Implementation of Islamic Education Principles in The Modern Madrasa Curriculum: A Study of Ta'lim Al-Muta'allim

Objective: This study examines the implementation of Islamic education principles from the book Ta'lim al-Muta'allim by Burhanuddin al-Zarnuji in the learning process at madrasas. These principles emphasize the importance of adab (etiquette), sincere intentions, and ethics in education, which remain relevant to modern educational contexts. Method: Using a qualitative approach with a case study methodology and literature review, this research combines in-depth interviews, observations, and document analysis to explore how these principles are applied in Madrasah Al Ishlah.  Results:  The findings reveal that key principles such as right intention, respect for teachers, diligence, and knowledge practice have been successfully integrated into the learning environment at Madrasah Al Ishlah. These principles have significantly contributed to developing students' character, including discipline, responsibility, and noble morals. However, challenges persist in balancing moral education with the academic demands of the curriculum. Novelty: This study highlights the relevance of Ta'lim al-Muta'allim in contemporary Islamic education, demonstrating that its principles not only enhance the quality of religious education but also offer a robust model for character education in madrasas, bridging the gap between academic achievements and moral development

Adaptation and Validation of General Self-Efficacy Scale for Higher Education

Objective: Self-efficacy is a psychological factor that plays a crucial role in students' academic success. However, its measurement instruments need to be adapted to the cultural characteristics and local population. This study aims to adapt and validate the General Self-Efficacy Scale (GSES) within the context of higher education in Indonesia. Method: This study involved 748 third-semester students from various faculties at the State University of Surabaya. The adaptation process followed the five stages proposed by Beaton et al. (2000), which include translation, synthesis, back translation, expert committee review, and pretesting. The validation test was conducted using Confirmatory Factor Analysis (CFA). Results: After a successful adaptation process, the scale demonstrated high reliability, ranging from 0.760 to 0.801. The CFA results showed a Kaiser-Meyer-Olkin (KMO) score of 0.949, indicating that the data met the requirements for factor analysis. Strong factor loadings (0.752–0.810) were observed for each item, confirming their alignment with the self-efficacy construct. Cross-cultural comparisons with countries such as Germany, Spain, and China further affirmed the validity of the GSES in the Indonesian context, despite minor differences in certain items. Novelty: The cultural adaptation of the GSES for higher education in Indonesia provides a valid and reliable measurement tool, making this study a novel contribution to the field

Increase Self-Regulated Learning of Junior High School Students with the Experiential Seamless