable education, they often treat cultural components in abstract or isolated terms. there remains a notable gap in systematically examining how tangible artefacts (e.g., uniforms, logos), underlying assumptions (e.g., beliefs about discipline or inclusion), and organisational characteristics (e.g., leadership distribution, communication) interact to shape a coherent cultural system, particularly in secondary schools (karingu et al., 2024). furthermore, context-specific research grounded in postcolonial and developing country settings like south africa is scarce, despite the recognition that cultural meanings and practices are socially and historically situated (du plessis, 2021; seroto & higgs, 2024). consequently, dominant school improvement models may overlook how local values and symbolic expressions embedded in daily school life influence sustainable change. this points to the need for more integrated, empirically grounded research that examines the interrelationship of symbolic and structural elements of school culture, offering culturally responsive insights into fostering sustainable and transformative education. this study therefore draws primarily on schein’s (2020) organisational culture theory, which highlights the layered interaction between artefacts, espoused values, and underlying assumptions, alongside culturally mukateko louisa sithole exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools volume 9, number 2, november 2025 | 233 zzzzzz responsive frameworks such as ubuntu, to explain how symbolic and structural dimensions coproduce sustainable school culture. by anchoring the research in these theoretical perspectives, the study directly addresses the research gap by linking cultural factors, often underexplored in mainstream school effectiveness literature, to the broader project of building prosperous, resilient secondary schools. this study aims to deepen understanding of how secondary schools cultivate and sustain a culture that promotes academic excellence and long-term viability. recognising that sustainable school improvement goes beyond leadership or policy reforms, the research focuses on internal cultural dimensions, artefacts, belief systems, and organisational structures that shape school identity and everyday practices (schein, 2020). by applying organisational and cultural theory lenses, it addresses a critical gap in educational research, shifting the focus from isolated variables to systemic cultural mechanisms that support school success (tadesse bogale & debela, 2024). the findings are intended to inform school development policies and practices by identifying the cultural and structural foundations of effective schools, offering insights into how educational institutions can achieve both academic goals and long-term social transformation. research aim: the aim of the study is to explore how school assumptions and artefacts interact within organisational culture to contribute to the sustainability and prosperity of secondary schools. this aim directly addresses the identified gap in the literature by examining the underexplored relationship between symbolic artefacts, implicit assumptions, and organisational practices, drawing on organisational and cultural theory to explain how these dimensions shape long-term school success. methods this study adopts an interpretive paradigm, which focuses on the idea that people's subjective experiences provide the greatest understanding of reality, which is socially produced (pervin & mokhtar, 2022). this paradigm emphasises meaning-making through participant viewpoints within their specific context. it is based on the idea that interactions between the researcher and the participant create knowledge. interpretivists aim to understand the social world and need to engage the situation from the participant’s point of view, recognising several interpretations as equally acceptable and that the results are generated (bertram & christiansen, 2014; scott, 2017). this paradigm was essential for interpreting participants' experiences with artefacts and assumptions as characteristics of a successful school culture in a contextual and meaningful manner. this is particularly relevant to the study of school culture, as culture is not a fixed or universal phenomenon but a dynamic set of beliefs, assumptions, and practices shaped by the lived experiences of individuals within a specific school. an interpretive paradigm therefore allows the researcher to explore how participants construct meaning around school artefacts and assumptions in ways that sustain and enhance their institutional culture. the research employs a qualitative approach to facilitate a deeper exploration of how participants’ interview responses from their own experience and understanding of the characteristics of school culture in their own setting. a qualitative approach is particularly suited for this study, as it enables an in-depth understanding of the personal and lived experiences of individuals. it prioritises inductive thinking, detailed descriptions, and open-ended inquiry (creswell & creswell, 2017). naturalistic inquiry, adaptable design, and the significance of participant perspectives are important characteristics of a qualitative research approach (tenny et mukateko louisa sithole exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools volume 9, number 2, november 2025 | 234 zzzzzz al., 2017). a qualitative approach aligns with the study’s aim to explore how school artefacts, underlying assumptions, and organisational characteristics contribute to the development and sustainability of the school culture of successful secondary schools. this approach allows the researcher to gather significant, detailed narratives, which are crucial for understanding school artefacts, underlying assumptions, and organisational characteristics in a successful secondary school. a generic qualitative design was adopted for the study, as it aims to uncover, understand, and interpret how people make meaning of their own lives or experiences (kostere & kostere, 2021). a general qualitative design provides the necessary flexibility considering the research question, which is wide and not based on a particular qualitative tradition. it allows for the collection and analysis of rich descriptions across a range of experiences, which is critical in understanding and exploring how school artefacts, underlying assumptions, and organisational characteristics contribute to the development and sustainability of the school culture of successful secondary schools. purposive sampling, which is the selection of individuals with suitable experience that could provide the required information in a study, was adopted for this research (patton, 2014). it is a non-probability sampling technique aimed at obtaining rich, informationrich cases. one successful secondary school whose academic performance has been consistent for the past decade was selected. the principal, one deputy principal, one departmental head, and three teachers who have been working in that particular school for at least three years were purposively selected to participate in the study. purposive sampling ensures that participants have relevant experience with the phenomenon under study. the inclusion criteria ensured that participants had direct experience with the school’s culture, practices, and values, making them best positioned to provide meaningful insights into the role of artefacts and assumptions. although the sample size is relatively small (six participants), it is adequate for a qualitative interpretive study of this nature, where the focus is on depth rather than breadth. small, information-rich samples enable in-depth engagement with participants’ narratives, allowing the researcher to capture nuanced understandings of how school culture is sustained. to collect data, semi-structured interviews were conducted with the selected participants. this approach was selected because of its adaptability, which permits the researcher to investigate new issues while preserving a structured framework (adeoye‐olatunde & olenik, 2021). semistructured interviews were particularly suitable for this study, as they provided a balance between consistency across participants and flexibility to probe deeper into unique experiences. they allowed the researcher to explore complex cultural elements, such as values, beliefs, and assumptions, that are not easily accessible through structured questionnaires. this method encouraged participants to share rich narratives about how school artefacts and underlying assumptions contribute to a sustainable school culture, thereby generating data that was both detailed and contextually grounded. the semi-structured format encouraged participants to elaborate on their experiences on how school artefacts, underlying assumptions, and organisational characteristics contribute to the development and sustainability of the school culture of their school, enabling the researcher to capture a deeper understanding of the phenomenon. interview questions were there to give guidance to the conversation while allowing new topics to emerge from the participants' personal experiences. the interviews were audio-recorded and transcribed verbatim to ensure the accuracy of the data. each interview lasted approximately two hours, providing adequate time for participants to express their thoughts and feelings about their mukateko louisa sithole exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools volume 9, number 2, november 2025 | 235 zzzzzz experiences on how school artefacts, underlying assumptions, and organisational characteristics contribute to the development and sustainability of the school culture of successful secondary schools. a thematic analysis approach was used to analyse the data. thematic analysis followed braun and clarke (2006) six-phase model: familiarisation, initial coding, theme generation, review, definition, and write-up. thematic analysis is appropriate for a generic qualitative design and interpretivist paradigm, as it allows for the organisation and interpretation of participants’ experiences in a structured manner. the researcher interpreted the findings within the interpretivist paradigm, ensuring that the lived experiences of participants were central to the analysis. result and discussion result the role of school assumptions in the development and sustainability of successful schools 1. religion religion emerged as a significant underlying assumption shaping the school’s culture, daily practices, and responses to challenges. teacher two emphasised the school’s reliance on prayer as a spiritual response to perceived challenges: “we believe so much in prayers. whenever we have a problem in our school, such as spiritual attacks, we do invite pastors to come and pray. thereafter, the situation gets calmer.” the departmental head provided insight into how the school integrates community-based religious support structures: “we invite the priests twice per year. we call women of prayer those mothers from various denominations. they come here offering prayers. when we reopen in january, they come; before exams, they come. and fortunately, they come to this school only, from the whole circuit.” the participant also recalled a past spiritual crisis that required external intervention: “three years back we experienced a lot of challenges here. our learners were just collapsing, only the grade 12s, those who were mainly doing sciences and maths, until we reported the matter to the zion christian church. the brass band came here with ministers to check what the problem was. they prayed for us, and since then, we have not experienced such things again.” teacher one highlighted how religious teachings are part of the school’s routine and staff expectations: “we believe in the word of god, which is the bible. every day on the assembly ground, teachers preach the word of god to the learners. if you are not the preaching type, another teacher will help you. we rarely have teachers who cannot preach in our school. we also have a student christian organisation. we believe that prayer opens doors for everything.” the principal illustrated how religious values influence leadership and relational dynamics within the school: “i always tell them at the assembly point that i love them with all my heart, as the bible says we ought to do. i love them like my biological children. i believe that is why they are able to respect me.” religion plays a pivotal role as one of the underlying assumptions shaping the organisational culture and sustainability of the school. as the data reveals, religious beliefs, especially those rooted in christianity, are not only a moral compass but also serve as a unifying force that guides the school’s responses to crises and daily operations. the frequent reference to prayer, scripture, and religious interventions reflects what newman et al. (2023) describes as deep assumptions, unconscious beliefs that shape how members interpret and respond to their environment. for example, the school's invitation of pastors and religious groups during critical periods (e.g., before exams or in response to perceived spiritual attacks) suggests that religion functions as a stabilising mukateko louisa sithole exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools volume 9, number 2, november 2025 | 236 zzzzzz and meaning-making structure during uncertainty. this aligns with research by barker et al. (2023), who argue that values-based leadership in schools, often shaped by religious or cultural beliefs, fosters trust, discipline, and resilience among both staff and learners. furthermore, the integration of religion into daily routines, such as morning assemblies led by teachers preaching scripture, and its use as a leadership tool by the principal to model love and care, supports the idea that religion contributes to building relational capital in schools. according to al halbusi et al. (2023), leadership grounded in moral authority, rather than bureaucratic control, enhances community cohesion and promotes shared values. the presence of a student christian organisation and the communal support from local religious institutions reflect epstein et al. (2025)’s theory of overlapping spheres of influence, where schools, families, and communities collaborate to support learner success. thus, religion, as an embedded cultural and organisational assumption, not only shapes identity and collective purpose but also strengthens school resilience, learner engagement, and the emotional well-being of the school community, key indicators of sustainable and prosperous schooling. 2. equality participants highlighted the school’s foundational assumption of equality, which underpins its operations, relationships, and decision-making processes. this assumption manifests in practices that promote fairness, inclusivity, and unity among both learners and staff members. teacher one explained that the school community embraces unity and rejects all forms of discrimination, stating, “we are all the same; we don’t discriminate against anyone irrespective of race, religion, or cultural or academic background. we do everything in unity. we have the assumption that “united we stand, divided we fall.” teacher two provided insight into how equality is embedded in the assessment process, particularly when identifying top-performing learners: “when we want to choose the best student in a grade, we don’t base it on sentiment or bias. each class brings its best learner, and the staff selects the top student using a checklist and set criteria. the learners know that we are very fair.” the departmental head emphasised the school’s culture of fairness among staff, where all teachers are treated equally: “favouritism is not practised at the school. all teachers are equal; the principal appreciates all of us. if one has done something wrong, we sit down as a family and solve the problems.” the deputy principal reinforced the commitment to workload equity, stating, “we share work equally amongst ourselves. no one can complain of work overload at the expense of others.” finally, teacher three shared that equality also extends to learners’ freedom of choice, particularly in extracurricular activities: “we believe that our learners should have the freedom to choose the sporting codes they want to participate in.” the assumption of equality, as highlighted in the data, plays a crucial role in fostering a sustainable and prosperous school environment. equality in schools promotes fairness, inclusivity, and respect, values that are foundational to cohesive educational communities (komatsu, 2024). participants’ testimonies reflect a school culture that actively rejects discrimination based on race, religion, or background, embracing unity as a guiding principle. this aligns with the views of steenkamp (2021), who argues that inclusive school cultures grounded in equity contribute significantly to learners’ sense of belonging and staff cohesion. the emphasis on fairness in assessments and learner recognition, as described by teacher two, demonstrates institutional commitment to procedural justice, which enhances trust, transparency, and learner motivation (montenegro, 2020). moreover, equality among staff and learners, including equitable workload distribution and freedom of choice in extracurricular activities, contributes to job satisfaction, mukateko louisa sithole exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools volume 9, number 2, november 2025 | 237 zzzzzz teacher retention, and learner engagement. according to javornik and mirazchiyski (2023), schools that value equity among staff members tend to have stronger collaborative cultures, which positively influence teaching effectiveness and student outcomes. the practice of non-hierarchical decision-making and conflict resolution, “we sit down as a family”, as mentioned by the departmental head, reflects an ubuntu-inspired leadership style rooted in mutual respect and shared responsibility (ngubane & makua, 2021; tsayang et al., 2021). by embedding equality in everyday operations, the school not only cultivates a fair and empowering environment but also lays a strong foundation for long-term institutional sustainability and prosperity. 3. commitment and professionalism participants emphasised that a strong culture of commitment and professionalism forms the foundation of their school’s success. this shared belief among staff, leadership, and the broader school community contributes significantly to a sustainable and prosperous school environment. teacher three highlighted the collective mindset within the school, stating that the staff believe in "unity, solidarity, commitment, and professionalism," and that they "share the same goals as a school." this sense of unity underscores the collaborative ethos that drives teacher conduct and learner support. the principal elaborated on how this shared professionalism manifests in daily practices. he noted, “teachers know what is expected of them; teachers go to class without being pushed,” indicating a culture of intrinsic motivation and accountability. teacher one reflected on the school's broader educational vision, explaining, “we believe that we are planting the young children for a better future… showing them the light by preparing them for the future… through guidance in the classroom and through extracurricular and extramural activities.” this comment reflects how professionalism extends beyond academics to holistic learner development. the departmental head echoed this by stating that, “in solidarity, we are committed to making sure that the learners reach their full potential,” attributing this success to collaborative effort and a shared sense of responsibility among the staff. teacher two further attributed the school’s achievements to a collective culture of dedication, noting that, “we have dedicated, disciplined, and committed teachers and learners, as well as supportive parents and other school community members.” this reveals that professionalism is not isolated to staff but includes learners and parents as active partners. the deputy principal described how commitment goes beyond the traditional school schedule. he shared that the school runs extended academic support: “our motto is ‘six to six’, meaning that our learners come to school at six o’clock in the morning and stay till six o’clock in the afternoon.” this extended timetable reflects a high level of dedication from both staff and learners. the principal provided an example of how professional practices are sustained and transferred: “the new teachers are copying what the old teachers are doing… teachers go to school to teach even during the holidays, where they have a timetable to follow.” he further mentioned the involvement of the school governing body in policy development, noting that “the sgb shows commitment by coming to meetings and being part of developing the school policies,” reinforcing that professionalism is modelled at all levels of the school. the data reveals that commitment and professionalism are deeply embedded assumptions within the school culture, serving as crucial drivers for sustainability and prosperity in the secondary school context. participants consistently referred to a shared ethos of unity, discipline, and intrinsic motivation, highlighting how staff and the broader school community collectively contribute to learner development and institutional success. this aligns with the findings of hargreaves and fullan (2015) and gericke and torbjörnsson (2022), who assert that professional mukateko louisa sithole exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools volume 9, number 2, november 2025 | 238 zzzzzz capital, comprised of individual competence, collaborative practices, and moral commitment, is fundamental to school improvement. the testimonies from the teachers and leadership illustrate how professionalism transcends formal duties to include holistic learner engagement, voluntary teaching during holidays, and extended academic support beyond regular hours. such dedication demonstrates what moloi (2019) described as moral professionalism, where educators see themselves as agents of social transformation. moreover, the school's commitment culture extends beyond teachers to include learners, parents, and the school governing body, creating a unified front in achieving educational goals. the emphasis on modelling professional behaviour for new staff, collaborative policy development, and shared vision reflects toikka and tarnanen (2024) view of organisational culture, where deeply held assumptions shape behaviours and norms. the consistent reference to shared responsibility and high expectations mirrors nadeem (2024)’ assertion that sustainable school leadership promotes a culture of commitment through distributed roles and community engagement. ultimately, the school's success is rooted in its ability to foster a professional learning community where commitment is not imposed but collectively embraced and practised at all levels, making the institution resilient, adaptable, and forward-looking. the role of school artefacts and assumptions in the development and sustainability of successful schools 1. school uniform participants highlighted the symbolic and functional significance of the school uniform in shaping the identity, culture, and discipline of the school. the uniform was perceived not only as a dress code but also as a key artefact that fosters unity, pride, and adherence to school values. teacher one emphasised the uniqueness and symbolic meaning of the school uniform, stating, “our policy is that all learners must wear the school uniform every day. the colours of the school are green and gold, trimmed with red. i heard the first principal chose these colours because they were the colours of his church, the zionist church. everyone supported the idea. the colours symbolise discipline, and learners are not allowed to mix it with any other clothes.” teacher three also elaborated on the distinctiveness and recognition of the school uniform: “the uniform is very unique in terms of colours; they are different from other schools in the circuit. what is most interesting is that learners like it and wear it correctly. most schools admire our uniform, and even some universities recognise it during career exhibitions. it symbolises discipline and can be seen from far away.” the departmental head reinforced the pride associated with the school uniform: “just come here during the day, and you’ll see that our uniform is the best and most beautiful. our learners even go to town wearing it because it is recognised as the best in the province.” teacher two highlighted the school’s firm stance on maintaining the dress code: “our learners use it regularly as it is. they are not allowed to mix it with jeans or any other attire.” additionally, teacher one shared how the school supports learners with uniform-related challenges: “on mondays, all learners are expected to wear tunics. if a learner has a problem, like losing theirs, they report it to the teachers instead of being sent home.” the school uniform emerges as a powerful artefact in building sustainable and prosperous secondary schools by fostering a shared identity, discipline, and pride among learners. as highlighted by the participants, the uniform is not merely a dress code but a symbolic representation of the school’s culture and values. this aligns with durkheim (2004)’s theory on collective consciousness, where shared symbols like uniforms contribute to social cohesion and a sense of belonging within a community. the deliberate choice of colours linked to the school’s historical and cultural background, as teacher one noted, strengthens this symbolism, reinforcing mukateko louisa sithole exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools volume 9, number 2, november 2025 | 239 zzzzzz discipline and unity, which are foundational for a positive learning environment (kaplan & bista, 2022; sabic-el-rayess et al., 2020). moreover, the uniqueness and recognisability of the uniform, as described by teacher three and the departmental head, further enhance the school’s reputation and learners’ pride, which can motivate students and improve school morale (cain, 2024; raudys, 2018). functionally, the uniform enforces adherence to school policies and reduces distractions related to personal attire, which is essential for maintaining order and focus in schools (evans & ngatia, 2021). the school’s proactive approach to managing uniform challenges, such as supporting learners who lose their tunics rather than excluding them, reflects an inclusive and nurturing school culture that contributes to learner retention and well-being (ansari et al., 2022). this practical support underscores the uniform’s role beyond symbolism; it is a daily tool for promoting discipline and equality, reducing socioeconomic disparities among learners (hein jr, 2020). together, these insights affirm that school uniforms, as artefacts, play a critical role in shaping school identity, discipline, and community, all of which are crucial elements for building sustainable and thriving secondary schools. 2. sports sports emerged as a vital school artefact contributing to the development of sustainable and prosperous secondary schools. participants highlighted how active involvement in sports not only enhances learner participation and achievement but also raises the school’s profile locally and internationally. the principal emphasised the school's strong reputation in athletics and sports participation: “in sports, we have learners who are able to reach the national level. as we are speaking, i have got learners who have gone to port elizabeth as far as athletics is concerned. we are well known for sport in our district.” he further noted that participation in formal competitions brings recognition and motivation to learners: “we are able to register with the motsepe foundation competition and others, where our learners compete with other schools and win. we get trophies and certificates in sports year in and year out.” the deputy principal highlighted the broader impact of sports on both the school and staff, including international exposure: “our school has been representing the province in different codes at national and even international levels. with basketball, we’ve travelled to the usa, brazil, italy, and other african countries. because of our success, mr x, the former principal, was appointed as the president of basketball in south africa.” he also noted how sports can serve as a platform for learners who may struggle academically: “we have seen that if they are not performing well in class, they can perform better in sports.” teacher two shared that sports foster unity and collaboration among staff and learners: “our children participate in athletics and sports; all of us, including educators, are involved. the principal even comes to support and check on us .” teacher three described how sports are timetabled and inclusive: “we have sports on wednesdays where learners are given a chance to participate in athletics and other sporting codes of their choice.” she also acknowledged resource limitations while highlighting active engagement in key sports: “we have a number of sports, though some are not very active due to a lack of resources. however, soccer, netball, basketball, rugby, and chess are the main games we actively participate in.” sports, as a prominent school artefact, play a pivotal role in shaping sustainable and prosperous secondary schools by enhancing learner engagement, fostering school identity, and promoting holistic development. the data reveal that sports not only encourage participation and achievement among learners but also significantly elevate the school's reputation both locally and internationally. this aligns with ambrose (2021) assertion that school artefacts such as sports contribute to institutional culture, discipline, and learner motivation. the principal’s reference to national-level achievements and participation in prestigious competitions such as the motsepe mukateko louisa sithole exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools volume 9, number 2, november 2025 | 240 zzzzzz foundation indicates that success in sports can lead to institutional recognition and inspire learners toward excellence. moreover, international engagements through basketball, highlighted by the deputy principal, illustrate how sports can be leveraged as a platform for global exposure and leadership development, as supported by milambo and pacho (2021), who argue that sport-based programmes in schools foster intercultural understanding and civic responsibility. furthermore, sports serve as an inclusive tool for social cohesion and personal growth, especially for learners who may not excel academically. this is echoed by thompson et al. (2022), who contend that sports in schools provide alternative pathways for success and inclusion, helping learners develop self-esteem, teamwork, and resilience. the comments from teachers show that sports are timetabled, inclusive, and supported by educators and leadership alike, reinforcing the idea that a shared sporting culture strengthens unity among staff and learners (kang et al., 2024). despite some challenges with resources, the active engagement in core sporting codes like soccer, rugby, and chess reflects a commitment to offering diverse opportunities. overall, sports, as a dynamic artefact, not only enrich the educational experience but also contribute to school sustainability by nurturing learner talent, strengthening school-community relations, and building institutional pride. 3. ceremonies ceremonies play a significant role in promoting a sense of identity, belonging, and motivation among learners and staff. participants highlighted various events embedded in the school calendar that celebrate learner achievement, cultural heritage, and school unity. the principal explained that cultural ceremonies are institutionalised: “we participate in cultural day activities as stipulated in our year plan.” the deputy principal elaborated on the cultural celebrations, stating, “we are having a cultural day in september for our learners to show all their cultural heritage.” similarly, the departmental head highlighted the community’s involvement in these events: “every september, two days before we close, we used to have a very big function where we can slaughter one or more cows, and we celebrate with the parents and the community in terms of cultural day.” teacher one described how learners actively participate in showcasing their cultural identity: “our children are participating in cultural dances—some dinaka (pedi cultural dance for males), mapadi (for females), mapantsula (a modern dance), and the school choir.” teacher three noted the learners’ enthusiasm in expressing themselves: “they wear traditional attire of some kind and even other items the learners can think of… they want to show us what they are best at.” in addition to cultural events, the school hosts ceremonies that mark important academic and social milestones. the principal mentioned, “after spring classes, we have a matric dance where we say farewell to our learners.” the deputy principal added that academic achievement is rewarded during such events: “our best learner is given a laptop, or we pay some part of the matric dance fee. our educators donate money for the best learner toward his/her university programme.” teacher one further noted a shift towards more meaningful rewards: “for the past two years, we changed from the cow; we replaced it with the laptop so that it can help the learners with their academic work, more especially when they go to university.” welcoming ceremonies also form part of the school’s culture. the deputy principal shared, “in january, we have something like a fresher’s ball to welcome all the grade 8 learners. we make a big party, especially in the second week of february around valentine’s day.” similarly, teacher three confirmed the importance of this ritual: “we do have the opening day ceremony, especially for the grade 8s because they are new to our school. we use the forum to welcome them.” another major event is the annual cultural celebration. teacher three explained, “in our celebration of culture, the last thursday before the end of the third term, we have mr. and ms. x, the first and second princesses, and supporting mukateko louisa sithole exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools volume 9, number 2, november 2025 | 241 zzzzzz teams who win nice things like a flat screen tv, microwave, and 18-piece cookware sets.” the departmental head emphasised that academic excellence is also recognised during these ceremonies: “during cultural day or matric farewell, we also give learners and teachers awards for academic performance per learning area.” teacher one echoed this sentiment: “we give certificates for the best-performing learners and teachers in all the subjects. we allow our learners to show us their talent.” the data presented underscores the critical role ceremonies play as school artefacts in cultivating a sustainable and prosperous secondary school environment. ceremonies, ranging from cultural celebrations to academic recognition events, not only reinforce the school’s identity and traditions but also promote a sense of belonging, pride, and motivation among learners and staff. cultural events, such as the annual “cultural day”, serve as symbolic artefacts that embody the values and collective memory of the school community, fostering social cohesion and intergenerational engagement (streeter, 2025). as revealed in the participants’ accounts, these ceremonies are institutionalised and embedded in the school calendar, affirming the school’s commitment to cultural preservation and learner inclusivity. such practices resonate with ismail et al. (2022) argument that ceremonies and rituals reflect and shape school culture, strengthening internal unity and encouraging stakeholder participation. furthermore, academic and social ceremonies, such as matric farewells, awards presentations, and fresher’s welcome events, serve as motivational artefacts that recognise effort, celebrate excellence, and encourage future achievement. these ceremonies, often marked by symbolic rewards like laptops, certificates, or public recognition, contribute to building a high-performance culture while fostering learners' emotional connection to the school (gruenert & whitaker, 2015). participants’ emphasis on meaningful rewards and community involvement suggests that these events go beyond mere celebration; they act as platforms for modelling the school’s aspirations and reinforcing positive behaviours. in line with plaku and leka (2025) and feriana and ulfatun (2024) view on sustainable educational change, such ceremonies create shared meaning, develop learner agency, and contribute to a positive, resilient school climate where learners and teachers are inspired to thrive. therefore, ceremonies, as artefactual elements of school culture, are not peripheral but central to sustaining institutional prosperity and learner success. 4. logo the data reveals how the school logo functions not merely as a visual identifier but as a potent artefact that encapsulates the institution’s identity, values, and aspirations, thus contributing to a sustainable and prosperous school culture. the departmental head highlighted the strategic visibility of the school logo across the institution’s environment. they stated, “when you enter the school, there is a place where the school logo is displayed. the logo is also on the school uniform; you even find it on a tie. it appears on the letterhead, and you’ll find it on all official correspondence.” this indicates how the school logo functions as a consistent and formal identifier of the school’s presence, both internally and externally. the deputy principal drew attention to the school motto embedded in the logo, stating, “on the logo of our school, the motto ‘endure and succeed’ is written.” this motto reflects the school's core values and provides motivational direction for learners and staff alike. the principal offered a rich, symbolic interpretation of the logo, emphasising its cultural, historical, and educational significance. they explained, “the crocodile you see on our school logo is a totem representing the bakwena tribe. the school is located in an area under the traditional authority of the bakwena, and the crocodile symbolises their history and victory; it shows that they fought and won to be where they are today. the image of the crocodile with its mouth open implies readiness, strength, and resilience.” the principal further elaborated on mukateko louisa sithole exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools volume 9, number 2, november 2025 | 242 zzzzzz other symbolic elements: “the logo also features three aloe vera-shaped plants with thorns, which are known for their medicinal properties. this plant survives drought and symbolises toughness, healing, and the ability to thrive in adversity. for us, it represents being untouchable, victorious, and resilient, qualities we nurture in our learners.” in addition to cultural symbolism, the principal noted the inclusion of the school's abbreviation and how all elements rest on the platform bearing the motto ‘endure and succeed’. they concluded, “each part of the logo influences our daily practices. we uphold these principles with dedication; it works like a miracle for us. i believe if other schools developed such a culture and belief system, it would work for them too.” as evidenced by the departmental head’s and deputy principal’s statements, the strategic placement of the logo across uniforms, correspondence, and signage ensures a consistent institutional presence. this aligns with edelmann's (2018) idea of symbolic boundaries, where visual artefacts such as logos demarcate identity and foster unity. the inclusion of the motto “endure and succeed” exemplifies how artefacts carry motivational and philosophical meaning, guiding both behaviour and school ethos (di-finizio, 2022). through repeated visual exposure, the logo reinforces shared values and expectations among learners and staff, enhancing a cohesive and purposeful school environment. the principal’s interpretation underscores the deep cultural, historical, and aspirational significance embedded within the logo’s symbols, such as the crocodile (a bakwena tribal totem) and the aloe vera plant. these elements resonate with the local community's heritage, reflecting what walid and malik (2023) refer to as the "symbolic integration" of school culture, where artefacts reinforce collective memory and identity. the crocodile symbolises strength, resilience, and readiness, while the aloe plant denotes endurance and healing, qualities the school seeks to instil in its learners. by linking school artefacts to indigenous symbols and lived realities, the school fosters cultural pride, relevance, and emotional attachment, which, according to banda et al. (2024), are essential for building a committed and values-driven school community. thus, the school logo operates as a powerful artefact, shaping daily practices, reinforcing shared values, and contributing to institutional sustainability. discussion the findings of this study demonstrate that the sustainability and prosperity of the school under study are deeply rooted in shared assumptions, particularly religion, equality, and professionalism, and reinforced by visible artefacts such as uniforms, ceremonies, sports, and the school logo. these findings underscore the argument made by schein (2020) that sustainable organisational cultures rely on the interplay between underlying assumptions and tangible artefacts that give expression to shared values. what makes this case distinctive is the way religious and cultural traditions are embedded in daily practice and leadership, providing stability and collective meaning in the face of challenges. while the prominence of religious and cultural assumptions is clearly evident, their role must be understood within the specific south african educational context. the school’s reliance on prayer, religious ceremonies, and cultural events reflects the persistence of community-rooted practices in a setting where faith-based values continue to provide moral authority and cohesion. this aligns with barker et al. (2023), who highlight the importance of values-based leadership for building trust and resilience in schools. at the same time, these assumptions intersect with modern educational practices in ways that could be further leveraged. for instance, ceremonies that once focused on symbolic rewards, such as livestock, have shifted toward more practical tools such as laptops, signalling an evolving integration of cultural traditions with technological advancement. mukateko louisa sithole exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools volume 9, number 2, november 2025 | 243 zzzzzz similarly, extended academic support (“six to six” schooling) and recognition awards demonstrate how deeply rooted cultural values can coexist with modern strategies to enhance learner outcomes. future efforts could build on this intersection by explicitly integrating digital learning technologies and 21st-century skills training into cultural and religious frameworks, ensuring that tradition and innovation reinforce rather than conflict with each other. the artefacts identified, uniforms, sports, ceremonies, and logos, also reveal how visible symbols can serve as powerful vehicles for shaping learner identity and institutional reputation. the school’s distinct uniform and culturally rooted logo embody durkheim’s (2004) notion of collective consciousness, while the success of its sports programme reflects ambrose’s (2021) claim that artefacts contribute to institutional pride and cohesion. however, these artefacts also play a developmental role by motivating learners, strengthening community ties, and creating pathways for recognition beyond academic achievement (thompson et al., 2022). thus, the findings reinforce arguments in the literature (gruenert & whitaker, 2015; plaku & leka, 2025) that artefacts are not peripheral but central to the cultivation of resilient and inclusive school cultures. this study also contributes to ongoing debates about the role of school culture in education reform, particularly in contexts where material resources are limited. much of the existing literature tends to foreground leadership or curriculum reforms (sithole et al., 2020; gan & alkaher, 2021), while neglecting the symbolic and cultural foundations that underpin long-term success. by foregrounding assumptions such as religion, equality, and professionalism, this study illustrates that cultural resources can serve as equally powerful drivers of sustainability as financial or infrastructural investments. in doing so, it challenges technocratic models of school improvement that marginalise cultural and symbolic dimensions, echoing calls from scholars such as du plessis (2021) and seroto and higgs (2024) for more contextually grounded approaches to educational change. thus, the case of this school illustrates that sustainable and prosperous educational environments are built on the synergy between enduring cultural assumptions and adaptive modern practices. religious faith and cultural heritage provide a moral and symbolic foundation, while artefacts and evolving practices integrate these traditions with contemporary educational needs. this dynamic interaction suggests that schools seeking long-term sustainability should neither abandon their cultural and spiritual roots nor uncritically adopt modern reforms. instead, they should purposefully weave the two together, creating culturally grounded yet forward-looking school cultures that foster resilience, identity, and achievement conclusion this study set out to explore how school assumptions and artefacts contribute to building sustainable and prosperous secondary schools. the findings affirm that deeply embedded assumptions, such as religious faith, equality, and professionalism, form the bedrock of a resilient school culture. these assumptions are not abstract ideals but are actively lived through the daily practices, beliefs, and attitudes of teachers, learners, and school leaders. religion serves as a unifying spiritual force that guides behaviour and offers emotional support in times of crisis. equality, in turn, manifests in inclusive practices that ensure fairness and foster unity among staff and learners. the shared commitment to professionalism and excellence among all school stakeholders sustains a culture of responsibility, achievement, and high morale. in parallel, the mukateko louisa sithole exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools volume 9, number 2, november 2025 | 244 zzzzzz study reveals how tangible school artefacts, such as the uniform, logo, ceremonies, and sports, operate as powerful symbols and practices that reinforce institutional identity, pride, and cohesion. the school uniform fosters discipline and pride, the logo encapsulates cultural heritage and resilience, and ceremonies serve as communal spaces for recognition and celebration. sports offer learners an outlet for personal development and elevate the school's local and international profile. together, these assumptions and artefacts create a coherent cultural framework that supports longterm success. thus, the study concludes that sustainable and prosperous secondary schools are not solely built on policies and curricula but on the powerful synergy between shared values and symbolic artefacts. when deliberately nurtured and strategically deployed, these elements shape not only the school's identity but also the attitudes, aspirations, and achievements of its members. schools aiming to cultivate enduring success should therefore invest in cultivating strong assumptions and leveraging artefacts that embody their collective ethos. based on the study, future research could investigate how these cultural assumptions and artefacts evolve across diverse school contexts, such as rural versus urban environments, or in schools facing resource constraints. comparative studies across different regions or education systems may also reveal whether certain assumptions and artefacts hold universal value or are context-specific. in addition, longitudinal research could provide insights into how these cultural elements influence learner outcomes and institutional resilience over time. such enquiries would extend the relevance of this study, offering policymakers, school leaders, and educators a richer evidence base for cultivating sustainable and prosperous educational environments. references adeoye‐olatunde, o. a., & olenik, n. l. 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(2024). exploring school culture and climate: the case of dilla university community school. heliyon, 10(11), 1-14. https://doi.org/10.1016/j.heliyon.2024.e31684 https://doi.org/10.1007/s40279-022-01664-5 https://doi.org/10.1080/00131881.2024.2361412 https://doi.org/10.4018/978-1-7998-7947-3.ch013 https://doi.org/10.4018/978-1-7998-7947-3.ch013 https://doi.org/10.61987/educazione.v1i1.492 https://doi.org/10.1016/j.heliyon.2024.e31684 educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z psychological implications of sexual exploitation and harassment on student interns tamuka davira1, anne-fa6ith majoni2, munyaradzi chidarikire3, innocent mwapangira4, shepherd gudyani5 lupane state university tdavira707@gmail.com, tamukadavira339@gmail.com accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: the study explores the psychological implications of sexual exploitation and harassment on student interns. the study highlights that sexual exploitation and harassment have become a perennial issue within the corridors of higher and tertiary education and this has negative implications on student performance. the researchers highlight that sexual exploitation of students can not only be relegated to higher learning institution corridors but sexual exploitation has also permeated the industries where students are attached. in exploring this study, the researchers made use of herman (1992)’s trauma and recovery theory which stipulates that an unwanted event such as war, sexual exploitation, or rape can affect a person’s psychological functions. thus there is a need to address such traumatic experiences by coming up with vibrant mechanisms. hence the research uses this theory to highlight that sexual exploitation and harassment of student interns negatively affects the psychological makeup and being of student interns. a qualitative research design was used for this study and participants were purposively selected. findings from the study highlight that sexual exploitation and harassment psychologically affect students' attachment as it leads to poor academic performance, increased incidence of depression and self–blame, suicidal tendencies, and the spread of diseases among others. the research highlighted that there is a need to establish stringent laws to safeguard student interns as well as provide a social support system for student interns who have been psychologically affected and impacted by the issue under study. keyword: sexual exploitation of student interns, sexual harassment in higher education, psychological impact of sexual harassment, academic performance and mental health of students, protection and support for victims of harassment introduction globally issues of sexual exploitation and harassment in institutions of higher learning have become pervasive as alluded to by (rosiana,2023, mushininga,2023, canadian federation of students – ontario report,2025 and cantor et al,2019) who posit that sexual exploitation is having negative effect higher education learning and threatens access to education and attainment of academic excellence. these issues of sexual exploitation do not only disrupt on-campus learning, evening students on attachment are threatened as the issue of sexual exploitation and harassment seemed to be following students even in the corridors of internship or on work-related learning. this has the capacity to affect the student’s psychological makeup. sexual exploitation and abuse have significant psychological consequences, particularly for mailto:tdavira707@gmail.com mailto:tamukadavira339@gmail.com tamuka davira psychological implications of sexual exploitation and harassment on student interns volume 9, number 2, november 2025 | 279 zzzzzz students in higher education settings. rosiana (2023) highlights that experiences of sexual abuse often result in post-traumatic stress disorder (ptsd), which negatively impacts cognitive functioning. ptsd, in turn, compromises academic performance and overall achievement. similarly, omobuwa and farinloye (2022) establish a strong connection between sexual violence and post-traumatic distress, emphasizing its detrimental effects on students’ academic success. while these studies provide valuable insights into the psychological impact of sexual abuse within higher education, they primarily focus on students in academic settings rather than those engaged in attachment programs or work-related learning. expanding on this discussion, research by mohammadi et al. (2014) explores the experiences of interns in an educational hospital in iran, revealing various forms of sexual harassment, including verbal, physical, and non-verbal abuse. similarly, iftikhar, tawfiq, and barabe (2014) document the prevalence of sexual harassment among student interns in saudi arabian hospitals. their findings indicate that female students frequently experience emotional exploitation, genderbased discrimination, and workplace harassment. furthermore, students on attachment often face sexual exploitation not only from supervisors and educators but also from male peers and members of the communities they serve. these studies predominantly focus on identifying the different forms of sexual abuse encountered by students in professional training environments. building upon this body of work, the present study aims to explore the psychological effects of sexual harassment on students engaged in work-related learning. while previous research has identified the prevalence and nature of sexual harassment in professional settings, this study specifically examines its impact on cognitive and emotional well-being. understanding these psychological implications is crucial for developing targeted interventions that support students' mental health and academic success during attachment programs. a study by ali & rigal (2019), explored sexual harassment issues faced by nursing students during clinical practices. the study noted that the nurses on clinical attachment suffered from verbal abuse while others were forced to endure groping (unwanted touching). a similar study by mckenna, smith, poole, and coverdale (2002) highlighted that nurses from clinical practices in new zealand suffered from sexual exploitation. the studies also noted that the prevalence of sexual exploitation and harassment in medical facilities had psychological implications on the nurses in clinical trials in both egypt and new zealand. the net results showed that in some instances it resulted in absenteeism in the workplace, while other nurses decided to abandon their profession leading to career change. it is important to note that indeed the above research highlighted the implications of sexual exploitation on students on attachment, however, the point of departure is that these studies are relegated to one single variable, students from the medical field. however, this study is not focused on clinical students only because they are not the only people who are affected when they are on attachment. the research seeks to broaden and show that various types of students from different fields are equally impacted by this scourge. moreover, the research seeks to highlight that sexual exploitation in the workplace affects the student’s psychological makeup and that all types of students are affected whether one is from the clinical department, agriculture, humanities, or engineering, all are equally affected by sexual exploitation in the workplace. in zimbabwe, existing research on sexual exploitation has predominantly centered on learners in university and college settings, with limited attention to the psychological impact of such experiences on students undergoing attachment training. a study by dube, ncube, and mlotshwa (2021) examined perceptions of sexual harassment and the factors influencing reporting tamuka davira psychological implications of sexual exploitation and harassment on student interns volume 9, number 2, november 2025 | 280 zzzzzz among students in two higher education institutions in bulawayo. their findings underscore the prevalence of sexual exploitation in various forms—physical, verbal, and non-verbal—within university spaces. the study also highlights the psychological toll of such experiences, including heightened anxiety, trauma, and potential disruptions in academic engagement and personal development. however, this research does not extend to the lived experiences of students on attachment, a population particularly vulnerable due to power imbalances. previous studies (mabhanda, 2016; chinyemba & bvekerwa, 2012; muchinako & muridzo, 2015) have extensively examined the challenges faced by students on attachment. their findings highlight structural and systemic barriers such as a shortage of placement opportunities, delayed academic supervision, and resource constraints during the attachment period. further research (mabhanda, 2021; chinyemba & bvekerwa, 2012; muchinako & muridzo, 2015) has identified additional impediments to student placement that adversely affect both student learning and professional development. however, these studies exhibit a theoretical gap by failing to conceptualize the intersection of power dynamics and vulnerability in student attachment. additionally, there is a methodological gap in that existing research does not employ frameworks that explicitly examine gendered experiences and the psychosocial impact of workplace exploitation. more critically, a knowledge gap exists regarding the issue of sexual exploitation during attachment and its long-term implications for both personal and professional development. this study aims to address these gaps by investigating the prevalence, nature, and consequences of sexual exploitation in student attachment experiences, contributing to a more comprehensive understanding of student welfare in professional environments. sexual exploitation remains a critical issue affecting student interns across various sectors, particularly within the hospitality and tourism industry. mkono (2010) provides an important foundation for understanding the prevalence of sexual harassment and exploitation among hospitality student interns, highlighting that perpetrators include hotel managers, co-workers, and customers. however, while the study effectively documents the nature and sources of exploitation, it primarily focuses on identifying perpetrators and types of harassment, leaving critical gaps in understanding the psychological impact of such experiences on student interns’ professional development. building on this foundation, scholars such as fitzgerald et al. (1997) and mcdonald (2012) have extensively explored the effects of workplace sexual harassment, demonstrating that it leads to significant psychological distress, reduced self-efficacy, and diminished career aspirations. similarly, cahill and cortina (2001) argue that sexual exploitation in professional settings not only affects emotional well-being but also hinders the integration of theoretical knowledge into practical experience, a crucial component of professional growth. this aligns with the work of cortina and berdahl (2008), who highlight how sexual harassment disrupts career trajectories by eroding confidence and increasing attrition rates among affected individuals. unlike mkono’s (2010) study, which is sector-specific, this research adopts a broader approach, examining students from multiple disciplines including hospitality and tourism, engineering, and the arts to analyze the intersection of sexual exploitation, psychological well-being, and professional development. the goal is to bridge the gap in the existing literature by examining how sexual exploitation impacts students’ ability to merge academic theory with workplace practice, a critical factor in their transition into professional roles. tamuka davira psychological implications of sexual exploitation and harassment on student interns volume 9, number 2, november 2025 | 281 zzzzzz methods this study adopted a qualitative research design to explore the lived experiences of student interns regarding sexual harassment and exploitation in workplace settings. a purposive sampling technique was employed to select 36 participants, including human resources professionals, two female councilors, lecturers, and student interns, ensuring that only those with relevant insights were included (flom, 2022; nikolopoulou, 2023; houston, 2024). data was collected through semi-structured interviews using open-ended questions, allowing for in-depth exploration and follow-up to capture detailed responses (houston, 2024; weller et al., 2018). thematic analysis was conducted to systematically identify and categorize emerging patterns, ensuring a rigorous interpretation of the findings. this approach facilitated a comprehensive understanding of the psychological and professional implications of sexual harassment on student interns result and discussion all the participants interviewed during the research agreed that indeed sexual exploitation and harassment have negative implications on students' attachment. the implications highlighted range from psychological implications, health implications as well as affecting both educational and professional development of a student on attachment. impact of sexual harassment and exploitation on students on attachment 1. sexual harassment as an avenue for stis and hiv/aids contraction the issue of sexual exploitation breeds diseases and leads to the contraction of diseases such as stis &hiv/aids in the workplace. some of the bosses who assert themselves on students engage in unsafe sex with students and do not want to use protection during sexual intercourse. this leads to these young women or students attaches contracting sexually transmitted diseases or hiv/aids in the long run. in the words of another research participant by the name of tv said i know of a certain friend of mine who was forced into this sexual harassment and exploitation issue. she complained that the boss did not want to use protection, and in the end she became pregnant, the boss was not willing to take care of the child she ended up aborting. to make matters worse, by the time we returned to finish the final year she was now sickly and had contracted sexually transmitted diseases. it was such a painful scenario 2. sexual exploitation and harassment, stress and depressive anxiety among student attaches a person who undergoes the trauma of sexual exploitation and harassment may begin to show signs of stress and depression. thus, it negatively impacts the psychological makeup of a human being. during the research, most of the female participants highlighted that some of the people who went through the trauma of sexual violence, exploitation, and harassment, exhibited a science of suffering from stress and depressive mood swings. this is very dangerous because it may lead to the students withdrawing away from people or lead to suicidal thoughts as they feel used and violated. the notion that sexual exploitation led to stress and depressive moods was also articulated by (azhar & abdullah., 2023, and dworkin et al., 2018) and this has the impact of led to more victims blaming themselves instead of reporting such incidences so that they can be addressed. 3. impoverished self-esteem and loss of dignity every woman prides herself on dignity. however, the issue of sexual exploitation, violence and harassment, strikes at the core of a woman’s dignity. thus, an abused girl or woman loses selfesteem, as postulated by (azhar & abdullah.,2023). with the loss of self-esteem, the confidence a tamuka davira psychological implications of sexual exploitation and harassment on student interns volume 9, number 2, november 2025 | 282 zzzzzz woman is supposed to have is also affected (kahay., 2020 & kim et al ., 2017) and begins to feel ashamed of herself and not only does she feel ashamed but also begins to feel guilty about herself as well (ali and alwan., 2023, anwar., 2022, anwar et al., 2022., van et al., 2020). as she begins to feel ashamed of herself, elements of self-blame creep in and thinks that the sexual exploitation has happened because she has called it upon herself or begun to hate her looks thinking that if she was ugly, she could not have gone through such a traumatizing period as noted by bell et al (2014). some of the participants highlighted that they also said that those who have suffered from sexual exploitation and harassment constantly blame themselves. moreso others highlighted that they felt violated and used as noted by (bell et al, 2014). as another participant said i feel used and cheap. so, it means i am is just a dumping site for his sperm. as women we are being used, tomorrow others are going to come to the same institution and when he feels he wants to dump his sperm he just uses any girl because he is the boss. this statement is a clear indication of someone who felt used by a person who has no control over his sexual orgies. 4. sexual exploitation, harassment, unwanted pregnancies and abortion incidences of sexual harassment and exploitation often lead to unwanted pregnancies and abortion. this is because in most cases the sexual predators do not want to use contraceptives and in most cases promise to take care of the lady in the event of her getting pregnant. a participant who chose to call herself xzy said many of these ladies are forced by sexual predators not to use contraceptives under the guise that they will take care of the baby in the event of the lady getting pregnant. however, most of these sexual predators then dump the lady the moment she mentions that she is pregnant, and these ladies have no option except to terminate the pregnancy. the challenge is that some of them do this abortion via illegal means to the extent that they may die, or the baby may die, or both succumb to death or if the lady survives, she will no longer be able to bear children again because the womb might be infected and affected by the illegal procedures that they would have used. another scenario the researchers were made aware of by their research assistants, was a sexual violation case that happened in a certain company, where a lady on attachment was impregnated by a company boss, the boss denied the pregnancy and ended up dumbing the lady. the young lady at one time thought of committing suicide. that young lady was letter provided counselling services by a certain organization to deal with her issue. thus this harms women’s health. the views echoed by the above participant are similar to those aired by muoghalu and olaoye (nd). furthermore, this affects women’s psychological fitness as highlighted by (taivo, omole & omole., 2014 & mapuranga, musodza and tom., 2015). 5. sexual exploitation and change of behavior some of the people who face sexual exploitation are forced to change their behaviour. scholars such as kim et al (2017) further posit that people who suffer from sexual exploitation may be forced to have behaviour changes. they may begin to experiment with drugs as noted by wolif (2017) as a means of trying to deal with sexual exploitation. some of the male participants who took part in the study highlighted that they noted that some of these females who were sexually harassed at the workplace began taking drugs, and their work ethics changed as they began coming to work late or fake sickness. one male participant by the name of jk had this to say i am worried about my friend vx, when we came for attachment, she was enthusiastic and wanted to pursue her goals, but ever since she was sexually exploited by the boss, her character has changed. she no longer cares about her health and is always scruffy. her language has turned from a sweet language to a vulgar. she now sleeps with every man around; i hope she does not take this behaviour back to the tamuka davira psychological implications of sexual exploitation and harassment on student interns volume 9, number 2, november 2025 | 283 zzzzzz institution. she now thinks everything can be bought by sex. this is an indication of a concerned classmate who is worried about the sudden behaviour change. 6. sexual exploitation, harassment and loss of trust in authorities and institutions due to incidences of sexual harassment and exploitation, most women have lost trust in institutions and authorities. this is because these institutions are supposed to impart knowledge and protect students, yet they have become havens for sexual harassment and exploitation of these vulnerable women. moreso, it not only leads to a lack of trust in the authorities and institutions, but it also leads most women to view all men as evil. those girls who will have been sexually harassed and exploited view men as evil, because they have resentment towards men for what they were forced to go through. other women who saw their female counterparts being sexually harassed and exploited will also have a negative attitude towards men which leads to negative labelling and adages such as all men are the same, an adage which negatively depicts and labels all men having the same bad behaviour. this is an affront to men because all men are not the same, they are capable men who do not receive any form of joy by molesting or sexually abusing women. thus, this has a negative effect in straining social relations as alluded to by hassain, menih & adenyika (2014). impact on academic performance. 1. dropouts and change of careers during the research, we noted that sexual exploitation and harassment lead to students dropping out of both academic institutions and changing careers. some of the attachés interviewed highlighted that some of their friends dropped out from both attachment and career paths as noted by the following statement from attachés. vamwe vakatosiya basa racho uye university edu cation vaakutoita zvimwe.zvose izvi zvakakonzereswa nenyaya yekumbunyikidzwa kuti vaite zvebonde.zvotoreva kuti zvotokanganisa upenyu hwemunhu.( some of the students dropped out from the attachment and changed career paths and some went to the extent of dropping out from pursuing higher education. this means that this issue of sexual harassment has a net effect on student attachés lives.) these sentiments are similar to the sentiments highlighted by koi, auka & kihaha (2018) who stated that some of the female attaches in the field of medical health and in the field of tourism, ended up changing their career path due to sexual exploitation and harassment in the workplace. the same views were echoed by mckenna, smith, poole & coverdale (2002) and ali & kegal (2019) who highlighted that student attaches ended up losing the zeal to work in egypt and america. this has thus affected them in pursuing careers that would offer self-actualization in life. 2. impact of sexual exploitation on professional development sexual exploitation and harassment create a hostile working environment. this is because sexual exploitation makes the working environment hostile as alluded to by gudyani, davira, and jaka – forthcoming. 3. promotes a culture of absenteeism the issue of sexual exploitation and harassment in the workplace breeds a culture of absenteeism at the workplace. this leads to permanent workers at the workplace and subsequently attaches to coming up with flimsy reasons for not attending work. one student on attachment highlighted that due to the prevalence of sexual exploitation at the workplace, some student tamuka davira psychological implications of sexual exploitation and harassment on student interns volume 9, number 2, november 2025 | 284 zzzzzz attachés began paying medical doctors a fee to be provided with fake sick leave off days, as a means of running away from such toxic environments. according to akkus & cinkir (2022), the absenteeism of students has negative effects on their pass rates as they are not able to grasp certain concepts on their own. furthermore, absence presents a challenge to the company because this disturbs the company workflow in terms of production levels. not only does it affect company production levels, but it also has negative effects on the attainment of competent skills on the attaché he /she was supposed to learn. thus, this environment is an anathema to building professional and work skills for the student attaché. 4. promotes a culture of presenteism. another problem associated with sexual violence is that it promotes a culture of presenteism. some of the human resource personnel from companies/organizations to which the students were attached highlighted that, the issue of sexual exploitation presents a challenge of presentism. the human resource personnel who chose to be named gd highlighted that the issue of sexual exploitation affects student attachés because this leads to presenteism which is a major challenge in the workplace the statement by the gd the resource personnel, concurs with what was said by a student attaches by the name tm who highlighted thus what i saw from my own eyes is that this culture leads to presenteism. there was a student who faced sexual exploitation. the manager would say at the workplace to that girl, l wants to see you at work at 6 a.m. that lady letter developed a system of just being present at work, though the zeal was no longer there. even if she was sick, she would just come to work. she was asked by some friends why she came to work even though you are not feeling well, and she would say to present myself to the boss since that is what he wants. presenteism is a threat towards ensuring efficiency in the workplace as cited by pappas (2024) who states that presenteism can be caused by a toxic work culture such as an environment where sexual exploitation and harassment are rife. the impact of presentism according to pappas (2024) is that it leads to decreased work as it has a net effect on mental health. furthermore, scholars such as won, kim, kim, yang, park and leem (2022) posit that presenteism may influence future absenteeism. it is important to note that in companies or organizations where presenteism is practiced reduces worker’s concentration and efficiency and productivity are affected (karanika, 2021, hump., 2004 lohaus & haberman., 2019). 5. poor performance and subsequent failure this issue may lead to poor performance in the workplace. the students on attachment who suffer from sexual exploitation are not capable of performing to their full potential, as noted by mapuranga, musodza and tom (2015) as they feel devalued because of the sexual harassment experience they would have undergone. this means that they will underperform in the workplace as lauded by (bell et al., 2014, ali and alwalm., 2023 & national academies of sciences, engineering and medicine., 2018). due to the psychological trauma of undergoing sexual exploitation, it may lead to self-harm in the workplace. in instances where the student attachés are working with heavy machinery, they are bound to suffer from accidents as they lose concentration while they think about the traumatic events that will have occurred to them, (kearney & gilbert., 2012; aftab, basari & qsim., 2023). another issue to note is that it leads to forced failure, as the supervisors deny students their achievements because they declined to fall in love with them. during the research, the researcher interviewed a participant by the name dg who had this to say tamuka davira psychological implications of sexual exploitation and harassment on student interns volume 9, number 2, november 2025 | 285 zzzzzz sexual harassment led to forced failure. there is a student whom l knows who was failed on workplace assessment because she refused to know tow to the love demands of the workplace supervisor. thus, this led to forced failure on the student. 6. undermines professional development and learning the issue of sexual exploitation undermines professional development and proper learning. the student is not able to learn properly as sexual favors hinder proper learning processes. this is because, by the time the student wants to learn proper procedures of how proper work should be conducted, the boss may say don’t worry i will teach you a letter, or l will do it for you a story is told of a certain teacher-student who was placed on attachment in a certain rural area and fell in love with the headmaster. the headmaster did everything for her including how to design a scheme book, record of marks and even in terms of assessing school learners. we doubt that, that teacher upon finishing her attachment learnt anything concrete and whether that person can execute her duties properly. another participant who was interviewed highlighted that this issue of sexual exploitation is very bad because it kills creativity and innovation. the participant highlighted that you know what these issues of sexual exploitation and harassment kill the drive for innovation and entrepreneurship in the workplace. in some circumstances, you may work flat out at home to come up with a noble idea, but because you are in love with the boss at work, all your effort is attributed to the boss. a certain lady whom l knows faced such. she worked out a new idea at her workplace she was attached, and the idea was brilliant, and when the boss praised her work, other workmates said haaa what can the boss say, he is now attributing his great idea to her girlfriend. this hurt the lady to the core. even her ideas and innovations were attributed to the boss, despite her burning the midnight oil to come up with such brilliant ideas. thus, indeed this affects the drive towards innovation in the workplace as nobody recognizes their work. 7. promotes a culture of power abuse the prevalence of sexual violence, exploitation and harassment breeds a culture of abuse of power. this is because as working environments embrace sexual exploitation and harassment within themselves, it nourishes that culture in institutions, be they academic or work environments. as the learners are experiencing sexual violence and the perpetrators are left to go scot-free, other young men or women seeing such happening can begin to embrace abuse of power as something good. hence abuse of power becomes rampant as they gain promotions in the workplace, they begin to use power in a wrong manner as they witness others using it without facing any form of punishment. the notion that sexual exploitation creates and perpetuates a culture of abuse within the workplace is in line with bandura’s social learning theory which states that behaviour is learned and if a person learns bad behaviour he internalizes it and applies it letter for use. the same notion is articulated by (saengritin and viryavjak et al, 2020, dornbos et al, 2008 and fuller et al, 2005) conclusion from the empirical evidence derived from the research, it was noted that sexual exploitation and harassment is rampant and not much has been chronicled about it. it was noted that sexual exploitation and harassment affect students attaches self-esteem, leads to contracting of diseases, absenteeism becomes the order of the day and a new traction in the workplace is gaining momentum, that traction is presenteism in the workplace. it was also noted that it makes the working environment toxic. thus, there is a need to come up with strategies to address this tamuka davira psychological implications of sexual exploitation and harassment on student interns volume 9, number 2, november 2025 | 286 zzzzzz phenomenon. way forward to ending the scourge of sexual violence and exploitation in the workplace for students on attachment. due to the prevalence of sexual exploitation and harassment as a phenomenon, it has negative implications on academic performance and professional development. thus, there is a need to come up with strategies and means to address this phenomenon. there is a need to • conduct more research that establishes the prevalence of this phenomenon. this research can be quantitative to understand the prevalence rates and the probable magnitude of students affected as well as highlighting the quantitative impact of this phenomenon on work performance and production levels. • there is a need to provide support systems such as psycho-social services to the victims of sexual exploitation and harassment. • universities or colleges with students on attachment should conduct constant assessments and follow-ups on students on attachment as a means of curbing this issue which has devastating effects. • set up designated reporting mechanisms such as suggestion boxes which would allow those abused to report their plight. • strengthen national laws on sexual abuse and harassment in the workplace. thus, the laws should provide deterrent measures for the perpetrators references aftab, m. j, basri, s.& qasim ,m.(2022).perceptions of teachers about effects of sexual harassment on academic performance of students with hearing impairment. global sociological review. vol vii, no 1. pissn 2708-2091.e-issn-2708-3586.l-2708 2091.doi:10.31703/gsr.2020(vii-1).05. https://dx.doi.org/10.31703/gsr.2022(vii-1).05 ali,s.s. & alwan,i.h.(2023). psychological impacts of sexual harassment among high school female students. clinical schizophrenia and related psychoses.doi:10.3371/csrp.2023.17. s3.100150. al-shafaee, m, al-kaabi, y, al-faris, y, white, g, al-maniri, a, al-sinawi, h & al-adawi, s. 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(2021). predictors and psychological effects of sexual violence among female college students in kisumu county, kenya. a thesis submitted in a partial fulfillment of the requirements for the degree of the master of arts in counselling psychology, maseno university. onoyase, a, a. (2019). prevalence of sexual harassment of female students of tertiary education in taraba state, northeast nigeria: implications for counselling. international journal of higher education. vol 8, no 1.,2019. onyecho, v.p, pindar, s, mshelia,a, musami,u.b(2018). the health implications of sexual abuse on female students in nigeria: a case study of selected tertiary institutions in maiduguri, borno state. journal of sociology, psychology and anthropology in practice ,volume 9,number 2 ,august 2018,issn2141-274x szymanski, d, m, moffit, l.b & carr, e.r. (2011). sexual objectification of women: advances in theory and research.doi.10.1177/0011000010378402 taiwo,m.o ,omole,o ,c & omole e.(2014). sexual harassment and psychological consequences among students in higher education institution in osun state, nigeria. international journal of applied psychology 2014,4(1): 13-18.doi:10.5923/iijap2014040401.02 venumadhava, g. s & tejashwini, m. (2020). study different parameters, of sexual harassment at workplace: effects and reactions. journal of xidian university. https://doi.org/10.37896/jxu14.9/118. issn no.1001-2400. veritas report (2022) report of the joint portfolio committee on higher and tertiary education, innovation, science and technology development; and women affairs, community and small to medium enterprise development. walfield, m.s. (2018) ‘men cannot be raped’: correlates of male rape myth acceptance. journal of interpersonal violence. 36(13-14) 63916417.htpps://doi.org/10.1177/0886260518817777. woll ,m .(2023).trauma in the workplace :what is it and 5 ways leadership can help.retrieved at https://www.betterup.com/blog/trauma-in-the-workplace educatio : journal of education volume 9 , number 3, november 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) enhancing education through online project-based learning (pbl): strategies, challenges, and outcomes in the digital era ahmad syaikhu universitas terbuka ahmad.syaikhu@ecampus.ut.ac.id corresponding author : ahmad.syaikhu@ecampus.ut.ac.id accepted: sept 28th 2024 reviewed: oct 18th 2024 published: nov 30th 2024 abstract this study explores the application of online project-based learning (pbl) as an innovative pedagogical model designed to enhance student engagement and skill development in the digital era. with the rise of information and communication technologies, online pbl has emerged as a flexible and accessible alternative to traditional learning methods. this research examines various online pbl models implemented in educational settings, focusing on platforms like learning management systems (lms), social media integration, and online collaboration tools such as google workspace and microsoft teams. the findings highlight the benefits of these models in fostering critical thinking, collaboration, and technological proficiency. however, the study also identifies challenges such as limited access to technology, the lack of face-to-face interaction, and difficulties in assessing student performance. the paper concludes with recommendations for overcoming these challenges, including teacher training, improved technological infrastructure, and curriculum adjustments to support the successful integration of online pbl. the implications for future educational practices and the continued evolution of pbl in digital learning environments are discussed. keywords: project-based learning, pbl, learning models by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the field of education has undergone profound transformations in recent decades, largely driven by advancements in information and communication technology (ict). these technological developments have reshaped the ways in which knowledge is disseminated and acquired, demanding more flexible, accessible, and engaging learning models. as education systems adapt to the evolving needs of the digital age, one approach that has gained significant attention is project-based learning (pbl). pbl is an instructional strategy that emphasizes student-centered learning through the completion of real-world projects. it encourages students to engage in research, problem-solving, and collaboration, thereby fostering critical thinking and http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 3, november 2024| 266 practical skills 1. given the increasing importance of preparing students for an ever-changing job market, pbl has emerged as a promising tool to develop 21st-century skills such as creativity, teamwork, and communication 2. at its core, pbl provides a structured environment where students work collaboratively to address complex, real-world issues. traditional pbl has predominantly been implemented in faceto-face settings, allowing for direct interaction between students, teachers, and external stakeholders. however, the rapid integration of technology into education has paved the way for the development of online project-based learning (online pbl). online pbl offers significant advantages by enabling students to collaborate on projects regardless of geographical location, thus broadening access to education and creating opportunities for learning beyond the physical classroom (lestari et al., 2020). this model not only enhances engagement but also supports personalized learning, where students can progress at their own pace, tailor their learning experiences, and work within their preferred modes of communication 3. the transition from traditional to online learning environments, accelerated by the covid19 pandemic, has highlighted the need for educational approaches that foster sustained student engagement in virtual spaces. the shift to online education has underscored the necessity for flexible learning models capable of maintaining student motivation, fostering interaction, and ensuring academic rigor. in this context, online pbl offers a viable solution, facilitating collaborative learning through digital platforms such as learning management systems (lms), social media, and online collaboration tools like google workspace and microsoft teams. these platforms enable students to interact asynchronously or synchronously, share resources, manage projects, and receive feedback from peers and instructors 4. furthermore, the incorporation of multimedia tools and digital resources in online pbl projects promotes greater engagement and skill development, especially in digital literacy, which is crucial in today’s technology-driven society 5. however, while online pbl presents clear advantages, it also brings forth several challenges that must be addressed for its successful implementation. one of the primary obstacles is the digital divide, where unequal access to technology and the internet limits some students' ability to fully participate in online learning. despite the increasing prevalence of digital devices, many students in underserved regions lack the necessary tools, reliable internet connections, or even the 1 u t rahmawati and s suranto, “mengeksplorasi tantangan dalam implementasi pembelajaran berbasis proyek pada pendidikan akuntansi dasar smk di surakarta,” ideguru: jurnal karya ilmiah guru 9, no. 3 (2024): 1208– 1217. 2 s zubaidah, “keterampilan abad ke-21: keterampilan yang diajarkan melalui pembelajaran,” seminar nasional pendidikan 2, no. 2 (2016): 1–17. 3 a s rizal, “inovasi pembelajaran untuk meningkatkan hasil belajar siswa di era digital,” attanwir: jurnal keislaman dan pendidikan 14, no. 1 (2023): 11–28. 4 mohamad mustari, teknologi informasi dan komunikasi dalam manajemen pendidikan (bandung: gunung djati publishing, 2023). 5 f ilmiyatni, “pengaruh model problem based learning (pbl) terhadap keterampilan kolaborasi dan berpikir tingkat tinggi peserta didik,” 2019. volume 9, number 3, november 2024| 267 digital literacy skills required to engage effectively with online pbl 6. this disparity exacerbates educational inequities and undermines the potential of online learning to democratize education. in addition to technological limitations, online pbl faces challenges related to student engagement and collaboration in the absence of face-to-face interactions. while traditional pbl encourages in-person communication and teamwork, the online context often creates barriers to building strong interpersonal relationships, which are essential for fostering trust, motivation, and effective teamwork. the lack of direct social interaction may lead to feelings of isolation among students, reducing their motivation and engagement 7. moreover, assessing student performance in online pbl can be complex, as it is difficult to measure the individual contributions of team members, and traditional assessment methods may not effectively capture the collaborative, creative, and problem-solving skills nurtured through this approach 8. despite these challenges, the advantages of online pbl are undeniable. this model encourages self-directed learning, critical thinking, and problem-solving skills, which are essential for students to thrive in the digital economy 9. furthermore, online pbl fosters a more inclusive and diverse learning environment by enabling students from different geographical and cultural backgrounds to collaborate and exchange ideas, thus enriching the learning experience. the use of digital tools and multimedia resources also prepares students for the demands of a digital workplace, where proficiency in these areas is increasingly valued by employers 10. this study aims to explore the different models of online pbl that have been implemented across various educational settings, focusing on how these models have been adapted to the digital context. by reviewing the literature and synthesizing findings from a variety of studies, this paper seeks to provide insights into the benefits and challenges associated with online pbl. additionally, it aims to propose recommendations for the successful implementation of online pbl, with an emphasis on teacher training, technological infrastructure, and curriculum adaptation. ultimately, this research will contribute to the growing body of knowledge on innovative teaching strategies in the digital era and offer practical guidance for educators and policymakers aiming to optimize the use of online pbl in educational contexts. methods this study utilizes a qualitative descriptive research design to explore and analyze the implementation of online project-based learning (pbl) in various educational settings. the qualitative approach is chosen because it allows for a deep, nuanced understanding of the complex 6 i fauziah and r situmorang, “pengembangan modul hypercontent untuk mata diklat kode etik dan disiplin pegawai bpk ri,” jurnal pembelajaran inovatif 5, no. 2 (2022): 42–49. 7 d p sari, “keterampilan mengajar guru abad 21,” analysis 2, no. 2 (2024): 231–240. 8 m p azisi, m sulaiman, and m pd, e-learning pembelajaran digital (cv. duta sains indonesia, n.d.); nisaul barokati seliro wangi, m hafidh nashrullah, and muh barid nizarudin wajdi, “digital era’s education and aplication in higher education,” edutec: journal of education and technology 1, no. 2 (2018): 119–128; meithiana indrasari et al., “the digitalization policy in the education sector: innovation and adaptation,” journal of social political sciences 5, no. 3 (2024): 236–251. 9 sari, “keterampilan mengajar guru abad 21.” 10 ilmiyatni, “pengaruh model problem based learning (pbl) terhadap keterampilan kolaborasi dan berpikir tingkat tinggi peserta didik.” volume 9, number 3, november 2024| 268 processes involved in online pbl and its impact on student learning outcomes. a descriptive research design is suitable as it provides a detailed account of the characteristics of online pbl, identifying its benefits, challenges, and the various models that are being implemented in different educational institutions. the participants of this research were educators and administrators who have been actively involved in the implementation of online pbl in their respective educational institutions. a purposive sampling technique was employed to select participants who had substantial experience with online pbl and could provide valuable insights into its application and outcomes. a total of 30 participants were selected, including primary, secondary, and higher education teachers, who have integrated online pbl into their teaching practices. these participants were chosen based on their involvement in teaching and managing online pbl projects, ensuring that the data collected would reflect a broad spectrum of experiences across different educational levels. data collection in this study was carried out using multiple qualitative methods to ensure a comprehensive understanding of the subject. the following methods were employed: 1. semi-structured interviews: interviews were conducted with the selected educators and administrators to gather in-depth, personal accounts of their experiences with online pbl. the semi-structured interview format allowed for flexibility in exploring the nuances of each participant's experience, while still adhering to a set of core questions designed to cover key themes such as the challenges of implementing online pbl, student engagement, and assessment methods. the interviews were recorded and transcribed for analysis. 2. focus group discussions: in addition to individual interviews, focus group discussions were organized with smaller groups of educators to explore collective insights and perspectives on online pbl. this method encouraged participants to engage in a dynamic conversation, allowing for the exchange of ideas and experiences. the focus groups were particularly useful in exploring common themes and identifying shared challenges in online pbl implementation across different educational contexts. 3. document analysis: to complement the interviews and focus groups, document analysis was conducted on relevant educational documents, such as curriculum plans, course syllabi, and project outlines used in online pbl. this helped to understand how pbl is structured in the online environment, the integration of technology, and the assessment criteria used for evaluating student performance. the data collected through interviews, focus groups, and document analysis were analyzed using thematic analysis. this method allowed the researchers to identify patterns and themes across the data and categorize them into broader categories that reflect the main aspects of online pbl. the process of data analysis followed these steps: 1. data familiarization: the transcriptions of interviews and focus group discussions were thoroughly read to familiarize the researchers with the content. initial notes were made to highlight emerging themes and recurring ideas. 2. coding: the data were coded inductively, meaning that codes were developed directly from the data rather than from pre-existing theories. codes were assigned to segments of text volume 9, number 3, november 2024| 269 that related to key aspects of online pbl, such as collaboration, student engagement, technological tools, and assessment challenges. 3. theme development: after coding the data, the researchers identified overarching themes that emerged across the various data sources. these themes were then refined and categorized to ensure that they accurately represented the key concepts being explored in the study. 4. interpretation and synthesis: the final step involved synthesizing the identified themes and interpreting their implications in the context of online pbl. the researchers compared the findings with existing literature to identify areas of alignment and divergence, as well as to assess the contribution of this study to the broader field of educational research. result and discussion result this section presents the key findings derived from the analysis of the implementation of online project-based learning (online pbl) in various educational contexts. the results from the interviews, focus group discussions, and document analysis reveal several critical insights into the models, benefits, challenges, and overall impact of online pbl on student learning outcomes. models of online project-based learning the study identified three primary models of online pbl that have been implemented across educational institutions: 1. lms-based online pbl: this model involves the use of learning management systems (lms) such as moodle, blackboard, and canvas to manage project tasks, facilitate student communication, and monitor progress. lms-based pbl allows educators to structure and organize projects in a digital environment, providing easy access to resources, submission of assignments, and regular feedback. according to the findings, this model was widely adopted in higher education, where students were familiar with digital tools. it was found that this model is effective in ensuring organized and systematic project management, as well as providing students with clear timelines and structured tasks. 2. social media-based online pbl: this model incorporates social media platforms such as facebook, instagram, and twitter for project collaboration and communication. students use these platforms to share ideas, collaborate on tasks, and showcase their final projects. the results showed that the integration of social media provides students with an informal and dynamic space for communication, encouraging creativity and real-time feedback. however, some concerns arose regarding the professionalism and privacy of such platforms, as these tools were often perceived as less formal compared to lms platforms. 3. online collaboration tools-based pbl: the third model utilizes tools like google workspace, microsoft teams, and slack for online collaboration. these tools allow students to work together in real time on shared documents, hold virtual meetings, and communicate through instant messaging. the study found that this model was highly volume 9, number 3, november 2024| 270 effective in facilitating collaboration, particularly in remote learning contexts where geographical separation posed a challenge. students in these settings were able to easily collaborate on documents, track each other's progress, and engage in synchronous or asynchronous communication, which supported effective teamwork and knowledge sharing. benefits of online pbl the analysis revealed several key benefits of implementing online pbl, particularly in the development of essential 21st-century skills: 1. enhanced collaboration: one of the main benefits of online pbl is the development of collaborative skills. the results showed that students who participated in online pbl demonstrated significant improvements in teamwork, communication, and coordination. students were able to work together effectively, even when geographically dispersed, and were able to manage projects efficiently using digital collaboration tools. this model helped students develop skills that are crucial in today's increasingly digital and globalized workforce. 2. critical thinking and problem-solving: online pbl encourages students to engage with real-world problems, which in turn fosters critical thinking and problem-solving skills. the study found that students were more likely to approach problems creatively, analyze data, and work collaboratively to come up with solutions. through the process of working on complex projects, students were challenged to think critically and apply their knowledge in practical situations, leading to deeper understanding and skill development. 3. digital literacy: the use of digital tools and platforms in online pbl enabled students to develop digital literacy skills, which are essential in the modern workplace. students became proficient in using tools such as google docs, microsoft teams, and cloud-based platforms, gaining hands-on experience that will be valuable in future careers. this aspect of online pbl was particularly highlighted by the participants, who reported significant improvements in their digital competencies. 4. personalized learning: online pbl also provides an opportunity for personalized learning, where students can engage with content at their own pace and according to their preferred learning styles. the flexibility of online platforms allows students to choose how they approach tasks and projects, providing a more tailored learning experience. this was particularly beneficial for students who might have struggled with the rigid timelines and structures of traditional classroom learning. challenges of online pbl the study also identified several challenges associated with the implementation of online pbl: 1. limited access to technology: one of the most significant challenges reported by participants was the digital divide, where students had limited access to the necessary technology or reliable internet connections to engage fully in online pbl. this issue was volume 9, number 3, november 2024| 271 particularly prevalent in low-income regions and among students from disadvantaged backgrounds. the lack of access to devices, as well as unreliable or slow internet connections, hindered the ability of some students to participate in collaborative activities or complete projects on time. 2. lack of face-to-face interaction: another challenge identified in the study was the absence of face-to-face interaction, which affected the social dynamics of project collaboration. many students reported feelings of isolation and disconnectedness, which led to decreased motivation and engagement. the lack of in-person communication made it difficult for students to build strong relationships with their peers and instructors, which is often essential for effective collaboration and engagement in traditional pbl environments. 3. assessment challenges: the study also found that assessing student performance in online pbl posed significant challenges. traditional assessment methods, such as exams and quizzes, were not sufficient to evaluate the collaborative, creative, and problem-solving skills fostered through pbl. educators reported difficulty in assessing the individual contributions of students in group projects, and there was a lack of standardized methods for measuring outcomes in online pbl settings. this led to concerns about the fairness and reliability of assessments. 4. teacher preparedness and training: a recurring challenge highlighted by educators was the need for adequate training and professional development in using digital tools for online pbl. many teachers reported a lack of familiarity with the technologies required to facilitate online projects effectively, which hindered the smooth implementation of online pbl. as a result, educators expressed the need for ongoing training programs to develop their technological competencies and pedagogical strategies for online teaching. discussion the results of this study highlight several significant insights regarding the implementation of online project-based learning (online pbl) in various educational contexts. this section discusses the implications of these findings, comparing them with existing literature and identifying the potential contributions of online pbl to modern educational practices. effectiveness of different online pbl models the study revealed that lms-based online pbl, social media-based pbl, and pbl using online collaboration tools all serve as viable models for enhancing student learning. however, each model presents unique advantages and challenges, which need to be considered when selecting the appropriate approach for a particular educational context. 1. lms-based online pbl was found to be highly effective in structured learning environments, particularly in higher education. the use of platforms such as moodle and blackboard allowed for organized project management, facilitating easy communication between students and instructors. this model aligns with previous research that has shown volume 9, number 3, november 2024| 272 lms platforms to be effective tools for course management and feedback 11. the ability to monitor progress, offer timely feedback, and manage project timelines made this model an attractive choice for institutions that require a systematic approach to online learning. however, as reported by participants, the rigidity of lms-based systems may hinder creativity and flexibility, as students may feel constrained by the platform’s limitations. 2. social media-based pbl introduced an informal, dynamic approach to collaboration, with students engaging with platforms like facebook and instagram to communicate and share ideas. while previous studies have highlighted the benefits of social media in fostering informal learning and creativity 12, the results of this study indicated that the lack of professional boundaries and potential privacy concerns were significant drawbacks. although students reported enjoying the flexibility and instant feedback that social media platforms offer, concerns about privacy and the informal nature of interactions on these platforms must be addressed. future research should investigate how to balance the informal engagement offered by social media with the professionalism required in academic contexts. 3. online collaboration tools such as google workspace and microsoft teams proved to be highly effective for remote collaboration, allowing students to work on shared documents, communicate in real-time, and conduct virtual meetings. this model aligns with findings from earlier research, which emphasized the benefits of digital collaboration tools in enhancing communication and teamwork among geographically dispersed students (mustari, 2023). the flexibility offered by these tools makes them ideal for fostering global collaboration and cross-cultural learning. however, participants in this study noted challenges related to the technical complexity of some collaboration tools, particularly for students who are less familiar with digital platforms. benefits of online pbl the benefits of online pbl were clearly evident in the findings, particularly in the areas of collaboration, critical thinking, and digital literacy. these findings align with existing research that emphasizes the importance of collaborative learning and the development of 21st-century skills 13. 1. collaboration emerged as one of the primary benefits of online pbl. the study found that students were able to develop strong teamwork skills by working together on projects, regardless of their physical location. this is consistent with previous studies that have shown that pbl, especially in online settings, fosters teamwork and communication skills 11 m r fahlevi, “kajian project based blended learning sebagai model pembelajaran pasca pandemi dan bentuk implementasi kurikulum merdeka,” sustainable jurnal kajian mutu pendidikan 5, no. 2 (2022): 230–249; elisabeth mcgee and prerna poojary, “exploring blended learning relationships in higher education using a systems-based framework,” turkish online journal of distance education (2020): 1–13, http://dx.doi.org/10.17718/tojde.803343. 12 m salimi-thursday and e rosita-friday, pengelolaan kelas digital, n.d. 13 zubaidah, “keterampilan abad ke-21: keterampilan yang diajarkan melalui pembelajaran”; ilmiyatni, “pengaruh model problem based learning (pbl) terhadap keterampilan kolaborasi dan berpikir tingkat tinggi peserta didik.” volume 9, number 3, november 2024| 273 essential for success in the modern workplace (azisi et al., n.d.). the ability to collaborate effectively in virtual teams has become a crucial skill in today’s digital and globalized world. 2. critical thinking was another significant outcome of online pbl. students who participated in online pbl were required to engage with real-world problems, which pushed them to think critically and creatively. this finding aligns with the work of rahmawati & suranto 14, who found that pbl encourages problem-solving and analytical thinking. the study’s findings suggest that online pbl provides an ideal environment for cultivating these skills, which are crucial for students' personal and professional development. 3. digital literacy was also a major benefit of online pbl, with students gaining proficiency in various digital tools and platforms. the results demonstrated that students who participated in online pbl developed greater technological competence, which will be essential in their future careers. as the workforce becomes increasingly dependent on digital tools, the ability to navigate and use these tools effectively has become an essential skill. this finding is consistent with previous research highlighting the importance of digital literacy in education 15. challenges of online pbl despite the advantages, the implementation of online pbl also presents several challenges that need to be addressed to ensure its success. the study identified limited access to technology, lack of face-to-face interaction, and assessment difficulties as the primary obstacles faced by both educators and students. 1. limited access to technology was the most significant challenge reported by participants. many students, particularly those from disadvantaged backgrounds, lacked access to the necessary devices or reliable internet connections to fully participate in online pbl. this finding is consistent with the digital divide identified in previous studies, which highlights the inequities in access to technology and the internet in educational contexts 16. to address this challenge, educational institutions must invest in infrastructure and provide students with the resources they need to participate in online learning effectively. 2. the lack of face-to-face interaction in online pbl environments was another challenge that impacted student engagement. students reported feelings of isolation, which affected their motivation and collaboration. while some studies have found that online pbl can encourage meaningful collaboration, this study highlights the importance of social presence and community building in online learning environments 17. educators must 14 rahmawati and suranto, “mengeksplorasi tantangan dalam implementasi pembelajaran berbasis proyek pada pendidikan akuntansi dasar smk di surakarta.” 15 sari, “keterampilan mengajar guru abad 21.” 16 fauziah and situmorang, “pengembangan modul hypercontent untuk mata diklat kode etik dan disiplin pegawai bpk ri.” 17 sari, “keterampilan mengajar guru abad 21”; s hartik, s utaminingsih, and a h madjdi, “a need assessment of integrated science teaching material based higher order thinking skills (hots),” in journal of physics: conference series, ed. sari m.w., vol. 1823 (masters of elementary education study program, faculty of teacher training and education, universitas muria kudus, indonesia: iop publishing ltd, 2021), volume 9, number 3, november 2024| 274 explore ways to foster a sense of community and engagement, even in virtual spaces, to mitigate the potential negative effects of isolation. 3. assessment and evaluation in online pbl presented significant challenges, particularly when it came to measuring individual contributions in group projects. the study found that traditional assessment methods, such as exams, were inadequate in capturing the collaborative and problem-solving skills fostered through pbl18. this finding supports the need for the development of alternative assessment models that can better evaluate teamwork, critical thinking, and digital literacy in the context of online pbl. educators must explore innovative approaches to assessment, such as peer evaluations and selfassessments, to ensure that students’ contributions to group projects are fairly evaluated. the findings from this study suggest that while online pbl holds significant potential for enhancing student engagement, collaboration, and skill development, it is essential to address the challenges of technology access, social interaction, and assessment. by investing in technological infrastructure, promoting teacher training, and developing new assessment frameworks, institutions can optimize the effectiveness of online pbl. future research should focus on exploring long-term impacts of online pbl on student outcomes, particularly in diverse educational settings, and evaluate the effectiveness of hybrid models that combine online and faceto-face learning experiences. conclusion this study has explored the implementation of online project-based learning (online pbl) in various educational settings, revealing valuable insights into its effectiveness, benefits, challenges, and overall impact on student learning. the research highlights the adaptability of online pbl across different educational levels and contexts, demonstrating its potential to foster critical 21st-century skills such as collaboration, critical thinking, and digital literacy. by examining three primary models of online pbl—lms-based pbl, social media-based pbl, and pbl using online collaboration tools—the study has provided a comprehensive understanding of how each model functions within the digital learning environment. the findings confirm that lms-based pbl offers a structured and organized approach to project management, making it highly suitable for higher education settings. it provides educators with a clear framework for monitoring progress and delivering feedback. social media-based pbl, on the other hand, introduces an informal, dynamic space for collaboration, fostering creativity https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103840418&doi=10.1088%2f17426596%2f1823%2f1%2f012078&partnerid=40&md5=7828df7c7f6ddfb30772e611863c6e20. 18 ahmed elzainy, abir el sadik, and waleed al abdulmonem, “experience of e-learning and online assessment during the covid-19 pandemic at the college of medicine, qassim university,” journal of taibah university medical sciences 15, no. 6 (december 2020): 456–462, https://pubmed.ncbi.nlm.nih.gov/33106752; r a a rahim, s man, and l h abdullah, “transformation of shariah studies in malaysian higher learning institution,” middle east journal of scientific research 12, no. 2 (2012): 145–154, https://www.scopus.com/inward/record.uri?eid=2s2.084870769124&doi=10.5829%2fidosi.mejsr.2012.12.2.1678&partnerid=40&md5=2df8f91592128f7cbf2cdecfe4859 f70. volume 9, number 3, november 2024| 275 and real-time interaction. however, privacy concerns and the professional use of social media platforms remain significant challenges. pbl using online collaboration tools such as google workspace and microsoft teams emerged as a flexible model that allows students to collaborate efficiently, even when geographically dispersed. this model is particularly effective in facilitating remote learning and global collaboration, though it requires sufficient digital literacy to navigate the tools effectively. one of the key benefits of online pbl identified in this study is its ability to enhance collaboration among students. regardless of physical distance, students were able to work together effectively, sharing ideas and managing projects using various digital tools. this is consistent with previous research that has emphasized the importance of teamwork and communication skills in the 21st-century workforce. furthermore, online pbl encouraged critical thinking and problemsolving, as students were challenged to engage with real-world problems, analyze data, and develop creative solutions. the study also found that online pbl provided opportunities for personalized learning, allowing students to progress at their own pace and choose their preferred modes of engagement, which significantly enhanced student motivation and engagement. however, the implementation of online pbl is not without its challenges. limited access to technology was a significant barrier for some students, especially those in underserved and lowincome regions. despite the growing availability of digital devices, many students still lack access to reliable internet connections, which restricts their ability to fully participate in online pbl. additionally, the absence of face-to-face interaction in online pbl environments created feelings of isolation among students, reducing motivation and engagement in some cases. this highlights the importance of maintaining social presence in online learning environments to foster a sense of community and connection. moreover, the study identified challenges in assessing student performance in online pbl, particularly in group projects. traditional assessment methods, such as exams, were found to be insufficient in capturing the collaborative, creative, and problemsolving skills nurtured through pbl. there is a clear need for the development of alternative assessment models that can more effectively evaluate teamwork, digital literacy, and critical thinking. the findings of this study have significant implications for educators, institutions, and policymakers. to optimize the effectiveness of online pbl, institutions must invest in technological infrastructure to ensure that all students have access to the necessary devices and stable internet connections. furthermore, there is a need for comprehensive teacher training programs to equip educators with the skills required to effectively facilitate online pbl. educators must also be supported in developing digital literacy skills to navigate and use the various tools and platforms essential for online pbl. additionally, institutions must consider curriculum adjustments to ensure that online pbl is integrated seamlessly into existing educational frameworks, with clear learning objectives and effective assessment strategies. online pbl offers an innovative and effective approach to education that can help address the challenges of traditional classroom learning in the digital era. while it presents several challenges, particularly related to technology access and student engagement, the potential benefits of online pbl in developing critical skills for the 21st century make it a valuable pedagogical volume 9, number 3, november 2024| 276 model. with proper planning, training, and infrastructure, online pbl has the potential to revolutionize education by making learning more flexible, accessible, and collaborative. future research should focus on exploring the long-term impacts of online pbl on student outcomes, particularly in diverse educational contexts, and evaluate the effectiveness of hybrid models that combine online and face-to-face learning experiences. reference azisi, m p, m sulaiman, and m pd. e-learning pembelajaran digital. cv. duta sains indonesia, n.d. elzainy, ahmed, abir el sadik, and waleed al abdulmonem. “experience of e-learning and online assessment during the covid-19 pandemic at the college of medicine, qassim university.” journal of taibah university medical sciences 15, no. 6 (december 2020): 456–462. https://pubmed.ncbi.nlm.nih.gov/33106752. fahlevi, m r. “kajian project based blended learning sebagai model pembelajaran pasca pandemi dan bentuk implementasi kurikulum merdeka.” sustainable jurnal kajian mutu pendidikan 5, no. 2 (2022): 230–249. fauziah, i, and r situmorang. “pengembangan modul hypercontent untuk mata diklat kode etik dan disiplin pegawai bpk ri.” jurnal pembelajaran inovatif 5, no. 2 (2022): 42–49. hartik, s, s utaminingsih, and a h madjdi. “a need assessment of integrated science teaching material based higher order thinking skills (hots).” in journal of physics: conference series, edited by sari m.w. vol. 1823. masters of elementary education study program, faculty of teacher training and education, universitas muria kudus, indonesia: iop publishing ltd, 2021. https://www.scopus.com/inward/record.uri?eid=2-s2.085103840418&doi=10.1088%2f17426596%2f1823%2f1%2f012078&partnerid=40&md5=7828df7c7f6ddfb30772e611863c6e 20. ilmiyatni, f. “pengaruh model problem based learning (pbl) terhadap keterampilan kolaborasi dan berpikir tingkat tinggi peserta didik,” 2019. indrasari, meithiana, muh barid nizarudin wajdi, m adhi prasnowo, eko pamuji, bagus winarko, and hendra fatadona. “the digitalization policy in the education sector: innovation and adaptation.” journal of social political sciences 5, no. 3 (2024): 236–251. mcgee, elisabeth, and prerna poojary. “exploring blended learning relationships in higher education using a systems-based framework.” turkish online journal of distance education (2020): 1–13. http://dx.doi.org/10.17718/tojde.803343. mustari, mohamad. teknologi informasi dan komunikasi dalam manajemen pendidikan. bandung: gunung djati publishing, 2023. rahim, r a a, s man, and l h abdullah. “transformation of shariah studies in malaysian higher learning institution.” middle east journal of scientific research 12, no. 2 (2012): 145–154. https://www.scopus.com/inward/record.uri?eid=2-s2.084870769124&doi=10.5829%2fidosi.mejsr.2012.12.2.1678&partnerid=40&md5=2df8f91 592128f7cbf2cdecfe4859f70. rahmawati, u t, and s suranto. “mengeksplorasi tantangan dalam implementasi pembelajaran berbasis proyek pada pendidikan akuntansi dasar smk di surakarta.” ideguru: jurnal karya volume 9, number 3, november 2024| 277 ilmiah guru 9, no. 3 (2024): 1208–1217. rizal, a s. “inovasi pembelajaran untuk meningkatkan hasil belajar siswa di era digital.” attanwir: jurnal keislaman dan pendidikan 14, no. 1 (2023): 11–28. salimi-thursday, m, and e rosita-friday. pengelolaan kelas digital, n.d. sari, d p. “keterampilan mengajar guru abad 21.” analysis 2, no. 2 (2024): 231– 240. wangi, nisaul barokati seliro, m hafidh nashrullah, and muh barid nizarudin wajdi. “digital era’s education and aplication in higher education.” edutec: journal of education and technology 1, no. 2 (2018): 119–128. zubaidah, s. “keterampilan abad ke-21: keterampilan yang diajarkan melalui pembelajaran.” seminar nasional pendidikan 2, no. 2 (2016): 1–17. educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z development of an early childhood education management information system (simpaud) based on the addie model to support the merdeka curriculum at tk rausan fikri alfian rahmatullah1, irma yuliantina2 yayasan rausan fikri, indonesia universitas pancassakti bekasi, indonesia alvianrht@gmail.com, irmayuliantinaps@gmail.com accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: this study aims to develop an early childhood education management information system (simpaud) aligned with the merdeka curriculum using the addie development model at tk rausan fikri. the research employed a research and development (r&d) method with both qualitative and quantitative approaches. the process included needs analysis for paud education management, system architecture and web-based user interface design, software development, system implementation in the school environment, and effectiveness evaluation. the evaluation instrument used was the use questionnaire (usefulness, satisfaction, and ease of use), completed by 15 teachers and staff. the results showed an average score of 4.15 out of 5 (83%), indicating high feasibility. respondents reported that simpaud merdeka was useful in lesson planning, student data management, and generating learning outcome reports. these findings suggest that the developed system effectively enhances the efficiency of early childhood education management and is ready for broader implementation. keyword: digitalization, educational management, paud, simpaud. introduction the advancement of technology in the era of industry 4.0 and society 5.0 has brought significant impacts across various sectors, including education. digitalization has become a crucial element in this transformation, as it changes the way educational institutions operate and serve stakeholders such as students, teachers, education staff, and parents. amidst global demands for efficiency and quality in educational services, digital transformation has become a strategic necessity—not only in secondary and higher education but also in early childhood education (ece). unfortunately, ece institutions tend to lag behind in adopting digital technologies, particularly in the area of education management. previous studies (kurniati et al., 2021; pratama et al., 2019) have shown that information systems in ece are still limited to basic administrative functions, lacking curriculum integration or systematic learning support. this poses a significant challenge, given that the quality of services in early childhood education profoundly influences holistic child development. the need for an integrated information system has become increasingly urgent with the implementation of the merdeka curriculum by the ministry of education, culture, research, and mailto:alvianrht@gmail.com mailto:irmayuliantinaps@gmail.com alfian rahmatullah, irma yuliantina development of an early childhood education management information system (simpaud) based on the addie model to support the merdeka curriculum at tk rausan fikri volume 9 , number 2, november 2025| 365 zzzzzz technology. this curriculum emphasizes flexible learning and the reinforcement of the pancasila student profile, requiring an adaptive, data-driven educational management system. without a relevant information system, ece institutions may face serious difficulties in implementing the curriculum effectively. to address this challenge, the development of a management information system for early childhood education (simpaud) that aligns with the principles of the merdeka curriculum is essential. the simpaud merdeka is expected to facilitate digital learning planning, student data management, and learning outcome reporting, while also improving the efficiency and effectiveness of decision-making processes. although several educational information systems have been developed, most are not specifically designed for the ece context or do not consider the unique requirements of the merdeka curriculum. based on this background, this study aims to develop the simpaud merdeka system using the addie model and evaluate its feasibility and effectiveness in enhancing educational management at tk rausan fikri. this research is expected to fill a gap in the literature and practice regarding the digitalization of early childhood education management in indonesia. methods this study adopts the addie model—analysis, design, development, implementation, and evaluation—as the primary instructional design framework for developing the simpaud merdeka system at tk rausan fikri. the addie model was chosen for its systematic, iterative approach that supports both the technical and pedagogical dimensions of educational system development. the model ensures that the system is built based on real user needs, is properly designed and tested, and is refined through feedback. each phase is described below in detail. analysis the analysis phase aimed to understand the management needs of early childhood education and how simpaud merdeka could address challenges in the industry 4.0 and 5.0 eras. the needs analysis focused on administrative management, curriculum planning, and learning outcome evaluation. the goal was to identify areas where digital systems could enhance the efficiency and effectiveness of paud operations. product analysis was also conducted to evaluate how simpaud merdeka should be adapted to support the merdeka curriculum. this involved assessing the necessary components and features to ensure the system could meet both academic and administrative management needs while supporting effective curriculum implementation. design in the design phase, two main components were developed: system architecture and user interface design. the system architecture was designed to ensure harmonious integration of all modules—covering planning, execution, and monitoring of educational activities. this design aimed to provide robust functionality while maintaining performance and scalability. meanwhile, the user interface was created to ensure ease of access, consistent navigation, and visual appeal. elements such as buttons, input forms, and intuitive navigation structures were carefully designed to enhance user interaction and satisfaction. 3. development during the development phase, the system design was translated into a working prototype. this included backend development (e.g., database systems) and frontend development (e.g., web alfian rahmatullah, irma yuliantina development of an early childhood education management information system (simpaud) based on the addie model to support the merdeka curriculum at tk rausan fikri volume 9 , number 2, november 2025| 366 zzzzzz interface) based on the previously established design specifications. after coding, system integration was conducted to ensure seamless functionality across all components. the system was then deployed to a server environment and configured to meet operational requirements identified in earlier phases. this phase ensured that simpaud merdeka was technically functional and ready for real-world use. implementation the implementation phase involved deploying simpaud merdeka at tk rausan fikri. teachers participated in hands-on training sessions covering the system’s features, such as student data input, curriculum planning tools, and progress reporting. this step aimed to ensure that users could adopt and integrate the system into daily teaching and management practices effectively. evaluation evaluation focused on assessing the feasibility and effectiveness of simpaud merdeka in the field. feedback was collected from users—particularly teachers at tk rausan fikri— through observations and interviews. this feedback was used to evaluate how well the system met user needs, what improvements were required, and whether the system supported the goals of the merdeka curriculum result and discussion system development results this research was conducted at tk rausan fikri, tambun, with the aim of developing a technology-based educational management system tailored to the merdeka curriculum. the resulting product is a web-based software application designed to support the planning, organization, and evaluation of early childhood education activities. the system development followed the addie model: analysis phase: needs analysis identified three core components essential to paud educational management—planning, implementation, and supervision. product analysis led to the development of features including student data management, alumni tracking, teacher records, academic calendars, daily assessments, and learning outcomes reports. design phase: the system architecture was designed for web-based deployment, ensuring accessibility and flexibility. the user interface design prioritized usability, integrating menus for student records, curriculum structure, lesson planning, and supervisory functions for administrators. development phase: the system’s source code was developed using a modular, folder-based structure for maintainability. backend and frontend components were integrated into a unified system, with structured database storage. the system was then deployed to a production server with tailored configurations to ensure optimal performance. implementation phase: the simpaud merdeka system was implemented at tk rausan fikri, accompanied by training sessions for teachers. the training focused on enabling users to navigate and utilize system features in their daily teaching and administrative routines. evaluation phase: the system was evaluated using the use questionnaire (usefulness, satisfaction, and ease of use). results indicated high levels of user satisfaction and practical utility in supporting early childhood education management at tk rausan fikri. alfian rahmatullah, irma yuliantina development of an early childhood education management information system (simpaud) based on the addie model to support the merdeka curriculum at tk rausan fikri volume 9 , number 2, november 2025| 367 zzzzzz system feasibility system feasibility was assessed through the use questionnaire, covering aspects of usability, satisfaction, and efficiency. the total average score was 4.15 out of 5, corresponding to 83% feasibility, indicating that the system is highly suitable for paud educational settings. two expert evaluators provided additional feedback: • technical aspects: performance optimization is needed for devices with lower hardware specifications. • user interface: further refinement is recommended to enhance intuitiveness for users with varying levels of digital literacy. these insights are valuable for future iterations of the system and emphasize the need for broader device compatibility and interface simplification to accommodate diverse user profiles. discussion the development and implementation of the simpaud merdeka system at tk rausan fikri offer valuable insights into the integration of digital technology in early childhood education (ece) management. this discussion connects the findings to the underlying theoretical framework, compares them with prior studies, and highlights the contributions and limitations of the research. this study applied the addie model as the design foundation. each phase—analysis, design, development, implementation, and evaluation—was critical in ensuring that the system met both pedagogical and operational requirements. the merdeka curriculum, which emphasizes flexible learning, independent exploration, and the development of the pancasila student profile, requires adaptive tools that enable personalized education and comprehensive assessment. simpaud merdeka responds to this need by supporting structured lesson planning, dynamic curriculum execution, and digital reporting of learning outcomes. the results align with findings by kurniati et al. (2021) and pratama et al. (2019), which identified the technological lag in paud institutions. most existing systems were found to serve basic administrative functions without curriculum integration. simpaud merdeka advances this state by providing a comprehensive platform that supports administrative processes, curriculum design, and pedagogical supervision in a single interface. compared to earlier systems that focused narrowly on attendance or student data, simpaud merdeka integrates planning, execution, and monitoring features. this study contributes to current literature in several key ways: • it demonstrates how the addie instructional design model can effectively guide the development of digital management systems in early education settings. • it offers evidence on how curriculum-aligned digital systems can enhance usability, satisfaction, and practical implementation in paud. • it adds to the limited body of indonesian research focused specifically on paud digital transformation, a sector often overlooked in broader edtech studies. alfian rahmatullah, irma yuliantina development of an early childhood education management information system (simpaud) based on the addie model to support the merdeka curriculum at tk rausan fikri volume 9 , number 2, november 2025| 368 zzzzzz these findings support the case for developing more context-specific, curriculum-sensitive digital tools for paud, especially in the context of national education reform. this study was limited to a single case setting at tk rausan fikri, with evaluation focusing on short-term user experiences. the absence of statistical effect sizes or long-term educational impact data limits the generalizability of the findings. future research should involve larger sample sizes, longitudinal analysis, and comparative studies across diverse paud environments. additionally, testing performance across different device specifications would address technical feedback received during expert evaluation. nevertheless, this research underscores the potential of structured digital systems in transforming paud management. it suggests that, with proper design and educator training, digital transformation in early childhood education is both feasible and beneficial. conclusion the development of the simpaud merdeka system at tk rausan fikri represents a significant step forward in addressing the pressing need for digital transformation in early childhood education (ece) management in indonesia. rooted in a structured analysis of institutional needs, the system was designed and built using the addie model to support the merdeka curriculum—a curriculum that demands flexibility, learner-centered planning, and datainformed decision-making. the study has demonstrated that the simpaud merdeka system effectively integrates essential paud functions such as student data management, lesson planning, and learning evaluation. its organized system architecture and user-friendly interface have contributed to high levels of usability, satisfaction, and ease of use, as validated by the use questionnaire. moreover, the system has shown its practical viability when implemented and used daily by educators at tk rausan fikri, affirming its relevance to real-world paud operations. more than a technical achievement, this development reflects a conceptual alignment between educational policy (i.e., merdeka curriculum) and digital innovation at the foundational level of the education system. the study contributes to ongoing discourse on educational technology by offering a replicable model for similar institutions aiming to modernize their management processes while preserving pedagogical integrity. references almeida, c. s. de, miccoli, l. s., andhini, n. f., aranha, s., oliveira, l. c. de, artigo, c. e., em, a. a. r., em, a. a. r., bachman, l., chick, k., curtis, d., peirce, b. n., askey, dale., rubin, j., egnatoff, dr. w. j., uhl chamot, a., el‐dinary, p. b., scott, j.; marshall, g., prensky, m., … santa, u. f. de. 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(2001). measuring usability with the use questionnaire. usability and user experience newsletter of the stc usability sig, 8. marthasari, g. i., & hayatin, n. (2017). analisis usability terhadap sistem lective gegulang berbasis use questionnaire. nugroho, w. d. (2023). evaluasi usabilitas penggunaan platform metaverse dengan virtual reality menggunakan metode use (usefulness, satisfaction, dan ease of use) (studi kasus : penyelenggaraan acara mice). https://e-journal.uajy.ac.id/29868/ safitri, m., & aziz, m. r. (2022). addie, sebuah model untuk pengembangan multimedia learning. jurnal pendidikan dasar, 3(2), 50–58. taufik rusmayana. (2021). model pemelajaran addie integrasi pedati di smk karisma bangsa sebagai pegganti praktek kerja lapangan di masa pandemi covid-19 (issue september 2016). ujang cepi barlian1,siti solekah2, p. r. (2022). implementasi kurikulum merdeka dalam meningkatkan mutu pendidikan. journal of educational and language research, 10(1), 1–52. https://doi.org/10.21608/pshj.2022.250026 zaman, u., koo, i., abbasi, s., raza, s., & qureshi, m. (2022). meet your digital twin in space? profiling international expat’s readiness for metaverse space travel, tech-savviness, covid-19 travel anxiety, and travel fear of missing out. sustainability, 14, 6441. https://doi.org/10.3390/su14116441 educatio : journal of education volume 9 , number 3, november 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) fostering healthy family relationships: overcoming toxic parents in the qur'an suprapto universitas ptiq jakarta supraptouij@gmail.com accepted: sept 28th 2024 reviewed: oct 18th 2024 published: nov 30th 2024 abstract this study explores the concept of "toxic parents" from the perspective of the al-qur'an, offering comprehensive solutions grounded in islamic teachings. using a qualitative research method, it generates descriptive data presented in verbal form. the qualitative approach includes data collection through observation, interviews, and document analysis, focusing on real-life experiences and contextual understanding. furthermore, the study employs the tafsir maudu‘i (thematic interpretation) method to analyse qur'anic verses related to parent-child relationships systematically. the tafsir maudu‘i method involves identifying relevant themes, gathering pertinent qur'anic verses, conducting contextual analysis, incorporating historical backgrounds, reasons for revelation (asbabun nuzul), and classical and contemporary interpretations. this approach enables an in-depth exploration of islamic principles addressing "toxic" behaviours in parenting. the results from the qualitative analysis reveal recurring themes and patterns in the data, highlighting key behaviours and attitudes that constitute "toxic parenting." the thematic interpretation of the qur'anic verses provides a cohesive understanding of the islamic perspective on maintaining healthy and ethical family relationships. the study concludes that the al-qur'an offers valuable guidance for preventing and addressing "toxic" parental behaviours, emphasising the importance of compassion, justice, and ethical conduct in fostering harmonious family dynamics. keywords: toxic parents, al-qur'an, tafsir maudu‘i, islamic family. by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction toxic parents or toxic parents, according to forward & buck, are parents who commit negative behaviour to children that leads to physical and psychological injuries that are embedded in the child and cause psychological trauma in the child.1 meanwhile, according to kusumoastuti, toxic parents are negative behaviour from parents to children that results in emotional damage to 1susan forward and craig buck, toxic parent: overcomig their hurtful legacy and reclaiming your life. new york: bantam book, 1989, hal. 17-18. http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ https://www.klikdokter.com/tag/toxic-parents https://www.klikdokter.com/tag/toxic-parents volume 9, number 3, november 2024| 183 the children they care for.2 these negative behaviours can be in the form of attitudes that demean or abuse children verbally, physically, and even sexually, and they are reluctant to compromise, take responsibility, or apologise to their children.3 this then causes a distance between the child and the parent, which is the cause of the disharmony in the relationship between the two.4 the behaviour of parents who are toxic to children in family relationships includes overcontrolling children, yelling at children, verbal violence, blaming and criticising children and being selfish.5 according to forward & buck, the practice of toxic parental restraint is to excessively punish children for disciplinary reasons, to get children involved in parental problems so that children tend to feel guilty when they want something, to pressure them psychologically and emotionally, and to bribe children in exchange for money.6 kusumawardhani explained that the leading cause of toxic parents is that parents cannot meet the needs of their children. parents only think that the needs of children are eating, drinking, staying at home, and going to school.7 but on the other hand, parents forget that children not only have physical needs but also emotional needs. for example, closeness and warmth with parents, talking from heart to heart between parents and children. this triggers various acts of violence that have the potential to cause disturbances in the psychological and mental condition of children.8 as for the long-term impact of toxic parents on children, mikulincer et al. stated that "toxic parents are those who demonstrate life and interaction styles that damage children's ability to form healthy connections with family members, friends, and partners".9 (parents who can be categorised as toxic are parents who implement lifestyles and interactions that can result in damage to children's ability to build healthy family relationships, as well as friends and partners). toxic parents, as mentioned above, indicate that parents have negative behaviours, which can cause emotional damage to the children they care for.10 the behaviour referred to as unfavourable can vary. some of them are the attitude of condescending or harassing children verbally, physically, and even sexually, reluctant to compromise, take responsibility, or apologise 2astrid wulan kusumoastuti, ”dampak pola asuh toxic parents pada tumbuh kembang anak”, dalam https://www.klikdokter.com/info-sehat/read/ 3618988/dampak-pola-asuh-toxic-parents-pada-tumbuh-kembang-anak, diakses pada, 2 september 2022. 3 i putu adi saskara dan ulio, "peran komunikasi keluarga dalam mengatasi toxic parents bagi kesehatan mental anak"…, hal. 126. 4sufiatin, "pola asuh orang tua toxic parents pada anak di youtube in middle of the blackhole (kajian semantik dan pragmatik)" dalam jurnal prosiding seminar nasional linguistik dan sastra (semantiks), 2021, hal. 689. 5edy, mendidik anak tanpa teriakan dan bentakan, jakarta: noura book publishing, 2020, hal. 85 6rianti & ahmad dahlan, “karakteristik toxic parenting anak dalam keluarga”, dalam jurnal diajar: jurnal pendidikan dan pembelajaran, vol. 1 no. 2 tahun 2022, hal. 194 7oktariani, "dampak toxic parents dalam kesehatan mental anak", dalam jurnal penelitian pendidikan, psikologi dan kesehatan, vol.2 no.3 tahun 2021, hal. 220. 8i putu adi saskara and ulio, "peran komunikasi keluarga dalam mengatasi toxic parent bagi kesehatan mental anak", dalam jurnal pratama widya: pendidikan anak usia dini, vol. 5 no. 2 tahun 2020, hal.126. 9hardiyanti pratiwi et.al. assessing the toxic levels in parenting behavior and coping strategies implemented during the covid-19 pandemic,” dalam jurnal jpud-jurnal pendidikan usia dini, vol. 14 no. 2 tahun 2020, hal.236. 10astrid wulan kusumoastuti, “dampak pola ash toxic parents pada tumbuh kembang anak”, dalam https://www.klikdokter.com/info-sehat/read/3618988/ dampak-pola-asuh-toxic-parents-pada-tumbuh-kembang-anak. diakses pada, 2 september 2022. https://www.klikdokter.com/tag/toxic-parents https://www.klikdokter.com/info-sehat/read/%203618988/dampak-pola-asuh-toxic-parents-pada-tumbuh-kembang-anak https://www.klikdokter.com/info-sehat/read/3618988/%20dampak-pola-asuh-toxic-parents-pada-tumbuh-kembang-anak volume 9, number 3, november 2024| 184 to their children,11 having excessive expectations for children's achievements, having selfish traits and lack of empathy, like to manage, exaggerate children's ugliness, always blame children, do not appreciate children's efforts, bring up children's mistakes.12 there is also the behaviour of often yelling at children and blaming them in conditions beyond the child's control. in addition, parents who are unable to fulfil their responsibilities are also included in toxic parenting.13 this is generally done by most parents who have a mental disorder or have an addiction.14 the cause of other toxic parents is due to dysfunctional families, where parents are unable and unable to carry out their obligations or even wholly run away from responsibility.15 dysfunctional families refer to family patterns generally associated with low health, well-being, happiness, and positive influences compared to other families.16 the characteristics of dysfunctional families include: first, the existence of emotional, physical, or sexual violence and domestic neglect from parents to children (child abuse) or violence between spouses (spouse abuse). neglect and violence in the family can hurt a child's soul and body. second, there is chronic drug and alcohol abuse. drug and alcohol use has an impact on high levels of domestic violence and low quality of parent-child relationships. third, certain conditions make it difficult for family members (parents) to fulfil their responsibilities to their children.17 difficulties in fulfilling these responsibilities are caused by several factors, including: 1. poverty does not provide individuals with adequate economic opportunities to improve their well-being, adequate education, and the hope of having a better future. 2. related to these poor conditions, family members become very vulnerable. they have almost no plans for the future, commit crimes (to earn a living), are unemployed and live on the streets. 3. experiencing severe illness or suffering from a mental disorder (depression or stress) so that the child is forced to take over parental duties and lose his childhood 4. poor parenting patterns from parents (toxic parents18), whose negative behaviour patterns are consistent and dominate children's lives, such as harming, hurting, and harassing their children and causing physical and psychological injuries that traumatise children. 11i putu adi saskara and ulio, "peran komunikasi keluarga dalam mengatasi toxic parents bagi kesehatan mental anak"…, hal. 126. 12shelfira carelina and maman suherman, “makna toxic parents di kalangan remaja kabaret sman 10 bandung”, dalam jurnal prosiding hubungan masyarakat, vol. 6 no. 2 tahun 2020, hal.381–384. 13astrid wulan kusumoastuti, “dampak pola ash toxic parents pada tumbuh kembang anak”, dalam https://www.klikdokter.com/info-sehat/read/3618988/ dampak-pola-asuh-toxic-parents-pada-tumbuh-kembang-anak. diakses pada, 2 september 2022. 14i putu adi saskara dan ulio, "peran komunikasi keluarga dalam mengatasi toxic parents bagi kesehatan mental anak" …, hal. 126. 15endang sri indrawati, et.al., profil keluarga disfungsional pada penyandang masalah sosial di kota semarang, dalam jurnal psikologi universitas diponegoro, vol.13 no.2 tahun 2014, hal.122 16ibid p.123. 17v.n.parillo, encyclopedia of social problem, sage publication: thousand oaks, 2008, hal.98. 18susan forward and craig buck, toxic parent: overcomig their hurtful legacy and reclaiming your life. new york: bantam book, 1989, hal. 17-18. https://www.klikdokter.com/info-sehat/read/3618988/%20dampak-pola-asuh-toxic-parents-pada-tumbuh-kembang-anak volume 9, number 3, november 2024| 185 poor parenting in the family can give birth to children whose needs are not met reasonably, both physical, spiritual, physical and social. this pattern will later give birth to delinquency problems in children and adolescents.19 according to ruqoith, some parents complain about child delinquency related to disobedience behaviour, children's tendency to evil, and children's disobedience to parents; children often violate values and morals and reject the rules taught by their parents.20 teachers and parents are filing many complaints regarding the behaviour of distraught teenagers.21 some of the teenagers' behaviours are brawls, the use of illegal drugs and liquor, bus hijacking, stabbing, sexual offences and other criminal acts. not a few parents are confused about the attitude of their teenage children who are starting to dare to launch protests or opposition, especially against the authority of parents who they consider to be shackled to their independence.22 parents at home, teachers at school, and society in general seem to have run out of ideas about how to overcome the crisis.23 while parents are the first madrasah for children, they should be at the forefront of educating them. the presence of a child born into a family is believed to bring a sense of happiness to the hearts of both parents, especially if the child has been waiting for his presence for a long time. but over time, many children grow up in a family environment where the condition of parents treats them harshly and arbitrarily and poisons the mental health of children, both physical and psychological.24 ibnul qayyim said that the damage to children is mostly triggered by parents, namely their indifference. in addition, parents do not teach their children the obligations and sunnah of religion and neglect children from an early age so that children do not reap the benefits from themselves, nor do they benefit their parents when they reach their old age.25 educating children is a considerable responsibility. unfortunately, not a few people neglect and underestimate this responsibility.26 parents often neglect and neglect their children's education. on the other hand, parents usually do not pay attention to and direct their children. every parent wants the best for their children. although, at first, parents intend to do something for the good of their children, their wishes often hurt their children's feelings. parents often toxicate excessive protection, excessively high expectations, and selfishness.27 this behaviour is, of course, hazardous 19endang sri indrawati, et.al., "profil keluarga disfungsional pada penyandang masalah sosial di kota semarang, dalam jurnal psikologi universitas diponegoro, vol.13 no.2 tahun 2014 ..., p.126. 20muhammad hasan ruqoith, sudahkah anda mendidik anak anda dengan benar (konsep mendidik anak dalam islam), diterjemahkan oleh luqman abdul jalal et.al. jakarta: cendekia sentra muslim, 2004, hal.103. 21ibid, p.103. 22 rahmatul ulfa aulia, "“kenakalan orang tua penyebab kenakalan remaja”, dalam jurnal at-taujih bingkai bimbingan dan konseling islami uin imam bonjol padang, vol.4 no.2 tahun 2018, hal.96. 23abudin nata, manajemen pendidikan, jakarta: kencana, 2007 cet ke-2,hal.215. 24oktariani, "dampak toxic parents dalam kesehatan mental anak", dalam jurnal penelitian pendidikan, psikologi dan kesehatan, vol.2 no. 3 tahun 2021, hal. 21.6 25his sonl qayyim al-jauziyah, tuhfatu al-maudud bi ahkam al-maulud, beirut: dar al-kutub al-arabi, 1422/ 2001m, hal. 139. 26muhammad bin ibrahim al-hamd, et.al., good parenting cara tepat dan benar mendidik anak, diterjemahkan oleh umar mujtahid dari judul at-taqshîr fî tarbiyatil awlãd: al-mazhãhir, subulul wiqãyah wal’ ilãj kaifa nurabby awlãdanã tarbiyatan islamiyyatan shahîhatan ath-tharîq ilãl waladish shãlih, kartasura: pqs sumber ilmu, 2020, hal.7 27editorial team, “mengenal toxic parents” dalam https://bamai.uma.ac.id/ 2022/09/ 28/mengenal-toxicparents/. diakses pada 3 desember 2022 https://bamai.uma.ac.id/%202022/09/%2028/mengenal-toxic-parents/ https://bamai.uma.ac.id/%202022/09/%2028/mengenal-toxic-parents/ volume 9, number 3, november 2024| 186 for the growth and development of children both physically and psychologically because it can damage and harm children. in general, to satisfy the needs and desires of parents, they often have the heart to commit sexual violence, physical violence, and verbal violence, including neglect of children.28 the qur'an and hadith have guided parents on how to raise children or parenting, which in arabic is called hashanah. hadhanah is derived from the word hidden, which means stomach, ribs, tight, or close. hence, the meaning of hashanah in the sentence "hatanah at-dairy paidahuthe " is that the bird is pinning the egg under its wings. hadhanah is the plural form of the word "ahdhan" or "hudhun", taken from the word "anonymous", which means a limb that is located or under the armpit.29 or another term, "putting something near your ribs or lap".30 this is the same thing done by a woman or mother who clings to her child because she wants to protect and love him.31 parents, both mothers and fathers, have the nature to take care of, educate, and nurture babies or small children who are not yet able to take care of and regulate themselves.32 the jurists argue that hashanah is the maintenance of children by providing something that makes them good, guarding against something that hurts and damages them, and educating them physically, spiritually, and intellectually so that they are able to stand alone to face life and shoulder responsibilities.33 this research seeks to examine the long-term impact of toxic parenting on children and how islamic teachings can guide parents to adopt a nurturing approach that supports the emotional, spiritual, and physical development of their children. this study addresses the following research questions: (1) what are the characteristics of toxic parenting as outlined in the qur'an? (2) how does toxic parenting affect children's psychological and emotional development? (3) what guidance does islamic teaching offer to prevent and address toxic parenting? methods this research uses a qualitative method. qualitative methods produce descriptive data, which are presented in qualitative form.34 meanwhile, the interpretation method used in this dissertation is the interpretation method maudu'i. this method was chosen because it can be used as a more comprehensive exploration of the concept of toxic parents in the qur'an. 28aya ummu najwa, toxic parents, penyakit tak disadari orang tua, https://narasipost. com/2021/09/26/toxicparents-penyakit-tak-disadari-orang-tua/. diakses pada 25 nopember 2022. 29ahmad warson munawwir, al-munawwir-kamus arab-indonesia, yogyakarta: ponpes al-munawwir, 2004, hal. 296. 30abdul rahman ghazali, fiqih munakahat, jakarta: prenadmedia, 2003, hal. 175. 31zulfan efendi, pelaksanaan eksekusi hak asuh anak hadhanah terhadap isteri yang keluar dari agama islam (murtad), bintan: stain sultan abdurrahaman press, 2019, hal. 17. 32rosita, et.al., hadhanah(pengasuhan dan pendidikan anak perspektif islam), bandung: widina bhakti persada bandung, 2023, hal. 1. 33ibid.hal 80. 34disarikan dari: mudji santoso, hakikat, peranan, jenis-jenis penelitian, serta pola penelitian pada pelita ke vi, dalam imran arifin (ed), penelitian kualitatif dalam bidang ilmu-ilmu sosial dan keagamaan, malang: kalimasanda, 1994, cet. i, hal. 13. lihat juga: koentjaraningrat, metode-metode penelitian masyarakat, jakarta: pt. gramedia, 1981, cet. iv. volume 9, number 3, november 2024| 187 the data in this study are a collection of information obtained from the field and used by the author as research material. this research is qualitative. therefore, the qualitative data referred to in this study are information data in verbal sentences, not in the form of numbers or symbols. data is collected from various sources, such as observations, interviews, and document analysis. observation can involve direct observation of family dynamics that have "toxic" characteristics. in-depth interviews are conducted with individuals who experience or relate to this phenomenon, while document analysis includes literature studies from tafsir books and other islamic sources. moreover, the data collected is analysed thematically. this means that researchers will look for recurring themes or patterns in the collected data, group similar information, and identify relationships between those themes. this analysis aims to develop a rich and contextual understanding of how the concept of "toxic parents" is understood from the perspective of the qur'an. result and discussion in islamic teachings, children are a mandate and also a gift that must be well-maintained35 and given by allah swt so that parents can fulfill obligations and be responsible for guiding the mandate. nurturing a family means educating them to recognise what is pleasing to run and what is terrible to abandon.36 in a hadith narrated by imam ibn majah from the companion of anas bin malik (r.a.), it is explained that: i told us that ali bin 'ayyasy narrated to us that sa'id bin 'umarah told us that i heard anas bin malik from the messenger of allah (saw), he said " :honor your children and improve their behaviour ". the hadith, according to al-sindi (d.1388 h.), has the understanding that glorifying children increases their love for their parents, while if children are not glorified (with affection and education), they will inevitably fall into moral vice.37 in an effort to produce a resilient and qualified next generation, parents must consistently and continuously work to nurture and educate their children physically and mentally until the child is mature and able to stand alone as a responsible human being. thus, parents, both fathers and mothers, must try to nurture and maintain their children.38 children can become what their parents dream of when they are well-educated and cared for. still, on the other hand, children can become a disaster for their parents with their various behaviours that are troublesome and even miserable for their parents if they are not adequately and appropriately educated by their parents.39 here, we can understand that both parents' piety and 35rianti & ahmad dahlan, “karakteristik toxic parenting anak dalam keluarga”, dalam jurnal diajar: jurnal pendidikan dan pembelajaran, vol. 1, no. 2 , 2022, hal. 190 36hasan syamsi, kaifa turabbî abnã’aka fî hãdzaz-zamãn,terj. umar mujtahid, modern islamic parenting…, hal. 12. 37abul al-hasan muhammad bin abdul al-hadi nur ad-din al-sindi, , hadits prophet, dalam https://hadith prophet.com/hadith-44989.html. diakses pada 3 desember 2022. 38nurul fadilah, urgensi parenting perspektif hadis, uin sultan maulana banten, hal.3, dalam https://id.scribd.com/document/505515384/bagi-jurnal-hadis-tematik-nurul-fadilah. diakses pada 3 desember 2022. 39miftahul huda & muhammad idris, nalar pendidikan anak, yogyakarta: ar-ruzz media, 2008, hal. 77. volume 9, number 3, november 2024| 188 good deeds significantly impact educating and disciplining children to do good, as well as shaping the intelligence of the child's soul.40 the family is generally a living environment for everyone for the first time. hurlock argues that the family is a "training center" for instilling values (including religious values).41 the environment in which the individual lives in the family will have a great influence on his meeting his basic needs to gain knowledge, develop an attitude, and develop skills in and for life.42 in this case, the parent's role is central and dramatically influences children's growth and development, both directly and indirectly. the family's success in instilling virtue values (character) in children highly depends on the parenting style that parents use.43 education presented in the family will be the primary foundation as an effort made to provide education as a whole. if the education provided can be done properly and correctly by parents, then later it will be able to be a provision for education after both formal and non-formal education.44 on the other hand, the house is very likely to be the opposite place; instilling values in children will not work effectively when parents are often angry at their children's mistakes, both at home and outside the house.45 children will feel more relaxed and comfortable with the house conditions as above. they will try to find an environment that is considered comfortable and feels better for them, but it is often dangerous for children. uncomfortable home conditions will undoubtedly make children stressed, and they will try to find fun that can entertain them through gadgets, smoking, motorcycle gangs, promiscuity or other things that make parents regret.46 parents must pay attention to their children's religious attitudes. according to darajat, children's religious conditions will develop in line with their psychological development. this religious spirit is proliferating with the increase in knowledge about religion.47 the way to create a child's religious soul, according to tafsir, can go through several steps, namely: 1. condition the life in the household with the life of a muslim in every way. 2. since childhood, children are often taken to mosques and participate in prayers, even though they have not carried them out properly. 3. hold recitation at home, prayer room or mosque. 4. our children are put in a flash pesantren during school holidays. 40pathil abror, “konsep pola asuh orang tua dalam al-qur’an (studi ayat-ayat komunikasi orang tua dan anak)” dalam jurnal syamil, vol.4 no.1, 2016, hal. 68. 41e.b. hurlock, psikologi perkembangan suatu pendekatan sepanjang rentang kehidupan, jakarta: erlangga, 1997, hal. 89. 42tim pengembang ilmu pendidikan fip-upi, ilmu dan aplikasi pendidikan: bagian 4 pendidikan lintas bidang, bandung, pt. imperial bhakti utama, 2007, hal. 89. 43pathil abror, " konsep pola asuh orang tua dalam al-qur’an (studi ayat-ayat komunikasi orang tua dan anak)” dalam jurnal syamil, vol.4 no.1, 2016, hal. 66 44nurul fadilah, urgensi parenting perspektif hadis, uin sultan maulana banten, hal.4, dalam https://id.scribd.com/document/505515384/bagi-jurnal-hadis-tematik-nurul-fadilah. diakses pada 3 desember 2022. 45m. syafi'i saragih, mendidik anak tanpa marah, panduan tarbiyah untuk orang tua dan guru, sukoharjo: assalam publishing, 2019, hal. 9. 46ibid p. 9. 47zakiyah darajat, ilmu jiwa agama, jakarta: bulan bintang, 1976, hal.4 volume 9, number 3, november 2024| 189 5. involve children in every religious event in the village, such as ramadan, zakat fitrah committee, eid al-fitr, eid al-qurban committee, and so on.48 in addition, darajat explained that several aspects of islamic education must be applied to a child, including faith education, the application of morals, harmony of the soul, and a sense of beauty, as well as in society.49 according to haiti, along with the modernisation of science and technology, the cultivation of religious aspects is emphasised even more, such as reading the qur'an, instilling the proper sense of faith (aqidah), habituation in worship, forming commendable morals, and developing the spirit of plurality and work skills.50 parents' actions in ignoring and exercising children's rights are included in fraud and betrayal. loving children by educating and caring for them as best as possible is part of fulfilling the mandate of allah swt. children are entrustments and mandates that must be maintained, educated and maintained. still, if parents do not carry this out, they can be categorised as a person who neglects their obligations and includes acts of betrayal of what allah has given. said allah swt. in the qur'an o you who believe, do not betray allah and the messenger (muhammad) and do not betray the commissions entrusted to you while you know. and know that your treasure and your children are only a temptation and indeed in the sight of allah is a great reward (q.s.al-anfal/8:27-28). amanah etymologically comes from the arabic language in the form of mashdar, namely amānah, which is taken from the word amina, which means "to feel safe" and "to believe".51 it also means something entrusted to someone, unlike the word khiyānah. in indonesia, amanah means a message or order. according to the al-munawir dictionary, amānah means everything allah commands his servants.52 amanah is one of the indonesian languages that has been translated from arabic. in the indonesian dictionary, the word that indicates the meaning of trust uses two words: amanah or mandate.53 the word "amanah", stated in the qur'anul karim, means keeping promises and responsibilities.54 meanwhile, ibrahim mustafa, an expert in the qur'an, explained that amanah contains the meaning of repayment and entrustment.55 so trust can be defined as entrusting something to someone because they believe and feel that what is entrusted will be safe, accompanied by the belief that something entrusted will be well guarded and maintained, and when 48ahmad tafsir, ilmu pendidikan dalam perspektif islam, bandung: rosdakarya, 1984, hal.188. 49zakiyah darajat, ilmu jiwa agama..., hal. 5. 50nurul fadilah, urgensi parenting perspektif hadis“, uin sultan maulana banten, hal.5, dalam https://id.scribd.com/document/505515384/bagi-jurnal-hadis-tematik-nurul-fadilah. diakses pada 3 desember 2022. 51m. quraish shihab, tafsir al-misbah pesan, kesan dan keserasian al-qur'an, vol.5, jakarta: lentera hati, 2002, hal. 423. 52ahmad warson munawir, kamus al-munawwir arab-indonesia terlengkap, surabaya: pustaka progresif, 1997, hal. 41. 53tim penyusun kamus pusat bahasa, kamus bahasa indonesia, jakarta: pusat bahasa departemen pendidikan nasional, 2008, hal. 48 54abbas mahmud al-aqqad, manusia diungkap al-qur`an diterjemahkan oleh tim penerjemah pustaka firdaus dari buku berjudul al-insãn fi al-qur`an, jakarta: pustaka firdaus, 1991, hal. 45-50 55m. quraish shihab, ensiklopedi al-qur`an kajian kosakata, jakarta: lentera hati, 2007, hal. 83. volume 9, number 3, november 2024| 190 asked to return, the trust is not lacking, not damaged and remains as it was when entrusted to him.56 table 1. toxic parents style classification examples of behaviour indifference not talking to the child unless necessary, ignoring the child's needs, not taking care of them, not providing protection and lack of instruction with the child. humiliation insulting, ridiculing, mentioning inappropriate names, making them childish, opposing their identity, the dignity and self-esteem of children, treating and so on. isolation keeping children away from their friends, cutting off contact with other people, confining children and so on. rejection rejecting or ignoring the presence of children, not appreciating children's ideas and achievements, and discriminating against children. terror (terror) this can cause scary situations for children, worries, and so on. discussion in arabic, the word method is expressed in various ways. sometimes, the word al horizon, which means way, manhaj, which means a system, and al wasilah, which means intermediary or mediator, is used. nasih ulwan, nasih ulwan's children's education figure, prefers to use the last word, al wasilah. according to him, the word is very influential in shaping children's personalities.57 methods can be likened to tools that can be used to achieve goals. a tool will only be effective if its use is adjusted to its function and capacity.58 however, it can also be said that methods are all used in educational efforts.59 ulwan developed islamic education methods to obtain adequate methods. a wise educator is looking for a more practical alternative method by applying an influential educational basis to mentally and morally prepare children to achieve perfect maturity, have broad insights, and have an integral personality. nasih ulwan concluded that there are five methods of education, namely: 1. education by example (al qudwah). 2. education with concrete habituation/experience (al adah). 3. education with advice/reprimand (al mauidzah) 4. education with attention (al mulahadzah) 5. education with punishment (al uqubah) the following are details of the explanation of the various nasih ulwan education methods: 1) education by example (al qudwah). a perfect and systematic educational curriculum has been created with a clear plan for development according to the child's talents and potential. however, it is undisputable that a curriculum like this still requires a realistic educational pattern exemplified by an educator through 56m. quraish shihab, tafsir al-misbah pesan, kesan dan keserasian al-qur'an…, hal. 423. 57abdullah nasih ulwan, tarbiyah al aulad fi al islam, beirut: dar as saalam, 1978, p. 632. 58syahidin, metode pendidikan qur’ani teori dan praktek, jakarta: misaka ghazali, 1999, hal. 39. 59dindin jamaludin, , metode pendidikan anak (teori dan praktik), bandung: pustaka al fikriis, 2010, volume 9, number 3, november 2024| 191 educational behaviour and methods. that is what allah swt is for. he sent the prophet muhammad (saw) as his servant and messenger to be an example for humanity in realising the goal of islamic education through his word. indeed, in the messenger of allah, there is a good example for all of you, namely the one who always hopes for allah and the last day and remembers allah as much as possible (al-ahzab/33:21) aisyah r.a. herself has mentioned that the prophet's morals are the qur'an because his personality, character, behaviour, and interaction with humans embody the essence of the qur'an, ethics, and its laws in a practical, humane, and dynamic way. more than that, his morals embody the foundation and educational methods contained in the qur'an.60 according to nasih ulwan, the success of the education world needs a good example. there must also be a good example to attract attention, as well as the main morals embraced by community leaders and those who can pass on suitable lessons to the next generation.61 it is also appropriate that the current generation of muslims, in addition to giving a good example, noble morals, good behaviour, and commendable qualities to others so that they become full of guidance, illuminating the sun, calling for goodness and existence, be the cause in the spread of eternal islamic treatises. education by example means education by providing examples, both in the form of behaviour, traits, ways of thinking, and so on. 2) education with concrete habits/experience (al 'adah) habituation is the process of cultivating habits (habits), which are ways of acting that are almost automatic (almost unaware of the perpetrator).62nasih ulwan connects this method of habituation with human nature. as stated by allah swt, children are created from birth with a pure monotheistic nature, true religion, and faith in allah. "the nature of allah that he has created man has no change in the creation of allah, that is a straight religion, but most people do not know it (q.s.ar-rum/30:30) from here, it appears that habituation, teaching, and education are crucial for the growth and development of children in finding pure monotheism, noble ethics, noble spirituality, and upright religious ethics.63 habituation in religious education should begin as early as possible. the prophet (peace and blessings of allaah be upon him) instructed educators to tell children to perform prayers when they were seven.64according to ahmad tafsir, the essence of habituation is repetition. if the teacher enters the classroom to say a greeting, it has been interpreted as an effort to get used to it. if a student enters the classroom without saying a greeting, the teacher reminds them that he should give a greeting when entering the room. this is also a way to get used to it.65 3) education with advice/reprimand (al mauidzah) 60abdurrahman al-nahlawi, usus at tarbiyah al islamiyah wa turuqu tadrisiha, damsyiq: darul fikr, 1995, hal.266. 61abdullah nasih ulwan, tarbiyah al aulad fi al islam juz 2..., p. 172. 62m. d. dahlan, prinsip-prinsip dan tehnik belajar, bandung: fip ikip, 1979, hal. 7. 63abdullah nasih ulwan, tarbiyah al aulad fi al islam juz 2..., hal. 172. 64ramayulis, metodologi pengajaran agama islam, jakarta: kalam mulia, 2001, hal. 99. 65ahmad tafsir, ilmu pendidikan dalam perspektif islam, bandung: rosda karya, 2006, hal. 144. volume 9, number 3, november 2024| 192 advice is an educational method that is quite effective in shaping a person's faith, morals, soul, and social sense. giving advice can also provide great benefits and changes, making a person's heart aware of the essence of something and encouraging him to behave well and think positively.66 education with advice is the education of the child with advice and giving him important advice because advice and advice have a considerable influence in opening children's eyes to the awareness of the essence of something, encouraging them to noble dignity and dignity, adorning them with noble morals, and equipping them with islamic principles.67 giving advice is one of the essential methods in islamic education. with this educational method, teachers can instil a good influence in the soul if it is used in a way that can knock on the recesses of the soul through the right door. this educational method has a vast opportunity to direct students to various goodness and benefits and the goodness of the community and the people. the advice should be born from a sincere heart, meaning that the educator tries to create an impression for his students that he has good intentions and cares deeply about the good of the students. this is what makes the advice well received by the person who is advised.68 educators who give sincere advice should avoid all forms of riya' and selflessness so as not to tarnish their sincerity so that their educational authority and influence on the soul of students are lost because advice can soften the heart and encourage charity. influential counsel opens its way into the soul directly through feelings. he moves it and shakes its contents for a specific time, just like a beggar who tries to awaken his consciousness so that it envelops his whole body, but if it is not awakened, his consciousness will sink again. clear and actionable advice is advice that can hang on to feelings and not let them fall to the bottom and die motionless.69 the qur'an itself is full of advice and guidance that influence the soul and heart. the difference between the heart and the soul is that the heart is explained as synonymous with spirituality. sincerity, goodwill, compassion, and everything related to spirituality come from the heart. 4) education with attention/supervision (al mulahadzah) with its universal principles and eternal rules, islam commands parents and educators to constantly watch and supervise their children in all aspects of life. it has been agreed that paying attention to and supervising children carried out by educators is the most essential principle of education. children will always be under the attention and supervision of education if educators always pay attention to all their movements, words, deeds and orientations.70 education with attention is always an effort to devote full attention and follow the development of the child's faith and morals. supervise and pay attention to mental and social readiness, and always ask about physical education and scientific ability.71 66senata adi prasetya, "“pentingnya metode nasihat dalam pendidikan islam”, dalam https://tafsiralquran.id/tafsir-tarbawi-2-pentingnya-metode-nasihat-dalam-pendidikan-islam/. diakses pada 1 juni 2023. 67abdullah nasih ulwan, tarbiyah al aulad fi al islam juz 2…, hal. 208. 68muhammad munir mirsa, at tarbiyah al islamiyah wa tatowwaruha fil biladil ‘arabiyah, kairo: al kam al kutub, 1977, hal. 197. 69nur uhbiyati, ilmu pendidikan islam, bandung: pustaka setia, 1998, hal. 197. 70tim redaktur, „tanggung jawab pendidikan seksual“, dalam http://genderi. org/tanggung-jawab-pendidikanseksual.html?page=5. diakses pada 1 juni 2023. 71abdullah nasih ulwan, tarbiyah al aulad fi al islam juz 2..., hal. 274. https://tafsiralquran.id/tafsir-tarbawi-2-pentingnya-metode-nasihat-dalam-pendidikan-islam/ volume 9, number 3, november 2024| 193 kamal defines supervision as an observation process that aims to supervise the implementation of an educational program, both its activities and results from the beginning to the end, by collecting data continuously so that suitable material is obtained to be used as a basis for the evaluation process or priority improvement in the future if necessary.72 the method of education with attention is considered the strongest principle in forming a whole human being by fulfilling the rights of everyone who has rights in life, including being encouraged to fulfil his responsibilities and obligations perfectly. according to raharjo, islam, with its universality, eternal principles and rules, instructs parents and educators to pay attention to and consistently follow and control their children in all universal life and education.73 god said, o you who believe, protect yourselves and your families from the fire of hell whose fuel is man and stone" (at tahrim/66):6) the prophet (saw) used attention as a method of education in various forms. among others, in social, moral, spiritual, and physical education, we warn about what haram is in educating young children and giving guidance to adults and gentle da'wah education to others. 5) education with punishment (al uqubah) islam has shari'a laws whose principles are universal. shari'a law maintains the overall order of life. five things are protected by islamic law: religion, soul, honour, intellect, and property.74 all islamic laws aim to preserve this whole. the shari'ah has put various punishments to prevent violations of these laws. these punishments are known in the shari'ah as hudud and ta'zir. hudud is a punishment determined by the shari'ah that must be carried out because of allah.75 ta'zir is a punishment that allah does not determine for every vice, and there is no limit or kafarat. in the qur'an, allah swt. has mentioned several hadas (hudud) in islam, including the hadh for apostasy (leaving islam), the had, the had, the had the punishment given in place can encourage students to avoid doing things that harm them. punishment is the last resort given by educators when there is no other way to awaken them from mistakes, negligence and laziness. the punishment displayed should not be detrimental or harmful to the person concerned. therefore, before giving punishment, no matter how light, a reprimand and warning are needed to make them aware not to repeat acts that harm themselves and their learning environment. every educator needs to remember that every time a punishment is given, it is necessary to take a psychological approach to the person concerned to improve the psychological atmosphere between the educator and the student so that a harmonious relationship between the two parties re-emerges as a result of the disruption of the inner relationship due to the punishment given by the educator. 72kamal muhammad isa, manajemen pendidikan islam, jakarta:fika hati aneska, 1994, hal.163 73rahardjo, pemikiran pendidikan islam, kajian tokoh klasik dan kontemporer, yogyakarta: pustaka pelajar, 1999, hal. 71 74ahmad atabik dan ahmad burhanuddin, “konsep nasih ulwan tentang pendidikan anak”, dalam jurnal elementary vol. 3 no. 2 tahun 2015, hal. 293 75abdullah nashih ulwan, pedoman pendidikan anak dalam islam, jilid 2, diterjemahkan oleh saifullah kamalie, hery noer ali, asy syifa’, semarang: 1981, hal. 147. volume 9, number 3, november 2024| 194 most islamic education experts, including ibn sina, al abdari, and ibn kholdun, forbade educators from using punishment methods except in emergencies. he should not use the blow except after issuing threats and warnings and commanding those who are respected to approach him or to be able to change.76 meanwhile, muhammad qutub said that if examples and advice are not available, there must be firm action to put the problem in the right place. strict action is a punishment.77 meanwhile, nashih ulwan offers its method of punishing children, namely, the punishment given should be carried out with full tenderness adjusted to the child's age and development, maintaining the character of children who make mistakes in giving punishment, and using levels in giving punishment ranging from the lightest to the severest.78 conclusion in islamic teachings, children are considered a divine mandate and a precious gift from allah swt, requiring careful nurturing and guidance by their parents. the hadith narrated by anas bin malik emphasises honouring children and improving their manners, as failing can lead children to moral vice. this highlights parents' critical role in nurturing, educating, and maintaining their children's physical and mental well-being until they are mature and responsible. the family is the primary environment for instilling values, including religious values, significantly influencing children's growth and development. the type of parenting applied is pivotal in shaping children's character and behaviour. practical education in the family sets the foundation for formal and non-formal education, helping children develop a robust and responsible personality. conversely, a hostile home environment, marked by anger and neglect, can lead to stress and problematic behaviours in children, pushing them to seek solace in potentially harmful environments. parents are responsible for nurturing their children's religious attitudes, which evolve with their psychological development. developing a child's religious soul includes integrating islamic practices into daily life, encouraging participation in spiritual activities, and providing religious education through various means, such as recitations, mosque visits, and involvement in community events. this religious upbringing is crucial in developing faith, morals, and a sense of responsibility. neglecting children's rights and failing to provide proper education and care are considered acts of betrayal against the divine mandate entrusted to parents. the qur'an underscores the importance of maintaining trust and fulfilling responsibilities towards children, warning against the temptation of wealth and offspring that can lead to moral downfall. nasih ulwan identifies five key educational methods in islamic upbringing: education by example (al qudwah), education through concrete habits (al adah), education with advice (al mauidzah), education with attention (al mulahadzah), and education with punishment (al uqubah). 76ibid p. 314. 77muhammad qutub, manhaj tarbiyah al islamiyah, cairo: dar asy syuruq, t.th, hal. 341. 78abdullah nashih ulwan, pedoman pendidikan anak dalam islam, jilid 2, diterjemahkan oleh saifullah kamalie, hery noer ali, asy syifa’, …, hal. 147. volume 9, number 3, november 2024| 195 these methods provide a comprehensive framework for instilling values, ethics, and discipline in children, ensuring their holistic development. reference abror, pathil. 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"pola asuh orang tua toxic parents pada anak di youtube in middle of the blackhole (kajian semantik dan pragmatik)." jurnal prosiding seminar nasional linguistik dan sastra (semantiks), 2021, hal. 689. volume 9, number 3, november 2024| 197 syamsi, hasan. kaifa turabbî abnã’aka fî hãdzaz-zamãn. terj. umar mujtahid. modern islamic parenting. tim pengembang ilmu pendidikan fip-upi. ilmu dan aplikasi pendidikan: bagian 4 pendidikan lintas bidang. bandung: pt. imperial bhakti utama, 2007. educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) from university to the world of work: a higher education curriculum response taurayi stephen nyagope school accounting, faculty of business economics and sciences, nelson mandela university, south campus, port elizabeth, south africa taurayi.nyagope@mandela.ac.za accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract graduate employability remains a critical challenge in higher education, with increasing concerns about whether universities adequately equip students for the workforce. employers often highlight deficiencies in essential workplace skills, including practical knowledge, emotional intelligence, and adaptability, while scholars debate whether the issue stems from an overemphasis on theoretical knowledge or a misalignment between academic outcomes and industry demands. this study critically examines both perspectives by utilizing a mixed-methods approach, combining a literature review, employer surveys, and case studies. the research explores how higher education curricula can bridge the gap between academic knowledge and professional skills. key findings emphasize the importance of work-integrated learning (wil), internships, and soft skills training, though challenges remain in ensuring their accessibility, integration, and relevance within diverse educational contexts. the study also addresses the impact of evolving labor market dynamics, such as automation, digital transformation, and globalization, on graduate employability. based on these findings, the study advocates for a balanced curriculum that integrates theoretical knowledge with practical skills, emphasizing interdisciplinary learning and adaptability. recommendations include enhancing university-employer collaborations, expanding experiential learning opportunities, and fostering digital literacy, with a focus on preparing graduates for lifelong learning in an everevolving job market. keywords: graduate employability, work-readiness, higher education curriculum, skills gap, workintegrated learning (wil) by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the concept of graduate employability has become a focal point in the discourse surrounding higher education, as universities face increasing scrutiny regarding their ability to adequately prepare students for the challenges of the workforce. despite the critical role higher http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2025| 41 education plays in shaping the future workforce, employers consistently report that graduates are insufficiently equipped with the necessary skills to succeed in the workplace. these shortcomings often extend to both technical competencies and non-technical attributes, such as emotional intelligence, interpersonal communication, flexibility, and problem-solving abilities 1. this disconnect between the academic preparation of students and the expectations of employers has sparked an ongoing debate about the purpose and effectiveness of higher education in the modern world. a central issue in this debate is the apparent misalignment between the skills cultivated in higher education and those required in the labor market. some scholars argue that universities prioritize theoretical knowledge, often at the expense of practical application, which leaves graduates underprepared for the demands of the workplace 2. others contend that the problem is not with the content of academic programs, but with the broader context of labor market dynamics, including changing employer expectations, automation, and globalization 3. in particular, the rapid technological advancements and the transformation of work through automation and digitalization have raised questions about the relevance of traditional higher education models and their ability to keep pace with evolving labor market needs 4. consequently, the concept of "workreadiness" has come to the forefront of discussions, with employers emphasizing the need for graduates who possess both specialized technical skills and broad competencies that can be applied in an ever-changing work environment. despite efforts to address these concerns through the incorporation of work-integrated learning (wil) programs, internships, and soft skills training, challenges remain in integrating these components effectively into curricula 5. wil programs, although recognized for their potential to bridge the theory-practice gap, often suffer from uneven implementation and limited access, particularly for students in less-resourced institutions or disciplines. similarly, the integration of soft skills into academic programs is often criticized for being too generic or inadequately aligned with industry needs 6. this underscores the need for a more holistic approach to curriculum design 1 lovemore c gwiriri et al., “unpacking the ‘emergent farmer’concept in agrarian reform: evidence from livestock farmers in south africa,” development and change 50, no. 6 (2019): 1664–1686; robert hassan, the condition of digitality: a post-modern marxism for the practice of digital life, the condition of digitality: a post-modern marxism for the practice of digital life, 2020. 2 m abelha fernandes, s., mesquita, d., seabra, f., & ferreira-oliveira, a. t., “graduate employability and competence development in higher education—a systematic literature review using prisma,” sustainability, 12(15), 5900 (n.d.). 3 jonathan a. plucker and carolyn m. callahan, critical issues and practices in gifted education, critical issues and practices in gifted education, 2021. 4 j burgess & connell, j., “new technology and work: exploring the challenges,” the economic and labour relations review, 31(3), 310-323 (n.d.); m akour & alenezi, m., “higher education future in the era of digital transformation,” education sciences, 12(11), 784 (n.d.). 5 d jackson & cook, e. j., “benefits of work-integrated learning for students,” in the routledge international handbook of work-integrated learning (pp. 93-112). routledge (n.d.); k aprile sladen, i., & stellar, j., “benefits of workintegrated learning for educational institutions,” in the routledge international handbook of work-integrated learning (pp. 131-144). routledge (n.d.); mahsusi et al., “achieving excellence: the role of digital transformation in madrasah management and islamic culture,” cogent arts and humanities (2024). 6 t juhász horváth-csikós, g., & gáspár, t., “gap analysis of future employee and employer on soft skills,” human systems management, 42(5), 527-542 (n.d.). volume 9, number 1, may 2025| 42 that integrates theoretical rigor with practical competencies, including digital literacy, adaptability, and interdisciplinary learning. this research aims to critically examine the factors contributing to the gap between higher education curricula and the expectations of the labor market. by synthesizing existing literature, employer surveys, and case studies, this study seeks to assess the effectiveness of current educational practices in fostering graduate employability. the research adopts a qualitative approach that involves an in-depth analysis of curriculum frameworks, focusing on the integration of practical experiences and soft skills development within higher education programs. the study will also consider the impact of global labor market trends, such as automation and digital transformation, on the competencies required for future employment. the significance of this research lies in its potential to inform curricular reforms that will better prepare graduates for the challenges of a rapidly changing job market. given the increasing emphasis on employability outcomes, this study offers valuable insights into how universities can evolve their curricula to better align with the dynamic needs of employers and the broader socioeconomic landscape. by identifying strategies to enhance the relevance and accessibility of workintegrated learning, digital literacy, and interdisciplinary education, this study aims to contribute to the development of a more adaptable, resilient, and future-ready workforce. method this study employs a mixed-methods approach, combining both qualitative and quantitative research techniques to examine the gap between higher education curricula and graduate employability. the research aims to explore the alignment between the academic preparation of graduates and the expectations of employers, focusing on the effectiveness of work-integrated learning (wil), internships, and soft skills training in enhancing employability. this section outlines the participant description, data collection methods, data analysis procedures, study limitations, and ethical considerations. participant description the participants in this study include two key groups: university students and employers. the student participants are graduates and final-year students from various disciplines at universities that offer both theoretical and practical components in their curriculum. the selection criteria for students involved individuals who had recently completed internships or participated in wil programs. a total of 200 students from diverse academic backgrounds (engineering, business, social sciences, and information technology) were selected through a purposive sampling method. the employer participants were representatives from companies in sectors such as technology, finance, healthcare, and education. these employers were chosen based on their involvement in recruitment practices and their willingness to provide feedback on the preparedness of graduates. a total of 50 employers, including human resource managers, recruitment officers, and department heads, participated in the study. volume 9, number 1, may 2025| 43 data collection methods 1. surveys and questionnaires surveys were distributed to both student and employer participants to gather quantitative data on perceived employability and skills gaps. the student survey focused on their selfassessment of job-readiness, the relevance of the skills acquired through their academic programs, and the perceived effectiveness of wil experiences. the employer survey inquired about the importance of specific skills (e.g., technical expertise, problem-solving, adaptability, communication) in their recruitment processes and the extent to which graduates demonstrated these skills. the surveys used likert-scale questions, open-ended questions, and multiple-choice formats to capture both quantitative and qualitative insights. the surveys were designed to ensure clarity and relevance, with pilot testing conducted with a smaller sample group to refine the instruments. the reliability of the survey instruments was confirmed through a cronbach’s alpha coefficient, yielding a score of 0.87, indicating good internal consistency. 2. interviews semi-structured interviews were conducted with a subset of 20 student participants and 15 employers. the purpose of these interviews was to obtain in-depth qualitative data regarding personal experiences with employability, curriculum design, and the perceived effectiveness of practical learning opportunities. the interviews were audio-recorded, transcribed verbatim, and analyzed thematically to identify recurring themes and patterns regarding employability perceptions. 3. document review the study also involved the analysis of university curricula, internship reports, and employer feedback documents to assess the extent to which academic programs align with the skills required by employers. curriculum documents were reviewed for evidence of work-integrated learning and soft skills training components. data analysis procedures 1. quantitative data analysis quantitative data from the surveys were analyzed using descriptive statistics, including mean scores and frequency distributions, to provide an overview of the trends in student and employer responses. statistical analysis was performed using spss version 25 to determine any significant differences between student self-perceptions and employer assessments of graduate employability. a paired t-test was used to compare the perceived importance of various skills by both groups, while regression analysis was employed to examine the factors most predictive of employability. 2. qualitative data analysis the qualitative data from the interviews were analyzed using thematic analysis, a widely accepted method for identifying and interpreting patterns in textual data 7. the analysis followed a six-phase process: data familiarization, generating initial codes, searching for themes, reviewing 7 virginia braun and victoria clarke, “using thematic analysis in psychology,” qualitative research in psychology 3, no. 2 (2006): 77–101, http://dx.doi.org/10.1191/1478088706qp063oa. volume 9, number 1, may 2025| 44 themes, defining and naming themes, and producing the final report. nvivo software was used to assist with coding and theme identification. study limitations while the study provides valuable insights into the relationship between higher education curricula and graduate employability, several limitations must be acknowledged. first, the sample size, although sufficient for the purposes of this study, may not fully represent all sectors of the labor market or the diverse experiences of students from different cultural and educational backgrounds. future research could expand the sample size and include a broader range of industries. additionally, the self-reported nature of the surveys may introduce response bias, as students may overestimate their preparedness for the workforce, and employers may hold differing views based on their unique organizational needs. furthermore, the study's reliance on cross-sectional data limits its ability to capture longitudinal trends in employability over time. reliability and validity to ensure the reliability and validity of the data collection instruments, the surveys and interview guides were developed based on established frameworks of employability (e.g., tomlinson, 2017). the instruments were pre-tested to identify potential issues and refine the questions for clarity and relevance. additionally, the thematic analysis followed established procedures for coding and theme development, ensuring consistency and rigor in the interpretation of qualitative data. the use of multiple data sources (surveys, interviews, and document reviews) enhances the triangulation of findings, increasing the credibility and robustness of the study's conclusions. results and discussion the results of the study are derived from a combination of quantitative survey data, qualitative interview responses, and curriculum document analysis, which provide a detailed assessment of graduate employability in relation to higher education curricula. the findings are presented in three major sections: the self-assessments of students, the evaluations of employers, and the analysis of curriculum content. survey results: student self-assessment vs. employer expectations 1. student self-assessment of employability the survey responses from 200 students revealed that the majority, 78%, considered themselves adequately prepared for the workforce. however, when asked about the specific skills required by employers, 68% acknowledged a significant gap in practical skills. in particular, 42% of students reported lacking project management skills, 38% felt their technological skills were insufficient, and 35% cited a lack of effective communication skills. a deeper dive into the responses of students who participated in work-integrated learning (wil) programs showed that 82% of them felt better prepared for employment, highlighting the positive impact of practical, hands-on learning experiences. this group expressed greater confidence in their ability to apply volume 9, number 1, may 2025| 45 academic knowledge to real-world settings, especially in complex problem-solving situations. 2. employer assessments of graduate employability employer feedback was less optimistic, with only 60% of employers believing that graduates possessed the technical expertise required for the roles they were hired for. however, a higher percentage, 75%, emphasized the importance of soft skills—particularly adaptability, teamwork, emotional intelligence, and problem-solving abilities. employers reported a concern that graduates, although technically proficient, struggled with navigating real-world business challenges. many employers indicated that they found graduates lacking in the ability to manage projects, work collaboratively in diverse teams, and respond to evolving situations. the demand for these competencies aligns with literature that emphasizes the growing importance of soft skills in the workplace 8. employers also cited the need for stronger employer-university partnerships, with 70% agreeing that structured wil programs could greatly enhance the employability of graduates, although they noted the variable quality and access to such programs across institutions. 3. curriculum review findings the curriculum document review revealed a significant gap between the theoretical focus of academic programs and the practical skills employers expect from graduates. of the 20 curricula analyzed, 60% focused heavily on theoretical knowledge with limited opportunities for students to engage in experiential learning. only 45% of the curricula included structured opportunities to develop soft skills, such as communication and problem-solving, which employers indicated as essential. the curriculum review further revealed that while some universities had incorporated elements of wil, these opportunities were often informal or not integrated into the core curriculum, affecting the overall exposure of students to real-world challenges. discussion the findings of this study highlight the complex and multifaceted nature of graduate employability in higher education. by comparing the perceptions of students, employers, and the analysis of curriculum content, the study provides valuable insights into the alignment between academic training and the skills required by the labor market. this section critically engages with these findings, comparing them with existing literature and theoretical frameworks to contextualize the results and provide deeper understanding. the discussion is organized around key themes that emerged from the data, including the disconnect between student self-assessments and employer expectations, the critical importance of soft skills, and the role of work-integrated learning (wil) programs. student self-assessment vs. employer expectations: a perceived gap in work-readiness a central finding of this study is the significant gap between how students perceive their preparedness for the workforce and how employers assess their employability. while 78% of 8 tankiso moloi and tshilidzi marwala, “introduction to artificial intelligence in economics and finance theories,” advanced information and knowledge processing, 2020; marcia kosanovich, beth phillips, and karli willis, “professional learning community: emergent literacy. participant guide. module 4: oral language (sessions 1012). rel 2021-045.,” regional educational laboratory southeast (2020). volume 9, number 1, may 2025| 46 students felt ready for employment, only 60% of employers agreed, highlighting a fundamental discrepancy in the way graduates and employers perceive the skills needed to succeed in the workplace. this finding aligns with existing research by tomlinson 9 , who suggested that students often overestimate their work-readiness due to a limited understanding of the specific competencies required by employers. this gap between student self-assessment and employer evaluation is also explained by bennett 10, who argued that universities often fail to bridge the theoretical knowledge imparted to students with practical skills needed in real-world settings. employers in this study expressed concerns about graduates’ inability to apply theoretical knowledge effectively to practical, problemsolving scenarios. a critical issue raised by employers was the lack of job-specific skills, such as advanced project management and technical competence, despite students’ confidence in their readiness. moreover, this finding speaks to a larger issue in the education sector: the mismatch between the supply of graduates and the demand for job-specific skills in the labor market. this misalignment may be exacerbated by rapidly changing industries and job roles, particularly in sectors undergoing significant transformation due to technological advancements and globalization 11. the discrepancy between student self-perceptions and employer expectations thus underscores the need for curriculum reforms that better align academic training with industry demands. the growing importance of soft skills the study's findings reinforce the growing consensus in the literature regarding the increasing importance of soft skills in graduate employability. employers in this study consistently highlighted the need for graduates to demonstrate adaptability, emotional intelligence, teamwork, and effective communication skills. these findings are consistent with phillips et al. 12 , who found that employers place increasing value on these non-technical attributes, particularly as the nature of work evolves. soft skills are increasingly viewed as essential for navigating the complexities of modern workplaces, which are characterized by rapid technological advancements and dynamic, collaborative environments. this trend is supported by the literature, which suggests that technical competencies alone are insufficient for long-term career success. according to fugate et al. 13, while technical skills are necessary for getting hired, soft skills are what allow employees to thrive in their roles, adapt to changes, and collaborate effectively in diverse teams. however, the results of this study also point to a significant gap in the way these skills are 9 brian tomlinson, “materials development for language learning and teaching,” language teaching 45, no. 2 (2012): 143–179; brian tomlinson, developing materials for language teaching (a&c black, 2003). 10 abdul majir, maximus tamur, and eliterius sennen, “writing scientific papers: exploring the difficulties of madrasah teachers in indonesia,” turkish international journal of special education and guidance & counselling (tijseg) issn: 1300-7432 (2021). 11 burgess & connell, j., “new technology and work: exploring the challenges.” 12 moloi and marwala, “introduction to artificial intelligence in economics and finance theories.” 13 m fugate van der heijden, b., de vos, a., forrier, a., & de cuyper, n., “is what’s past prologue? a review and agenda for contemporary employability research,” academy of management annals, 15(1), 266-298 (n.d.). volume 9, number 1, may 2025| 47 incorporated into higher education curricula. only 45% of the curricula analyzed included structured opportunities for soft skills training, such as communication, problem-solving, and teamwork. this is a critical finding, as it suggests that while employers increasingly demand these skills, universities are not adequately preparing students in this regard. this gap in the curriculum is consistent with earlier research by juhász et al. 14, who noted that soft skills training in universities is often informal and insufficiently integrated into the core curriculum. given that soft skills are central to graduates’ ability to navigate the challenges of the modern workforce, universities must prioritize their integration into academic programs. developing robust soft skills training programs, supported by both theoretical frameworks and experiential learning opportunities, could enhance graduate employability significantly. work-integrated learning (wil) and its impact on employability one of the most striking findings of this study is the positive impact of work-integrated learning (wil) on graduate employability. students who participated in wil programs reported feeling better prepared for the workforce, with 82% of wil participants expressing greater confidence in their ability to apply academic knowledge in real-world settings. employers, too, recognized the value of wil, with 70% agreeing that these programs significantly enhance employability by equipping graduates with practical skills and industry experience. these findings align with a growing body of literature that supports the value of wil in preparing students for the workforce 15. the literature suggests that wil programs provide students with a unique opportunity to gain firsthand experience in their chosen fields, develop industry-specific competencies, and build professional networks that enhance their career prospects. wil programs also offer students a deeper understanding of the complexities and expectations of the labor market, helping them transition more seamlessly from education to employment. however, the study also highlighted challenges in the implementation of wil programs. while wil is recognized as valuable, employers and students both pointed to inconsistencies in the quality and accessibility of these programs across different institutions. this finding echoes the concerns raised by aprile et al. 16, who argued that the effectiveness of wil programs is often contingent on the resources and partnerships available to universities. ensuring that wil programs are accessible, well-structured, and integrated into the core curriculum should be a priority for higher education institutions seeking to improve graduate employability. implications for curriculum development and university-employer collaboration the results of this study have several important implications for curriculum development in higher education. first, universities must integrate practical, real-world learning experiences into 14 juhász horváth-csikós, g., & gáspár, t., “gap analysis of future employee and employer on soft skills.” 15 janet van niekerk, andriette bekker, and mohammad arashi, “matrix-variate beta generator developments and application,” journal of the iranian statistical society 20, no. 1 (2021): 289–306, http://dx.doi.org/10.52547/jirss.20.1.289; jackson & cook, e. j., “benefits of work-integrated learning for students.” 16 aprile sladen, i., & stellar, j., “benefits of work-integrated learning for educational institutions.” volume 9, number 1, may 2025| 48 academic programs to ensure that students are better equipped to meet employer expectations. this could involve expanding opportunities for wil, internships, and industry partnerships, which would allow students to gain hands-on experience and develop the skills necessary to succeed in the workforce. additionally, curricula should place greater emphasis on soft skills, such as communication, problem-solving, and emotional intelligence, which are increasingly prioritized by employers. furthermore, there is a need for stronger collaboration between universities and industries to ensure that curricula are aligned with the evolving demands of the labor market. employers should be involved in curriculum design and assessment processes to ensure that the skills they require are effectively incorporated into academic programs. establishing ongoing dialogue between academia and industry would facilitate the creation of more relevant, adaptive, and futurefocused curricula. limitations and areas for future research while this study provides valuable insights into the relationship between higher education curricula and graduate employability, there are several limitations that must be addressed in future research. first, the study focused on a specific sample of students and employers in particular industries, which may not fully represent the diversity of the labor market or the experiences of students in other sectors. future research should consider a broader range of disciplines and industries to gain a more comprehensive understanding of employability challenges. additionally, the cross-sectional nature of this study limits its ability to capture long-term trends in graduate employability. longitudinal studies that track the career trajectories of graduates over time would provide more in-depth insights into the factors that contribute to sustained career success. the findings of this study underscore the critical role of higher education in shaping graduate employability. the disconnect between student self-assessments and employer expectations highlights the need for curriculum reforms that integrate practical skills, soft skills, and workintegrated learning opportunities. by strengthening university-industry collaborations and ensuring that curricula are responsive to the changing needs of the labor market, universities can better prepare graduates for the challenges of the modern workforce. conclusion the findings of this study underscore the complexity of the relationship between higher education curricula and graduate employability. while the prevailing narrative often criticizes universities for inadequately preparing graduates for the workforce, this research demonstrates that the issue is multifaceted, involving a range of factors such as industry-specific demands, technological advancements, and shifting labor market dynamics. the study highlights that while current curricula excel in fostering critical thinking and theoretical knowledge, they fall short in preparing students with the practical skills and interdisciplinary approaches that are essential for success in the modern job market. volume 9, number 1, may 2025| 49 the results of this study emphasize the critical need for curricular reform to better align academic training with employer expectations. specifically, the integration of work-integrated learning (wil), internships, and soft skills training is essential for bridging the gap between theory and practice. furthermore, the study demonstrates that while a ‘work-readiness’ agenda in higher education is valuable, it must be framed within a broader educational vision that emphasizes lifelong learning, adaptability, and innovation. graduates must be equipped not only with jobspecific skills but also with the ability to navigate an unpredictable and rapidly changing global workforce. the implications of these findings are far-reaching for both educational practice and policy. universities must adapt to the evolving demands of the labor market by strengthening collaboration with employers to ensure curricula are responsive to industry needs. practical recommendations include expanding wil programs, enhancing the integration of soft skills training, and fostering interdisciplinary learning opportunities. these efforts will enable universities to produce graduates who are not only job-ready but also resilient and adaptable in the face of future challenges. future research should explore the long-term impact of these curriculum reforms on graduate employment outcomes, particularly through longitudinal studies that track graduates over time. further investigations into the effectiveness of different types of wil programs, as well as their scalability across diverse institutions and disciplines, are also warranted. moreover, research could examine the role of digital literacy and the evolving nature of skills demanded by employers in emerging industries, which were not fully addressed in this study. addressing graduate employability requires a holistic approach that integrates theoretical learning with practical, real-world experiences. by rethinking curriculum design, fostering stronger university-employer partnerships, and preparing graduates for lifelong learning, higher education institutions can enhance the employability and adaptability of their students, ensuring they are equipped to thrive in an increasingly complex and competitive job market. reference abelha fernandes, s., mesquita, d., seabra, f., & ferreira-oliveira, a. t., m. “graduate employability and competence development in higher education—a systematic literature review using prisma.” sustainability, 12(15), 5900 (n.d.). akour & alenezi, m., m. “higher education future in the era of digital transformation.” education sciences, 12(11), 784 (n.d.). aprile sladen, i., & stellar, j., k. “benefits of work-integrated learning for educational institutions.” in the routledge international handbook of work-integrated learning (pp. 131-144). routledge (n.d.). braun, virginia, and victoria clarke. “using thematic analysis in psychology.” qualitative research in psychology 3, no. 2 (2006): 77–101. http://dx.doi.org/10.1191/1478088706qp063oa. burgess & connell, j., j. “new technology and work: exploring the challenges.” the economic and labour relations review, 31(3), 310-323 (n.d.). fugate van der heijden, b., de vos, a., forrier, a., & de cuyper, n., m. “is what’s past prologue? a review and agenda for contemporary employability research.” academy of management annals, 15(1), 266-298 (n.d.). gwiriri, lovemore c, james bennett, cletos mapiye, and sara burbi. “unpacking the ‘emergent farmer’concept in agrarian reform: evidence from livestock farmers in south africa.” development and change 50, no. 6 (2019): 1664–1686. volume 9, number 1, may 2025| 50 hassan, robert. the condition of digitality: a post-modern marxism for the practice of digital life. the condition of digitality: a post-modern marxism for the practice of digital life, 2020. jackson & cook, e. j., d. “benefits of work-integrated learning for students.” in the routledge international handbook of work-integrated learning (pp. 93-112). routledge (n.d.). juhász horváth-csikós, g., & gáspár, t., t. “gap analysis of future employee and employer on soft skills.” human systems management, 42(5), 527-542 (n.d.). kosanovich, marcia, beth phillips, and karli willis. “professional learning community: emergent literacy. participant guide. module 4: oral language (sessions 10-12). rel 2021-045.” regional educational laboratory southeast (2020). mahsusi, syihaabul hudaa, mustofa fahmi, kusen, novi diah haryanti, and muh barid nizarudin wajdi. “achieving excellence: the role of digital transformation in madrasah management and islamic culture.” cogent arts and humanities (2024). majir, abdul, maximus tamur, and eliterius sennen. “writing scientific papers: exploring the difficulties of madrasah teachers in indonesia.” turkish international journal of special education and guidance & counselling (tijseg) issn: 1300-7432 (2021). moloi, tankiso, and tshilidzi marwala. “introduction to artificial intelligence in economics and finance theories.” advanced information and knowledge processing, 2020. niekerk, janet van, andriette bekker, and mohammad arashi. “matrix-variate beta generator developments and application.” journal of the iranian statistical society 20, no. 1 (2021): 289–306. http://dx.doi.org/10.52547/jirss.20.1.289. plucker, jonathan a., and carolyn m. callahan. critical issues and practices in gifted education. critical issues and practices in gifted education, 2021. tomlinson, brian. developing materials for language teaching. a&c black, 2003. ———. “materials development for language learning and teaching.” language teaching 45, no. 2 (2012): 143–179. educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z bridging the digital divide: the role of female principals in advancing 4ir in rural south african education thembi busisiwe nkosi1, zvisine moyo2 university of johannesburg, nkosi.thembi1@gmail.com1, zvisineim@uj.ac.za2 accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: women principals in rural public primary schools have proven themselves to be the change agents despite the numerous constraints in leading the fourth industrial revolution (4ir) in their schools. the purpose of this study was to describe the efforts of women principals leading the 4ir in public rural elementary schools in south africa. the findings showed that all the respondents had started to integrate 4ir in both administrative and curriculum-related activities although their schools were in the early phases of the 4ir. they indicated that there had been continuous progress in 4ir as teachers and learners are using more e-learning materials, online sites, tablets, smart boards and wi-fi to support teaching and learning and in managing the school. in administration, the principals have introduced digital solutions to support school operations such as the south african schools administration and management system (sa-sams) and data driven district (ddd) systems for administrative purposes, emails and social media for communications, and data analysis to keep track of learners’ performance. the women principals are also teaming up with various stakeholders who can assist in this direction such as their sgbs, technologically knowledgeable young teachers, parents, business and community partners. the principals have also shown themselves to be creative and resilient in the face of limited infrastructure and skills development for teachers and themselves. they are committed to continuous learning and professional development and demonstrate this through their development of a culture of innovation and questioning, as well as actively encouraging and facilitating their staff to be upskilled in ways which connect with 4ir skills. the women principals clearly demonstrated their influential roles by inspiring stakeholders to actively participate in the 4ir. keyword: fourth industrial revolution, female principals, personalised learning, digital skills, digital communication introduction this study is fundamentally grounded in the escalating momentum and profound implications of the fourth industrial revolution, a phenomenon revolutionising education globally and necessitating adaptive and transformative measures even within under-resourced rural public primary schools in south africa. the contextual background of this study is anchored in the reality that these schools, historically grappling with infrastructure deficits and multifaceted challenges, are now at a critical juncture where the integration of 4ir technologies and pedagogies is not just an option but an imperative for improving teaching, learning, and school management mailto:nkosi.thembi1@gmail.com1 mailto:zvisineim@uj.ac.za thembi busisiwe nkosi, zvisine moyo bridging the digital divide: the role of female principals in advancing 4ir in rural south african education volume 9, number 2, november 2025 | 263 zzzzzz practices. the latest findings by mataboge (2024) and wilmot (2024) have highlighted the instrumental role of school leadership, particularly female principals, in spearheading digital transformation in such contexts. this study aligns with the current literature that increasingly acknowledges the centrality of 4ir in education, the specific barriers to its adoption in under-resourced environments, and the unique contributions of female leadership in this domain. it is conducted in a climate where the slow but steady adoption of 4ir tools, such as e-learning systems, interactive whiteboards, wi-fi access, and tablets, is becoming more prevalent in rural schools as principals and teachers strive to equip learners with essential 21st-century skills and prepare them for a digitalised future. these technologies are also being recognised as critical for developing skills relevant to the knowledge economy. female principals are noted to be particularly resourceful in overcoming challenges through initiatives such as fundraising, engaging with school governing bodies (sgbs) to garner support, and focusing on capacity building for teachers and themselves in the use of 4ir tools to support teaching and learning. this is further echoed in recent literature by ugwu et al. (2025), which emphasises leadership, teacher capacity, and community engagement as key factors in technology adoption in resource-constrained settings. the research question is: how do female principals in rural public primary schools lead the adoption and integration of 4ir technologies, and what are the leadership strategies and challenges that characterise their experiences in resource-constrained educational settings? the need for this study is underscored by the fact that while some progress is being made in integrating 4ir in rural schools, challenges such as lack of training, limited access to devices, and infrastructural issues still impede full adoption. despite these challenges, the resilience and commitment of female principals are making a difference, gradually transforming their schools and better preparing their learners for the future. critical feminist theory is the chosen framework to explore the research problem on women school leaders integrating 4ir technologies in rural public primary schools. in particular, the critical feminist lens requires a focus on gender oppression and gender-specific experiences to be explored when documenting female leaders’ trajectories in this specific educational setting to contend with its patriarchal hierarchy and social practices that are not necessarily favouring them (ferritto, 2024; liu et al, 2022). critical feminist theory’s attention to experiential epistemology allows female principals to share their own story and counter-stories to narrate their experiences, advocate for gender-equal and inclusive leadership. in addition, it provides important lessons on the intersections between gender, geography and technology and what they intersect with in terms of leadership positions and experiences among rural women in education (fuller, 2021; moorosi et al., 2018). critical feminist theory in its tradition dates to the first half of the 20th century. simone de beauvoir, kate millett and julia kristeva and others united and began speaking out against patriarchy, on behalf of women (mullinax et al., 2018). critical feminist theory is often characterised by others as disunity in principles and being subjective in values. but the attention to oppressed voices is only as useful as the practical ways it can lead to taking up how the female principals experience their context (allen, 2023). in elevating such voices, critical feminist theory demonstrates the consequences of gendered hierarchies in the school for female principals. the role of critical feminist theory is also to help the researchers historicalise and contextualise policy and the unique needs and experiences of women in leadership roles with a specific attention to thembi busisiwe nkosi, zvisine moyo bridging the digital divide: the role of female principals in advancing 4ir in rural south african education volume 9, number 2, november 2025 | 264 zzzzzz systemic issues that limit their ability to successfully implement 4ir technologies (marshall, 2020; pasque & nicholson, 2023). when using critical feminist theory, in the case of the rural public primary school, we are able to more precisely understand the oppression and the pain they encounter; by this better appreciate their efforts and, as a result, do the most justice to their stories and catalyse the radical change required to build an egalitarian education. methods the study anchored in the interpretivist perspective and used qualitative approaches to provide the description of the different lives of women principals at rural primary schools in south africa. hermeneutical interpretivism and phenomenology also lent an appreciation of subjective meanings, which were based on identity and culture, in the researchers’ interpretation of social experiences (sileyew, 2019; rosenthal, 2018). axiology, also known as the theory of value in research, highlighted the personal nature of the study since one of the researcher’s narratives of her social problems as a woman principal was from her lived experiences. such an interpretivist model was fit to express the nuances of women principals’ 4ir experiences (creswell & creswell, 2018). the epistemology, however, was emic in nature and rested on the participants to help understand their world (nieuwenhuis, 2016). the study used qualitative methods to help the researchers to understand how these principals put 4ir practices in their schools into practice. interviews and document analysis allowed the researchers to observe the nuances in their experiences which are essential to how the principals see their role with the 4ir-new technologies (groenewald, 2004; poth, 2018). the use of phenomenological strategies such as semi-structured interviews made it easy for the researchers to unearth rich narratives of female principals’ personal challenges and success stories. this in-depth study provides useful findings to the policymakers and explain how the female principals could be better supported in their ventures for them to make a meaningful change in rural education in south africa (hennink et al., 2020; neubauer et al., 2019). data analysis was done with the hermeneutic circle method that involved reading and thinking of data in a circle to learn new information (burns & peacock, 2018; vieira & de queiroz, 2017). this is done by reading the entire text and interrogating each sentence to iron out contradictions and derive meaning (grondin, 2015; de queiroz, 2017). the authors went through the interviews’ transcripts and document reviews to draw out picture statements that the researcher considered relevant to the research questions (dangal, 2021; vieira & de queiroz, 2017). the researchers then organised the relevant information into concepts, which were organised into meaning units that described aspects of the phenomenon as understood by the participants (dangal, 2021; van manen, 2023). a constant search of other ways of understanding allowed a closer analysis of how the female school principals encountered and interpreted the phenomenon (dangal, 2021; van manen, 2023). eventually, an all-inclusive description emerged from this process, which unified multiple meanings unearthed in the study (alase, 2017; dangal, 2021). the researchers recruited 20 female principals at rural public primary schools in mpumalanga province, who were running coding and robotics classes in their schools, using convenience sampling. this non-probability sampling design was employed because the participants were easily accessible, but the design had a randomisation biases (etikan et al., 2016; simkus, 2022). qualitative research must be trustworthy if it is to fully capture the participants’ experience (shenton, 2004). lincoln and guba’s (1985) trustworthiness criteria that include credibility, transferability, reliability and confirmability were used. credibility called for using existent data collection approaches like audio recording of interviews and member checking interpretations thembi busisiwe nkosi, zvisine moyo bridging the digital divide: the role of female principals in advancing 4ir in rural south african education volume 9, number 2, november 2025 | 265 zzzzzz (bertram & christiansen, 2014). transferability demanded more contextual details so that the readers could tell if the findings could be applied to their own situation (amin et al., 2020). dependability is about keeping a record of the research process so that similar exercises could be done, and confirmability is about being objective by grounding the findings in the participants’ experience (amin et al., 2020; shenton, 2004). the steps taken to make the interview transcripts trustworthy included obtaining the transcripts from good sources that had audio recordings and also using the standardised questioning procedures (bertram & christiansen, 2014). in addition, the provision of enough background about the study context will help the readers to place the findings into the context (l. haven & van grootel, 2019). documentation of the study will allow future researchers to repeat or cross-reference findings from other studies (hancock et al, 2021). research must be ethical to maintain the dignity of the participants and also ensure that obligations to the participants and the scientific community are met (mirza et al., 2023). when the researcher addresses sensitive issues in a manner that is acceptable to participants following ethical protocols, trust is built and the research integrity is maintained (israel & hay, 2006). ethical issues included informed consent, confidentiality and anonymity and cultural tolerance (creswell & creswell, 2018). in this regard, the approval of the university ethics committee and that of the mpumalanga department of education was sought. the participants signed the privacy-ensuring consent forms and were also told that they had the right to withdraw their consent at any time (parveen & showkat, 2017; agunloye, 2019). the researchers also communicated to the participants about the progress of the study and provided them with copies of their responses once the data had been collected (mirza et al., 2023). result and discussion result all the respondents agreed that they had commenced instituting 4ir facilities in academic administration and curriculum, but they still are in initial stage of implementation. participant one asserted: “my school is almost there through the assistance of the department and other initiatives taken by the school and the sgb” (l61-l62). participant two concurred by stating: “i see our school adopting the fourth industrial revolution by incorporating advanced technologies in the teaching and learning process” (l25-l26). participant three affirmed by saying: “my school has started with the implementation of 4ir, we are getting there” (l18-l19). participant 11 indicated that she is gradually implementing the 4ir, but expect faster developments, especially transition to a paperless educational system: “in terms of 4ir implementation, my school is taking it one step at a time. however, i would love to see more progress in integrating 4ir into our educational system, particularly in terms of becoming paperless through the use of tablets” (l23-l25). although rural primary schools are making consistent strides in adopting the 4ir, they still have substantial tasks ahead to fully realise their vision of a technologically advanced educational setting. participant four articulated: “in terms of where our school stands in relation to fourth industrial revolution implementation, i would say we are making steady progress but still have a way to go to fully realise our vision” (l36-l38). female principals revealed that their schools, as innovative schools, are staying at the cutting edge of the advent of the 4ir by introducing 4ir innovations on a daily basis by incorporating elearning, interactive whiteboards, wi-fi connectivity and other digital solutions into teaching and learning. participant fourteen narrated: “i see my school as being at the forefront of this thembi busisiwe nkosi, zvisine moyo bridging the digital divide: the role of female principals in advancing 4ir in rural south african education volume 9, number 2, november 2025 | 266 zzzzzz technological revolution. we have already started to integrate 4ir technologies, such as electronic learning, whiteboard lessons presentation the internet wi-fi connection into our daily operations” (l38-l41). participant sixteen claimed that these technologies were employed to facilitate teaching and learning processes, enabling teachers to provide more targeted and personalised lessons aligned with the annual teaching plan (atp). consequently, this led to improved student learning outcomes. “i use 4th industrial revolution to improve teaching and learning process. with the assistance of online learning platforms and also computer skills, i assist teachers in teaching and learning process and also can provide specific focus lesson than the annual teaching plan (atp)” (l43-l47). participant twenty reported that her school is implementing an advanced information technology programme called edulution. the purpose of this programme is to engage learners in an online interactive learning process using tablets, so enhancing their digital and academic growth. she claimed: “we have an ict programme running which is called edulution which learners are being taught and learn through tablets” (l35-l36). the female school leaders are very enthusiastic about the opportunities provided by the tablets and expressed their willingness to experiment and innovate in using digital skills in the classroom, despite the limited resources they had to work with. participant three narrated: “we have also made concerted efforts to equip our classrooms and learning spaces with the necessary 4ir tools and infrastructure things like interactive smartboards, tablets, virtual reality headsets, and 3d printers have become integral parts of the learning experience” (l37 – l41). rural schools are endeavouring to shift from antiquated manual procedures for duties such as creating schedules, maintaining attendance records, submitting leave applications, and facilitating communication to more streamlined and technologically advanced techniques. participant five contended: “our school is trying to shift from the old ways of doing things where things like mark schedules, registers, leave application, mails, messages and other administrative duties were done manually” (l23-l25). female principals express a good evaluation of their schools’ efforts as they proficiently utilise tablets to teach computer skills and guide learners in conducting research utilising their smartphones. participant six elucidated: “in terms of rating, i can rate good, the school uses tablets to teach learners computer skills. learners are being taught on how to google information in their smart phones” (l30-l31). female heads of rural public primary schools mention mandatory reform to gain technological know-how to sufficiently motivate and inspire their learners, while also applying fiscal resourcefulness to obtain the necessary technological infrastructure and resources required to implement 4ir in their schools. participant three outlined: “as female leader in rural public primary schools we have to upgrade our technological skills and knowledge in order to motivate our learners and we have to raise funds for our schools in order to build technological infrastructure and buy technological resources” (l380 – l383). these female principals acknowledge that, in the digital age, computer literacy is essential, especially for them as principals, in order to use sophisticated systems. participant five explicated: “i need to be computer literate in order to be able to use 4ir as my school is using sa-sams and ddd” (l32 – l33). the female school leaders indicated that the responsibility for their personal professional technological development depends on themselves to maintain their relevance in their career. participant one specified: “on the mathematics, science and technology (mst) issue, after thembi busisiwe nkosi, zvisine moyo bridging the digital divide: the role of female principals in advancing 4ir in rural south african education volume 9, number 2, november 2025 | 267 zzzzzz realising that i was not getting help after the edu-boards and tablets were delivered and stayed in the school for more than a year, still waiting for training which ended up not coming, i did a "try and error" method” (l167-l169). participants receive hands-on access to sa-sams’s various modules that help them to participate in online courses that help them fine-tune emerging skills in the application of the 4ir in their schools. participant five declared: “i navigate through the different modules of sa-sams. i attend online courses that are offered by ddd teams in order to implement 4ir” (l33 – l35). the participants recognise that, as managers of the institutions, they also have the responsibility to improve the socio-pedagogical skills of the teaching staff in order to meet the requirements of the 4ir. participant one narrated: “for the effective use of the gadgets, the school saw the need to capacitate all teachers with basic computer skills for those who were computer illiterate by organising an official from the district office to come and assist the teachers in the computer centre” (l67-l70). participant three noted the necessity for teachers to be motivated to attend seminars and training regularly as she stated as follows: “the teachers must be encouraged to upgrade themselves too and attend workshops from time to time” (l383–l385). the female principals as instructional leaders showed understanding that they must ensure that the 4ir amenities are integrated into classroom instruction and learning. participant three articulated: “this has translated to more innovative and technology-enabled instructional practices in the classroom” (l44-l46). participant two supported the idea by emphasising the use of digital tools to enable personalised learning as well as the opportunity to be digitally literate and prepared to excel in a digitalised world: “i encourage teachers to use digital tools for enhanced individualised learning, developing the digital literacy of learners and preparing them for future technological advances” (l26-l29). participants one and eleven indicated that they make sure that every learner has at least one lesson on the computer per week; this is integrated into the school timetable to allow every grade to access at least one educational programme. participant 11 declared: “at our school, all learners have computer lessons that are included in the school timetable, with each grade attending for one hour per week to use educational programmes like matific and reading eggs” (l47-l49). participant one echoed: “the school computer centre is fully functional, and learners from grade r to grade 7 are given an opportunity to use a computer once a week” (l70-l71). rural public primary schools use tablets to teach learners how to search for information online using their smartphones. they also use overhead projectors to broadcast content lessons, receive training on how to build skills among their staff members, and schedule other extracurricular activities. participant six elaborated: the school uses tablets to teach learners computer skills. learners are being taught on how to google information in their smart phones. the school has overhead projectors that are used to teach the learners different contents, capacity building to the staff and extra mural activities (l31l33). one participant stated that they install educational programmes on the parents' mobile devices. participant 11 claimed: “additionally, learners bring their cellphones once at the beginning of the year for the installation of these programs, allowing them to continue working at home and during holidays” (l40-l41). the participant stated that her school is at the forefront of the digital revolution by transforming its classrooms into interactive learning environments, equipped with smart boards, thembi busisiwe nkosi, zvisine moyo bridging the digital divide: the role of female principals in advancing 4ir in rural south african education volume 9, number 2, november 2025 | 268 zzzzzz tablets, and specialist instructional software to enhance learner involvement and learning efficacy. participant sixteen narrated: “our school is marching along the pathway into a thoroughly digitalised classroom where digital hardware such as smart boards, tablets and educational software are used to enhance the learning experience of our learners” (l31-l33). the female leaders understand that many technologies have different purposes to promote teaching and learning in the classroom. participant two articulated: “two of our 27 classrooms have smart boards, but teachers use tablets and the few laptops in the staffroom to access and download teaching resources using the school's wi-fi connection” (l47 – l48). many participants stated that they are utilising technological advancements as a way to communicate with staff and the wider school community. participant one claimed: “we all have smartphones where communications are sent via whatsapp and emails” (l87-l88). participant five supported by stating: “communicating through emails, holding online meetings, and utilising whatsapp, enables cost-effective and efficient communication” (l104 – l105). some female school leasers created school’s facebook page as well as whatsapp group to engage with learners’ and parents’ concerns, and where they share photographs and send quarterly performance, acknowledging top achievers. participant six delineated: “i created face book page where i communicate learners’ issues with the parents. i even created a whatsapp group where i use to communicate with parents. in that whatsapp i also send best performers on quarterly basis” (l37l40). as part of the document analysis, i verified the facebook page and found that it does exist and it is up-to-date. i further viewed their schools’ whatsapp groups, only to find that they are active. all the study participants reported that using emails and whatsapp had helped to improve their communication efficiency with the circuits and districts. participant eleven articulated: “communication with the circuit or district has also become more efficient through the use of emails and whatsapp” (l35-l36). technology in rural schools has made it easy for the school administration and the supervision of learners' performance. participant two elaborated: “as a female principal in a rural public primary school, i utilise the 4ir advancements by integrating digital tools into administrative processes and fostering an atmosphere of innovation among staff and learners” (l36-l39). the principals pointed out the importance and virtue of properly using sa-sams for collecting complete school data and for applying ddd for tracking academic progress in order to improve academic performance. participant five explained: “being able to utilise sa-sams for capturing all the school data, and ddd for tracking academic performance with the aim of improving results, are valuable skills” (l100–l102). hence, the female principals are regularly reminding and encouraging their teachers to enter learners’ marks on sa-sams. this has turned the activity from a nag to a fun activity that the schools’ staff now love to do. the female principals also encourage the teachers to use the continuing professional teacher development (cptd) portal where they can enter their professional development activities and supply evidence of what they are doing to continue learning and developing. participant one depicted: i also encourage my teachers to punch learners' marks into the sasams, as it is the responsibility of the teacher to record marks, which forces them to use the computers, and they now enjoy it. i further encouraged them to use the cptd portal to put in their professional development plan and to report to the system about any development activity they partake in (l162-l166). thembi busisiwe nkosi, zvisine moyo bridging the digital divide: the role of female principals in advancing 4ir in rural south african education volume 9, number 2, november 2025 | 269 zzzzzz by getting quotes for school procurement from online proposals or a telephone and email the school governing body (sgb) saves time and travelling expenses, also, when it comes to paying of goods and services with the use of online banking. participant one asserted: “the sgb saves money for traveling to get three quotations for the procurement of school needs; they request quotations online or make calls or emails and get them via email. payments of goods are done online through online banking, no more traveling” (l236-l239). participant five holds the same view as she indicated that using electronic transfer for school funds and fee collection, getting quotes online, shopping online and paying electronically makes the financial administration more efficient. “performing eft on the school finances, requesting quotations online, purchasing online, and making payments electronically, streamline financial management” (l102 – l104). participant eighteen emphasised that her school's confidence in its specialist educators and efficient operations staff has prepared them to adopt the technologies of the 4ir. she believes that her school is capable of achieving greater level of success and continuing to make educational advancements in the future. she stated as follows: “in our school we are equipped, we have skilled educators, we have skilled admin clerk. with the 4ir i think our school is going to do more in the coming years” (l32-l34). by establishing collaborations with the sgb, the principals successfully implemented digitalisation in their schools. this was achieved by distributing laptops to the senior management team, equipping the administrative office with suitable gadgets and tools, and enhancing connectivity for all teachers to facilitate faster and more efficient workflow. participant nineteen explained: “together with the sgb, we have made sure that all smt members have laptops for administrative duties, the administration office is equipped with all necessary devices such as computers, laptops, wi-fi, photocopying machines, and laminators for certificates, and all teachers have access to the internet” (l25-l28). female school principals reported that they make good use of the technologies that assist them in the schoolwork and save time in a better way. participant one elaborated: we use sa-sams for the entire administration of the school, recording of formal assessment activities, attendance of teachers and learners, progress reports, analysis, and teachers' qualifications and specializations, and many more administrative activities. as school management team (smt), we use the ddd to view data and use the analysis when developing self school evaluation (sse), school improvement plan (sip), subject improvement plan (l117 – l122). participants utilise the conveniences of the 4ir to promote innovation within the educational community. participant two narrated: “as a female principal in a rural public primary school, i utilise the 4ir advancements by integrating digital tools into administrative processes and fostering an atmosphere of innovation among staff and learners” (l36 – l39). all participants reported that they had switched over from manual to completely digital routines for school records. participant three claimed: “we have transitioned to a fully digitised, cloud-based platform that allows us to seamlessly track and access student data, from enrollment to attendance to academic performance” (l247 – l249). participants use the ddd to track the performance of their schools and to access all school data captured through the sasams. participant five affirmed: “being able to utilise sa-sams for capturing all the school data, and data driven districts for tracking academic performance with the aim of improving results, are valuable skills” (l100 – l102). the digital documents accessed thembi busisiwe nkosi, zvisine moyo bridging the digital divide: the role of female principals in advancing 4ir in rural south african education volume 9, number 2, november 2025 | 270 zzzzzz on sasams, including attendance records, were consistently updated. the participants confirmed that they regularly upload data on the attendance of both learners and staff members every friday. the reports on learner performance obtained from the ddd serve as evidence of the participants' utilisation of the ddd. the process of employees apps for leave and getting approvals by higher-level authorities has been transformed to a digital one, replacing the need by any paperwork. participant five contended: “our teachers are trained on the usage of e-leave for leave application. this allows teachers send their leave application from anywhere without waiting until they get back at work” (l39-l41). participant five reiterated by indicating that teachers can apply for leave online, and other information can be sent and received via email and this also saves time for teachers on the administrative work. she stated as follows: “this allows teachers send their leave application from anywhere without waiting until they get back at work. we are able to send and receive emails” (l39-l41). the e-leave page for both participants were viewed and they were found up to date, with records of leaves taken by the principals, teachers and their members of support staff. the participants reported that having young teachers enhances knowledge and technological literacy, enabling easy use of digital tools and resources, and filling the information and communication technology (ict) knowledge gap at the school. participant eighteen elaborated: by employing these young educators made things easier for us as educators to do anything that we want. we are able to type, we’re able to use gadget that is in this office. we are assisted by them most of the time although we did ict skills, we know many of the things but because ict is broad so they are young they know everything they can assist where you think is difficult” (l26l30). teacher profiles were viewed on sasams which proved the age of teachers, qualifications and the subjects they are teaching. the participants reported that they efficiently manage learner admissions, securely stores sensitive personal information, and transfers records from other schools, ensuring accurate and up-to-date information to support the school's operations. participant twenty stated: i admit learners using the sasams. duplicate documents on the duplicating machine in the school e.g., learner’s birth certificates, parents ids and other documents. transfer cards for learners leaving the school for some reasons to go to other schools” (l46-l49). learner information was viewed on sasams, all required learner information was provided. documents such as strategic plans describing how technology will be implemented in schools and school districts’ reports on how 4ir initiatives were progressing were analysed. training seminar notes and attendance registers were used to track the work of professional development, and formal curriculum documents mapped out how technology should be used in the classroom. documents of electronic communication between school administrators and stakeholders mapped engagement, and school records catalogued student performance before and after new technologies. statements of accounts showed spending on tech purchases; minutes of meetings were used to report joint initiatives to improve technology infrastructure. discussion findings about the current state of adoption of fourth industrial revolution facilities and technologies in south african rural public primary schools revealed an overall mixed, but somewhat encouraging, scenario in which various 4ir facilities and technologies have indeed been thembi busisiwe nkosi, zvisine moyo bridging the digital divide: the role of female principals in advancing 4ir in rural south african education volume 9, number 2, november 2025 | 271 zzzzzz adopted and are in use to some extent in schools. rural public primary school principals affirmed that some of the technologies were present in their schools, and some of the confirmed 4ir facilities that were in schools had already been used for both the academic administration and academic programmes (curriculum). however, not all these facilities were already integrated into every aspect of the schools’ administration and teaching-learning, but the integration process had started. all participating female principals confirmed that they were happy with the current pace of progress of the 4ir implementation process in their schools but wanted to see it move at a faster pace, and they identified aspects like going paperless and improving technology integration processes in their schools as their main focus. their sentiments about the school’s progress on 4ir implementation partially align with what agyei (2021) found that rural schools in sub-saharan africa have started to introduce ict infrastructure, but complete integration is still some distance away. female school principals in these rural schools have in spite of their generally low-resource environments, done commendable and innovative things with technologies like e-learning portals/programmes, interactive whiteboards, wi-fi network, tablets, virtual reality headsets, and 3d printers in their schools to help with teaching, personalising learning, as well as supporting the meeting of teaching-related documentation needs (curriculum requirements like annual teaching plan or atp) and improving learners’ performance. school principals have also invested in charging points for classrooms to support the use of these devices at school. this level of innovativeness and clever use of limited resources by female school principals supports what wilmot (2024) had discovered about the influence female school leaders could have in these rural schools with limited resources towards their innovative use of technologies. edulution has a model for digital upskilling in rural schools that is integrated into subjects of the basic education curriculum. female school principals have confirmed that they are already working towards building and improving their ict-related competencies and helping to improve their staff ict-related competencies. the capacity-building related activities in which the school principals have already been involved have included “trial and error” self-facilitated learning as a result of the unavailability of opportunities for staff training on ict integration (support from ict experts), self-enrolled online courses, as well as training and capacity-building workshops that have been organised and encouraged by the school management (the school principals) for the staff. other forms of capacity building for the staff that have been done are improving the computer skills of teachers as a basic ict literacy requirement for the staff. female school principals are helping to improve the school staff ict skills and are ensuring that they continue to do so as they work hard to motivate the staff to acquire and retain new skills as technology for teaching and learning keeps evolving and improving so that they will be able to use the facilities and technologies and improve their use of them. these findings corroborate with the study by agyei (2021) in which the authors reported that ict capacity-building of teachers in rural schools was being conducted, both formally and informally. female school principals had in their schools replaced some school administrative manual systems with digital and online solutions such as timetables, registers and meeting minutes, and they have also been improving communication with staff, parents, sgbs, and district officials. digital systems like the south african schools administration and management system (sasams) and data driven districts (ddd) were already being used to manage learner data and thembi busisiwe nkosi, zvisine moyo bridging the digital divide: the role of female principals in advancing 4ir in rural south african education volume 9, number 2, november 2025 | 272 zzzzzz academic performance and outcomes of the learners, and both sa-sams and ddd have resulted in improvement in learners’ performance. the use of emails and social media platforms like whatsapp groups and school facebook pages to connect and communicate with parents and other stakeholders was also helping to improve parent-school relationships and resulted in improvements in school operations on a day-to-day basis. the ways in which the south african government reported that digital tools were already been used by schools in academic administration (department of basic education, 2022) were confirmed by the findings from the interviews. the study findings confirm that in south african rural public primary schools, learners already have access to computers and educational software as well as other learning resources, and some of these schools have extended their learning programmes to parents’ phones as well to support learning at home. learners are given the support they need to use technology in the classroom and for home learning, and they have tablets and smartphones provided for research and developing their digital skills. in the classroom, overhead projectors have also been introduced to complement teaching and instruction in support of different kinds of learners in the class. these findings confirm bahri et al. (2022) assertion about the importance of students’ access to devices like computers in schools to improve their digital literacy and other digital skills in support of personalised learning, especially in rural schools. school principals in the study confirmed that online banking, electronic funds transfer (eft), as well as electronic procurement and payments have been done in their schools. all these technologies have saved time and resources for the school and the sgb. a collaborative partnership between the school and sgb has helped the school provide smt members with laptops and to improve and upgrade school facilities such as wi-fi network, office equipment, and other technologies used for academic administration in the school. unfortunately, some of these technologies were not being utilised in schools because of delayed staff training and inadequate staff training on the technologies. this finding was further supported by how the female school principals in this study also stated that as a way of acquiring ict-related skills and competencies, they have had to do a lot of self-learning to equip themselves to effectively run their schools. selfmotivated female school principals willing to do whatever it takes to bring their schools up to speed and stay ahead with technology despite challenges with lack of resources, training and capacity-building are innovative and professional, and these key characteristics and qualities help to support what mataboge (2024) found that female school leaders play a significant role in driving innovation with available resources in rural schools. viewed in the lens of critical feminist theory, the findings of this study illuminate the intersection of agency, resilience, and transformational leadership demonstrated by female principals as they embrace and lead the integration of 4ir technologies in rural public primary schools. critical feminist theory, with its emphasis on power, gender, and structural inequalities, provides a framework for understanding the challenges and triumphs of women in positions of authority, especially within patriarchal and resource-constrained educational settings (hooks, 2000; morley, 2018). the experiences of the female principals in this study exemplify how women leaders are challenging and subverting traditional gender roles by not only occupying positions of authority in schools but also by actively driving technological change in environments where such change is often assumed to be slow or non-existent. the findings highlight the transformative agency of these women, as the female principals thembi busisiwe nkosi, zvisine moyo bridging the digital divide: the role of female principals in advancing 4ir in rural south african education volume 9, number 2, november 2025 | 273 zzzzzz took proactive steps to implement 4ir technologies, demonstrating what critical feminist scholars term as transformative resistance against the deficit and static stereotypes associated with women and rural schools (blackmore, 2013). their commitment to e-learning, interactive whiteboards, tablets, and virtual reality, despite limited resources and support, is a testament to their ability to mobilise existing assets, form partnerships, and advocate for both staff and learner development. this aligns with the critical feminist understanding of transformative leadership, leaders who work within and against the constraints of their environment to create meaningful change (blackmore, 2013; wakefield & zimmerman, 2020). the female principals’ readiness to engage in self-directed learning, facilitate staff upskilling, and experiment with new technologies reflects a professional and institutional growth mindset that transcends gendered expectations of leadership competence and technological proficiency. critical feminist theory also sheds light on the structural barriers that can marginalise women and constrain their effectiveness as leaders, such as lack of funding, insufficient training, and patriarchal norms (smith, 2025). the findings reveal that the female principals are not passively accepting these constraints but actively sought solutions. they organised their own training, motivated teachers, and harnessed community and sgb support to improve digital infrastructure. this active resistance to structural limitations is central to feminist praxis, highlighting how women can be agents of change within and against restrictive systems. the study’s findings further demonstrate how these female principals are redefining leadership in rural education through their focus on collaboration, empowerment, and inclusivity. efforts to ensure every learner has a computer, install educational software on parents’ devices, and utilise digital tools for staff and community communication reflect a feminist ethic of care and collective upliftment (noddings, 2013). by prioritising digital literacy and encouraging continuous professional development among teachers, the female principals are not only improving educational outcomes but also empowering their colleagues, especially teachers to engage with and benefit from the digital transformation. from a critical feminist perspective, the progress observed in these schools is significant for promoting gender equity and social justice in education. the ability of the female principals to integrate 4ir technologies into their schools’ practices and cultures suggests that women, even in marginalised rural settings, can be effective agents of change and leaders in technological transformation. their leadership challenges stereotypes about women’s technological capabilities and rural schools’ capacity for innovation, offering new narratives that can inform policy reforms and support structures designed to meet the needs and leverage the strengths of female leaders. the findings of this study reveal how female principals in rural south african schools are not only adopting 4ir technologies but also enacting a form of feminist leadership that challenges and transforms structural and gendered barriers. their agency, resourcefulness, and commitment to inclusive digital transformation stand as a powerful testament to the potential of feminist praxis in educational settings. this understanding emphasises the importance of policies and practices that recognise, support, and amplify the voices and contributions of women leaders in driving technological and educational change conclusion the research successfully demonstrates the influence of female principals in the adoption of 4ir technologies in rural public primary schools. using qualitative methods, such as interviews thembi busisiwe nkosi, zvisine moyo bridging the digital divide: the role of female principals in advancing 4ir in rural south african education volume 9, number 2, november 2025 | 274 zzzzzz with 20 participants and document analysis, the research shows that rural public primary schools are in the initial phase of digital transformation but have the drive and commitment to continue with this initiative. female principals play a critical role in bringing innovative technologies and practices, including e-learning platforms, interactive whiteboards, tablets, and advanced administrative systems, to their schools, even in the face of various challenges. the study provides practical implications for policymakers focused on closing the digital divide in rural education. it highlights the resourcefulness and determination of female principals in rural schools, indicating that with proper support, such as increased investment in infrastructure, accessible and ongoing professional development, and structured training, 4ir technology adoption can be expedited. policies that support and empower female leadership in rural schools can create a multiplier effect, leading to increased community involvement and more sustainable technological integration in these schools. the study also has implications for practitioners, offering insights into strategies that can be employed to overcome resource constraints and promote a culture of innovation. the experiences and approaches of the principals in the study emphasise the importance of self-motivation, collaboration with school governing bodies, and the creative use of available technologies to improve teaching and administrative practices. the focus on digital literacy for both staff and learners offers a guide for other rural schools that are embarking on or deepening their digital transformation journey. the study also contributes to theory, particularly in the areas of gendered educational leadership and digital transformation in under-resourced contexts. it challenges prevailing assumptions about the limitations of rural schools and female leadership, showing how agency, adaptability, and professional dedication can help to overcome these challenges. the study also adds to the understanding of how the adoption of 4ir occurs in practice, offering a realistic perspective that can be useful for future research and theory-building in the fields of educational change and technology integration. the research paper provides insights that have practical, theoretical, and policy implications. the study emphasises the transformative potential of female leadership in creating an equitable, innovative, and future-ready education system references agunloye, o.o. 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(2024). rural school leadership and digital technologies: understandings, thembi busisiwe nkosi, zvisine moyo bridging the digital divide: the role of female principals in advancing 4ir in rural south african education volume 9, number 2, november 2025 | 277 zzzzzz applications, challenges, and solutions. in the power of technology in school leadership during covid-19: insights from the field (pp. 77-104). cham: springer international publishing. wilmot, a. m. (2024). rural school leadership and digital technologies: understandings, applications, challenges, and solutions. in the power of technology in school leadership during covid-19: insights from the field (pp. 77-104). cham: springer international publishing. educatio : journal of education volume 9 , number 3, november 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) sunan kalijaga da'wah media in the spread of islam in java nur iftitahul husniyah1, mohamad sodik2 1universitas islam lamongan indonesia 2universitas islam blitar, indonesia iftita_tunggadewi@unisla.ac.id , msodiksydh@gmail.com accepted: sept 28th 2024 reviewed: oct 18th 2024 published: nov 30th 2024 abstract this study aims to explore the media used by sunan kalijaga in the spread of islam on the island of java, focusing on his missionary approach and methods. the spread of islam in the archipelago, particularly java, is closely linked to the efforts of walisongo, a group of islamic missionaries active during the 14th century. this study examines how sunan kalijaga, along with other walisongo, utilized a unique combination of cultural acculturation and syncretism to disseminate islamic teachings. specifically, they integrated elements of local javanese culture, such as wayang (puppet shows), gamelan music, traditional ceremonies, and javanese songs, with islamic values. this approach made islam more accessible and acceptable to the javanese community. the research uses a qualitative approach, analyzing historical and cultural texts, as well as existing literature on islamic missionary work in java. the results highlight how sunan kalijaga’s innovative use of local cultural expressions facilitated the acceptance of islam among the javanese people, illustrating a successful model of religious dissemination through cultural adaptation. the study's findings provide insights into the role of cultural integration in religious propagation, which has broader implications for understanding religious transformation and the use of cultural media in modern missionary work. keywords: the spread of islam, da'wah, sunan kalijaga by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the spread of islam in indonesia, particularly on the island of java, has been significantly influenced by the syncretic approach adopted by the walisongo, a group of nine islamic saints. one of the most prominent members, sunan kalijaga, played a crucial role in integrating islamic teachings with javanese local culture 1. 1 sulistiyono susilo and ibnu syato, “common identity framework of cultural knowledge and practices of javanese islam,” indonesian journal of islam and muslim societies 6, no. 2 (2016): 161; bambang hudayana, “identity shift: from javanese islam to shari’ah-centric muslims in the trah, a kinship-based social organisation,” contemporary islam 16, no. 2–3 (2022): 401–426; atik triratnawati, “acculturation in javanese traditional medicine practice in yogyakarta,” komunitas international journal of indonesian society and culture 8, no. 1 (2016): 39–50; ahmad saefudin, deliavega n pangestuti, and santi andriyani, “islamic education values of barikan: javanese cultural rituals as a practice of islam nusantara,” el harakah jurnal budaya islam 22, no. 2 (2020): 245–262; sri lestari, “exploring javanese islam: “the http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 3, november 2024| 209 sunan kalijaga utilized various cultural mediums, such as wayang (javanese puppet theater), music, and traditional rituals, to convey islamic messages in a manner that resonated with the javanese people 2. by adapting these familiar cultural elements, he was able to bridge the gap between islam and javanese traditions, facilitating the widespread acceptance of islam 3. the integration of islam and javanese culture has had a profound impact on the social, cultural, and political dynamics of the region. the emergence of unique religious traditions and practices that blend islamic and javanese elements, the transformation of javanese art and literature, and the changes in the social structure of the community all demonstrate the success of the syncretic approach 4. however, the integration of islam and javanese culture has also led to tensions and contestations between puritan islamic movements and the more syncretic kejawen tradition 5. this ongoing dialogue and negotiation between the two traditions continue to shape the religious landscape of java. furthermore, the influence of walisongo and their syncretic approach can be seen in the development of islamic educational institutions, such as pesantren (traditional islamic boarding acculturation of religious doctrine with cultural rituals",” komunitas 14, no. 2 (2023): 188–205; muh barid nizarudin wajdi et al., “komunitas osing, interaksi budaya dan pembangunan (bunga rampai penelitian etnografi)” (2018). 2 suyadi suyadi and ahmad f sabiq, “acculturation of islamic culture as a symbol of siraman rituals in java traditional wedding,” inject (interdisciplinary journal of communication) 5, no. 2 (2021): 221–244; abdul munip, “translating salafi-wahhābī books in indonesia and its impacts on the criticism of traditional islamic rituals,” analisa journal of social science and religion 3, no. 02 (2018): 189–205; gillie gabay and mahdi tarabeih, “death from covid-19, muslim death rituals and disenfranchised grief – a patient-centered care perspective,” omega journal of death and dying 89, no. 4 (2022): 1492–1513; shapiah shapiah et al., “methods of islamic da’wah,” international journal of social sciences 6, no. 1 (2023): 1–10. 3 arita marini et al., “model of student character based on character building in teaching learning process,” universal journal of educational research (2019); r basori et al., “maintaining salafi values through innovative management practices at pesantren,” jurnal pendidikan islam 9, no. 2 (2023): 145–156, https://www.scopus.com/inward/record.uri?eid=2-s2.085181444546&doi=10.15575%2fjpi.v9i2.25376&partnerid=40&md5=bb0afb5ee86f5e22573d8f95fd35e6 27. 4 agus susilo and ratna wulansari, “peran raden fatah dalam islamisasi di kesultanan demak tahun 1478–1518,” tamaddun jurnal kebudayaan dan sastra islam 19, no. 1 (2019): 70–83; maesa n sari and moh y alimi, “pesantren al-fattah: the strugle of an ascetic waria to create a religious space for transgender muslims in indonesia,” komunitas international journal of indonesian society and culture 14, no. 2 (2022): 129–145; asep rahmatullah, “ta’zir (punishment) at islamic boarding schools; between tradition, conception, and shadows of human rights violations,” tribakti jurnal pemikiran keislaman 34, no. 2 (2023): 267–280; siti yumnah, “construction of islamic boarding shcool in developing moderate islam,” nazhruna jurnal pendidikan islam 3, no. 2 (2020): 232–246. 5 kunawi basyir, “islamic genetics in indonesia: tracking the hindu-islamic dialogue concerning the growth and development of javanese islam,” religió jurnal studi agama-agama 13, no. 1 (2023): 1–19; rika yuliastanti, parwita s wardhani, and dyah a lestari, “tedhak siten: an islamic-javanese acculturation,” international journal of religious and cultural studies 4, no. 2 (2022); soya sobaya, martini d pusparini, and siti achiria, “javanese local wisdom values for development from an islamic perspective,” journal of islamic economics lariba 9, no. 1 (2023): 57–78. volume 9, number 3, november 2024| 210 schools). these institutions have adapted to modern times, incorporating both religious and scientific education, while still maintaining the traditional values and local wisdom 6. the study of the walisongo's syncretic approach and its impact on the spread of islam in java provides valuable insights into the role of culture in religious conversion. their methods of integrating islamic teachings with local traditions can serve as a model for efforts to spread religion in other regions with diverse cultural backgrounds 7. methods this research utilizes a qualitative library research method, focusing on sunan kalijaga's preaching media in the spread of islam in java. the study aims to explore the strategies, tools, and cultural elements employed by sunan kalijaga to disseminate islamic teachings effectively and their continued influence on javanese society. the research concentrates on examining various media used by sunan kalijaga, including wayang (puppet theater), songs, traditional storytelling, dance, and other cultural innovations, alongside his role as a spiritual teacher and cultural figure in javanese society. although no direct participants are involved in this research due to its historical nature, the study draws on the documented teachings and practices attributed to sunan kalijaga, including the spread of the syathariyah and akmaliyah orders through his disciples. in terms of data collection, the research utilizes both primary and secondary sources. primary sources include key historical texts and manuscripts related to sunan kalijaga's teachings and practices, as well as works attributed to him and his contemporaries. secondary sources, such as books, peer-reviewed journals, and documented oral traditions, are used to contextualize his preaching media and their impact on javanese society. furthermore, the research includes extensive note-taking from historical accounts, cultural analyses, and academic interpretations to ensure a comprehensive understanding of his methodologies. data collection instruments employed in the study include literature review grids for systematic analysis, archival research to examine historical documents and artifacts, and a thematic analysis framework to identify recurring themes in sunan kalijaga's preaching practices. 6 azaki khoirudin et al., “trensains: the new pesantren and shifting orientation of islamic education in indonesia,” jurnal pendidikan islam 11, no. 2 (2022): 121–135; siti nur hidayah, “pesantren for middleclass muslims in indonesia (between religious commodification and pious neoliberalism),” qudus international journal of islamic studies (2021); maisyatus s irfana, “the integrated pathway: a novel educational model for islamic boarding schools in indonesia,” migration letters 20, no. 5 (2023): 552– 567; muh. barid nizarudin wajdi, “nyadranan, bentuk akulturasi islam dengan budaya jawa (fenomena sosial keagamaan nyadranan di daerah baron kabupaten nganjuk),” jurnal lentera : kajian keagamaan, keilmuan dan teknologi 3, no. 2 (october 13, 2017), accessed october 21, 2017, http://www.ejournal.staimnglawak.ac.id/index.php/lentera/article/view/60. 7 m m mujib, “fenomena tradisi ziarah lokal dalam masyarakat jawa: kontestasi kesalehan, identitas keagamaan dan komersial,” ibda jurnal kajian islam dan budaya 14, no. 2 (2016): 204–224; supriyanto supriyanto, “cowongan in javanese islamic mysticism: a study of islamic philosophy in penginyongan society,” hts teologiese studies / theological studies 79, no. 1 (2023); nurul mahmudah and abdur r a saputera, “tradisi ritual kematian islam kejawen ditinjau dari sosiologi hukum islam,” analisis jurnal studi keislaman 19, no. 1 (2019): 177–192; hamidulloh ibda et al., “digital learning using maktabah syumilah nu 1.0 software and computer application for islamic moderation in pesantren,” international journal of electrical and computer engineering (ijece) 13, no. 3 (2023): 3530. volume 9, number 3, november 2024| 211 data analysis follows a structured approach, beginning with thematic categorization, where the findings are grouped into categories such as cultural integration, educational methods, and artistic innovations. a comparative analysis is then conducted to contrast sunan kalijaga's methods with those of other walisongo members, highlighting his unique contributions. interpretive synthesis is used to create a coherent narrative about his strategies and their effectiveness in spreading islam in java. finally, verification of the findings is achieved by crossreferencing the results with existing historical accounts to ensure the reliability and accuracy of the study. this comprehensive methodology enables a deeper understanding of how sunan kalijaga's preaching methods facilitated the spread of islam in java and their lasting impact on the region's religious and cultural landscape. result and discussion result this study explored the methods and media used by sunan kalijaga in his islamic da'wah efforts, specifically focusing on cultural acculturation techniques and the various media he employed to spread islam in java. sunan kalijaga, through his unique approach, effectively bridged the gap between islamic teachings and local javanese traditions, thereby facilitating a smooth cultural integration that resonated with the indigenous population. biography of sunan kalijaga sunan kalijaga, born raden mas syahid around 1430, is a prominent figure in javanese history. his religious and cultural contributions to the spread of islam were significant. sunan kalijaga was not only a religious scholar but also a reformist who used his background and knowledge of local javanese customs to engage with the community. his formative years, marked by rebellious acts against the unjust tribute system in tuban, shaped his later work in spreading islamic teachings. over the years, sunan kalijaga gained renown for his role in constructing significant islamic monuments like the great mosque of demak and cirebon, where he incorporated javanese architectural traditions. his extensive life, which spanned over a century, also saw him serve as a spiritual leader to a wide array of communities under the influence of the mataram kingdom (rosyadi et al., 2021). cultural acculturation and da'wah media sunan kalijaga's da'wah methods were not confined to traditional preaching. he utilized popular local art forms and cultural events to convey islamic teachings, which helped him win the hearts of the local population. his choice of media, including shadow puppets (wayang), songs, religious ceremonies, and local events, was crucial in the process of cultural acculturation, making islam accessible and relevant to the javanese people. 1. wayang puppetry: one of the most significant media used by sunan kalijaga was shadow puppetry (wayang kulit). this form of traditional javanese art was restructured to reflect islamic values and was used to educate the public about monotheism. the wayang volume 9, number 3, november 2024| 212 performances, led by sunan kalijaga, were free of charge, and the attendees were encouraged to recite the shahadah and accept islam. the spiritual teachings embedded in the puppetry reflected sunan kalijaga’s belief in the unity of life, drawing parallels between the relationship of a puppet and the puppeteer (allah swt), symbolizing submission and devotion. his use of wayang as a medium to spread islam was immensely popular, especially among rural communities, where these performances became a significant educational and religious event. 2. songs and kidung (religious hymns): in addition to wayang, sunan kalijaga composed various songs, including rumeksa ing wengi and ilir-ilir, which were aimed at replacing the old animistic practices with islamic teachings. rumeksa ing wengi was particularly powerful in addressing the mystical beliefs prevalent in java at the time. it incorporated prayers and mantras that were believed to protect against black magic and other harmful practices. the song’s spiritual guidance was essential in connecting the people to the teachings of islam. similarly, ilir-ilir contained leadership values and was used to encourage responsibility and a commitment to islam among the javanese. 3. gerebeg and sekaten ceremonies: sunan kalijaga also employed the gerebeg and sekaten ceremonies, which were initially rooted in hindu-buddhist traditions, to facilitate the spread of islam. the gerebeg ceremony, originally intended to honor brahma, was adapted to commemorate the birthday of the prophet muhammad. this cultural event provided a platform for sunan kalijaga to replace the traditional mantras with prayers and the shahadah, thus integrating islamic practices into the local culture. similarly, the sekaten ceremony, derived from the arabic term syahadatain (the two declarations of faith), became a key annual event where sunan kalijaga invited people to embrace islam. the sekaten festival highlighted the importance of balance in life and spirituality, resonating deeply with the javanese understanding of harmony and righteousness. . discussion the findings of this study underscore the strategic approach of sunan kalijaga in utilizing culturally relevant media for his da’wah efforts. his ability to adapt and transform indigenous cultural practices into tools for religious dissemination played a pivotal role in the widespread acceptance of islam in java. through the incorporation of traditional forms like wayang (puppet theater), local music, and indigenous ceremonies, sunan kalijaga was able to convey islamic teachings in a manner that was not only acceptable but deeply embedded in the javanese cultural context. this research reinforces the concept that sunan kalijaga's da’wah efforts were not merely about preaching religious doctrines but about creating an environment where islamic values could thrive within pre-existing cultural structures. this finding is consistent with the broader understanding of the spread of islam in indonesia, particularly in java, where the walisongo, a group of nine islamic saints, employed a syncretic approach to integrate islamic teachings with local culture 8. sunan kalijaga, as one of the most 8 hudayana, “identity shift: from javanese islam to shari’ah-centric muslims in the trah, a kinship-based social organisation”; lestari, “exploring javanese islam: “the acculturation of religious doctrine with volume 9, number 3, november 2024| 213 prominent figures among the walisongo, played a central role in this integration by adapting familiar javanese cultural forms into islamic expression, thus bridging the gap between the new religion and the indigenous traditions. the synthesis of islamic teachings and javanese culture facilitated a more seamless transition, resulting in the widespread acceptance of islam among the javanese people 9. the use of culturally familiar forms, such as wayang, local songs, and traditional rituals, enabled sunan kalijaga to effectively introduce islamic concepts to the javanese population in a form that was both palatable and relevant to their existing beliefs and practices. this process of cultural acculturation, where local traditions are not rejected but rather incorporated into the religious framework, reflects a broader historical pattern in islamic da’wah 10 . in this context, sunan kalijaga’s methods align with the broader walisongo tradition of integrating islamic teachings into local cultures, a strategy that was instrumental in islam’s widespread acceptance across the archipelago. however, the process of integrating islam with javanese culture was not without its challenges. as several studies have noted, this syncretic approach led to tensions between more puritanical islamic movements and the syncretic kejawen tradition, which blended islamic elements with indigenous beliefs 11. these tensions highlight the complexities of religious acculturation, where different interpretations of islam—one focused on preserving the purity of the faith and the other embracing local cultural expressions—have often come into conflict. this ongoing negotiation between puritanical and syncretic traditions continues to shape the religious landscape in java, as noted by yuliastanti, wardhani, and lestari 12. the syncretic approach employed by sunan kalijaga also had significant social, cultural, and political implications for the region. the fusion of islamic and javanese traditions gave rise to unique religious practices that combined elements of both belief systems, thus shaping the cultural identity of the region 13. this transformation was not limited to religious practices alone but extended to art, literature, and social structures, with javanese art and literature being influenced by islamic themes and values. as such, the integration of islam into javanese culture under the cultural rituals"”; saefudin, pangestuti, and andriyani, “islamic education values of barikan: javanese cultural rituals as a practice of islam nusantara.” 9 gabay and tarabeih, “death from covid-19, muslim death rituals and disenfranchised grief – a patient-centered care perspective”; munip, “translating salafi-wahhābī books in indonesia and its impacts on the criticism of traditional islamic rituals”; shapiah et al., “methods of islamic da’wah.” 10 basori et al., “maintaining salafi values through innovative management practices at pesantren”; marini et al., “model of student character based on character building in teaching learning process.” 11 basyir, “islamic genetics in indonesia: tracking the hindu-islamic dialogue concerning the growth and development of javanese islam”; sobaya, pusparini, and achiria, “javanese local wisdom values for development from an islamic perspective.” 12 yuliastanti, wardhani, and lestari, “tedhak siten: an islamic-javanese acculturation”; rahmatullah, “ta’zir (punishment) at islamic boarding schools; between tradition, conception, and shadows of human rights violations.” 13 sari and alimi, “pesantren al-fattah: the strugle of an ascetic waria to create a religious space for transgender muslims in indonesia”; yumnah, “construction of islamic boarding shcool in developing moderate islam.” volume 9, number 3, november 2024| 214 guidance of sunan kalijaga contributed to the emergence of a distinct cultural and religious identity that was both islamic and local in its nature. furthermore, the impact of sunan kalijaga’s syncretic approach can be traced in the development of pesantren (traditional islamic boarding schools) across java. these institutions, which played a central role in the dissemination of islamic teachings, have evolved over time to incorporate both religious and scientific education, while still preserving traditional values and local wisdom 14. the adaptation of pesantren to modern educational needs while maintaining their cultural roots exemplifies the ongoing relevance of the syncretic approach initiated by sunan kalijaga. this adaptation is indicative of how religious institutions can evolve to meet contemporary needs without sacrificing their cultural foundations. the findings of this study also align with those of ibda et al. 15, mahmudah & saputera 16, and supriyanto 17 , who emphasize the importance of cultural sensitivity in the spread of islam. the syncretic model employed by the walisongo, and particularly sunan kalijaga, provides valuable lessons in religious outreach, especially in regions with diverse cultural backgrounds. by incorporating local traditions and practices, the walisongo were able to make islam more accessible and meaningful to the local populations, ensuring the faith’s enduring presence and relevance. sunan kalijaga's use of cultural media for spreading islam highlights the significance of cultural integration in religious conversion. his approach to da’wah, through the adaptation of local traditions, not only facilitated the spread of islam in java but also created a lasting cultural and religious fusion that continues to shape the region today. this research, in conjunction with previous studies, underscores the importance of cultural acculturation in religious outreach, offering valuable insights for efforts to spread religion in other regions with similarly diverse cultural contexts. by embracing local culture, sunan kalijaga and the walisongo successfully facilitated the acceptance of islam in java, ensuring its deep-rooted presence and ongoing cultural relevance. conclusion sunan kalijaga, as one of the prominent members of the walisongo, stands out for his remarkable contribution to the spread of islam in java. his approach to islamic da’wah was not only effective but also culturally adaptive, allowing islam to be seamlessly integrated into the local cultural fabric. sunan kalijaga’s legacy lies in his ability to use local cultural practices—such as wayang (puppet theater), music, and traditional rituals—as vehicles for conveying islamic teachings. his efforts created a religious transformation that was both gentle and profound, 14 hidayah, “pesantren for middle-class muslims in indonesia (between religious commodification and pious neoliberalism)”; irfana, “the integrated pathway: a novel educational model for islamic boarding schools in indonesia.” 15 ibda et al., “digital learning using maktabah syumilah nu 1.0 software and computer application for islamic moderation in pesantren.” 16 mahmudah and saputera, “tradisi ritual kematian islam kejawen ditinjau dari sosiologi hukum islam.” 17 supriyanto, “cowongan in javanese islamic mysticism: a study of islamic philosophy in penginyongan society.” volume 9, number 3, november 2024| 215 facilitating islam’s acceptance without disrupting the social and cultural structures that existed prior to its arrival. the widespread influence of sunan kalijaga is not merely a testament to his religious acumen but also a reflection of his deep understanding of the cultural dynamics of java. this study highlights the importance of cultural sensitivity in religious outreach and provides a clear example of how religion can be integrated into a society without imposing conflict. by utilizing familiar forms of expression, sunan kalijaga ensured that islam could resonate deeply with the javanese people, making it both accessible and meaningful. his success in blending islamic teachings with local culture offers valuable insights into the methods of spreading religion, suggesting that a nuanced, culturally aware approach can often lead to greater acceptance and longevity of religious practices. the historical legacy left by sunan kalijaga is not confined to physical landmarks, such as the mosque in kadilangu, demak, but extends to the broader cultural shift he helped usher in. his work in transforming cultural practices from pre-islamic rituals to islamic ones—such as replacing traditional mantras with quranic recitations—reflects a broader trend of religious acculturation that allowed islam to become deeply rooted in java's cultural and religious landscape. this process, however, was not without its tensions, as the syncretic approach raised challenges with puritanical islamic movements. nonetheless, the ability to harmonize islamic teachings with local traditions speaks volumes about the potential for religious coexistence and dialogue in diverse cultural settings. looking ahead, this study invites further exploration into the broader implications of cultural integration in religious conversion processes. sunan kalijaga’s model presents an opportunity for future research to examine how other religions, particularly islam, can adopt similar strategies in regions with rich cultural traditions. the impact of sunan kalijaga’s approach extends beyond religious conversion—it is also a model for understanding the role of culture in shaping social and educational institutions. his integration of traditional knowledge with religious teachings can serve as a guiding framework for educational institutions, particularly islamic schools (pesantren), to maintain a balance between modern education and traditional cultural values. the work of sunan kalijaga not only reshaped the religious landscape of java but also provides a blueprint for the harmonious integration of religion with local culture. his approach to da’wah underscores the importance of cultural sensitivity and highlights the potential for religious transformation to occur without conflict, offering valuable lessons for both religious practice and educational models in indonesia and beyond. the exploration of such syncretic models holds immense promise for fostering greater understanding and coexistence in diverse cultural contexts. reference basori, r, t j raharjo, t prihatin, and a yulianto. “maintaining salafi values through innovative management practices at pesantren.” jurnal pendidikan islam 9, no. 2 (2023): 145–156. https://www.scopus.com/inward/record.uri?eid=2-s2.085181444546&doi=10.15575%2fjpi.v9i2.25376&partnerid=40&md5=bb0afb5ee86f5e225 73d8f95fd35e627. basyir, kunawi. “islamic genetics in indonesia: tracking the hindu-islamic dialogue volume 9, number 3, november 2024| 216 concerning the growth and development of javanese islam.” religió jurnal studi agamaagama 13, no. 1 (2023): 1–19. gabay, gillie, and mahdi tarabeih. “death from covid-19, muslim death rituals and disenfranchised grief – a patient-centered care perspective.” omega journal of death and dying 89, no. 4 (2022): 1492–1513. hidayah, siti nur. “pesantren for middle-class muslims in indonesia (between religious commodification and pious neoliberalism).” qudus international journal of islamic studies (2021). hudayana, bambang. “identity shift: from javanese islam to shari’ah-centric muslims in the trah, a kinship-based social organisation.” contemporary islam 16, no. 2–3 (2022): 401–426. ibda, hamidulloh, aji sofanudin, moh. syafi’, novena a f soedjiwo, ana s azizah, and muhamad arif. “digital learning using maktabah syumilah nu 1.0 software and computer application for islamic moderation in pesantren.” international journal of electrical and computer engineering (ijece) 13, no. 3 (2023): 3530. irfana, maisyatus s. “the integrated pathway: a novel educational model for islamic boarding schools in indonesia.” migration letters 20, no. 5 (2023): 552–567. khoirudin, azaki, abdul munip, imam machali, and hamzah fansuri. “trensains: the new pesantren and shifting orientation of islamic education in indonesia.” jurnal pendidikan islam 11, no. 2 (2022): 121–135. lestari, sri. “exploring javanese islam: “the acculturation of religious doctrine with cultural rituals".” komunitas 14, no. 2 (2023): 188–205. mahmudah, nurul, and abdur r a saputera. “tradisi ritual kematian islam kejawen ditinjau dari sosiologi hukum islam.” analisis jurnal studi keislaman 19, no. 1 (2019): 177–192. marini, arita, arifin maksum, otib satibi, edwita, gusti yarmi, and iskandar muda. “model of student character based on character building in teaching learning process.” universal journal of educational research (2019). mujib, m m. “fenomena tradisi ziarah lokal dalam masyarakat jawa: kontestasi kesalehan, identitas keagamaan dan komersial.” ibda jurnal kajian islam dan budaya 14, no. 2 (2016): 204–224. munip, abdul. “translating salafi-wahhābī books in indonesia and its impacts on the criticism of traditional islamic rituals.” analisa journal of social science and religion 3, no. 02 (2018): 189– 205. rahmatullah, asep. “ta’zir (punishment) at islamic boarding schools; between tradition, conception, and shadows of human rights violations.” tribakti jurnal pemikiran keislaman 34, no. 2 (2023): 267–280. saefudin, ahmad, deliavega n pangestuti, and santi andriyani. “islamic education values of barikan: javanese cultural rituals as a practice of islam nusantara.” el harakah jurnal budaya islam 22, no. 2 (2020): 245–262. sari, maesa n, and moh y alimi. “pesantren al-fattah: the strugle of an ascetic waria to create a religious space for transgender muslims in indonesia.” komunitas international journal of indonesian society and culture 14, no. 2 (2022): 129–145. shapiah, shapiah, mudhiah mudhiah, emroni emroni, and risa risa. “methods of islamic da’wah.” international journal of social sciences 6, no. 1 (2023): 1–10. sobaya, soya, martini d pusparini, and siti achiria. “javanese local wisdom values for development from an islamic perspective.” journal of islamic economics lariba 9, no. 1 (2023): 57–78. supriyanto, supriyanto. “cowongan in javanese islamic mysticism: a study of islamic philosophy volume 9, number 3, november 2024| 217 in penginyongan society.” hts teologiese studies / theological studies 79, no. 1 (2023). susilo, agus, and ratna wulansari. “peran raden fatah dalam islamisasi di kesultanan demak tahun 1478–1518.” tamaddun jurnal kebudayaan dan sastra islam 19, no. 1 (2019): 70–83. susilo, sulistiyono, and ibnu syato. “common identity framework of cultural knowledge and practices of javanese islam.” indonesian journal of islam and muslim societies 6, no. 2 (2016): 161. suyadi, suyadi, and ahmad f sabiq. “acculturation of islamic culture as a symbol of siraman rituals in java traditional wedding.” inject (interdisciplinary journal of communication) 5, no. 2 (2021): 221–244. triratnawati, atik. “acculturation in javanese traditional medicine practice in yogyakarta.” komunitas international journal of indonesian society and culture 8, no. 1 (2016): 39–50. wajdi, muh. barid nizarudin. “nyadranan, bentuk akulturasi islam dengan budaya jawa (fenomena sosial keagamaan nyadranan di daerah baron kabupaten nganjuk).” jurnal lentera : kajian keagamaan, keilmuan dan teknologi 3, no. 2 (october 13, 2017). accessed october 21, 2017. http://www.ejournal.staimnglawak.ac.id/index.php/lentera/article/view/60. wajdi, muh barid nizarudin, masduki duryat, gazi saloom, erie hariyanto, benny kurniawan, refky fielnanda, zainal hartoyo, nofi nurman, ida rochmawati, and ainal fitri. “komunitas osing, interaksi budaya dan pembangunan (bunga rampai penelitian etnografi)” (2018). yuliastanti, rika, parwita s wardhani, and dyah a lestari. “tedhak siten: an islamic-javanese acculturation.” international journal of religious and cultural studies 4, no. 2 (2022). yumnah, siti. “construction of islamic boarding shcool in developing moderate islam.” nazhruna jurnal pendidikan islam 3, no. 2 (2020): 232–246. educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z exploring the use and impact of graphic organiser in science learning environment of university students in ikere ekiti, nigeria tunji henry ogunyebi bamidele olumilua university of education science and technology ikere ekiti henrytee04@gmail.com accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: this study investigated the impacts of graphic organizer on university students’ learning in ikere ekiti, nigeria. literatures relevant to the topic were reviewed and three research questions and hypotheses were raised to guide the study. also, the influence of gender on the performance of students exposed to graphic organizer was examined. the research was a quasi-experimental design. the population of the study comprises of all science education students in the university. the samples used for the study consisted of 100 respondents who were purposively selected from second year students in the department. the students pre-test and post test scores were subjected to student ttest. the findings of the study showed that the performance of students exposed to graphic organizer were better than their counterparts exposed to the conventional classroom instruction. however, no significant difference existed in the performance of male and female students exposed to graphic organizer. based on the research findings recommendations were made on the need to develop relevant graphic organizer packages for teaching science education programs in nigerian universities. keyword: learning, gender, performance, undergraduates graphic organiser introduction it is generally assumed that physics, chemistry and biology have many theoretical concepts that are difficult to be understood by students, and have misconceptions about. it is also known that students do not or rarely link the knowledge gained from those scientific concepts to their daily life (ozmen, ibrahimoglu and ayas, 2017). the students’ conceptions, which may not be defined as scientific are named as ‘‘misconception’’, ‘‘alternative conception’’, ‘‘naive theories’’, and ‘‘children science’’ in the literature simpson and arnold (2014) stated that in education and learning process, inadequate traditional education system and the existing educational materials are neither helping the solution of the existing problems nor assisting in the development of conceptual learning. learning how to think is not as complicated as some people have believed. once learnt, thinking skills can be readily applied to lessons in all curriculum areas and further to enhance students’ life-long learning. while our knowledge about courses can change, fade, or become obsolete, our ability to think effectively remains constant. effective thinking strategies allow students to acquire the necessary knowledge and apply it appropriately. (nworgu 2019) various activity-based teaching strategies have been employed for the purpose of improving mailto:henrytee04@gmail.com tunji henry ogunyebi exploring the use and impact of graphic organiser in science learning environment of university students in ikere ekiti, nigeria volume 9, number 2, november 2025 | 308 zzzzzz the teaching and learning of science. these strategies include inquiry method, demonstration method, process approach, cooperate learning, laboratory activity method among others (usman, 2017). some of the problems encountered in teaching and learning of sciences can be attributed to so many factors such as poor classroom management, lecturers’ attitude toward the teaching of science and poor instructional methods and strategies used in teaching and learning. also, another factor is students‟ lack of interest in learning science (okeyefi & nzewi, 2015). with all these problems, the need arises to use a strategy such as graphic-advance-organizer to see whether it may enhance meaningful teaching/learning, develop students‟ interest and understanding of the concepts taught. advance organizers are links that have capacity to introduce and also organize the new learning material and learners‟ experience. according to kurniaman (2018), when appropriate instructional learning materials are chosen and incorporated into each lesson, students’ performance may improve. furthermore, studies support the claim that relevant and appropriate instructional learning materials do improve students’ performances because they directly support the presenting and gathering of facts, principles, and concepts in class (kaku & arthur, 2020; taculod & arcilla, jr., 2020). in addition, with the use of suitable instructional learning materials, students become more engaged and motivated to learn, according to nasir, prastowo, and riwayani (2018). as a result, in order to have the greatest impact, such materials must be carefully planned, selected, organized, refined, and used in a course (garzon-diaz, 2021). the spatial arrangements of graphic organizers allow the students to identify the missing information or absent connections in one’s strategic thinking (ellis, 2017). according to condidorio (2016), graphic organizers facilitate student comprehension of science content by showing the interrelatedness of ideas; providing visual cues to help students process the information; and allowing students to direct their own learning by keeping graphic organizers open to interpretation and independent thinking. in fact, dozens of empirical studies were conducted to verify the efficacy of such organizers, and some of these studies asserted their viability for teaching science subjects. in constructivist learning, students engage in active cognitive processing, such as paying attention to relevant incoming information, mentally organizing incoming information into a coherent representation, and mentally integrating incoming information with existing knowledge (mayer, 2016). the idea of graphic organizers is based on ausubel‟s assimilation theory of cognitive learning (ausubel, novak & hanesian, 1978). students’ interest could also be considered as the feelings of an individual towards a particular object or an activity. meaning that the child could develop interest on any object or activity that is found to be attractive or stimulating to him. therefore, in a classroom situation, the learner could be attentive only when the instruction handed over is of interest to him/her. the curiosity and interest of the students according to aychin and coskun (2019) manifest in the performance of the students. the authors reiterate that students whose interests have not been developed do not attend class regularly and such students neither listen to the lesson carefully nor do their homework. another variable considered in this study is gender. sex alludes to state of being male or female. for a long time, sexual orientation was recorded by analysts as one of the variables that affected the scholastic accomplishment of the child (gupta, sharma & gupta, 2016; abubakar & tunji henry ogunyebi exploring the use and impact of graphic organiser in science learning environment of university students in ikere ekiti, nigeria volume 9, number 2, november 2025 | 309 zzzzzz oguguo, 2015). thus, there have been parcels of talk about whether sexual orientation truly influences scholastic execution. a few analysts accepted that boys frequently out-perform their young ladies partners in most subject zones, whereas a few conclude the other way (maliki, ngban & ibu, 2009; jabor, machtmes, kungu, buntat, & nordin, 2016). but current patterns appear that the hole that once existed between sexes is quick closing (abubakar & bada, 2017). this recommends that ladies are getting more uncovered to instructive exercises more than ever. this may give prove for each sex bunches perform superior when instructed science utilizing graphic organizer. male and female understudies may hold more or less or may hold similarly when instructed science utilizing these guidelines models. from the fore going, the analyst is attempting to explore the use and impact of graphic organizer in science learning environment of university students in ikere ekiti, nigeria. methods the target population involved all science education students in bamidele olumilua university of education, science and technology, ikere ekiti , nigeria. one hundred (100) students in the 200level participated in the study. the sampling technique that was adopted for the student in each group was random sampling method. the sampling procedure for students was done by assigning numbers randomly to students and dividing numbers randomly to represent the experimental and control group. the research instrument for data collection consists of 25 objective-multiple choice test items extracted from the curriculum. the test was administered with the assistance of an instructor from the department of educational technology and the researcher and marked for data analysis. pre-test was administered to each of the groups to test the student’s previous knowledge about the topic and to establish that the students are of relatively same cognitive standard as far as the topic is concerned. both the experimental group and the control group were being taught using lecture demonstration method. thereafter, the experimental group (group a), were taught using graphic organizer. the graphic organizer used for the teaching is on mendelian inheritance pattern and breeding. it consists of a printed manual containing instructions to be followed by students and teachers to use the method. the questions were to test the result of the process, it is not meant for data analysis. after the graphic organizer procedure the same post test was administered to the two groups in order to access their academic performance after the teaching. the test instrument was drawn from standardize past questions that focused on genetics and was scrutinized by experts and lecturers of biological sciences. the instrument used to access the graphic organizer procedure has been used for study of effectiveness of graphic organizer by various researchers and result found encouraging. test-retest method was used to test the reliability and reliability coefficient of 0.72 was obtained. data collected was interpreted using the frequency distribution table and analyzed using various measures of central tendencies like mean, variance and standard deviation. the hypothesis 1, 2 and 3 were tested using the students ttest with an alpha level of 0.05 level of significance. result and discussion result tunji henry ogunyebi exploring the use and impact of graphic organiser in science learning environment of university students in ikere ekiti, nigeria volume 9, number 2, november 2025 | 310 zzzzzz hypothesis 1: there is no significant difference between the academic performance of students taught with graphic organizer and that of students taught with lecture method. table 1: showing the t-test analysis for the post-test of experimental group and control group. as seen in table 1 above, the difference between the post-test score of the experimental group (a) and the control group (b) was found to be significant at 0.05 alpha levels since the calculated t-value (38.97) is greater than the critical or table value (1.980). we therefore reject the null hypothesis 1 stated above and restate the hypothesis as below there is a significant difference between the academic performance of students taught with graphic organizer and that of students taught with lecture method. hypothesis 2there is no significant difference between the academic performance of male students taught with graphic organizer and that of female students taught with graphic organizer table 2: showing the t-test analysis for the post-test of males and females experimental group as seen in table 2 above, the difference between the post-test score of the males and the females experimental group was found not to be significant at 0.05 alpha levels since the calculated t-value (1.97) is less than the critical / table value (2.02). we therefore accept the null hypothesis 1 stated above. hypothesis 3there is no significant effect of the use of graphic organizer on the students’ academic performance. to determine whether there is any significant effect of the use of graphic organizer on the academic performance of the students, the pre and post–test of the experimental group has been subjected to t-test analysis. the result of the test is shown in table 3. table 3: showing the t-test analysis of the pre and post-test of the experimental group. test n x s.d d.f. alpha level critical t-value calculated tvalue pre 50 48.08 17.51 49 0-05 2.02 32.72 post 50 73.8 12.81 groups n x s.d d.f. alpha level critical tvalue calculated t-value a 50 73.8 12.81 98 0.05 1.980 38.97 b 50 gender n x s.d d.f. alpha level critical tvalue calculated t-value males 20 74.8 12.81 48 0-05 2.02 1.97 females 30 72.8 tunji henry ogunyebi exploring the use and impact of graphic organiser in science learning environment of university students in ikere ekiti, nigeria volume 9, number 2, november 2025 | 311 zzzzzz as seen in table 6 above, the difference between the pre-test score and the post-test score of the experimental group was found to be significant at 0.05 alpha levels since the calculated tvalue (32.72) is greater than the critical or table value (2.02) at (49, 0.05). we therefore reject the null hypothesis 3 stated above and restate the hypothesis as below; there is a significant effect of the use of graphic organizer on the students’ academic performance discussion this study has shown that graphic organizer has assisted in increasing the level of understanding of the concepts of genetics. the results of the final performance tests have shown that student’s performance increased and found to be meaningful (at 0.05 alpha levels). based on the responses provided to the test questions, the students have shown meaningful differences in the academic performance, when taught using graphic organizer and when taught using the traditional lecture method on. this indicates that the use of graphic organizer classes has a positive effect on the students’ academic performance. it is supported by sharrock (2018) that that graphic organizers helped the students keep to the topic by having their ideas in front of them as they were writing. the graphic environments provide a platform to apply the knowledge in a given situation, and their interactions results in the discovery of new knowledge that will help cognitive domain development and the accumulation of knowledge. in addition, cavanaugh, (2017) claimed that by using graphic organizers, students are encouraged to actively engage with the material instead of just passively taking it in. when they create or analyze these visual tools, they synthesize information and link new knowledge to what they already know. this hands-on approach fosters deeper cognitive engagement and enhances learning. tobias, (2021) supported that visual learning strategies, such as graphic organizers, can significantly boost memory retention. our brains are wired to remember images and spatial arrangements more easily than text alone. research indicates that students who incorporate graphic organizers into their learning process tend to recall information more effectively, as the visual format reinforces the material. tobias, 2021. the influence of gender on the academic performance of students in when taught with graphic organizer was examined using hypotheses two. the result of the analysis of t-test showed no significant gender difference for learners exposed to graphic organizer package. these findings showed that gender had no influence on the performance of students if they were taught with graphic organizer packages. these findings on gender agree with the earlier viewpoint of majzub and rais (2020) who stated that boys and girls performance do not correlate with the strategies used. a meta-analysis of 169 undergraduate biology and chemistry courses conducted by sara & halle (2021) found no overall gender gap in performance. however, factors like class size, assessment type, and teaching methods were identified as moderators influencing performance disparities. larger classes, reliance on exams, and traditional lecture formats were associated with lower grades for women. also, in the study of isaac & afua (2024) involving 290 students across three colleges of education in ghana revealed no statistically significant gender differences in academic performance in integrated science and assessment courses. both male and female students achieved similar mean scores, suggesting that gender-sensitive educational interventions can promote equity. this study provides the opportunity of finding out which of the groups, males or females, will do better when different types of graphic organizer are used. tunji henry ogunyebi exploring the use and impact of graphic organiser in science learning environment of university students in ikere ekiti, nigeria volume 9, number 2, november 2025 | 312 zzzzzz conclusion it could be concluded that the use of graphic organizer in teaching concepts stimulate creativity, curiosity, critical thinking, promotes students engagement with scientific method, encourage active learning and promotes socio-academic interaction among learners and their teachers in teaching and learning of science subjects. the researcher therefore concluded that the usage stimulates creativity, curiosity and promotes socio-academic interaction among learners and their lecturers. references abubakar, r. b. & bada, i. a. 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(2017).the effects of graphic organizer upon the reception learning and retention of general science content. dhew project no 1b-030; gran no oeg-2-710030. (eric document reproduction service no. ed 061-554.). condidoro, g. a. (2016). graphic organizers to the rescue! helping students link and remember information. teaching exceptional children, 32(3), 72-76. eissa, m. (2012). the effects of advance graphic organizers strategy intervention on academic achievement, self-efficacy, and motivation to learn social studies in learning disabled second year prep students, international journal of psycho-educational sciences, 1(1); pp. 18-26 ellis g.e. (2017). the process of education. new york: alfred a. knops inc. garzón-díaz, e. (2021). translanguaging in science lessons: exploring the language of science in l2 low achievers in a public-school setting in colombia. international perspectives on clil, pages 85-106. gupta, r. s (2015). a study of gender difference on the measure of academic achievement in adolescent students. visual soft research development technical and non-technical journal, 3 (1), 23-27. retrieved on 18th february 2014 from www.vsrdjournals.com. isaac k. & afua n.(2024) gender differences on the effects of learning environments on academic performance among tertiary students. education and youth research 4(2), 130 tunji henry ogunyebi exploring the use and impact of graphic organiser in science learning environment of university students in ikere ekiti, nigeria volume 9, number 2, november 2025 | 313 zzzzzz 139, https://doi.org/10.59041/eyor.1575270 kaku, d. & arthur, f. (2020). perceived effect of instructional materials on the effective teaching and learning of economics. european journal of education studies, 7(9); pp. 26-36 kurniaman, o. & zufriady (2019). the effectiveness of teaching materials for graphic organizers in reading in elementary school students. jes, vol. 3, no. 1, 48-62 journal of educational sciences. retrieved at https://ejournal.unri.ac.id/index.php/jes.doi: https://doi.org/10.31258/jes.3.1.p.48-62 kurniaman, o., zufriady., mulyani, e., & simulyasih, n. (2018). reading comprehension skill using graphic organizer for elementary school student. journal of teaching and learning in elementary education (jtlee), 1(2), 75-80. mayer c.h. (2016). differences in the gender gap: comparisons across racial / ethnic groups in education and work. policy information report. princton, nj: educational testing service. mazjub t. & rais,(2020). using study questions as advance organizers to improve students‟ retention capacity in basic science. international journal of innovative social & science education research 4(2):1-6 nasir, m., prastowo, r., & riwayani (2018). design and development of physics learning media of three-dimensional animation using blender applications on atomic core material. journal of educational sciences, 2(2), 23-32. nworgu b.g. (2019). teaching college freshmen. san francisco: jessey-bass. okeyefi, q.o. & nzewi, u.m. (2015). effect of material and non material reinforcement on pupil‟s achievement in basic science. journal of science teachers association of nigeria, 50(1), 40-47. sara o & halle b. (2021). meta-analysis of gender performance gaps in undergraduate natural science courses. cbe life science education, 20 (3), 11-23. tobias, s. (2021). visual learning strategies in science education: the role of graphic organizers. journal of cognitive learning, 34(3), 221-233 educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z ombudsman mechanism and conflict resolution in southwestern nigerian university olugbenga timothy ajadi department of educational management, obafemi awolowo university, ile-ife, nigeria ajagbesope@yahoo.co.uk accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: disputes are inevitable in educational institutions because it comprised of people of diverse characteristics and background. therefore, this study examined the implementation mechanism of ombudsman and conflict resolution in the southwestern nigerian university. the population for the study comprised all the staff and students from the six federal universities in southwestern nigeria. a sample of 300 staff and 300 students were selected from the three selected universities using simple random and disproportional sampling techniques. three instruments were adopted for the study: academic staff complaints satisfactory questionnaire (ascsq), non academic staff complaints satisfactory questionnaire (nascsq) and students complaints satisfaction questionnaire (stcsq). descriptive statistics was used to answer the two research questions raised for the study. the results reveals that the way the sampled universities handle complaints could be said to be in orderly manner and that students have good perception about how the complaints is being handled. the study recommends that nigerian universities should put in place an ombudsman office that will handle disputes among students and staff independently and provide a preventive mechanism that will not allow the emergence of complaints from staff. keyword: ombudsman, dispute, complaint, non-partisan and conflict resolution introduction disputes are inevitable in educational institutions because institutions comprises human beings. this is more apparent in the universities due to its structure that allows several units or groups to share functional boundaries in achieving set objectives. universities comprises students, academic and non-academic staff who must work harmoniously for-the development of an institutional structure. these university personnel share functional boundaries of exchange of knowledge within the system. however, universities in nigeria are characterized with internal and external disputes that militate against effective service delivery. internal dispute are disputes between academic and/ or non-academic staff and university management or between students and university management. on the other hand, external disputes involves academic or nonacademic staff and/or students and the government and/ or with the host community. historically, individuals, social and peer groups and communities have disputed over available resources in form of land, human and materials resources available in the society for human survival. communities have even fought one another and bitterly sought the elimination and/or subjugation of rivals, in order to control these resources. at the same time, human societies and groups have found their own ways and means of resolving conflicts without mailto:ajagbesope@yahoo.co.uk olugbenga timothy ajadi ombudsman mechanism and conflict resolution in southwestern nigerian university volume 9, number 2, november 2025 | 356 zzzzzz degeneration. among the conflict resolution methods available, according to rajani (2009) was ombudsman institution which has been closely associated with democracy, democratic development, governance and public administration in contemporary world. it is viewed as an easy mechanism of conflict resolution available for common people against arbitrary use of power by superior officer and government functionaries. hussaini (2010) submitted that with adoption of ombudsman institution, there is hope that the right and welfare of the subordinate or junior worker in any human establishment will be protected. according to longley (2023), an ombudsman is a neutral and non-partisan or committee of experienced officers appointed by the constituted authority to impartially investigate complaints by individual citizen against administrative injustice by public officers.the committee deals with specific complaints from the public against administrative injustice and arbitrary use of power. the committee has power to investigate, report upon and make recommendations about individual cases handled. the committee is not a court or tribunal, and has no power to make orders or to reverse administrative action but empowers to seek solution to problems by a process of investigation and conciliation. investopedia (2023) informed that an ombudsman's decision may or may not be legally binding. even if not binding, the decision typically carries considerable weight. in view of the aforementioned, universities therefore, cannot afford to disregard the feelings of their workers. it is therefore imperative for the universities to set up stable, effective and trustworthy non-partisan committees to serve as mediating organ in order to avoid total collapse of harmonious relationship among the various categories of workers and students in the universities. methods the descriptive research design was adopted for this study with population of all the staff and students from the six federal universities in southwestern nigeria (university of lagos, federal university, abeokuta, university of ibadan, obafemi awolowo university, federal university of technology, akure and federal university, oye-ekiti). the multi-stage sampling procedure was adopted for this study. simple random technique was used to select three of the six universities in southwestern nigeria while disproportional sampling technique was used to select 100 students and 100 staff from each of the selected universities across levels and cadres. the techniques are to give equal chance for the universities in southwestern nigeria of been selected and allow equal representation or participants irrespective of the staff and students population in each of the selected universities. three research instruments were adopted for this study. these are: academic staff complaints satisfactory questionnaire (ascsq), none academic staff complaints satisfactory questionnaire (nascsq), and students complaints satisfactory questionnaire (stcsq). the ascsq, nassq and stcsq were divided into two sections each. section a is designed to collect data on personal information while section b contains items on the indicators of the variables under study. for validity of the instruments, copies were sent to experts in personnel administration and conflict resolution for their review. the criticisms and corrections were used to improve on the final draft. to ensure that the instruments were reliable, test-retest of the instrument was carried out on 20 each of academic, non-academic and students of olabisi onabanjo university, ago-iwoye which was not part of the olugbenga timothy ajadi ombudsman mechanism and conflict resolution in southwestern nigerian university volume 9, number 2, november 2025 | 357 zzzzzz subject for this study. the reliability value of 0.87, 0.84 and 0.81 was obtained for ascsq, nascsq and stcsq respectively. the researcher personally administered the instruments with three research assistants who were adequately trained by the researcher for the exercise. simple percentage was used to answer the two research questions raised for the study result and discussion research question 1: what is the perception of academic staff/students about complaints handling in their institutions? n=300 description sa a d sd mean std there is wide spread manner of handling complaints in your institution 151 50.3% 88 29.3% 61 20.3% 0 0.0% 3.30 .95 my institution is aware of public complaints commission directive (pccd) requirements 146 48.7% 85 28.3% 69 23.0% 0 0.0% 3.26 .95 my institution is aware of the benefit of proper handling of complaints 139 46.3% 101 33.7% 60 20.0% 0 0.0% 3.26 .97 this institution upholds general complaints to any extent 135 45.0% 101 33.7% 64 21.3% 0 0.0% 3.24 1.50 members of this academic community including myself knows where complaints are to be lodged in this institution 116 38.7% 116 38.7% 68 22.7% 0 0.0% 3.16 1.01 the institution has enough facilities to redress complaints 146 48.7% 68 22.7% 75 25.0% 11 3.7% 3.16 1.00 there are complaints management policies in this institution 110 36.7% 127 42.3% 63 21.0% 0 0.0% 3.16 .96 this institution is complaint friendly 119 39.7% 105 35.0% 76 25.3% 0 0.0% 3.14 .85 methodical handling of complaints is evident in the way this institution handles complaints 119 39.7% 97 32.3% 76 25.3% 8 2.7% 3.14 .92 table 1 presents the results of the perception of academic staff about the complaint handling in their institution, the result reveals that 79.6% of the respondents agreed that there is wide spread of manner of handling complaints while 20.4% disagreed (mean=3.30, sd=0.92). again, 77.0% of the respondents agreed that their institution is aware of pccd requirements while 23.0% disagreed (mean=3.26, sd=0.95). more so, 80.0% of the academic respondent agreed that their institution is aware of benefit of proper handling of complaints while 20.0% disagreed (mean=3.26, sd=0.79). furthermore 78.7% of the respondents agreed that their institution upholding of complaints to any extent while 21.3% disagreed (mean=3.24, sd=1.50). again, 71.4% of the respondents agreed that there is availability of appropriate remedy in the institution (mean=3.16, sd=1.00). also 79.0% of the respondents agreed that there is complaints management policies and procedure that are in place in their institution while 21.0% disagreed olugbenga timothy ajadi ombudsman mechanism and conflict resolution in southwestern nigerian university volume 9, number 2, november 2025 | 358 zzzzzz (mean=3.16, sd=0.96). in addition, 74.7% agreed that their institution has complaints friendly culture of the institution while 25.3% disagreed (mean=3.14, sd=0.92). table 2: perception of the non-academic respondents about complaints handling in their institutions n=300 description sa a d sd mean std there is wide spread manner of handling complaints in your institution 107 35.7% 104 34.7% 84 28.0% 5 1.7% 3.31 0.4 my institution is aware of public complaints commission directive (pccd) requirements 146 48.7% 93 31.0% 61 20.3% 0 0.0% 3.28 0.41 my institution is aware of the benefit of proper handling of complaints 147 48.0% 88 29.3% 62 20.7% 3 1.0% 3.26 0.23 this institution upholds general complaints to any extent 143 47.7% 91 30.3% 64 21.3% 2 0.7% 3.25 0.51 members of this academic community including myself knows where complaints are to be lodged in this institution 141 47.0% 88 29.3% 69 23.0% 2 0.7% 3.23 0.56 the institution has enough facilities to redress complaints 135 45.0% 97 32.3% 66 22.0% 2 0.7 3.22 0.12 there are complaints management policies in this institution 135 45.% 88 29.3% 73 24.3% 4 1.3% 3.18 0.3 this institution is complaint friendly 114 38% 108 36.0% 67 22.3% 11 33.7% 3.08 .35 methodical handling of complaints is evident in the way this institution handles complaints 108 36.0% 109 36.3% 71 23.7% 12 4.0% 3.04 0.12 table 2 shows the distribution of non-academic staff responses on their perception on the way the complaint is being handle in their institution. the results reveal that 70.4% of the respondents agreed that there is wide spread of manner of handling complaints in their institution while 29.6% disagreed (mean=3.31, sd=0.4). again, 79.8% of the respondents agreed that there institution is aware of pccd requirements while 20.2% disagreed (mean=3.28, sd=0.41). also, 77.7% of the non-academic staff agreed that their institution is aware of benefit of proper handling of complaints while 22.3% disagreed (mean=3.26, sd=0.23). more so, 78.0% of the non-teaching staff also agreed that their institution upholding of complaints to some extent while 22.0% disagreed (mean=3.25, sd=0.51). furthermore, 84.0% of the respondents agreed that knowledge of complaints lodgment center by everyone (mean=3.23, sd=0.12). 77.0% of the respondents agreed that there is availability of appropriate remedy in their institution while 33.0% disagreed (mean=3.22, sd=0.12). in the same vein, 87.3% of the respondents agreed that there is complains management policies and procedure are in place in their institution while 12.7% disagreed (mean=3.18, sd=0.3). olugbenga timothy ajadi ombudsman mechanism and conflict resolution in southwestern nigerian university volume 9, number 2, november 2025 | 359 zzzzzz from the results on table 2 and 3, it could be observed that sampled respondents in the southwest universities agreed to a large extent. hence inference could be made that the way the sample universities handle complaints could be said to be in orderly manner. this is in tandem with the position of relph (2017) who observed that at internal committee level, conflict issues are well presented against when it is presented to committee set up by the supervisory agency. this might be because members of the committee are not strange to the aggrieved members, hence, reason for expressing their mind fearlessly. table 3: perception of the students about complaints handling in their institutions n=300 description sa a d sd mean std there is wide spread manner of handling complaints in your institution 334 55.7% 158 26.3% 108 18.0% 0 0.0% 3.38 0.56 my institution is aware of public complaints commission directive requirements 298 49.7% 151 25.2% 151 25.2% 0 0.0% 3.25 0.4 my institution is aware of the benefit of proper handling of complaints 290 48.3% 158 26.3% 152 25.3% 0 0.0% 3.25 0.56 this institution upholds general complaints to any extent 290 48.3% 158 26.3% 152 25.3% 0 0.0% 3.23 0.21 members of this academic community including myself knows where complaints are to be lodged in this institution 263 143 15 44 3.18 1.3 the institution has enough facilities to redress complaints 255 42.5% 237 39.5% 108 18.0% 0 0.0% 3.11 1.2 there are complaints management policies in this institution 178 29.7% 279 46.5% 143 23.8% 0 0.0% 3.06 1.2 this institution is complaint friendly 214 35.7% 236 39.3% 150 25.0% 0 0.0% 3.04 0.34 methodical handling of complaints is evident in the way this institution handles complaints 254 42.3% 201 33.5% 145 24.2% 0 0.0% 3.01 0.21 table 3 reveals the rating of the factors that determines the perception of students about complaints handling in nigerian universities. the mean item scores showed that the students agreed that the entire nine factors pointed towards a poor perception of the students towards complaints handling in the nigerian universities. spread of manner of handling complaints was rated highest (mean = 3.38, sd=0.56). this is followed by benefit of proper handling (mean = 3.26, sd=0.4), lodgment center (mis=3.25, sd=0.56); methodology (mean = 3.23, sd=0.21); extent of upholding complaints (mean = 3.18, sd=1.2); culture (mean = 3.11, sd=1.3); awareness of complaints directives (mean = 3.06); appropriate remedy (mean = 3.04, sd=0.34); and lastly, availability of policies and procedure (mean = 3.16, sd=0.21). thus, it could be said that students have good perception about how the complaints is being handle. this is in line with the findings of grobna (2008) who concluded that ombudsman is unbiased and fair in handling complaint olugbenga timothy ajadi ombudsman mechanism and conflict resolution in southwestern nigerian university volume 9, number 2, november 2025 | 360 zzzzzz brought before it. this might be because the members of ombudsman are non-partisan. their appointment is on merit, integrity and experience research question 2: what is the perception of staff and students about the composition of the complaints handling unit of the university? table 4: perception of the academic staff about dispute handlers in their institutions n=300 description sa a d sd mean std adequacy of delegation of dispute resolution 151 50.3% 88 29.3% 61 20.3% 0 0.0% 3.30 0.02 consideration of complainants in resolution process 133 44.3% 109 36.3% 58 19.3% 0 0.0% 3.25 0.34 management acceptance and utilization of handlers’ resolution 113 37.3% 125 41.7% 62 20.7% 0 0.0% 3.17 0.56 task orientation of complaints handlers 120 40.0% 107 35.7% 73 24.3% 0 0.0% 3.16 0.4 human and task orientation of complaints handler 146 48.7% 62 20.7% 71 23.7% 21 7.0% 3.11 0.61 human orientation of complaints handlers 112 37.3% 107 35.6% 71 23.7% 10 3.3% 3.07 0.3 table 4 reveals the rating of the factors that determines the perception of the academic staff about dispute handlers in their institutions. the mean item scores explained the perception of the academic staff towards complaints handlers in the nigerian universities using the entire six factors. adequate delegation was rated highest with 79.5% of the respondents agreed that there is adequacy of delegation of dispute resolution (mean = 3.30, sd=0.02). this is followed by resolution process (mean= 3.25, sd=0.34), acceptance and utilization (mean = 3.17, sd=0.56); task orientation (mean = 3.16, sd=0.4); human and task orientation (mean = 3.11, sd=0.61); and lastly, human orientation (mean = 3.07, sd=0.3). from the result, it could observe that academic staff in the sampled universities perceived that universities management fairly handle the dispute whenever it errupted. this is in line with the ethical principles that establish the foundation of ombuds work which include: independence, neutrality, impartiality and confidentiality as identified by mastiro (2015). the confidence repose in the ombudsman might equally be responsible for their fairness. table 5: perception of the non-academic staff about dispute handlers in their institutions n=300 description sa a d sd mean std human orientation of complaints handlers 144 48.0% 95 31.7% 61 20.3% 0 0.0% 3.28 1.00 management acceptance and utilization of handlers’ resolution 132 44.0% 105 35.0% 63 21.0% 0 0.0% 3.17 .98 consideration of complainants in resolution process 146 48.7% 67 22.3% 77 25.7% 10 3.3% 3.16 0.85 adequacy of delegation of dispute resolution 119 39.7% 108 36.0% 64 21.3% 9 3.3% 3.12 1.00 olugbenga timothy ajadi ombudsman mechanism and conflict resolution in southwestern nigerian university volume 9, number 2, november 2025 | 361 zzzzzz human and task orientation of complaints handler 121 40.3% 98 32.7% 73 24.3% 8 2.7% 3.11 0.50 task orientation of complaints handlers 108 36.6% 109 36.3% 71 23.7% 12 4.0% 3.04 0.17 table 5 reveals the rating of the factors that determines the perception of the non-academic staff about dispute handlers in their institutions. the mean item scores explained the perception of the non-academic staff towards complaints handlers in the nigerian universities using the entire six factors. human orientation was rated highest (mean = 3.28, sd=1.00). this is followed by acceptance and utilization (mean = 3.17, sd=0.98); resolution process (mean = 3.16, sd=0.85); adequate delegation (mean = 3.12, sd=1.00); human and task orientation (mean = 3.11, sd=1.00) and lastly, task orientation (mean = 3.04, sd=0.17). the general, implication of the result from the table 5 is that dispute handlers are objective in their ways of settling the dispute. this result is in line with kolb (2015) who provided four sets of ethical principles establishes the foundation of ombuds work. the dispute handlers need to be objective to be able to say the truth and provide amicable suggestions to settle the dispute. table 6: perception of the students about dispute handlers in their institutions n=300 description sa a d sd mean std adequacy of delegation of dispute resolution 305 50.8% 144 24.0% 151 25.2% 0 0.0% 3.26 0.23 consideration of complainants in resolution process 248 41.3% 244 40.7% 108 18.0% 0 0.0% 3.23 0.46 human and task orientation of complaints handler 290 48.4% 158 26.3% 152 25.3% 0 0.0% 3.23 0.12 management acceptance and utilization of handlers’ resolution 210 35.0% 281 46.8% 109 18.2% 0 0.0% 3.22 0.35 human orientation of complaints handlers 240 40.0% 208 34.7% 152 25.3% 0 0.0% 3.15 0.65 task orientation of complaints handlers 263 43.8% 143 23.8% 143 23.8% 51 8.5% 3.03 0.21 ` table 6 reveals the rating of the factors that determines the perception of the students about dispute handlers in their institutions. the mean item scores explained the perception of the students towards complaints handlers in the nigerian universities using the entire six indictors. adequate delegation was rated highest (mean = 3.26, sd=0.23). this is followed by resolution process (mean = 3.23, sd=0.46), human orientation (mean = 3.23, sd= 0.12); acceptance and utilization (mean = 3.22, sd=0.65); human and task orientation (mean = 3.15, sd=0.65); and lastly task orientation (mean = 3.03, sd=0.21). conclusion the study concluded that there is wide spread manner of handling complaints by universities and awareness of benefit of proper handling of complaints, knowledge of complaint lodgment olugbenga timothy ajadi ombudsman mechanism and conflict resolution in southwestern nigerian university volume 9, number 2, november 2025 | 362 zzzzzz centre and availability of appropriate remedy are all factors responsible for the simplicity of resolutions of dispute in the universities. the current dispute resolution in nigerian universities requires an establishment of an office (ombudsman) for dispute resolution that is recognised and accepted by all stakeholders in the universities. this is because conflict potentials in the universities are varied. hence, the need for all the groups within the system to recognize these potentials and deliberately make concerted efforts to curtail the negative consequences of conflicts. this curtailment could be achieved through meaningful interactions and effective communication; resourcefulness and resource management; and cooperation between the universities and the state. these measures would culminate in drastic reduction in negative conflict potentials and consequent high goal attainment potential. references alan, l (2001). challenges for the ombudsman in a changing socio-economic environment. retrieved from: http://www.soumu.go.jp/main_content/000144310.pdf on the 15th january, 2023 fadele, a. o. (2020). managing private universities in developing countries, in n. a. chinyere, t. k. o. george, k. a. badau, f. k. zaharah (eds), critical issues in education. ibadan: his lineage banjo, a. o. (2001). managing ombudsman in developing countries. global journal of educational research, 3(1), 31-45 begshaw, h. l. (1998). conflict management and mediation: key leadership skills for the millennium, review of educational research, 30(6), 64-82 benjamin, a. c. (2007). the big challenge: equity in large organisation. journal of personnel management, 8(2), 39-51. buhang, h. & gleditsch, k. (2005). “origin of conflict clusters: contagion or bad neighborhoods?”paper prepared for the third european consortium for political research general conference, budapest, 8-10, september, 2005. caiden, j. p. & stahl, m. j ((1983). modeling the policies of several labor arbitrators. the academy of management journal 26(1): 140-147 fagartin, t. a. (2007). a model of corporate performance as a function of arbitrator and leadership influences. journal of law, 13(1), 126-141. gadling, h. (2013). the ombudsman: what’s in a name? negotiation journal, 33(1), 37-48. grobna, m. l. (2008). the making of ombudsman. international studies in educational administration, 36(2), 35–51 gronhan a. p. (2016). the ideal problem solver: a guide for improvement. new york: freeman hannah, c. (1998). the eleventh reason why committee system doesn’t work effectively, management review, 82, 31-56. harrison, d. a., newman, d. a. & roth, p. l. (2007). principles of problem solving in human organisation. us-china education review, 1(5), 613 – 633. hussaini, b. f. (2010). awareness and utilization of ombudsman resources by school management. africa education review, 12(2), 84 – 102 investopedia (2023). what is ombudsman? retrieved from https://www.investopedia.com/terms/o/ombudsman.asp on the 17th june, 2023 kolb, e. j. & hill, r. e. 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(2007). the human problems of an industrialized civilization, new york: macmillian books. office of the ombudsman, ohio university (2010): the meaning of ombudsman. retrieved from http://www.ohio.edu/ombuds/history.html on the 17th february, 2022 rajani, k. p. (2009). role of the office of the ombudsman in resolving extra-judicial killings, journal of criminal justice and security, 32, 77-92 reif, l. c. (2004). the ombudsman, good governance and the international human rights system, boston, martinus nijhoff publishers rowe, s. l. (2010). ombudsman leadership satisfaction and productivity: a comparative analysis. international journal of educational policy, research and review, 11(4), 401-414 salter, j. (2012). interpreting modern conflict philosophy. new york: macmillan stieber, j. e. & johnson, t. w. (2000). the path-goal theory of leadership: a partial test and suggested refinement. european journal of social science, 18(2): 242-252. walters, p. o. (2001). conditions of ombudsman. new york: rinehart and winston educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z influence of collaborative learning on mathematics comprehension of grade 10 students jonard de jesus sta. maria1, noemi joyce mangayao herrea2, alysa padua trinidad3, mark jimrey buan legaspi4, keith martin ong tagatac5 philippines 37332020@holycross.edu.ph1, 60802022@holycross.edu.ph2, 61442022@holycross.edu.ph3, jimreypos5@gmail.com4, 63212022@holycross.edu.ph5 accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: mathematics comprehension continues to be a challenge among filipino students, as reflected in recent international assessments that show low proficiency levels. this study investigated the effect of collaborative learning on the mathematics comprehension of grade 10 students at sto. rosario national high school, focusing on the topic of permutations. using a quasi-experimental design, the researchers compared two groups: 22 students engaged in collaborative learning strategies, and 22 students taught using traditional methods. pre-tests and post-tests were administered to assess the impact of the intervention. statistical analysis of the results showed no significant difference in the performance of both groups, suggesting that the collaborative approach did not produce measurable improvement in students’ comprehension of mathematical concepts. the findings highlight the importance of evaluating not just the method, but also its implementation, duration, and alignment with student needs. the study contributes to mathematics education by offering insights into the challenges of applying collaborative learning and the importance of refining instructional approaches to enhance learning outcomes. keyword: collaborative learning; grade 10; mathematics comprehension; and quasi-experimental introduction mathematics comprehension is a fundamental skill that underpins academic success in various educational and professional fields, yet many grade 10 students continue to face challenges in mastering this subject. according to the 2023 programme for international student assessment (pisa) report by the organisation for economic cooperation and development (oecd), the philippines showed only a slight improvement in math scores—from 353 points in 2018 to 355 in 2022. despite this marginal increase, filipino students remain well below the global average. notably, only 16 percent of students achieved level 2 proficiency, indicating that most are unable to solve basic mathematics problems without explicit guidance. these figures highlight the persistent gap in mathematical understanding among filipino learners. to address these challenges, previous studies have explored various interventions aimed at improving student engagement and learning outcomes in mathematics. digital tools, for instance, have been examined for their potential to support flexible and personalized learning. santos (2022) conducted a comparative analysis of mobile applications for college-level mailto:37332020@holycross.edu.ph mailto:60802022@holycross.edu.ph mailto:61442022@holycross.edu.ph mailto:jimreypos5@gmail.com mailto:63212022@holycross.edu.ph jonard de jesus sta. maria, noemi joyce mangayao herrea, alysa padua trinidad, mark jimrey buan legaspi, keith martin ong tagatac influence of collaborative learning on mathematics comprehension of grade 10 students volume 9, number 2, november 2025 | 329 zzzzzz mathematics, noting how features such as intuitive interfaces, real-time problem solving, and visual support contributed to students’ grasp of mathematical concepts. although promising, such technology-based strategies are typically individualized and may not address the social dimensions of learning. similarly, skovsmose (2020) emphasized that while digital technologies offer procedural support and visualization, their impact is maximized when paired with pedagogical strategies that promote collaboration and discourse. likewise, boucheix and schneider (2009) found that although multimedia tools improve mathematical concept retention, student interaction and verbal explanation are key in achieving deeper comprehension. recent work has also emphasized the influence of classroom strategies on academic performance. effective classroom management and equitable output distribution were shown to positively affect student engagement and learning behavior, although academic outcomes were shaped by a broader set of factors beyond classroom control (lajom et al., 2023). similarly, peer influence, teacher quality, and learning infrastructure were identified as significant contributors to performance and motivation among senior high school students (cordova et al., 2022). in support of these findings, slavin (2014) reported that cooperative learning strategies such as stad and peer tutoring improved not only student achievement but also attitudes toward mathematics. furthermore, gillies (2016) highlighted that students in well-structured collaborative groups develop stronger problem-solving skills and greater persistence when working through mathematical challenges. building on these insights, research has shown that collaborative learning—where students work together in groups—can lead to better learning outcomes. gray (2024) and kumar (2017) suggest that when students share ideas and support each other in a safe and respectful environment, their understanding and thinking skills improve. vygotsky’s theory (1978), known as the zone of proximal development, also supports the idea that students learn more effectively when guided by peers or more knowledgeable individuals. despite these theoretical underpinnings and successful implementations of group-based strategies, studies focusing on collaborative learning have yet to fully explore its specific effect on mathematics comprehension, particularly within the philippine context. furthermore, some researchers, such as virgana (2019), have explored group-based methods like the student teams-achievement divisions (stad) model and found positive effects on students’ understanding of mathematics concepts. ahmad and dogar (2023) suggests further research on collaborative learning's effectiveness in improving learners' conceptual understanding of mathematics, identifying best practices, and ensuring efficient resource utilization. furthermore, siswanto and susetyawati (2024) recommended future researchers apply other cooperative learning models to improve students' ability to understand concepts. therefore, the researchers came up to explore the influence of collaborative learning on the mathematics comprehension of grade 10 students. the study is anchored to collaborative learning theory by lev vygotski. the survey of sotto (2021) defines collaborative learning as an approach to teaching and learning that involves a group of learners working together. collaborative learning builds on what we know about the social nature of learning and how students construct knowledge. the basic idea is to promote active learning in ways not possible with highly competitive or individualized learning models. jonard de jesus sta. maria, noemi joyce mangayao herrea, alysa padua trinidad, mark jimrey buan legaspi, keith martin ong tagatac influence of collaborative learning on mathematics comprehension of grade 10 students volume 9, number 2, november 2025 | 330 zzzzzz collaborative learning allows the creation and innovation of knowledge through group interaction and the active participation of each member. in collaborative learning, the students will study as a group to solidify mathematics comprehension by utilizing each other's knowledge and experience (mubireek, 2021). the intervention used a structured collaborative learning approach rooted in lev vygotsky’s social constructivist theory, focusing on peer interaction and shared learning to strengthen grade 10 students’ understanding of mathematics. instead of relying on traditional, individual learning methods, students worked in small, guided groups to discuss, explain, and solve problems together, encouraging deeper comprehension through social support. a key feature of this approach was the use of preand post-assessments to customize activities based on students’ initial understanding and to track their progress. by combining formative assessment with collaborative engagement, the strategy fostered active participation, critical thinking, and peer learning, proving more effective in reinforcing mathematical concepts than conventional lecturebased methods. this study investigated the influence of collaborative learning on mathematics comprehension of grade 10 students of sto. rosario national high school, by answering the following problems: 1. how may the mathematics comprehension of the experimental group under collaborative learning be described in terms of: 1.1. pre-assessment scores; and 1.2. post-assessment scores? 2. how may the mathematics comprehension of the control group under traditional learning be described in terms of: 2.1. pre-assessment scores; and 2.2. post-assessment scores? 3. is there a significant difference between the pre-assessment scores and post-assessment scores of the experimental group? 4. is there a significant difference between the pre-assessment scores and post-assessment scores of the control group? 5. is there a significant difference between the mathematics comprehension of the control group and the experimental group? 6. what action plan may be proposed to improve the mathematics comprehension of grade 10 students? the proposed intervention, centered on collaborative learning strategies, is designed to create a more engaging and interactive classroom environment that addresses students’ difficulties in understanding mathematical concepts. while the study found no immediate significant effect, the intervention still offers potential long-term benefits. collaborative learning encourages students to explain their thinking, ask questions, and learn from their peers, which can help deepen comprehension over time. collaborative learning also supports the development of essential skills such as communication, critical thinking, and teamwork. these benefits may not always be reflected in short-term test scores but can lead to long-term improvement in student engagement and comprehension. for teachers, this strategy offers a flexible and student-centered method that can complement traditional instruction. jonard de jesus sta. maria, noemi joyce mangayao herrea, alysa padua trinidad, mark jimrey buan legaspi, keith martin ong tagatac influence of collaborative learning on mathematics comprehension of grade 10 students volume 9, number 2, november 2025 | 331 zzzzzz methods this study employed a quasi-experimental research design to determine the causal relationship between the collaborative learning intervention (independent variable) and students’ mathematics comprehension (dependent variable). the research was conducted at sto. rosario national high school, located in barangay deepwell, sto. rosario, santa rosa, nueva ecija. the participants were selected from grade 10 mathematics classes, providing a diverse academic background to assess the effectiveness of the intervention. using purposive sampling, two sections were selected based on comparable academic performance. the fishbowl method was then applied to randomly assign one section as the control group and the other as the experimental group. a total of 44 students participated in the study, with 22 students in each group. data collection involved a pre-assessment and a post-assessment test focused on the topic of permutations. the pre-test consisted of 15 multiple-choice questions designed to measure students’ baseline understanding. the same set of items was administered as the post-test after the intervention to determine learning gains. prior to data collection, formal approval was secured from the school administration. the pre-assessment was administered to both groups to establish initial comprehension levels. the experimental group engaged in structured collaborative learning activities, while the control group received instruction followed by individual tasks. after the activities, both groups completed the post-assessment to evaluate changes in their understanding of permutations. figure 1. – data gathering procedure quantitative data were analyzed using measures of central tendency and inferential statistics. the mean was computed to determine the average pre-test and post-test scores in mathematics comprehension for both groups. the rating scale shown in table 2 was used to assess the students' level of mathematics comprehension based on their mean score. control group experimental group preassessment test discussion post assessment test compare scores preassessment test discussion post assessment test jonard de jesus sta. maria, noemi joyce mangayao herrea, alysa padua trinidad, mark jimrey buan legaspi, keith martin ong tagatac influence of collaborative learning on mathematics comprehension of grade 10 students volume 9, number 2, november 2025 | 332 zzzzzz table 2. rating scale verbal description scale excellent 12.81-15.00 above average 9.61-12.80 average 6.41-9.60 below average 3.21-6.40 poor 0-3.20 a paired sample t-test was used to assess whether there was a statistically significant difference in the pre-test and post-test scores within and between groups, thereby evaluating the effectiveness of collaborative learning as an intervention. result and discussion table 3mean scores of the control group and experimental group group mean verbal description pre-test scores control experimental 9.227 9.364 average average post-test scores control experimental 8.591 9.000 average average table 3 presents the mean pre-test and post-test scores of the control and experimental groups. prior to the intervention, the control group had a mean score of 9.227, while the experimental group registered a slightly higher mean of 9.364. both scores fall under the “average” classification. following the intervention, the control group’s mean decreased to 8.591, and the experimental group’s mean also slightly declined to 9.000—remaining within the same verbal category. the minimal change in scores and the sustained “average” level suggest that the collaborative learning intervention, as implemented, did not result in a significant improvement in students' mathematics comprehension. the slight decline in both groups’ scores may be attributed to external factors, such as variations in student motivation, assessment conditions, or classroom dynamics, rather than the effectiveness of the instructional method itself. this outcome aligns with the findings of virgana (2019), who emphasized that the success of cooperative learning models depends heavily on implementation fidelity, teacher facilitation, and the learning environment. it is important to note that not all collaborative strategies yield the same outcomes. for example, ramadiana’s study on the teams games tournament (tgt) model showed significantly better results. the tgt model, which integrates structured group activities, peer collaboration, and gamified learning, demonstrated notable improvements in students’ creativity and mathematical understanding. students in the experimental group outperformed their peers in the control group, with the study highlighting the positive impact of competitive and interactive group work on problem-solving skills and conceptual mastery. in contrast, the findings of the present study imply that generic collaborative activities, without strong instructional scaffolding or active facilitation, may not be sufficient to generate measurable academic gains. future implementations may benefit from incorporating wellstructured cooperative learning frameworks like tgt or stad, accompanied by training for jonard de jesus sta. maria, noemi joyce mangayao herrea, alysa padua trinidad, mark jimrey buan legaspi, keith martin ong tagatac influence of collaborative learning on mathematics comprehension of grade 10 students volume 9, number 2, november 2025 | 333 zzzzzz teachers in group management and formative assessment strategies. table 4paired samples t-test result on comparing pre-test and post-test scores of experimental group variable 1 variable 2 t-stat p-value decision remarks pre-test score post-test score 0.601 0.554 fail to reject h0 not significant table 4 summarizes the results of the paired samples t-test conducted to compare the pretest and post-test scores of the experimental group. the computed t-value was 0.601 with 21 degrees of freedom, and the corresponding p-value was 0.554. since the p-value is greater than the 0.05 significance level, the difference between the preand post-test scores is statistically insignificant. this result indicates that the collaborative learning intervention implemented in the experimental group did not lead to a statistically significant improvement in students’ mathematical comprehension. the high p-value suggests that the observed change in scores could be due to random variation rather than the effect of the intervention. these findings contrast with those of virgana (2019), who reported significant improvements in student performance through the use of the student teams-achievement divisions (stad) cooperative learning model. the difference in outcomes may be attributed to the degree of implementation fidelity, structure of group tasks, or teacher facilitation strategies. the current result highlights that the success of collaborative learning is not solely dependent on its use but also on how effectively it is designed and executed within the classroom context. supporting this, wahyuni’s study demonstrated that the stad model substantially enhanced students’ conceptual understanding in mathematics. students exposed to the stad strategy outperformed those taught using conventional methods, with gains observed among both highand low-achieving learners. this reinforces the idea that structured and well-implemented cooperative learning models, such as stad, can foster more equitable and meaningful improvements in mathematical comprehension and engagement. therefore, while collaborative learning holds promise, the results of this study underscore the critical role of instructional quality and structured facilitation in achieving measurable academic outcomes. table 5.paired samples t-test results on comparing pre-test and post-test scores of control group variable 1 variable 2 t-stat p-value decision remarks pre-test score post-test score 1.84 0.080 fail to reject h0 not significant table 5 presents the results of the paired samples t-test for the control group, comparing their pre-test and post-test scores. the computed t-value was 1.84 with a p-value of 0.080. although the scores showed a slight increase, the difference was not statistically significant at the 0.05 level. this result suggests that, in the absence of any instructional intervention, students' comprehension of mathematics remained relatively stable. the lack of significant change aligns with expectations that traditional teaching methods, within a short timeframe, may not yield jonard de jesus sta. maria, noemi joyce mangayao herrea, alysa padua trinidad, mark jimrey buan legaspi, keith martin ong tagatac influence of collaborative learning on mathematics comprehension of grade 10 students volume 9, number 2, november 2025 | 334 zzzzzz substantial improvement in understanding complex topics like permutations. notably, the p-value being close to the threshold hints at a potential trend toward improvement, which may have become statistically significant with a larger sample size, extended intervention period, or additional instructional support. these findings are consistent with ahmad (2023), who observed similarly non-significant pre-post score differences in control groups, reinforcing the idea that external factors or regular classroom instruction alone are insufficient for significant learning gains. in contrast, the study by tiwow et al. (2020) found that the student teams achievement division (stad) cooperative learning model led to substantial improvements in students’ mathematical comprehension. their findings highlighted that students exposed to stad outperformed those in traditional settings, regardless of their initial level of interest or ability in mathematics. this comparison underscores that while standard teaching approaches can maintain baseline comprehension levels, the integration of structured and engaging cooperative learning strategies—like stad—may be more effective in driving meaningful academic improvement, especially in mathematical contexts. table 6.independent samples t-test results on comparing control group and experimental group t-stat p-value decision remarks pre-test score -0.304 0.763 fail to reject h0 not significant post-test score -0.762 0.451 fail to reject h0 not significant table 6 presents the independent samples t-test results comparing the control and experimental groups both before and after the collaborative learning intervention. the pre-test yielded a t-value of -0.304 (p = 0.763), while the post-test resulted in a t-value of -0.762 (p = 0.451). in both cases, the p-values exceeded the 0.05 significance level, indicating no statistically significant differences between the groups. these results suggest that the two groups had comparable mathematics comprehension at the outset and that the collaborative learning intervention did not produce a significant difference in performance post-intervention. the findings reinforce the earlier conclusion that while collaborative strategies hold theoretical promise, their effectiveness depends on multiple contextual and implementation-related factors. this outcome aligns with studies by virgana (2019) and siswanto and susetyawati (2024), which found that cooperative learning models, under certain conditions, did not significantly outperform traditional instructional approaches. contributing factors may include the depth of teacher training, clarity of instructional design, classroom dynamics, or the degree of student participation and engagement. by contrast, asria’s study on the think-pair-share (tps) model showed statistically significant gains in students’ comprehension, particularly in trigonometry. tps was especially beneficial for learners with low to moderate initial abilities, fostering confidence, peer interaction, and conceptual understanding. however, limitations such as group pairing challenges in oddnumbered classes were noted, indicating that even effective models require thoughtful implementation. jonard de jesus sta. maria, noemi joyce mangayao herrea, alysa padua trinidad, mark jimrey buan legaspi, keith martin ong tagatac influence of collaborative learning on mathematics comprehension of grade 10 students volume 9, number 2, november 2025 | 335 zzzzzz the results of the present study suggest that collaborative learning, as implemented here, may require further refinement—such as more structured scaffolding, differentiated instruction, or the integration of proven models like stad or tps—to yield measurable academic improvements in mathematics. table 7independent samples t-test t-stat p-value decision remarks difference student’s t -0.304 0.763 fail to reject h0 not significant mann-whitney u -0.762 0.451 fail to reject h0 not significant table 7 presents the results of both parametric and non-parametric tests used to assess the difference in score variations between the control and experimental groups. the independent samples t-test yielded a p-value of 0.763, while the mann-whitney u test returned a p-value of 0.451. in both cases, the p-values exceed the 0.05 significance level, indicating that the difference in performance between the two groups is not statistically significant. the convergence of findings from both statistical approaches reinforces the conclusion that the collaborative learning strategy employed in this study did not result in a measurable improvement in students’ mathematics comprehension. this outcome highlights the possibility that collaboration, as operationalized here, lacked sufficient structure or engagement mechanisms to produce a meaningful academic impact. these findings contrast with those of siswanto and susetyawati (2024), who reported that specific cooperative learning models, such as think-pair-share, led to significant gains in conceptual understanding—especially when implemented with fidelity and responsiveness to student needs. similarly, wahyuni’s study emphasized the consistent effectiveness of the student teams achievement division (stad) model, showing improved mathematics performance across students of varying ability levels. the stad model was particularly noted for promoting active engagement and comprehension through structured peer collaboration and equitable task distribution. the discrepancy between these studies and the present findings suggests that not all collaborative learning implementations yield equal outcomes. the effectiveness of such strategies may depend on factors such as group dynamics, task design, teacher facilitation skills, and student readiness. this emphasizes the need for thoughtful integration of cooperative models with clearly defined roles, scaffolded tasks, and supportive learning environments to maximize their potential in enhancing mathematics education. conclusion this study explored whether collaborative learning could make a meaningful difference in how grade 10 students understand mathematics. while the idea of students learning together— sharing ideas, helping one another, and building understanding as a group—is compelling, the results of this study suggest that simply placing students in groups is not enough to improve their comprehension. the collaborative learning strategy used in this research did not lead to significant gains in students' math performance. this doesn’t mean that collaboration isn’t effective—it means that how we implement it matters. learning is a complex process, and meaningful improvement takes jonard de jesus sta. maria, noemi joyce mangayao herrea, alysa padua trinidad, mark jimrey buan legaspi, keith martin ong tagatac influence of collaborative learning on mathematics comprehension of grade 10 students volume 9, number 2, november 2025 | 336 zzzzzz more than good intentions. without careful planning, structured guidance, and strong teacher support, collaboration can fall flat or become unproductive. what became clear through this study is that collaboration must be more than a classroom routine; it must be a purposeful strategy. when implemented thoughtfully—with clear roles, engaging tasks, and strong facilitation—it can be a powerful tool. models like stad and thinkpair-share show us that when done right, collaborative learning can improve understanding, boost confidence, and engage students more deeply. in the end, this research reminds us that teaching is not just about methods—it’s about people. it’s about how students connect, how teachers guide, and how we create learning environments that truly support growth. with better planning, more training, and a deeper commitment to student-centered learning, collaborative strategies can still play a meaningful role in helping students succeed in mathematics. recommendations for classroom application, educators are encouraged to adapt and refine collaborative learning models based on the specific needs of their students and the unique context of their school. providing professional development focused on facilitation strategies, group dynamics, and collaborative task design can enhance the quality and effectiveness of these approaches. the proposed action plan outlined in tbale 8 may serve as a practical framework for integrating structured collaborative learning strategies in mathematics instruction. teachers may implement or adapt its components—such as the use of stad, think-pair-share, and weekly problem-solving tasks—to promote student engagement and deeper conceptual understanding. jonard de jesus sta. maria, noemi joyce mangayao herrea, alysa padua trinidad, mark jimrey buan legaspi, keith martin ong tagatac influence of collaborative learning on mathematics comprehension of grade 10 students volume 9, number 2, november 2025 | 337 zzzzzz table 8.proposed action plan in collaborative learning and mathematics comprehension factors objectives activities budget persons in charge tim efra me expected outcome collaborative learning -to enhance the students’ mathematics comprehensio n by engaging them actively in the learning process. -to encourage students to analyze, evaluate, and synthesize information through discussion and debate with other students. -incorporate collaborative learning strategies in teaching like students team achievement division (stad), think-pairshare (tps), or group investigation (gi). -often give activities, math problems, and projects that require students to work in groups. 3000 2500 teacher teacher augu stmay augu stmay -more than 80% of the students demonstrate a deeper understanding of the material and perform better on assessments. -more than 80% of the students are more engaged and motivated to participate actively in learning. mathematics comprehension -to improve the students’ ability to analyze and solve mathemaical problem effectively. -to encourage students to explore mathematic topics and build strong skills in working with numbers, -give a new problem each week for students to solve, ranging from simple to complex, and have them discussed their thought process in solving it. -pair students to work together on solving mathematics problems or explain concepts to one another. 2000 2000 parent students augu stmay augu stmay -more than 80% of the students are able to think critically about mathematical problems and jusify their solutions. -more than 80% of the students participates in projects and actively seeking out new mathematical challenges beyond the curriculum. jonard de jesus sta. maria, noemi joyce mangayao herrea, alysa padua trinidad, mark jimrey buan legaspi, keith martin ong tagatac influence of collaborative learning on mathematics comprehension of grade 10 students volume 9, number 2, november 2025 | 338 zzzzzz including performing basic operations. this proposed action plan is designed to improve students’ comprehension in mathematics by incorporating meaningful and structured collaborative learning strategies into classroom instruction. it emphasizes learning through teamwork, discussion, and shared problem-solving— approaches known to foster deeper understanding and engagement. methods such as the student teams achievement division (stad), think-pair-share (tps), and group investigation (gi) provide varied and interactive formats that encourage students to process mathematical concepts socially. group activities, weekly problem sets, and peer teaching opportunities allow students to build confidence, reinforce their understanding, and articulate their reasoning. in addition to the recoomendations, future researchers are encouraged to examine the long-term effects of collaborative learning on mathematical comprehension and critical thinking. studies could explore its effectiveness across different grade levels, subject areas, and learner profiles, or investigate the use of technology-enhanced collaborative tools (e.g., virtual whiteboards, shared digital workspaces) to expand learning opportunities. such research would contribute valuable insights into how collaborative learning can be more effectively integrated and sustained in diverse educational settings. references ahmad, m., & dogar, a. h. (2023). effect of collaborative learning on conceptual understanding ability in mathematics among 5th grade neglected children. annals of human and social sciences, 4(2), 205-213. asria, v. z. (2019, december). improving concept comprehension ability in mathematics by using mathematical model: think-pair-share approach. in journal of physics: conference series (vol. 1402, no. 7, p. 077083). iop publishing. boucheix, j. m., & schneider, e. (2009). static and animated presentations in learning dynamic mechanical systems. learning and instruction, 19(2), 112–127. https://doi.org/10.1016/j.learninstruc.2008.03.004 cordova, m. s., maria, j. m. s., & santos, j. v. l. (2022). factors affecting academic performance and motivation among holy cross college sta. rosa grade 12 students. educatio: journal of education, 7(3), 152-162. gillies, r. m. (2016). cooperative learning: review of research and practice. australian journal of teacher education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3 gray, r. (2024, october 23). collaborative learning strategies in math. amplify. https://amplify.com/blog/math-teacher-lounge/collaborative-learning-strategies-inmath kumar, r. (2017). the effect of collaborative learning on enhancing student achievement: a metaanalysis [doctoral dissertation]. concordia university. https://spectrum.library.concordia.ca/982327/(open in a new window). lajom, m. a. p., cajucom, r. n. d., batobalonos, c. s., & santos, e. j. v. l. (2023). enhancing academic performance through effective classroom management and output distribution. international journal of social sciences & educational studies, 10(3), 424–437. https://amplify.com/blog/math-teacher-lounge/collaborative-learning-strategies-in-math https://amplify.com/blog/math-teacher-lounge/collaborative-learning-strategies-in-math https://spectrum.library.concordia.ca/982327/(open%20in%20a%20new%20window) jonard de jesus sta. maria, noemi joyce mangayao herrea, alysa padua trinidad, mark jimrey buan legaspi, keith martin ong tagatac influence of collaborative learning on mathematics comprehension of grade 10 students volume 9, number 2, november 2025 | 339 zzzzzz learning type teams games tournament (tgt) on creativity and comprehension the student’s concept in mathematics learning. mathematics education journal, 3(1), 17-24. mubireek, s. (2021). the effects of cooperative learning versus traditional teaching on ramadiana, a., in'am, a., & kusumawardana, a. s. (2019). the effect of cooperative santos, j. v. l. (2022). comparative analysis of mobile applications for its integration in college mathematics subjects. educatio: journal of education, 6(4), 324–345. siswanto, d. h., & susetyawati, m. e. (2024). comparison of the effectiveness of cooperative learning models tps and gi on students' mathematical concept understanding ability. international journal of scientific multidisciplinary research, 2(7), 875-888 skovsmose, o. (2020). dialogic teaching and learning in mathematics education. encyclopedia of mathematics education, 195-197.cordova, m. s., maria, j. m. s., & santos, j. v. l. (2022). factors affecting academic performance and motivation among holy cross college sta. rosa grade 12 students. educatio: journal of education, 7(3), 152–162. slavin, r. e. (2014). cooperative learning and academic achievement: why does groupwork work? anales de psicología, 30(3), 785–791. https://doi.org/10.6018/analesps.30.3.201201 sotto jr, r. (2021).collaborative learning in the 21st century teaching and learning landscape: effects to students’ cognitive, affective, and psychomotor. international journal of educational management & innovation, 2(2). students' achievement: a case study. tesol international journal, 16(2), 31-55. tiwow, d., salajang, s., & damai, w. (2020, may). the effect of cooperative learning model of stad to the mathematics understanding. in 4th asian education symposium (aes 2019) (pp. 279-282). atlantis press. virgana, v. (2019). understanding of mathematical concepts through cooperative learning, and learning styles. journal of education and learning (edulearn), 13(2), 212-218. vygotsky, l. (2019). collaborative learning. collaboration, communications, and critical thinking: a stem-inspired path across the curriculum, 43. wahyuni, p. (2019). the effect of cooperative learning type student teams achievement division (stad) on understanding mathematical concepts in class viii students of mts n pekanbaru. international journal of trends in mathematics education research, 2(4), 168172. educatio : journal of education volume 9 , number 3, november 2024 issn : 2579-8383 (print) issn : 2579-8405 (online) the use of tiktok to teach speaking in descriptive text muhammad aldiansyah1, lilis rahmawati2*, chalimah3, maaz ud din4 1,3universitas pgri jombang 2staim nglawak kertosono nganjuk 4ph.d scholar department of management sciences university of swabi, kp pakistan corresponding author : 24011516014@mhs.unesa.ac.id accepted: sept 28th 2024 reviewed: oct 18th 2024 published: nov 30th 2024 abstract the english learning process in indonesia faces significant challenges, particularly in the speaking aspect, where students experience difficulties in comprehension and fluency. this study aims to evaluate the effectiveness of tiktok as a learning tool to improve students' speaking abilities, focusing on comprehension and fluency. a quantitative research design was employed, utilizing the mann-whitney u test for data analysis. two student groups were involved: one group was taught using tiktok, while the other group followed traditional teaching methods. the results revealed a significant difference in learning outcomes between the two groups. the tiktok group achieved an average learning outcome of 22.18, whereas the non-tiktok group scored an average of 12.82. these findings indicate that tiktok is an effective medium for enhancing speaking skills, particularly in comprehension and fluency. the study demonstrates the potential of incorporating social media platforms like tiktok into language learning, offering a more engaging and interactive approach. keywords: speaking, tiktok, instructional media by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction the acquisition of english as a foreign language (efl) in indonesia remains a significant challenge, particularly in speaking skills. previous studies have highlighted that indonesian students face difficulties in mastering grammar, speaking, listening, writing, and reading 1. effective efl programs require skilled instructors; however, issues such as instructor discomfort, non-interactive teaching methods, and lack of expertise significantly hinder the learning process 2. given that 1 muflih a zufar and dwi astuti, “analysis of logical thinking ability of students 1g madrasah mu’allimin muhammadiyah yogyakarta academic year 2022/2023,” math didactic jurnal pendidikan matematika 9, no. 1 (2023): 60–70. 2 chun lai, “the influence of extramural access to mainstream culture social media on ethnic minority students’ motivation for language learning,” british journal of educational technology 50, no. 4 (2018): 1929–1941. http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 3, november 2024| 292 spoken english demands active engagement and interaction, educators must explore more effective strategies to foster students' language proficiency, especially in speaking 3. speaking, as defined, is an interactive process involving the production, reception, and processing of information 4. it is a productive skill that demands systematic verbal utterances and a clear understanding of its underlying components 5. key aspects of speaking include comprehension, fluency, grammar, vocabulary, and pronunciation 6. this research focuses on enhancing comprehension and fluency, using tiktok as a pedagogical tool, aligning with current digital trends where students are more engaged through interactive media 7. comprehension refers to understanding the meaning conveyed by a speaker, while fluency is the ability to articulate thoughts smoothly without unnecessary pauses 8. this study explores the enhancement of these components through innovative teaching methods. as emphasized by cahyaningrum et al., comprehensibility plays a crucial role in fostering mutual understanding, while fluency supports continuous speech flow during communication 9. instructional media is an essential tool in modern pedagogy, serving to effectively deliver lesson materials and clarify complex concepts 10. the rise of social media platforms, such as tiktok, holds considerable potential in enhancing educational experiences due to their interactive nature and widespread appeal among students 11. tiktok’s audiovisual characteristics offer an innovative avenue for language practice, enabling students to engage with spoken english in a dynamic and enjoyable manner 12. 3 harto malik et al., “identification of barriers and challenges to teaching english at an early age in indonesia: an international publication analysis study,” linguistics and culture review 5, no. 1 (2021): 217–229. 4 doris dippold et al., “taking elf off the shelf: developing he students’ speaking skills through a focus on english as a lingua franca,” linguistics and education (2019); novela ananda and hastini hastini, “a study on selfconfidence impact of elf students’ speaking,” journal of general education and humanities (2023); dr. fadiel mohammed musa, “evaluating elf students’ speaking skill at tertiary level,” international journal online of humanities (2021). 5 muneera muftah, “impact of social media on learning english language during the covid-19 pandemic,” psu research review 8, no. 1 (2022): 211–226. 6 shek kam tse et al., “a longitudinal investigation into the chinese language development of non-chinese speaking preschoolers in hong kong,” journal of language teaching and research (2021); ana gallego et al., “examining the relationship between public speaking anxiety, distress tolerance and psychological flexibility,” journal of contextual behavioral science (2020); judith j. voogt et al., “speaking up, support, control and work engagement of medical residents. a structural equation modelling analysis,” medical education (2019). 7 missi t astuti, shalawati shalawati, and sitti hadijah, “learning english as a foreign language in indonesia: senior high school students’ motivation and challenges,” al-ishlah jurnal pendidikan 14, no. 4 (2022): 7001–7016. 8 siti a nuraini, sudiran sudiran, and hartono hartono, “enhancing speaking skills of non-english major students: evaluating the impact of sociodramatic games,” veles voice of english language education society 7, no. 3 (2023): 765–774. 9 rasman rasman, “to translanguage or not to translanguage? the multilingual practice in an indonesian efl classroom,” indonesian journal of applied linguistics 7, no. 3 (2018): 687; nikmatus solikhah and muhammad j sofi, “teacher’s strategies for stimulating efl students’ active learning in an indonesian senior high school,” erudita journal of english language teaching 3, no. 2 (2023): 144–155. 10 woro e sitoresmi and nina a damayanti, “the syllabus evaluation: our discovery island 5–student book published by pearson education,” jurnal jendela pendidikan 2, no. 03 (2022): 459–464. 11 kireina utomo et al., “pre-service teacher’s perspective on the use of communicative learning methods: a case study on foreign language teaching (english-japanese)” (2023). 12 dzakia tunnisa, murni mahmud, and kisman salija, “investigating teacherâ€tms sense of humor in indonesia,” international journal of language education (2019): 99–114. volume 9, number 3, november 2024| 293 the features of tiktok, such as music integration, video effects, and collaborative tools, offer opportunities to promote student creativity. in particular, the duet feature enables students to practice speaking by pairing their voices with others, fostering collaborative learning experiences 13. this research aims to leverage tiktok's features to improve speaking skills, encouraging students to consistently engage in creative language practice. this study investigates the effectiveness of tiktok in enhancing comprehension and fluency in efl, contributing to existing literature on social media’s role in language acquisition 14. it seeks to provide practical insights for educators interested in incorporating technology into their teaching practices. recent studies have documented tiktok’s influence on students' speaking skills. wahyu et al. found significant improvements in students' language abilities with tiktok use 15, while hartini et al. observed a marked impact on speaking capabilities, supported by statistically significant findings 16. despite these promising results, there is limited research examining specific aspects of speaking skills, particularly comprehension and fluency. this study seeks to fill this gap by providing a detailed analysis of these components in the context of learning descriptive texts using tiktok. the integration of tiktok into language instruction represents a forward-thinking approach to language teaching, responding to the challenges of traditional methodologies and aligning with current technological trends in education 17. engaging students through trending media such as tiktok promotes active learning, enhancing their language acquisition in a more interactive and innovative environment. the inclusion of tiktok in efl learning offers new opportunities for language instruction, addressing pedagogical demands and fostering student engagement. this research aims to explore tiktok’s potential as a tool for improving speaking skills, particularly comprehension and fluency, contributing to the ongoing discourse on the role of technology in language education 18. methods this study adopts a quantitative research design, employing a quasi-experimental approach to investigate the effectiveness of tiktok as a medium for improving english speaking skills among indonesian students. the quasi-experimental design is particularly suitable for this research because it allows for comparisons between an experimental group and a control group while 13 siti to’ifah and fatimah sari, “an exploration of university students’ challenges in learning english as a foreign language (efl) during covid-19 pandemic,” teknosastik 20, no. 2 (2022): 113. 14 ulin ni’mah, “case study: the role of learning strategies, personality and motivation in the second language acquisition: writing proficiency of a somalian student,” journal of english for academic and specific purposes (jeasp) 3, no. 1 (2020): 43–55. 15 rebaz b m nuri et al., “pedagogical effects of social media on iraqi kurd efl learners,” arab world english journal 7, no. 1 (2021): 202–216. 16 caroline v katemba, “theatrical performance and english as a foreign language learning,” ekspresi seni jurnal ilmu pengetahuan dan karya seni 23, no. 2 (2021): 462. 17 nurul fitri, nina afrida, and cut i meutia, “english foreign language teachers’ perception on the use of information and communication technology in teaching english at smkn 3 langsa,” jolcc 2, no. 1 (2024): 1–17. 18 zhongzheng zhao et al., “social media and academic success: impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among efl learners,” frontiers in psychology 13 (2022). volume 9, number 3, november 2024| 294 acknowledging the challenges related to controlling external variables that may influence the outcomes19. the participants in this study consist of first-year english language students from smkn 1 trowulan, selected based on purposive sampling. purposive sampling was employed to ensure that the sample met specific criteria essential for the research objectives. consequently, two classes were designated: class 10 a served as the experimental group, while class 10 b functioned as the control group. a total of 34 students participated in the study, comprising an equal distribution of students from both classes, ensuring a relevant sample for analyzing the impact of tiktok on their speaking skills. data collection involved both pre-test and post-test assessments to measure the speaking skills of the students before and after the intervention. the research utilized a single-group pretest and post-test design, which is an established method in quasi-experimental research. this method involves assessing participants’ speaking skills through a standardized test prior to the implementation of the tiktok-based instructional intervention, followed by another assessment after the intervention has been conducted dewi & nugraheni 20. the instruments used for data collection included structured speaking tests, designed to evaluate students' comprehension and fluency in english speaking. the tests were developed to align with the objectives of the research, focusing specifically on evaluating speaking skills in response to tiktok-based learning activities. the speaking tests were administered under controlled conditions to reduce variability and ensure reliable measures of student performance. data analysis was conducted using the mann-whitney test, an appropriate non-parametric statistical method. this choice was necessitated by the preliminary analysis indicating that the data distributions were not normal and homogenous, rendering parametric tests unsuitable . the mannwhitney test allowed for a robust comparison of the pre-test and post-test scores of both the experimental and control groups, facilitating the evaluation of the efficacy of tiktok as a learning medium for enhancing speaking skills. the intervention consisted of a series of tiktok-based learning activities that encouraged active engagement among students. these activities integrated the use of tiktok’s features to promote dynamic interaction and collaborative learning, aimed at enhancing both comprehension and fluency aspects of speaking. students in the experimental group were encouraged to create and participate in speaking tasks using tiktok, providing an engaging platform conducive to practicing their speaking skills in a socially relevant context. this research employs a systematic quantitative approach to explore the impact of tiktok on speaking skills, utilizing well-defined methods for participant selection, data collection, and analysis. by employing a quasi-experimental design and focusing on specific language skill 19 n c ramos and j v berrocoso, “social media in higher education: systematic review of the literature (20182023),” international journal of educational research and innovation 2024, no. 21 (2024), https://www.scopus.com/inward/record.uri?eid=2-s2.085200038387&doi=10.46661%2fijeri.9602&partnerid=40&md5=9164b15de50f42319145e337445fdcef. 20 i dewi and aninditya s nugraheni, “media mind mapping untuk meningkatkan pemahaman materi kalimat berpola,” guru tua jurnal pendidikan dan pembelajaran 5, no. 2 (2022): 31–40. volume 9, number 3, november 2024| 295 components, this study aims to contribute valuable insights into innovative language teaching methodologies in a contemporary educational landscape. result and discussion result the primary objective of this research was to investigate whether the use of tiktok could significantly improve students' speaking skills, with a focus on comprehension and fluency. in this study, tiktok served as the independent variable, and speaking skills were the dependent variable. the data from the experimental group (which used tiktok) and the control group (which did not use tiktok) were analyzed using the mann-whitney u test, as the data did not meet the assumptions of normal distribution, requiring a non-parametric test. the participants in this study were first-year english language students at smkn 1 trowulan, selected through purposive sampling. this method ensured that participants met specific criteria relevant to the research goals. the students were divided into two groups: class 10a (experimental group) and class 10b (control group). a total of 34 students participated, with an equal distribution across both groups, ensuring a balanced and representative sample for the research. the mann-whitney u test was used to assess the differences in post-test scores between the two groups. the results are summarized in table 1, which presents the mean ranks and the sum of ranks for both groups: table 1: mann-whitney rank test class n mean rank sum of ranks post-test results (control group) 17 12.82 218.00 post-test results (experimental group) 17 22.18 377.00 total 34 from table 1, it is evident that the experimental group (those who used tiktok) achieved significantly higher post-test scores, with a mean rank of 22.18 compared to the control group's mean rank of 12.82. the difference in mean ranks (9.26) highlights a substantial impact of tiktok on students' speaking outcomes. the sum of ranks for the experimental group was 377.00, while the control group had a sum of ranks of 218.00, further indicating a notable disparity between the groups. in order to further analyze the data, the mann-whitney u test results are provided in table 2, which details the statistical analysis of the post-test scores for both groups: table 2: mann-whitney test for students’ speaking skills test statistic value mann-whitney u 65.000 wilcoxon w 218.000 z -3.319 volume 9, number 3, november 2024| 296 asymp. sig. (2-tailed) 0.001 exact sig. [2*(1-tailed sig.)] 0.005 the asymp. sig. (2-tailed) value of 0.001 is well below the critical threshold of 0.05, which confirms that the null hypothesis (h₀) should be rejected. this result supports the acceptance of the alternative hypothesis (h₁), indicating that there is a significant difference in the speaking skills of students between the experimental and control groups. specifically, tiktok’s use significantly improved students' speaking abilities, particularly in the areas of comprehension and fluency. discussion the findings of this study offer significant insights into the effectiveness of tiktok as a medium for improving speaking skills, specifically in the areas of comprehension and fluency, among indonesian efl learners. the results align with the growing body of research on the use of social media platforms, such as tiktok, in language learning, but with a more focused exploration of how tiktok affects specific aspects of speaking. this research contributes to the existing literature by narrowing the scope of investigation to comprehension and fluency, areas critical to achieving proficiency in spoken english. the findings of this study are consistent with earlier studies, such as those by wahyu et al. 21 and hartini et al. 22, which demonstrated that tiktok enhances speaking skills through its engaging, interactive nature. wahyu et al. 23 found significant improvements in language abilities attributed to tiktok, similar to the outcomes observed in the present study. the experimental group in this study showed an average learning improvement of 9.26 points compared to the control group, suggesting that tiktok's audiovisual features, such as music integration and video effects, help engage students in a more meaningful, interactive manner, which is conducive to learning 24 . the current study validates these findings by focusing specifically on comprehension and fluency, which have been shown to be two of the most challenging aspects of speaking skills for efl learners 25. the theoretical framework of communicative language teaching (clt) emphasizes the importance of interaction and real-world communication in language acquisition 26. tiktok’s interactive features, such as the duet function, enable students to engage in real-time, authentic communication with their peers and with content creators. this dynamic interaction likely contributes to improved comprehension, as students are required to process spoken language in 21 riswan t r i wahyu, nihta v f liando, and rinny s rorimpandey, “the implementation of tiktok as media teaching to improve students ’ speaking ability” 2, no. 12 (2023): 1551–1564. 22 reni hartini, ari fajria novari, and tatu munawaroh, “the effect of using tiktok application towards students’ speaking skill at the tenth grade students of smkn 5 pandeglang in academic year 2022/2023,” 202311-16. 23 wahyu, liando, and rorimpandey, “the implementation of tiktok as media teaching to improve students ’ speaking ability.” 24 tunnisa, mahmud, and salija, “investigating teacherâ€tms sense of humor in indonesia.” 25 malik et al., “identification of barriers and challenges to teaching english at an early age in indonesia: an international publication analysis study.” 26 jack c richards and theodore s rodgers, approaches and methods in language teaching (cambridge university press, 2014). volume 9, number 3, november 2024| 297 various contexts and apply it actively. similarly, fluency is fostered as students practice articulating their thoughts more smoothly and coherently while participating in collaborative tasks on tiktok. these findings are in line with nuraini et al. 27, who define fluency as the ability to express oneself without hesitation, an aspect that tiktok’s structure supports by encouraging students to speak continuously in a low-pressure environment. in comparison to previous studies, such as those by dewi 28, this study makes a more direct contribution by isolating specific components of speaking skills—comprehension and fluency— and analyzing how tiktok influences them. while past studies, like those by irawan 29 and zhou 30, have demonstrated tiktok’s effectiveness in improving general language skills, this research contributes by offering a detailed examination of how tiktok improves two critical components of speaking that are often overlooked in broader studies. the specific focus on comprehension and fluency in the context of learning descriptive texts is a novel approach that expands our understanding of how tiktok can be used to enhance language learning. moreover, the present study highlights the interactive and creative aspects of tiktok that appeal to students in the digital age. social media platforms, especially tiktok, are widely used by students outside of the classroom, making them a familiar and engaging tool for language learning. this resonates with the findings of fitri et al. 31, who emphasized the potential of social media as a pedagogical tool to bridge the gap between traditional language teaching and the needs of contemporary learners. by using a platform that students already engage with regularly, educators can foster a more natural and comfortable learning environment, which increases motivation and engagement. this approach aligns with the current shift towards student-centered learning, which prioritizes active participation and creative expression. the findings of this study also have important pedagogical implications. by using tiktok as a teaching tool, educators can create more interactive and engaging learning experiences that go beyond traditional, passive learning methods. tiktok's multimedia features provide students with the opportunity to practice speaking in ways that are both fun and academically relevant, enhancing both their comprehension and fluency. moreover, the collaborative aspects of tiktok—such as the duet function—promote peer interaction, which is crucial for language development 32. this social interaction encourages learners to communicate more effectively and provides them with immediate feedback, which is essential for improvement. however, despite the promising findings, there are challenges associated with using tiktok as an instructional medium. for instance, students may face difficulties balancing the creative aspects 27 nuraini, sudiran, and hartono, “enhancing speaking skills of non-english major students: evaluating the impact of sociodramatic games.” 28 yohana puspita dewi, “use of tiktok application to enchance tudents’ speaking skill,” journal corner of education, linguistics, and literature 3, no. 2 (2023): 92–99. 29 yoki irawan, “situating islamic values in english language teaching,” islamika jurnal ilmu-ilmu keislaman 20, no. 01 (2020): 95–103. 30 yonghong zhou, “impacts of social media on language learning: a review of literature” (2021). 31 fitri, afrida, and meutia, “english foreign language teachers’ perception on the use of information and communication technology in teaching english at smkn 3 langsa.” 32 rebecca l. gómez and louann gerken, “infant artificial language learning and language acquisition,” trends in cognitive sciences, 2000. volume 9, number 3, november 2024| 298 of tiktok with the academic objectives of the lesson. some students may struggle with the selfdirected nature of the tasks or may find it challenging to integrate the content of the lesson with their personal creativity. future studies could investigate how to structure tiktok-based tasks more effectively to ensure that academic goals are met while still allowing for creativity and engagement. the findings of this research reinforce the growing body of evidence suggesting that tiktok is an effective tool for enhancing students’ speaking skills, especially in the areas of comprehension and fluency. the use of tiktok as a pedagogical tool in this study supports the theoretical underpinnings of communicative language teaching by providing an interactive, authentic environment for students to practice speaking. this study contributes to the existing literature by offering a focused analysis of tiktok’s impact on specific aspects of speaking and by demonstrating how digital platforms can be effectively integrated into modern language teaching practices. future research should continue to explore the long-term effects of tiktok on language acquisition and consider how it can be used alongside other instructional tools to maximize its educational benefits. conclusion this study investigated the effectiveness of tiktok as a pedagogical tool for enhancing students' speaking skills, specifically focusing on comprehension and fluency. the findings clearly indicate that tiktok has a significant positive impact on students' speaking abilities compared to traditional methods. students in the experimental group, who used tiktok in their learning activities, exhibited higher speaking proficiency, particularly in comprehension and fluency, than those in the control group. these results underscore tiktok's potential as a dynamic and engaging learning medium, which can foster greater interaction and creativity among students, enhancing their overall language skills. the study’s findings contribute to the broader conversation surrounding the integration of digital tools, particularly social media platforms like tiktok, in language education. by offering an interactive and immersive environment, tiktok provides a unique opportunity for students to practice language in a more socially relevant and engaging context. this aligns with contemporary educational trends that prioritize student-centered, technology-driven learning environments. furthermore, this research builds upon previous studies, focusing specifically on comprehension and fluency—two critical aspects of language proficiency that are often underexplored in the context of social media-based language learning. however, while this study provides compelling evidence for the effectiveness of tiktok in improving speaking skills, it also highlights areas for future exploration. future research could investigate how tiktok’s interactive features impact other aspects of speaking, such as pronunciation and grammar. additionally, long-term studies could explore the sustained effects of tiktok-based learning on students’ speaking proficiency and overall language acquisition. it would also be valuable to examine the role of educator facilitation in maximizing the effectiveness of tiktok as a teaching tool, ensuring that the platform's potential is fully realized within the classroom setting. volume 9, number 3, november 2024| 299 the implications of this research for the field of education are far-reaching. as educational institutions continue to embrace digital technologies, the use of platforms like tiktok can significantly enhance language learning experiences. by integrating such platforms into the curriculum, educators can tap into students' interests, motivate them to engage with language learning in innovative ways, and develop their speaking skills more effectively. furthermore, the flexibility and accessibility of tiktok enable learners to practice speaking outside the classroom, fostering continuous learning and skill development. this research demonstrates the potential of tiktok as an effective tool for improving speaking skills in english language learners, particularly in terms of comprehension and fluency. the findings underscore the value of leveraging social media as an educational resource, with the potential to transform traditional language learning practices. by continuing to explore and integrate such digital tools into education, we can open new avenues for student engagement and language acquisition in the digital age. reference astuti, missi t, shalawati shalawati, and sitti hadijah. “learning english as a foreign language in indonesia: senior high school students’ motivation and challenges.” al-ishlah jurnal pendidikan 14, no. 4 (2022): 7001–7016. dewi, i, and aninditya s nugraheni. “media mind mapping untuk meningkatkan pemahaman materi kalimat berpola.” guru tua jurnal pendidikan dan pembelajaran 5, no. 2 (2022): 31–40. dewi, yohana puspita. “use of tiktok application to enchance tudents’ speaking skill.” journal corner of education, linguistics, and literature 3, no. 2 (2023): 92–99. dippold, doris, stephanie bridges, sue eccles, and emma mullen. “taking elf off the shelf: developing he students’ speaking skills through a focus on english as a lingua franca.” linguistics and education (2019). fitri, nurul, nina afrida, and cut i meutia. “english foreign language teachers’ perception on the use of information and communication technology in teaching english at smkn 3 langsa.” jolcc 2, no. 1 (2024): 1–17. gallego, ana, louise mchugh, matthieu villatte, and raimo lappalainen. “examining the relationship between public speaking anxiety, distress tolerance and psychological flexibility.” journal of contextual behavioral science (2020). gómez, rebecca l., and louann gerken. “infant artificial language learning and language acquisition.” trends in cognitive sciences, 2000. hartini, reni, ari fajria novari, and tatu munawaroh. “the effect of using tiktok application towards students’ speaking skill at the tenth grade students of smkn 5 pandeglang in academic year 2022/2023.” 2023-11-16. irawan, yoki. “situating islamic values in english language teaching.” islamika jurnal ilmu-ilmu keislaman 20, no. 01 (2020): 95–103. katemba, caroline v. “theatrical performance and english as a foreign language learning.” ekspresi seni jurnal ilmu pengetahuan dan karya seni 23, no. 2 (2021): 462. lai, chun. “the influence of extramural access to mainstream culture social media on ethnic minority students’ motivation for language learning.” british journal of educational technology 50, no. 4 (2018): 1929–1941. malik, harto, megan a humaira, achmad n komari, irwan fathurrochman, and imam jayanto. “identification of barriers and challenges to teaching english at an early age in indonesia: volume 9, number 3, november 2024| 300 an international publication analysis study.” linguistics and culture review 5, no. 1 (2021): 217–229. muftah, muneera. “impact of social media on learning english language during the covid19 pandemic.” psu research review 8, no. 1 (2022): 211–226. musa, dr. fadiel mohammed. “evaluating elf students’ speaking skill at tertiary level.” international journal online of humanities (2021). ni’mah, ulin. “case study: the role of learning strategies, personality and motivation in the second language acquisition: writing proficiency of a somalian student.” journal of english for academic and specific purposes (jeasp) 3, no. 1 (2020): 43–55. novela ananda, and hastini hastini. “a study on self-confidence impact of elf students’ speaking.” journal of general education and humanities (2023). nuraini, siti a, sudiran sudiran, and hartono hartono. “enhancing speaking skills of nonenglish major students: evaluating the impact of sociodramatic games.” veles voice of english language education society 7, no. 3 (2023): 765–774. nuri, rebaz b m, awder r aziz, kochar a saeed, shaiy k tofiq, and soma s ahmed. “pedagogical effects of social media on iraqi kurd efl learners.” arab world english journal 7, no. 1 (2021): 202–216. ramos, n c, and j v berrocoso. “social media in higher education: systematic review of the literature (2018-2023).” international journal of educational research and innovation 2024, no. 21 (2024). https://www.scopus.com/inward/record.uri?eid=2-s2.085200038387&doi=10.46661%2fijeri.9602&partnerid=40&md5=9164b15de50f42319145 e337445fdcef. rasman, rasman. “to translanguage or not to translanguage? the multilingual practice in an indonesian efl classroom.” indonesian journal of applied linguistics 7, no. 3 (2018): 687. richards, jack c, and theodore s rodgers. approaches and methods in language teaching. cambridge university press, 2014. sitoresmi, woro e, and nina a damayanti. “the syllabus evaluation: our discovery island 5– student book published by pearson education.” jurnal jendela pendidikan 2, no. 03 (2022): 459–464. solikhah, nikmatus, and muhammad j sofi. “teacher’s strategies for stimulating efl students’ active learning in an indonesian senior high school.” erudita journal of english language teaching 3, no. 2 (2023): 144–155. to’ifah, siti, and fatimah sari. “an exploration of university students’ challenges in learning english as a foreign language (efl) during covid-19 pandemic.” teknosastik 20, no. 2 (2022): 113. tse, shek kam, cheong yam leung, pik fong tsui, kit yee chan, and mei chi kwok. “a longitudinal investigation into the chinese language development of non-chinese speaking preschoolers in hong kong.” journal of language teaching and research (2021). tunnisa, dzakia, murni mahmud, and kisman salija. “investigating teacherâ€tms sense of humor in indonesia.” international journal of language education (2019): 99–114. utomo, kireina, iriyanti sitorus, putu d d degeng, and hamamah hamamah. “pre-service teacher’s perspective on the use of communicative learning methods: a case study on foreign language teaching (english-japanese)” (2023). voogt, judith j., toon w. taris, elizabeth l.j. van rensen, margriet m.e. schneider, mirko noordegraaf, and marieke f. van der schaaf. “speaking up, support, control and work engagement of medical residents. a structural equation modelling analysis.” medical education (2019). volume 9, number 3, november 2024| 301 wahyu, riswan t r i, nihta v f liando, and rinny s rorimpandey. “the implementation of tiktok as media teaching to improve students ’ speaking ability” 2, no. 12 (2023): 1551– 1564. zhao, zhongzheng, xiao‐chuan wang, sayed m ismail, md. k hasan, and arash hashemifardnia. “social media and academic success: impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among efl learners.” frontiers in psychology 13 (2022). zhou, yonghong. “impacts of social media on language learning: a review of literature” (2021). zufar, muflih a, and dwi astuti. “analysis of logical thinking ability of students 1g madrasah mu’allimin muhammadiyah yogyakarta academic year 2022/2023.” math didactic jurnal pendidikan matematika 9, no. 1 (2023): 60–70. educatio : journal of education volume 9 , number 2, november 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z some interventions for sustainability leveraged mechanical engineering education kapil gupta1, shailendra pawanr2*, mfundo nkosi3 university of johannesburg, doornfontein campus, johannesburg 2028, south africa shailendrap@uj.ac.za accepted: 10 august 2025 reviewed: 5 september, 2025 published: 20 november 2025 abstract: embedding sustainable development goals (sdgs) into engineering education is critical to prepare engineers who are both technically skilled and socially responsible. universities and nations are increasingly evaluated by their contributions toward sdgs, making sustainability a central element of modern curricula. integrating sustainability not only fosters economic growth, environmental protection, and social impact but also encourages learners to balance technical excellence with societal welfare. quality education, as emphasized in sdg 4, is achieved when engineering programs move beyond technical training to encourage values of responsibility, ethics, and sustainability in future engineers. sustainability-integrated engineering curricula require awareness, knowledge-building, involvement, and collaboration attempts. this article covers some important aspects of embedding sustainability in engineering education. with the help of showcasing some interventions and work carried out on sustainability-integrated teaching, learning, and projects, conducted at one of the leading international pan african universities, this article aims to disseminate the concept of sustainable engineering education and encourages future interventions to establish the field further. keyword: curriculum reform, engineering education, sdg, teaching and learning introduction in the present time, integrating sustainability into engineering education is key to addressing global social, economic, and environmental challenges. this involves educating learners, training lecturers, and engaging stakeholders, as engineers play a central role in designing sustainable systems and technologies. embedding sustainability interventions can transform engineering education, equipping future engineers with the skills and values to apply sustainability in practice (ramirez-mendoza et al., 2020). today, industries and institutions worldwide adopt sustainability principles—whether to comply with regulations, act responsibly, or remain competitive. as per the survey conducted by a group of researchers from a latin american institution, most of the institutes and universities were deeply rooted in environmental education and students had a limited awareness about education for sustainable development (acostacastellanos et al., 2024). the surveyors suggested incorporating transition strategies and unique ways to integrate sdgs into engineering education. sustainable engineering education represents a paradigm shift from traditional curricula that prioritize technical proficiency to one that emphasizes a holistic approach, integrating environmental, social, and economic dimensions to strengthen sustainability mailto:shailendrap@uj.ac.za kapil gupta, shailendra pawanr, mfundo nkosi some interventions for sustainability leveraged mechanical engineering education volume 9, number 2, november 2025 | 193 zzzzzz (gutierrez-bucheli et al., 2022). this educational model seeks to produce engineers capable of addressing problems and designing solutions that align with the united nations’ sustainable development goals (sdgs), particularly in areas such as affordable clean energy, sustainable cities, industry and infrastructure, responsible consumption, and climate action(fredriksson & dwek, 2021). to achieve this, engineering programs must incorporate collaborative and interdisciplinary approaches, including sustainability-based curricula with sdg-aligned course contents, carrying out projects and problems, and conducting training, to address complex sustainability challenges effectively. additionally, experiential learning methods, including projectbased learning, industry collaborations, and community engagement, are critical in providing students with practical exposure to real-world sustainability challenges (garcía-aranda et al., 2023). however, achieving sustainable engineering education comes with its challenges. resistance to change, the need for faculty training, and the alignment of curricula with industry demands are some of the hurdles that educational institutions must overcome. the possible strategies to overcome such barriers can be adopted by aligning the institution’s strategic goals and plans with sdgs. through academic excellence, innovative research and education, and community engagement, societal im-pact and environmental protection should be pursued. interdisciplinary engagements and training to incorporate sustainability interventions are solicited. collaborations between academia, industry, and governments are essential to developing accreditation standards, funding resources, and frameworks that support sustainability-focused programs. it is also mandatory to ensure that learners and trainers remain ethically responsible in this transformation and journey to achieve excellence and sustainability. it is also imperative that all the stakeholders should be made aware of the policies and regulations in place for sustainability. constituting students’ societies and chapters and their engagement with communities to solve local and global sustainability problems can play a vital role. strategies for sustainability mapping evaluation and record-keeping should also be in place. figure 1 presents some important aspects of sustainable engineering education. besides theoretical learning to gain knowledge, its use to solve real-world problems by applying critical thinking ability, experiential learning in the form of laboratory experiments and tests, projects and case studies, and problem-solving tasks, is essential. sustainable engineering education directly contributes to sdg 4 quality education. it is grounded on strengthening economy, society, and environment, and supporting people, planet, and profit. sdg 17 partnership for the goals is believed to be a key, not only to promote sustainable and quality education but also to pursue other sdgs. there are some past attempts at integrating sustainability with engineering education. in an important study, the integration of sustainability-related topics into master’s programs of mechanical engineering in three top-ranked european universities has been evaluated (hąbek et al., 2024). it was reported that despite sincere attempts, still not all students have been exposed to sustainability-related content and further scope exists to focus on societal and economic dimensions of sustainability. an important study carried out by pujol and tomas (pujol & tomás, 2020) highlights the status of robotic engineering degree students for taking action toward sustainability-related tasks. the students were given the task of designing environmentally benign robots and a survey was conducted among them to know their views on sustainability interventions. most of the students agreed on the importance of sustainability and its inclusion in their studies. tisdale and bielefeldt (tisdale & bielefeldt, 2024) studied sustainability integration kapil gupta, shailendra pawanr, mfundo nkosi some interventions for sustainability leveraged mechanical engineering education volume 9, number 2, november 2025 | 194 zzzzzz levels in engineering thermo-dynamics courses. they found that society, economy, and environment-related contents were added in such courses, and sdg 7 affordable and clean energy and sdg 12 responsible production and consumption were mainly targeted. an artificial intelligence-based sustainable engineering education tool was successfully developed for personalized teaching and effective interaction (isaza domínguez et al., 2024). the tool interface was de-signed in such a way that it was able to fulfil the specific requirements of any individual learner and prepare him/her for effective performance in exams and assignments. it was proved that the tool is capable of meeting various sdgs like quality education, decent work and economic growth, reduced inequalities, and responsible production and consumption. throughout the world, sdg-based curriculum is being designed and implemented. various studies are being conducted to evaluate the extent of such interventions followed by recommending frameworks and training. one such attempt was made by a group of researchers to boost sustainable development in civil engineering education (gómez-martín et al., 2021). they analysed that in their university, 75% of courses incorporated all 17 sdgs. to further boost up, it was recommended that all modules should explicitly refer to the alignment with the sdg and the students in their project reports should reflect on the contribution of their work towards the sdgs. in an important article, roles of informal and formal governance activities i.e. re-search, conferences, training, consultations, accords, policies, etc., have also been identified as important for sustainable engineering education and achieving sdgs (chen et al., 2022). fig. 1 important aspects of sustainable engineering education in a european institution, sdgs6, 7, 12, and 13 were integrated into process design and engineering by introducing societal and environmental aspects (barrio et al., 2024). the students incorporated energy consumption and environmental emissions type factors to evaluate the performance of their designed processes. after this activity, feedback from the students involved was collected. it was found that the student percentage of limited knowledge of sustainability dropped from 45 to 7%. embedding sustainability-themed projects in engineering design was found effective in increasing sustainability-related knowledge of the students and ensured strong engagement and improvement in their abilities (fishlock et al., 2023). in an important work, a challenge-based learning strategy was adopted, in which the postgraduate level learners learned to solve environmental issues and measure societal impact, etc. by generating sustainable solutions kapil gupta, shailendra pawanr, mfundo nkosi some interventions for sustainability leveraged mechanical engineering education volume 9, number 2, november 2025 | 195 zzzzzz for various problems with a target to achieve sdg 11 (gudonienė et al., 2021). considering the discussion of past work, it can be said that integration of sdgs with curriculum is being done worldwide. however considering the number of educational institutes, such attempts are seemingly scarce. the problem situation in education sector across the globe can be explained by the fact that still, a significant number of learners and lecturers are unaware of sustainability concepts and possible interventions that can contribute to shaping a better world. they are highly unaware of the possible recognition of the efforts they are busy making in teaching, learning, and research activities. they also require some awareness and learning about relating their tasks and activities with sdgs and their proper reporting and documentation. this article discusses some of the important ways through which sustainable engineering education has been promoted and supported, at our university, to make contributions to the un’s sdgs. the attempts corresponded to the university’s strategic plan 2035 which is built on societal impact and sustainability, as one of the three pillars. the consistency and quality of such attempts have positioned our university at 46th globally for its overarching impact on pursuing sustainable development, as per the latest times impact ranking (times higher education, 2025). the main aim of the article is to disseminate the concept of sustainability and pro-mote sustainable engineering education. it further intends to provide knowledge and develop a sound understanding of the readers about sustainability and sustainable engineering education, while encouraging the academic community to align teaching, learning, and research activities with the un’s sdgs, for societal benefits, economic growth, and environment protection. curriculum reform with introduction of sustain-ability-related content, sustainability-based projects, and harnessing the potential of generative ai for teaching, research, and publication, for sustainabilityleveraged engineering education, are mainly covered under the scope of this article. methods this article explores key approaches through which sustainable engineering education has been integrated within one of the leading international pan-african universities to contribute toward the united nations’ sustainable development goals (sdgs). the methodology primarily focuses on identifying, documenting, and presenting institutional and academic practices that contribute toward embedding the united nations’ sustainable development goals (sdgs) within the engineering curriculum, teaching, learning, and project work. a qualitative and exploratory approach was adopted to illustrate how sustainability concepts have been promoted, implemented, and aligned with the university’s strategic plan 2035, which highlights societal impact and sustainability as core pillars. the initiatives discussed represent structured efforts to move beyond conventional technical education and to nurture values of responsibility, ethics, and sustainability among both students and faculty. information was gathered from institutional activities, curriculum reforms, classroom practices, and sustainability-focused student and faculty projects. the selected examples showcase how sustainability principles have been woven into teaching and learning processes, and how these initiatives have collectively strengthened the university’s contribution toward the sdgs. the scope of this article includes efforts to reform curricula by introducing sustainabilityrelated content, the execution of sustainability-oriented projects addressing real-world challenges, and the use of generative ai tools to enhance teaching, research, and publication in sustainable engineering education. the methodology is therefore descriptive and demonstrative in nature, kapil gupta, shailendra pawanr, mfundo nkosi some interventions for sustainability leveraged mechanical engineering education volume 9, number 2, november 2025 | 196 zzzzzz aimed at sharing institutional experiences, highlighting effective practices, and encouraging further academic engagement in advancing sustainability-driven engineering education. result and discussion works to leveraging sustainability in mechanical engineering education the term sustainability incorporates three aspects, society, economy, and environment (purvis et al., 2019). strengthening any of these three aspects or pillars leads to shaping a better world, which was the main intention behind setting the un’s sdgs in 2015. the main goal of sustainability is to achieve benefits to society, growth of economy, and protection of the environment. in other words, working towards sustainability positively impacts people, profit, and planet. sustainable education is the basic and prime tool to achieve the goals of sustainability. sustainable education can impart to learners and lecturers a sense of responsibility to contribute towards sustainability and adopt such practices that can facilitate people, profit, and planet. sustainability-integrated teaching, learning, project, and research activities can be related to sdgs and documented further towards measuring the impact. the factors such as strict environmental regulations, accelerated competitiveness, and global reputation, etc. have made every sector in the world attempt to incorporate sustainability interventions. the education sector is one of the prime sectors where institutes and universities are aligning their plans and strategic objectives with sustainability. sustainable education plays a big role in institutes and universities to achieve their objectives and targets, which are mainly aligned with sustainability these days. the important ways to leverage sustainability are highlighted in this section with examples of work carried out at an international university. restructuring curriculum and contents of the modules relating to sdgs; incorporating sustainability aspects such as economy, society, and environment, into project and research; and digital technology-based rapid accomplishment of academic and administration tasks, are some of the ways to leverage sustainability in engineering education. sustainability integrated teaching and learning it is easy to embed sustainability with the classical contents of any engineering module. engineering curricula need proper identification and documentation to be enriched with the sdgs. some important examples from mechanical engineering education are considered here. module content-specific sdgs can be identified, and further content reform or regulation change can be done to incorporate sustainability in engineering education. materials science and manufacturing engineering are the two most important modules of mechanical engineering. the most relevant sdgs to both modules are sdg-3 good health and well-being sdg-8 decent work and economic growth; sdg-9 industry, innovation, and infrastructure; sdg-12 responsible production and consumption. it is worth mentioning that sdg-17 partnership for the goals is a key goal that can greatly help to achieve other sdgs. an attempt has been made by us to promote sustainability-based mechanical engineering education by enriching contents of some modules with sustainability. we have restructured those modules to provide some basic knowledge of sustainability and sdgs and further included exercises, examples, and assessments that lead to generating and evaluating knowledge of sustainability. figure 2 presents classical contents of manufacturing module before curriculum reform as well as revised contents enriched with kapil gupta, shailendra pawanr, mfundo nkosi some interventions for sustainability leveraged mechanical engineering education volume 9, number 2, november 2025 | 197 zzzzzz sustainability and sdgs. fig. 2 example of inclusion of sustainability-based content in manufacturing engineering module the contents added to bring the texture of sustainability are mainly basics of sustainability and sdgs, which were added to the beginning of the module. further, some more contents were added to other chapters belonging to various aspects of sustainability targeting sdgs 3, 9, and 12. another important intervention took place in final year module ‘research methodology’ where in one of the assessments, students were given a task of sdg mapping of their final year project. the task that was given is as follows: “please perform sustainability mapping for your honours project in terms of relating your project with any of the two sustainable development goals (sdgs) and briefly explain in what way your project contributes towards those sdgs? which pillar of sustainability can your project kapil gupta, shailendra pawanr, mfundo nkosi some interventions for sustainability leveraged mechanical engineering education volume 9, number 2, november 2025 | 198 zzzzzz strengthen? briefly explain.” from the students, very interesting and creative responses, as shown in fig. 3, were recorded and marked. fig. 3 examples of student responses on sdg mapping of their projects kapil gupta, shailendra pawanr, mfundo nkosi some interventions for sustainability leveraged mechanical engineering education volume 9, number 2, november 2025 | 199 zzzzzz the assessment turned out to be a great success from the viewpoint of a deeper understanding and learning of the students about sustainability, its importance, linking projects with sdgs and making contributions towards shaping a better world. projects based on sustainability sustainability-integrated projects can easily be designed for a better understanding of the learners and real-world experiences so that they can realize the importance of sustainability interventions to support and make contributions towards climate action, economic growth, and societal development. encouraging learners to pursue interdisciplinary engagements and partnerships with each other is also helpful to make best out of this intervention. some of the important examples of engaging learners in sustainability projects are mainly related to safety, environment protection, clear and green environment. we have assigned such projects to our industrial engineering technology final-year students in the last few years. some of the important examples are discussed here. to enable industrial engineering learners to make contributions towards sdgs, some problems have been identified at the university workspaces related to ergonomics, orderliness, layouts, health, and safety. targeting sdg 3 good health and well-being and sdg 8 decent work and economic growth, lean manufacturing interventions, ergonomic techniques, and other industrial engineering tools were employed to re-solve those issues and achieve clean, green, and safe university workplace. figure 4 presents some of the project examples aligned with various sdgs. similarly, mechanical engineering students were also assigned such tasks and they completed projects such as green machining of difficult-to-machine materials, aligned with sdg 9 industry, innovation, and infrastructure, and sdg 12 responsible production and consumption. in addition to that, all project rubrics, for mechanical engineering, incorporate sustainability evaluations, where the students need to justify their contributions aligned with the criterion such as sustainability analysis, and environmental, economic, and social impact assessments, of the product or system design under consideration. these factors are governed based on the graduate attribute 7 sustainability and im-pact of engineering activity. figure 5 provides the blurb of the rubric having sustainability indicators and their evaluation for final-year projects. kapil gupta, shailendra pawanr, mfundo nkosi some interventions for sustainability leveraged mechanical engineering education volume 9, number 2, november 2025 | 200 zzzzzz fig. 4 examples of industrial engineering undergraduate projects targeting various sdgs. kapil gupta, shailendra pawanr, mfundo nkosi some interventions for sustainability leveraged mechanical engineering education volume 9, number 2, november 2025 | 201 zzzzzz fig. 5 highlighted sustainability indicators for evaluation of mechanical engineering final-year projects. ai in sustainable engineering education the 4th industrial revolution is shaped by digital technologies, with artificial intelligence (ai) as the backbone. tools such as digital twins, virtual and augmented reality, simulations, generative ai, and 3d printing have proven effective in advancing quality education and societal impact (bula bunjaku et al., 2024), (gupta, 2023). generative ai and simulations support highquality projects, research, and publications, while vr, ar, digital twins, and 3d printing enhance teaching through improved content development and delivery. virtual reality enables effective online and remote learning, demonstrated by a virtual manufacturing lab for mechanical engineering students. likewise, 3d printing is widely used for prototyping, laboratory samples, and project demonstrations (espach & gupta, 2023). augmented reality deepens learner understanding by providing detailed insights into mechanical parts and systems. generative ai, if used ethically, offers significant time savings by assisting students and researchers with idea generation, creative outputs, and feedback. when integrated with sustainability, ai-based education can strengthen the economy, protect the environment, and promote social inclusion. remote and flexible learning reduces carbon footprints, optimizes resource use, and expands access to underserved groups, aligning with eco-friendly and equitable education goals. in practice, generative ai has been incorporated into the ‘research methodology’ module for bachelor’s students in mechanical and industrial engineering. learners used ai tools such as chatgpt for project proposals, research plans, and presentations, alongside reference managers like mendeley and endnote. tools like elicit and research rabbit supported literature review and analysis. training sessions ensured students understood institutional policies and emphasized ethical ai use. informal feedback revealed high satisfaction, with students reporting that these kapil gupta, shailendra pawanr, mfundo nkosi some interventions for sustainability leveraged mechanical engineering education volume 9, number 2, november 2025 | 202 zzzzzz digital tools significantly reduced administrative tasks and improved efficiency. conclusion sustainable engineering education is not just a response to global challenges but a proactive approach to creating resilient and equitable systems for future generations. by embedding sustainability principles into engineering curricula, fostering interdisciplinary collaboration, and leveraging digital tools, educational institutions can pre-pare engineers who can make positive contributions to a sustainable future. as the world faces unprecedented environmental and social pressures, the role of sustainable engineering education becomes increasingly vital in shaping the leaders and innovators of tomorrow. the following key points can be summarized: • incorporating sustainability-related content in various courses has been found effective and led to further maximizing the future attempts towards a meaningful and best contribution to sdgs. • undergraduate-level projects based on solving the university issues and achieving sustainability have been found effective and creative enough for the students to gain sustainability insights and make a societal impact. • the outcomes of such projects, due to their inherent nature, promoted decent work and economic growth, good health and well-being, and responsible production and consumption, type sdgs. • digital technology interventions for research, projects, and publications have also greatly assisted the students. • training and upskilling for sustainability and digitalization, ensured the awareness, 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"incorporating the sustainable development goals in engineering education." international journal of interactive design and manufacturing 14 (2020): 739–745. https://doi.org/10.1007/s12008020-00661-0. https://doi.org/10.1007/978-3-031-17091-1_32 https://doi.org/10.1002/gch2.202300158 https://doi.org/10.1109/weef/gedc53299.2021.9657227 https://doi.org/10.1007/978-3-030-68074-9_153-1 https://doi.org/10.1007/978-3-030-68074-9_153-1 https://doi.org/10.1108/ijshe-02-2021-0065 https://doi.org/10.3390/su13158495 https://doi.org/10.1007/978-3-031-17091-1_38 https://doi.org/10.1016/j.jclepro.2021.129734 https://doi.org/10.3390/su16020941 https://doi.org/10.3390/su16208923 https://doi.org/10.1007/s11625-018-0627-5 https://doi.org/10.1007/s11625-018-0627-5 https://doi.org/10.3390/su12145574 https://doi.org/10.1007/s12008-020-00661-0 https://doi.org/10.1007/s12008-020-00661-0 kapil gupta, shailendra pawanr, mfundo nkosi some interventions for sustainability leveraged mechanical engineering education volume 9, number 2, november 2025 | 204 zzzzzz times higher education. impact rankings. https://www.timeshighereducation.com/impactrankings (accessed january 31, 2025). tisdale, j. k., and bielefeldt, a. r. "exploring sustainability instruction methods in engineering thermodynamics courses: insights from scholarship of teaching and learning." sustainability 16, no. 19 (2024): 8637. https://doi.org/10.3390/su16198637. https://www.timeshighereducation.com/impactrankings https://doi.org/10.3390/su16198637 educatio : journal of education volume 4 , number 2, november 2019 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z development of interactive teaching materials using whiteboard animation for civic learning in elementary school tahmid sabri1, ikhsan kurniadi1, soeharto soeharto2 1tanjungpura university, indonesia 2university of szeged, hungary tahmid.sabri@fkip.untan.ac.id accepted: 10 august 2019 reviewed: september 5, 2019 published: 20 november 2019 abstract: this study aims to describe the development designed of whiteboard animation interactive teaching materials and student behavior as long as they used interactive whiteboard animation teaching materials for civic learning in elementary schools. this study used the hannafin & peck development model and the researcher has modified it, which consists of three main processes the needed assessment stage, the designed stage, and the development implementation phase. before the implementation of product trials, validation was carried out by material experts and ict learning experts. individual test subjects were 3 students, small group trials were conducted by 9 students and a large group trial of 15 students. the results of the study described the design of interactive whiteboard animation for teaching material products by using the analysis stage, designed phase, and development implementation phase produced. interactive teaching material products get categories “very good” when learned civic learning in elementary schools; student learned behavior when they used whiteboard animation teaching materials in terms of motivation, getting the category of "good" and from the aspect of learning activity getting the category of "good" in the learning process. keyword: civic learning, elementary school, whiteboard animation introduction the education process is manifested in learning activities in formal schools. learning has learning objectives. to achieve the learning objectives required quality learning activities. according to mukarom and rusdiana1 write, "now the world of education is starting to integrate technology in various aspects including learning. technology that is developing rapidly helps teachers to develop competencies, for example, in developing learning resources, teaching materials, learning media, and learning evaluation1. teachers entering the 21st century are not just teaching (transfer of knowledge) but must be learning managers, each teacher is expected to be able to integrate information and communication technology in learning activities2. teachers can utilize technology by creating and developing interactive teaching materials in independent learning so as to create a conducive and pleasant learning climate. the information system used is more focused on computer-based 1 z.dan rusdiana mukarom and a., komunikasi dan teknologi informasi pendidikan (bandung: cv pustaka setia, n.d.). 2 deni kurniawan rusman and cepi riyana, “pembelajaran berbasis teknologi informasi dan komunikasi,” bandung: rajawali pers (2011). tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 126 zzzzzz information systems3. integrating information and communication technology into learning, among others, to improve teaching competencies in teaching and improve the quality of student learning4. interactive learning instructional materials are needed as changes and technological developments in the sense of hardware, software, and technology regarding new theories in learning. one of the ways to innovate is to develop instructional materials using various computer applications or software. teachers can utilize technology by creating and developing interactive teaching materials in independent learning so as to create a conducive and pleasant learning climate5. based on the results of interviews with the principal of sd negeri 2 sadaniang, mr. hery sumantri, s.pd. sd, m.pd., that students in schools find it difficult to understand material about the government system in indonesia, then he said there are limitations to books, media, and information technology in sadaniang sub-district. mass media and television media are still rarely owned by community members because of constrained access to electricity, the internet, and transportation facilities. this makes it difficult for students to understand learning such as civics learning, especially the central government system. researchers develop interactive whiteboard animation teaching materials for learning civics. this development research was chosen because in the area of learning technology development produces an ideal product design that can also be developed/implemented by its users on an ongoing basis. the existence of these advantages is expected to make students more interested, comfortable, and generate enthusiasm, interest in learning and more fun. interactive whiteboard animation teaching materials are expected to facilitate students in mastering the concept of civics. the development of interactive whiteboard animation teaching materials was carried out at sd negeri 2 sadaniang because the school was considered to have sufficient facilities to support learning using interactive teaching materials, namely the availability of electricity, library space, laptops, lcds, projectors and related to research material. the reason for choosing central government material in research, first it is because the interactive whiteboard animation teaching materials are suitable for the material so as to describe in full the shape of the central government organization which includes the president, vice president, and ministers. second, because sadaniang region students find it difficult to access information about the central government, due to electricity and internet limitations. with the use of interactive whiteboard animation teaching material that is inserted an explanation of the central government organization accompanied by pictures/photos of the president, vice president and minister and their duties, it will certainly open students' insights to the material. 3 s murhaini, menjadi guru profesional berbasis teknologi informasi dan komunikasi (yogyakarta: laksbang pressindo, n.d.). 4 munir, kurikulum berbasis teknologi informasi dan komunikasi (bandung: alfabeta, n.d.). 5 h e mulyasa, “character education management,” jakarta: bumi aksara (2011). tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 127 zzzzzz research and development of interactive whiteboard animation teaching materials are carried out in class iv because the material on the central government which includes the positions and tasks of the president, vice president, and ministers is taught in class iv. civics program emphasizes the competence (ability) of students (study subjects) to have an insight into nationalism and love for the country6. it is expected that the attractiveness of teaching materials as previously explained provides real experience and at the same time develops character in the civics learning process for grade iv students at sadaniang state elementary school 2. researchers are interested in conducting development research entitled "development of interactive whiteboard animation teaching materials for learning citizenship education in class iv 2 sadaniang state elementary school". this development research is deemed necessary because it is a necessity as a result of the times, in addition to that development research tries to construct a quality innovative product. method the form of research used in this research is development research. the model used in this study is a procedural model. emzir7 defines that the model is a broad framework for seeing reality. the research design is a research plan and procedure that includes: from broad assumptions to detailed methods in data collection and analysis8. simply understanding the research model is a framework in a scientific activity both as a development of science and as a solution to a problem. the model used in this study is a procedural model. procedural models are descriptive models9. the adapted procedural model is the hannafin & peck model10 which consists of three main processes. the first stage of this model is the needs assessment stage, followed by the design phase and the third stage is the development and implementation. the three phases are linked to "evaluation and revision" activities. development procedure this product development research model uses hannafin & peck's development procedures which have been modified by researchers in accordance with the applicable curriculum. the steps of the development stage are as follows: (1) conducting a needs analysis, which includes: classroom observations and identification of learning problems; conduct analysis of learning and determine competency standards, indicators and learning objectives; prepare learning materials, compile instructions, and evaluation tools; develop strategies, methods, technology, and learning materials. (2) making software design, which includes making manuscripts; storyboarding; 6 suparlan hakim and a dkk, pendidikan kewarganegaraan dalam konteks indonesia (malang: madani, n.d.). 7 metodologi emzir and m pd, “metodologi penelitian kualitatif analisis data,” jakarta: raja grafindo (2012). 8 john w creswell and j david creswell, research design: qualitative, quantitative, and mixed methods approaches (sage publications, 2017). 9 a saukah and dkk, pedoman penulisan karya ilmiah (malang: ikip malang, n.d.). 10 m j hannafin and k l peck, “the design, development and evaluation of instructional software,” n.d. tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 128 zzzzzz and making flowchart view; material collection which includes making and collecting animated images; and audio recording and collection; (3) developing product forms in the form of validation by ict learning experts and subject matter experts; initial product revision; individual and small group trials; analysis of the results of individual and small group evaluations; revision of phase ii; field trials; field trial analysis; revised stage iii. in this study, the subjects of the trial were students who would provide responses to the product development that had been validated by ict learning experts and citizenship education material experts, while the respondents of this study were 3 class iv students who had high classification abilities, medium classifications, and low classification; 9 students in class iv consisting of 3 students having high classification abilities, 3 students having medium classification abilities, and 3 students having low abilities; 15 class iv students consisting of 5 students have high classification abilities, 5 students have medium classification abilities, and 5 students have low classification abilities. the selection of the students was based on recommendations from the fourth-grade teachers of the study site by taking into account the different qualifications of children's abilities. the qualitative data in this study used observations, and interviews with research subjects. qualitative data collection methods that are mostly independent of all data collection methods and data analysis techniques are in-depth interviews and observation11. observations and interviews carried out to the research subjects at the needs analysis stage in order to provide an initial picture for the design of the initial product design. qualitative data was also obtained from the results of expert validation in the form of comments and suggestions for improvement. the assessment questionnaire sheet was also given to material experts, ict learning experts, teachers and students in field trials. the data is analyzed as study material in the revision of interactive whiteboard animation teaching material products. the qualitative data found and the results of the conversion will provide an overview of the quality of the learning strategy, the quality of the content of the material, the quality of the display, the quality of the integration of the material, and the quality of visual communication. a questionnaire sheet is given to respondents in the product trial phase to get data about the quality of motivation, the quality of program results and the effectiveness of interactive teaching materials to students. while the description of learners' behavior is obtained from the results of direct observation and student behavior assessment sheets. in a study needed several techniques in collecting data. researchers used interview techniques and observation sheets at the needs analysis stage in developing products. while at the trial stage, besides using the observation sheet also using a questionnaire or questionnaire. questionnaire is a technique or a way of collecting data indirectly. questionnaire or questionnaire is an indirect data collection technique in this case the researcher does not conduct 11 burhan bungin, analisis data penelitian kualitatif (pt rajagrafindo persada, 2007). tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 129 zzzzzz a question and answer directly with the respondent12. the instrument or data collection tool contains a number of lists of questions that must be answered by respondents. in this study questionnaires were given to (1) subject matter experts, (2) ict learning experts, and (3) questionnaires for students. activities undertaken by researchers to obtain instruments that have validity in terms of content (content validity) are (1) document analysis or pre-survey; (2) making the specification table (lattice); (3) consultation with experts (mentors); (4) writing the instrument. data collection was carried out by giving questionnaires to citizenship education subject matter experts and ict learning experts. the data obtained are analyzed and used to revise (first revision), if there are improvements from subject matter experts and ict learning experts. the third questionnaire was given to 3 students when individual trials were carried out, 9 students when the small group trials, and 15 students when the large group trials. the level of quality of the feasibility of the interactive teaching material products produced can be known by interviewing and giving questionnaires to material experts, ict learning experts and also to students as users (users). a questionnaire is given using a format with a range of values 1-5 from the likert scale, namely 1 (strongly disagree sts), 2 (disagree ts), 3 (disagree ks), 4 (agree s), and 5 ( strongly agree ss). on a likert scale, the statements submitted both positive and negative were assessed by respondents with strongly disagree, disagree, disagree, agree, and strongly agree. data obtained from the questionnaire were analyzed by steps namely, (a) the completed questionnaire examined for the completeness of the answers; (b) the answers to the questionnaire for each statement are given a score in accordance with the specified weights; (c) the score obtained is made in the form of tabulated data and (d) calculates the percentage of each variable using the formula below13, namely: np = r / sm x 100 information : np = percentage value expected r = raw score sm = maximum score 100 = fixed number the results of the percentage score above are then converted into assessment criteria. the assessment criteria according to miller, patrick, w. (2008), "if considered in relation to a traditional 12 nana syaodih sukmadinata, metode penelitian pendidikan (program pascasarjana universitas pendidikan indonesia dengan pt remaja rosdakarya, 2005). 13 ngalim purwanto, prinsip-prinsip dan teknik evaluasi pengajaran (bandung: remaja rosdakarya, n.d.). tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 130 zzzzzz grading scale (90-100 = a, 80-89 = b, 70-79 = c, 60-69 = d , and 59 and below = e) "14. results and discussion development research was intended to obtain an ideal learning product by carrying out a certain procedure, so that researchers could construct the design and stages of the development of learning products namely interactive whiteboard animation teaching materials. design of whiteboard animation interactive teaching materials development the development of interactive whiteboard animation teaching materials for learning citizenship education for class iv elementary schools was designed through the hannafin & peck model stages that have been modified by researchers. requirement assessment phase a needs assessment can be done by conducting a series of analyzes related to the needs needed to develop a good learning program. these analyzes include (a) analysis of instructional problems (instructional problem analysis), for example analysis in the learning process of civic education in class iv material on central government in sadaniang state elementary school 2 still faces obstacles. according to the results of preliminary observations made at sadaniang 2 public elementary school on thursday, january 18, 2018, it was revealed that the learning that was carried out tended to be conventional; (b) analysis of learners (audience analysis) based on the analysis of findings in the field of the learning process makes students less interested in learning. learning resources used in the form of textbooks are still less liked by students because the presentation of the material in it is still monotonous. students tend to feel bored and lazy in learning and (c) goal analysis. efforts so that students do not feel bored quickly in learning and increase learning motivation, one of the ways that can be used is to present material more attractively. researchers develop interactive whiteboard animation teaching materials because interactive teaching materials have the advantage of being interesting teaching materials and in accordance with the age development of students. design stage the stages of making the design of whiteboard animation teaching material products are (a) the making of interactive teaching material product scripts by combining various sources of teaching materials. manuscripts are made by taking into account the limitations in the scope of the 14 patrick miller and w., measurement and teaching. the united states of america: patrick w (miller & associates, n.d.). tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 131 zzzzzz central government material for grade iv elementary school and adjusting to the development of students; (b) making flowchart view as a flowchart of thinking the contents of the program; (c) making storyboard which is a story idea and information to be conveyed and what is shown by interactive teaching materials; (d) design the product by working on software, applications and materials, which have been prepared. development and implementation stage expert validation of learning materials the white board animation interactive teaching material was validated by the expert on civics learning material in elementary schools namely mrs. sri utami, m.kes. validation to obtain information that will be used to improve the quality of interactive whiteboard animation teaching materials for learning citizenship education concerns aspects of learning strategies and content of subject matter to be learned by students. validation of ict learning experts white board animation interactive teaching materials are validated by ict learning experts. the researcher chose mr. dahli ahmad, m.pd. who is a professional expert in manufacturing interactive teaching material products? validation to obtain information that will be used to improve the quality of interactive whiteboard animation teaching materials for learning citizenship education concerns aspects of appearance, content integration, and visual communication. individual trial subjects of individual trials are students who will respond to developing products that have been validated by citizenship education material experts and ict learning experts. respondents for individual trials are 3 class iv students who have high classification ability, medium classification, and low classification. the selection of the students was based on recommendations from the fourth-grade teachers of the study site by taking into account the different qualifications of children's abilities. small group trials after individual trials, a small group trial is conducted. the small group trial subjects are students who will provide responses to the product development of interactive teaching materials. the small group trial respondents consisted of 9 class iv students consisting of 3 groups in which each group consisted of 3 students. the criteria for selected students are 3 students having more ability, 3 students having the medium ability and 3 students having less ability. the selection of the students was based on recommendations from the fourth-grade teachers of the study site by taking into account the different qualifications of students' abilities. tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 132 zzzzzz large group trial after a small group trial, a large group trial is conducted. the large group trial subjects are students who will provide responses to the product development of interactive teaching materials. large group trial respondents were conducted on 5 groups with the number of students for each group being 3 students. the criteria for selected students are 5 students having more abilities, 5 students having medium abilities and 5 students having fewer abilities. the selection of the students was based on recommendations from the fourth-grade teachers of the study site by taking into account the different qualifications of students' abilities. material expert validation results material expert validation from the interactive white board animation teaching material for learning citizenship education for grade iv elementary schools was conducted by dr. sri utami, m.kes. who is a lecturer in civics education in the master education program for elementary school teachers in the teaching and education faculty of tanjungpura university. material experts provide comments and suggestions for improving product quality. comments and suggestions are also written on the validation sheet. then the expert gives a validation score on the material expert validation sheet. comments, suggestions, and validation scores are a reference for improving the product developed. the validation results from the material experts can be seen in table 3. results of ict learning expert validation the validation of the ict learning expert was carried out by mr. dahli ahmad, m.pd., he was a national trainer, the inventor of the training channel and the central leader of the indonesian teachers association. the researcher chose mr. dahli ahmad, m.pd. as a validator because he is a professional sagusandi (one teacher one educational animation). the validation results of ict learning experts in the form of assessment scores can be seen in table 1. table 1. results of validation of material experts and ict learning experts n o validator aspect score mean (%) criteria 1. learning strategies 5,00 5,00 100 very good tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 133 zzzzzz teaching material experts teaching material content 5,00 2. ict learning experts display of interactive material 4,57 4,85 96,6 very good material 5,00 visual communication 5,00 total 24,57 9,85 196,6 mean 4,9 98 very good individual trial results after learning to use interactive teaching materials is finished, students are asked to become respondents by filling out questionnaires on interactive teaching materials that are designed by putting an (x) mark on the choices they think are in accordance with reality. the results of the assessment of students who are respondents in individual trials can be seen in graph 1. graph 1. histogram quality of interactive teaching material aspects of motivation, quality of program results and effectiveness in individual assessment from the results of the respondents' evaluation of interactive teaching materials on individual trials the motivational aspects obtained an average score of 4.33 with a percentage of 86.67% getting good criteria. aspects of the results of the program obtained an average score of 4.07 with a percentage of 81.33% getting good criteria. while the aspect of the effectiveness of tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 134 zzzzzz teaching materials gained a score of 4.56 with a percentage of 91.11% getting very good criteria. then the three respondents were triangulated to ensure there were no obstacles in operating interactive teaching materials in learning. based on the results of triangulation. therefore, the interactive white board animation teaching materials for learning civics do not need to be revised to be tested on small groups. small group trial results the procedure for conducting small group trials is carried out exactly as the procedures for individual trials are, the teacher explains the purpose of the activities and the steps in operating interactive teaching materials. all three groups of respondents were given the opportunity to use these interactive teaching materials. the operation is left up to students to choose their friends who are able to operate computers. during the trial process, sometimes they take turns in operating the computer. the teacher also provides direction in using interactive teaching materials. the three groups of respondents did learning using interactive teaching material, conducted discussions in the group and answered questions contained in the interactive teaching material. during the learning process, students feel they do not find obstacles in operating interactive whiteboard animation teaching materials. after the learning process is completed, each respondent is given a questionnaire and asked for their response to the interactive teaching material designed by putting an (x) mark on the questionnaire. the results of an individual trial assessment of interactive whiteboard animation teaching materials can be seen in graph 2. graph 2. histogram quality of interactive teaching material aspects of motivation, quality of program results and effectiveness in small group assessments based on the results of the assessment of interactive teaching materials in small group trials on the aspects of motivation and the results of the program according to the analysis of the tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 135 zzzzzz numbers have improved namely for the aspects of motivation to obtain an average score of 4.50 with a percentage of 90.00% and get very good criteria. aspects of the results of the program obtained an average score of 4.17 with a percentage of 83.54% getting good criteria. while the aspect of the effectiveness of teaching materials did not improve and decrease, namely obtaining a score of 4.56 with a percentage of 91.11%. then to the three groups of respondents namely nine students, triangulation was carried out to ascertain the constraints in operating the interactive learning instructional material and the content of the interactive teaching material. based on the results of the triangulation, interactive learning teaching materials need to be revised in terms of clarifying the narrative vocals and clarifying the narrative text for testing in large groups or field trials. large group trial results implementation of large group trials or field trials is carried out with procedures such as small group trials, the teacher explains the purpose of activities and steps in operating interactive whiteboard animation teaching materials. the five groups of respondents were given the opportunity to use these interactive teaching materials. the operation is left up to students to choose friends in their groups who are able to operate computers. during the trial process, sometimes they take turns in operating the computer. the five groups of respondents held a discussion in their group then answered the questions contained in the interactive learning teaching material. during the learning process, no obstacles were found in operating interactive teaching materials in learning. after the learning process is completed, each respondent is given a questionnaire and asked for their response to the interactive teaching materials designed by crossing (x) on the questionnaire. the scores of students' assessment results in large group trials can be seen in graph 3. tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 136 zzzzzz graph 3. histogram quality of interactive teaching material aspects of motivation, quality of program results and effectiveness in large group assessments then the five groups of respondents consisting of fifteen students were triangulated to ascertain the constraints in operating interactive learning instructional materials. based on data analysis of large group trials or field trials. the average aspect of motivation gets a score of 4.70, the results of the program 4.51 and the aspect of effectiveness gets a score of 4.64. in the large group trials, overall interactive whiteboard animation teaching materials for elementary school students received a very good predicate with a score of 4.62 or 92.34%. based on the results of the triangulation, overall the interactive whiteboard animation teaching materials on civics education learning on central government materials do not need to be revised and can be used for learning activities in the classroom, especially in class iv elementary schools. student behavior analysis based on the results of an assessment of students' learning behavior when using interactive whiteboard animation teaching materials on aspects of student motivation to learn from indicators of attention from 15 students 3 students are considered to have attention to learning, 9 students are considered to have attention to learning and 3 participants students are considered to have enough attention to learning. for the enthusiasm indicator of 15 students, 3 students were considered very enthusiastic in participating in the learning, 9 students were considered as enthusiastic, 2 students were considered quite enthusiastic and 1 other was considered less enthusiastic. this is due to students who are considered less enthusiastic can not use computer equipment and do not dare to try to use it. for indicators of responsibility 3 students are considered tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 137 zzzzzz to be very responsible, 7 students are considered responsible, and 5 students are considered to be quite responsible. whereas for the indicators of students' happiness in learning 6 students were considered very happy and 9 students were considered happy in learning. in the aspect of student activeness, for indicators of participation of 15 students 5 students were considered to be very participating, 7 students were considered to participate, 2 students were considered to be sufficiently participating and 1 student was considered not to participate. students who did not participate complained about the difficulty of using teaching materials because they were not accustomed to using computers. on the indicator of curiosity of 15 students, 3 students were considered very active asking questions, 9 students actively asked questions, 2 students asked questions quite often and 1 student asked questions less in learning. students who ask less are judged to be lacking in courage to ask questions. for indicators of carrying out group discussions, out of 15 students 5 students were considered to be very involved in group discussions, 7 students were considered to be involved in group discussions and 3 students were considered to be quite involved in group discussions. from the results of the assessment of the students 'learning behavior, the aspects of students' learning motivation got an average score of 4.12 with a percentage of 82.33% with a good category. in the aspect of learning activeness students get an average score of 4.18 with a percentage of 83.56% with a good category. the observations show that the learning behavior of students in using interactive whiteboard animation teaching materials in sadaniang state elementary school 2 is classified in the good category, with an average of each aspect getting a score of 4.15 with a percentage of 82.94%. whiteboard animation product form after the procedure for developing interactive whiteboard animation, teaching materials has been carried out, the next step is to design the final product form for interactive whiteboard animation teaching materials. product of interactive whiteboard animation teaching materials for learning citizenship education class iv elementary school is designed in the form of digital versatile disk-recordable (dvd-r) pieces. dvd-r can store data up to 4.70 gb standard data has a diameter of 120 millimeters (4.7 in) and can store up to 120 minutes of compressed audio or 4.7 gb of data, store up to 120 minutes of audio. therefore, interactive teaching materials use dvd-r to be able to store data. the use of dvd-r is intended to be more effective and efficient in facilitating the process of installing interactive teaching materials. conclusions based on the results of data analysis and field testing in the development research that has been described, it can be concluded that (1) the development of interactive whiteboard animation teaching materials according to hannafin and peck is divided into 3 stages namely: needs assessment, design stage, development/implementation stage. tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 138 zzzzzz whiteboard animation interactive instructional products are very well used in learning with consideration of the results of expert validation on aspects of learning strategies, material content, display of instructional materials, material integration and visual communication received very good categories, while the results of field evaluations from aspects of motivation, program results and the effectiveness for learners get a very good category; (2) based on the results of an assessment of the learning behavior of students when using interactive teaching materials on aspects of learning motivation and learning activeness of students obtaining good criteria; (3) interactive whiteboard animation teaching materials are designed in the form of digital versatile diskrecordable (dvd-r), to be more effective and efficient in their use. suggestions based on the results of the study, the suggestions that can be given as input for further development of interactive whiteboard animation teaching materials can be improved again in terms of learning strategies, preferably in using interactive teaching materials the teacher plans learning activities with more attention to the time of learning activities, for example, design the time each step of the learning in the learning implementation plan (rpp) in terms of learning material, teachers should pay more attention to the truth and recency of the material, the accuracy of the scope of the material, and logical exposure, for example, central government material will always be updated. therefore teachers must update information from teaching materials so that there is no misunderstanding and the latest information. in the display of teaching materials, pay attention to the fonts of letters used, voice-over using sophisticated tools, choosing a narrator who has a good voice, providing animated images, videos, which are in accordance with the material and environment of students. for example in the use of letters must pay attention to large fonts with a size of 16 by using a striking color so it is easy to read by students. the voice recorder uses a standard microphone so that the sound is clear and can be understood by students. using images that have a standard size so that when inputting images into teaching materials, the image is not damaged (unclear) due to blur. choose a narrator who has a clear vocal voice, so that with good voice vowel helps make it easier for students to understand the learning material. bibliography bungin, burhan. analisis data penelitian kualitatif. pt rajagrafindo persada, 2007. creswell, john w, and j david creswell. research design: qualitative, quantitative, and mixed methods approaches. sage publications, 2017. emzir, metodologi, and m pd. “metodologi penelitian kualitatif analisis data.” jakarta: raja grafindo (2012). hakim, suparlan, and a dkk. pendidikan kewarganegaraan dalam konteks indonesia. malang: madani, n.d. hannafin, m j, and k l peck. “the design, development and evaluation of instructional software,” n.d. tahmid sabri, ikhsan kurniadi, soeharto soeharto development of interactive teaching materials volume 4, number 2, november 2019 | 139 zzzzzz miller, patrick, and w. measurement and teaching. the united states of america: patrick w. miller & associates, n.d. mukarom, z.dan rusdiana, and a. komunikasi dan teknologi informasi pendidikan. bandung: cv pustaka setia, n.d. mulyasa, h e. “character education management.” jakarta: bumi aksara (2011). munir. kurikulum berbasis teknologi informasi dan komunikasi. bandung: alfabeta, n.d. murhaini, s. menjadi guru profesional berbasis teknologi informasi dan komunikasi. yogyakarta: laksbang pressindo, n.d. purwanto, ngalim. prinsip-prinsip dan teknik evaluasi pengajaran. bandung: remaja rosdakarya, n.d. rusman, deni kurniawan, and cepi riyana. “pembelajaran berbasis teknologi informasi dan komunikasi.” bandung: rajawali pers (2011). saukah, a, and dkk. pedoman penulisan karya ilmiah. malang: ikip malang, n.d. sukmadinata, nana syaodih. metode penelitian pendidikan. program pascasarjana universitas pendidikan indonesia dengan pt remaja rosdakarya, 2005. educatio : journal of education volume 9 , number 1, may 2025 issn : 2579-8383 (print) issn : 2579-8405 (online) relationship between teachers’ feedback and students’ selfefficacy among mathematics majors: a correlational study kc ann b. adelante1, princess r. natalio2, krysna emerald c. abenes3, jomar d.g. esguerra4, donna michelle a. gomez5, john vincent l. santos6 undergraduate researcher, holy cross college, sta. rosa, ne, inc. philippines1234 adviser, holy cross college, sta. rosa, ne, inc. philippines56 j.vince103@gmail.com accepted: jan 28th 2025 reviewed: march 18th 2025 published: may 30th 2025 abstract this study aims to investigate the relationship between teachers' feedback and students' selfefficacy among 33 bachelor of secondary education students majoring in mathematics at holy cross college, rosa, n.e. inc. a correlational research design was employed to examine the variables, with data analyzed using spearman rank-order correlation. the results revealed a significant positive relationship between teachers' feedback and students' self-efficacy (rho = 0.541, p < 0.001). additionally, age was found to have a significant relationship with both teachers' feedback and students' self-efficacy. however, no significant relationship was identified between students' year level and self-efficacy. these findings suggest that teachers' feedback plays a crucial role in enhancing students' self-efficacy, highlighting the importance of feedback as a motivational tool in educational settings. the study emphasizes the need for educators to provide timely and constructive feedback to improve students' belief in their own abilities. keywords: teachers’ feedback, students’ sefl-efficacy, spearman rank-order correlation, quantitative data by authors this work is licensed under a creative commons attribution-sharealike 4.0 international license. introduction mathematics education plays a crucial role in students' academic success and future opportunities. despite its significance, many students struggle with both engagement and confidence in this subject. teacher feedback has been identified as one of the key factors that can influence student performance and attitudes. feedback, defined as information provided by an agent about an individual’s performance or understanding, is vital in the teaching and learning mailto:riyu.choirul57@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ volume 9, number 1, may 2025| 29 process 1. it not only guides students towards improved performance but also motivates them to achieve higher academic success 2. however, the impact of feedback can vary, sometimes producing positive outcomes while at other times leading to negative consequences. schwab et al. 3 emphasize the importance of teacher feedback in influencing students’ academic achievement. feedback has become a central element in educational research, as it is a key environmental instructional variable that can significantly affect students' self-efficacy and motivation. the role of feedback in fostering self-efficacy has been highlighted by schunk & dibenedetto 4, who assert that an enhanced sense of self-efficacy helps sustain student motivation and improves learning outcomes. self-efficacy, a concept introduced by bandura 5, refers to an individual's belief in their ability to execute tasks and produce specific performance outcomes. it is closely linked to student motivation and engagement. linnenbrink & pintrich , as cited in sokmen 6, suggest that students with higher self-efficacy are more engaged in terms of behavior, cognition, and motivation compared to their peers. such students are more likely to demonstrate sustained effort, improved learning outcomes, and greater academic achievement. while the significance of both teacher feedback and self-efficacy is widely recognized in mathematics education, there remains a gap in research concerning the specific relationship between these two variables, particularly in teacher education programs. as henderson et al. 7 highlight, feedback is a socially constructed process, and dawson et al. (2018) argue that many instructors rely on personal opinions rather than empirical evidence to shape their feedback 1 benedikt wisniewski, klaus zierer, and john hattie, “the power of feedback revisited: a meta-analysis of educational feedback research,” frontiers in psychology 10 (january 22, 2020): 3087, https://pubmed.ncbi.nlm.nih.gov/32038429; john hattie and helen timperley, “the power of feedback,” review of educational research 77, no. 1 (2007): 81–112, http://dx.doi.org/10.3102/003465430298487. 2 n mandhane ansari, s., shaikh, t. p., & deolekar, s., “positive feedback: a tool for quality education in field of medicine,” international journal of research in medical sciences, 3(8), 1868-1873 (n.d.), http://dx.doi.org/10.18203/2320-6012.ijrms20150293. 3 s schwab markus, s., & hassani, s., “teachers’ feedback in the context of students’ social acceptance, students’ well-being in school and students’ emotions,” educational studies, 1–18 (n.d.), https://doi.org/10.1080/03055698.2021.2023475; zongyi deng, “constructing ‘powerful’ curriculum theory,” journal of curriculum studies (2021). 4 d h schunk & dibenedetto, m. k., “self-efficacy and human motivation,” in advances in motivation science (n.d.), https://doi.org/10.1016/bs.adms.2020.10.001; dale h schunk and maria k dibenedetto, “motivation and social cognitive theory,” contemporary educational psychology 60 (2020): 101832, http://dx.doi.org/10.1016/j.cedpsych.2019.101832. 5 prachee sehgal, ranjeet nambudiri, and sushanta kumar mishra, “teacher effectiveness through selfefficacy, collaboration and principal leadership,” international journal of educational management (2017); melissa j. bourne, suzanne c. smeltzer, and michelle m. kelly, “clinical teacher self-efficacy: a concept analysis,” nurse education in practice, 2021; albert bandura, self efficacy: the exercise of control. new york: w. h.. freeman & company, n.d. 6 y sökmen, “the role of self-efficacy in the relationship between the learning environment and student engagement,” educational studies, 47(1), 19-37 (n.d.), https://doi.org/10.1080/03055698.2019.1665986. 7 m henderson phillips, m., ryan, t., boud, d., dawson, p., molloy, e., & mahoney, p., “conditions that enable effective feedback,” higher education research & development/higher education research and development, 38(7), 1401–1416 (n.d.), https://doi.org/10.1080/07294360.2019.1657807. volume 9, number 1, may 2025| 30 practices. furthermore, boud & molloy 8 note that feedback processes in higher education often face challenges in implementation, often failing to have the desired impact on student learning. this correlational study aims to explore the relationship between teachers’ feedback and students' self-efficacy among bachelor of secondary education majors in mathematics at holy cross college, sta. rosa, n.e. inc. the research examines how teachers' feedback practices influence students' self-efficacy beliefs and, consequently, their confidence and engagement in mathematics education. the findings are expected to offer valuable insights into the factors that contribute to students' academic motivation and provide a foundation for improving pedagogical practices. the study will address several key questions: 1) how can the demographic profile of the respondents be described? 2) how can the teachers' feedback be described? 3) how can the students' self-efficacy be described? 4) is there a significant relationship between the demographic profile and teachers' feedback? 5) is there a significant relationship between the demographic profile and students' self-efficacy? 6) is there a significant relationship between teachers' feedback and students' self-efficacy? through a comprehensive examination of these variables, this study seeks to inform teacher training initiatives and offer strategies for enhancing mathematics education by fostering students' self-efficacy and confidence through effective feedback mechanisms. method this study utilized a correlational research design to explore the relationship between teachers' feedback and students' self-efficacy in mathematics learning. a correlational approach was chosen to determine the extent and direction of the relationship between the two variables. the primary aim of this methodology was to investigate how feedback from teachers influences the self-efficacy of students in their mathematical studies, as this relationship can potentially enhance students' academic performance and motivation. research setting and participants the study was conducted at holy cross college sta. rosa, n.e. inc., located in poblacion rizal, santa rosa, nueva ecija. the participants included students enrolled in the bachelor of secondary education major in mathematics program. a total of 33 students were selected to participate in this study, ensuring a representative sample from the targeted population. data collection quantitative data were collected through the use of two structured questionnaires. the first instrument was designed to measure teachers' feedback, adapted from the work of mehregan and seresht 9. this instrument was used to assess various aspects of feedback that students received, 8 ibid.; phillip dawson et al., “what makes for effective feedback: staff and student perspectives,” assessment &amp; evaluation in higher education 44, no. 1 (2018): 25–36, http://dx.doi.org/10.1080/02602938.2018.1467877. 9 m mehregan & seresht, d., “the role of teacher feedback in enhancing learner self-efficacy and motivation in computer-assisted environments” (n.d.), https://mextesol.net/journal/index.php?page=journal&id_article=562. volume 9, number 1, may 2025| 31 including frequency, type, and perceived effectiveness. the second instrument was the new general self-efficacy scale 10, which was used to evaluate students’ beliefs in their ability to perform effectively in different situations, with a focus on their mathematical learning outcomes. data analysis the data collected were analyzed using the spearman rank-order correlation coefficient, a non-parametric statistical method suitable for measuring the strength and direction of associations between ranked variables. this method was chosen because it allows for the assessment of ordinal data without the assumption of a normal distribution . spearman’s correlation is effective in determining the degree of relationship between teachers' feedback and students' self-efficacy, as it provides a measure of both the intensity and direction of these associations 11. the statistical analysis was performed using appropriate software to ensure accurate interpretation of the results. by employing this methodological approach, the study sought to provide a detailed understanding of how teachers' feedback influences the self-efficacy of students in mathematics and to identify potential areas for improving pedagogical practices in this field. results and discussion demographic profile the respondents were analyzed based on their gender, age, and year level. the demographic details provide insight into the sample composition and how these characteristics may relate to perceptions of teacher feedback and self-efficacy. table 1 – demographic profile: gender gender frequency percentage female 19 57.6% male 14 42.4% total 33 100.0% the distribution of respondents based on gender reveals that a majority, 57.6% (n=19), are female, while 42.4% (n=14) are male. this reflects a slightly higher representation of female mathematics majors in the sample. the difference suggests that female students are more represented in this cohort, which could influence perceptions of feedback and self-efficacy since gender dynamics in mathematics learning often differ in terms of confidence levels and responsiveness to feedback. table 2 – demographic profile: age age frequency percentage 17 – 20 years old 16 48.5% 21 – 24 years old 14 42.4% 25 years old & above 3 9.1% total 33 100.0% 10 gilad chen, stanley m. gully, and dov eden, “validation of a new general self-efficacy scale,” organizational research methods (2001). 11 a s b perez & santos, j. v. l., “alignment of the holy cross college sta. rosa student’s program with their interest and skills,” educatio: journal of education, 7(1), 25-32 (n.d.). volume 9, number 1, may 2025| 32 the age distribution shows that nearly half of the respondents (48.5%) are within the 17-20 age group, followed closely by 42.4% in the 21-24 age range. only 9.1% are aged 25 and above. this distribution suggests that the sample predominantly consists of traditional college-aged students, which may impact the generalizability of their self-efficacy levels as younger students might still be developing confidence in mathematics. conversely, older students may possess different perspectives and levels of self-efficacy based on maturity and prior academic experiences. table 3 – demographic profile: year level year level frequency percentage 1bsedm – a 6 18.2% 2bsedm – a 10 30.3% 3bsedm – a 13 39.4% 4bsedm – a 4 12.1% total 33 100.0% the year level distribution indicates that the largest proportion of respondents (39.4%) are thirdyear mathematics majors, followed by 30.3% in the second year. first-year students account for 18.2%, while the fourth-year level has the least representation at 12.1%. this trend suggests that most respondents are in the middle stages of their academic journey, which is significant as students in their second and third years are likely to have been exposed to various forms of teacher feedback and experienced challenges that influence their self-efficacy. the smaller number of fourth-year students may reflect either a smaller graduating batch or challenges in reaching these students during data collection. table 4 – weighted mean of teacher’s feedback and self efficacy variable mean verbal description teachers’ feedback 4.269 agree students self-efficacy 4.212 agree general weighted mean 4.241 agree table 4 presents the weighted mean scores of teachers’ feedback and students’ self-efficacy. the mean score for teachers’ feedback is 4.269, while the mean for students’ self-efficacy is 4.212. both fall under the verbal description “agree” based on the rating scale used. the general weighted mean of 4.241 further indicates that respondents generally hold positive perceptions of both variables. relationship between demographic profile and teacher’s feedback table 5 – relationship between age and teacher’s feedback variable 1 variable 2 rho-value p-value decision remarks age teachers’ feedback 0.423 0.014 reject h0 significant table 5 presents the correlation between respondents’ age and their perception of teachers’ feedback. the computed rho-value of 0.423 indicates a moderate positive correlation between the two variables. this suggests that as students grow older, their perception of the feedback provided by their teachers tends to become more positive. the p-value of 0.014 is less than the significance level of 0.05, leading to the rejection of the null hypothesis. this means that age has a significant relationship with students’ perception of teachers’ volume 9, number 1, may 2025| 33 feedback. older students may value feedback more due to their maturity and increased understanding of its role in enhancing their academic performance. this finding is consistent with the study conducted by carvalho et al. 12, which revealed that younger students between 14 and 19 years old considered teachers’ feedback as practical educational guidance. similarly, in this study, students within the higher age range showed a significant appreciation of feedback, further emphasizing the value students place on teacher responses as they mature. table 6 – relationship between year level and teacher’s feedback variable 1 variable 2 rho-value p-value decision remarks year level teachers’ feedback 0.133 0.460 fail to reject h0 not significant table 6 shows the correlation result between respondents’ year level and their perception of teachers’ feedback. the computed rho-value of 0.133 suggests a very weak positive correlation, which means that year level has little to no relationship with how students perceive their teachers’ feedback. with a p-value of 0.460, which is higher than the 0.05 significance level, the null hypothesis is not rejected. this implies that there is no significant relationship between year level and students' perception of teachers' feedback. regardless of their academic standing, students generally perceive feedback similarly. this result aligns with the findings of wei et al. 13, who observed that as students advanced in their studies, their satisfaction with the quality and quantity of feedback did not show statistically significant differences between senior and junior students. this similarity suggests that expectations or experiences regarding feedback may remain consistent across year levels. relationship between demographic profile and students’ self-efficacy table 7 – relationship between age and students’ self-efficacy variable 1 variable 2 rho-value p-value decision remarks age students self-efficacy 0.386 0.026 reject h0 significant table 7 presents the correlation between respondents' age and their self-efficacy. the computed rho-value of 0.386 indicates a moderate positive correlation, suggesting that as students' age increases, their level of self-efficacy also tends to improve. the p-value of 0.026 is less than the significance level of 0.05, leading to the rejection of the null hypothesis. this finding implies that age has a significant relationship with students’ self-efficacy, where older students tend to exhibit higher confidence in their academic abilities. this result is consistent with the study of kolo et al. 14, which revealed that 80.82% of college students aged 19 to 34 years demonstrated higher levels of academic self-efficacy. the finding emphasizes that as students mature, their belief in their capacity to achieve academic tasks strengthens. table 8 – relationship between year level and students’ self-efficacy 12 c carvalho martins, d., santana, l. e., & feliciano, l., “teacher feedback: educational guidance in different school contexts,” procedia: social & behavioral sciences, 159, 219–223 (n.d.), https://doi.org/10.1016/j.sbspro.2014.12.360; luísa carvalho, “quality education for all: a fuzzy set analysis of sustainable development goal compliance” (2024). 13 w wei sun, y., & xu, x., “investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback,” assessment and evaluation in higher education/assessment & evaluation in higher education, 46(7), 1092–1103 (n.d.), https://doi.org/10.1080/02602938.2020.1846017. 14 a g kolo jaafar, w. m. b. w., & ahmad, n. b., “relationship between academic self-efficacy believed of college students and academic performance,” iosr journal of humanities and social science (iosr-jhss), 22(1), 75-80 (n.d.), https://www.researchgate.net/publication/313315847_relationship_between_academic_selfefficacy_believed_of_college_students_and_academic_performance. volume 9, number 1, may 2025| 34 variable 1 variable 2 rhovalue pvalue decision remarks year level students selfefficacy 0.139 0.441 fail to reject h0 not significant table 8 displays the relationship between the respondents' year level and their self-efficacy. the computed rho-value of 0.139 indicates a very weak positive correlation, suggesting little to no association between these two variables. the p-value of 0.441, which is greater than the significance level of 0.05, leads to failing to reject the null hypothesis. this means that year level does not have a significant relationship with students’ selfefficacy. regardless of what year they are in, students’ confidence in their academic abilities remains relatively similar. interestingly, this finding contrasts with the study by panadero et al. 15, which found that year level was a significant factor influencing students’ self-efficacy. in their study, students’ self-efficacy levels varied depending on their academic standing. however, in the current study, no such significant relationship was observed. relationship between teacher’s feedback and students’ self-efficacy table 9 – relationship between teacher’s feedback and students’ self-efficacy variable 1 variable 2 rho-value p-value decision remarks teachers’ feedback students self-efficacy 0.541 0.001 reject h0 significant table 9 presents the relationship between teachers’ feedback and students’ self-efficacy. the computed rho-value of 0.541 indicates a moderate positive correlation, suggesting that higher levels of perceived teacher feedback are associated with increased student self-efficacy. the p-value of 0.001 is significantly less than the alpha level of 0.05, leading to the rejection of the null hypothesis. this result confirms that there is a statistically significant relationship between teachers’ feedback and students’ self-efficacy. the findings align with the study of ruegg 16, which emphasized the positive effect of teachers’ feedback on students’ writing self-efficacy. according to ruegg, timely and constructive feedback from teachers helps boost students’ confidence in their academic skills, reinforcing their belief in their ability to accomplish learning tasks effectively discussion the findings of this study highlight the significant role that teachers' feedback plays in shaping students' self-efficacy in mathematics. this section discusses the results in relation to the theoretical framework, comparing them to previous research, and providing insights into how the findings contribute to the existing literature. teachers’ feedback and self-efficacy one of the key findings of this study is the strong positive correlation between teachers' feedback and students' self-efficacy (rho = 0.541, p = 0.001). this finding supports the theoretical framework of self 15 e panadero garcía-pérez, d., ruiz, j. f., fraile, j., sánchez-iglesias, i., & brown, g. t. l., “feedback and year level effects on university students’ self-efficacy and emotions during self-assessment,” educational psychology, 43(7), 756–779 (n.d.), https://doi.org/10.1080/01443410.2023.2254015. 16 r ruegg, “the effect of peer and teacher feedback on changes in efl students’ writing self-efficacy,” language learning journal, 46(2), 87–102 (n.d.), https://doi.org/10.1080/09571736.2014.958190. volume 9, number 1, may 2025| 35 efficacy as proposed by bandura 17, which suggests that individuals' beliefs in their ability to perform specific tasks influence their actions and outcomes. the positive relationship between feedback and self-efficacy is consistent with previous research by schunk and dibenedetto 18, who emphasized that effective feedback boosts students' confidence and motivation, leading to greater engagement and academic success. feedback is widely recognized as a key instructional tool that influences students' perceptions of their abilities. according to hattie and timperley 19 , feedback serves as a mechanism through which students can assess their progress, make adjustments, and enhance their performance. the findings in this study align with this perspective, showing that when students perceive feedback as constructive and supportive, they are more likely to develop a stronger belief in their capacity to succeed in mathematics. in addition, the results align with those of santos and jocson 20, who found that students who received clear and helpful feedback demonstrated higher self-efficacy. this suggests that teachers' feedback does not merely provide information about a student's performance but also plays an essential role in reinforcing students' beliefs in their academic capabilities. the present study extends this body of literature by specifically focusing on mathematics education and providing empirical evidence of the positive impact of feedback on students' self-efficacy within the context of teacher preparation. age and perception of feedback the study found a moderate positive correlation between age and perceptions of teacher feedback (rho = 0.423, p = 0.014). older students were more likely to view feedback positively, which could be attributed to their increased academic maturity and experience. this finding is in line with carvalho et al.21 , who observed that older students are more likely to appreciate feedback due to their greater understanding of its value in academic development. older students may also possess a more developed sense of their own academic strengths and weaknesses, which allows them to interpret feedback more constructively. in contrast, younger students, who are still developing their academic identity, may have less confidence in their abilities and may perceive feedback as critical or discouraging, especially if it is not framed positively. this difference underscores the importance of tailoring feedback to meet the developmental needs of students at different stages of their academic careers. it also highlights the need for educators to be mindful of the age-related differences in how feedback is received and interpreted. year level and perception of feedback interestingly, the study found no significant relationship between year level and teachers' feedback (rho = 0.133, p = 0.460). this result suggests that students across various academic stages perceive feedback similarly, regardless of their year level. this finding contrasts with research by wei et al. 22, which suggested that senior students might have different expectations or experiences with feedback compared to junior students. however, in this study, the consistency in feedback perception across year levels may indicate 17 albert bandura, “social cognitive theory: an agentic perspective,” annual review of psychology 52, no. 1 (2001): 1–26. 18 schunk & dibenedetto, m. k., “self-efficacy and human motivation.” 19 wisniewski, zierer, and hattie, “the power of feedback revisited: a meta-analysis of educational feedback research.” 20 john vincent l santos, “ergonomic hazards in the workplace: assessment, evaluation and prevention in the educational environment of holy cross college,” international journal of multidisciplinary research and analysis 04, no. 07 (2021), http://dx.doi.org/10.47191/ijmra/v4-i7-11. 21 carvalho martins, d., santana, l. e., & feliciano, l., “teacher feedback: educational guidance in different school contexts.” 22 wei sun, y., & xu, x., “investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback.” volume 9, number 1, may 2025| 36 that, regardless of academic progression, students generally value feedback for its role in improving learning outcomes. this result might also reflect the uniformity in feedback practices within the institution or the particular characteristics of the students in this study. instructors might be providing similar types of feedback regardless of students' year level, or students may have similar academic experiences in terms of feedback, making the year level a less significant factor in shaping their perceptions. age and self-efficacy a moderate positive correlation was found between age and self-efficacy (rho = 0.386, p = 0.026), indicating that older students tend to report higher levels of self-efficacy. this finding supports previous studies, such as those by kolo et al. 23, who found that older students generally exhibit higher levels of academic self-efficacy. as students mature, they accumulate more academic experiences and are likely to develop a more realistic and positive view of their academic capabilities. the results suggest that age-related factors, such as accumulated academic experience and personal growth, contribute to an enhanced belief in one's ability to succeed in mathematics. year level and self-efficacy on the other hand, the study found no significant relationship between year level and self-efficacy (rho = 0.139, p = 0.441). this suggests that self-efficacy does not significantly vary based on students’ academic progression, which is in contrast to the findings of panadero et al. 24, who suggested that year level influences self-efficacy due to the increasing complexity of academic tasks. however, in this study, the lack of a significant relationship may indicate that other factors, such as the quality of feedback received, may be more influential in shaping self-efficacy than year level alone. implications for educational practice the findings of this study have important implications for teaching practices and teacher training. the positive relationship between teacher feedback and students' self-efficacy underscores the importance of providing constructive, timely, and specific feedback. educators should be trained to recognize the critical role feedback plays in enhancing students' confidence in their academic abilities. moreover, the results suggest that feedback should be tailored to meet the developmental needs of students, considering factors such as age and academic maturity. the study also highlights the need for further research into the role of feedback in different academic contexts, particularly in stem fields such as mathematics, where students often face challenges that can affect their self-efficacy. future studies could explore how specific types of feedback (e.g., formative vs. summative) impact students’ self-efficacy and motivation, as well as how feedback can be more effectively incorporated into teaching strategies to promote student engagement and success. the findings of this study contribute to the growing body of research on the relationship between teachers' feedback and students' self-efficacy. by confirming the positive impact of feedback on selfefficacy, this research provides valuable insights into how feedback can be leveraged to improve students' academic confidence, particularly in mathematics. the study’s contributions are especially relevant for educators and institutions seeking to enhance the quality of feedback practices and promote greater student 23 kolo jaafar, w. m. b. w., & ahmad, n. b., “relationship between academic self-efficacy believed of college students and academic performance.” 24 panadero garcía-pérez, d., ruiz, j. f., fraile, j., sánchez-iglesias, i., & brown, g. t. l., “feedback and year level effects on university students’ self-efficacy and emotions during self-assessment.” volume 9, number 1, may 2025| 37 engagement and achievement in mathematics education. conclusion this study provides important insights into the role of teachers' feedback and students' selfefficacy within the context of mathematics education. the findings underscore the influence of demographic factors, particularly age, on students’ perceptions of feedback and their belief in their academic abilities. it was observed that as students age, they tend to value feedback more and exhibit stronger self-efficacy beliefs. this suggests that maturity and accumulated academic experiences play a significant role in shaping how students interpret and respond to feedback, ultimately contributing to their academic success. in contrast, the study found that year level had no significant impact on either teachers' feedback or students' self-efficacy. this indicates that the progression through academic years does not necessarily affect students' confidence or their perceptions of the feedback they receive. instead, factors such as personal motivation, the learning environment, and individual experiences may exert a stronger influence on students' self-efficacy. a key contribution of this study is the confirmation of a positive and significant relationship between teachers’ feedback and students’ self-efficacy. the results highlight the essential role of feedback in fostering students' confidence and motivation. when students perceive feedback as constructive and supportive, it enhances their belief in their abilities, which, in turn, contributes to improved academic performance. this finding reinforces the notion that feedback is not only a tool for correcting mistakes but also a means of empowering students, building their self-efficacy, and motivating them to persist in their learning. this study emphasizes the importance of providing meaningful, timely, and constructive feedback in the classroom. educators are encouraged to engage in feedback practices that go beyond mere evaluation, focusing instead on encouraging student growth and fostering a supportive learning environment. as the findings suggest, teachers’ feedback has the potential to significantly enhance students’ self-efficacy, which is crucial for their academic success, particularly in subjects like mathematics that demand high levels of cognitive engagement. looking ahead, further research could explore how different types of feedback (e.g., formative versus summative) impact students' self-efficacy in various disciplines. additionally, future studies could examine how cultural, social, or institutional factors influence the effectiveness of feedback in promoting self-efficacy. by delving deeper into these aspects, educators can refine their feedback strategies and ensure they are meeting the diverse needs of students, ultimately enhancing educational outcomes. the findings of this study reinforce the vital role of feedback in shaping students’ academic journeys and highlight the need for educational practices that prioritize student empowerment through constructive and supportive feedback mechanisms. volume 9, number 1, may 2025| 38 reference bandura, albert. self efficacy: the exercise of control. new york: w. h.. freeman & company, n.d. ———. “social cognitive theory: an agentic perspective.” annual review of psychology 52, no. 1 (2001): 1– 26. bourne, 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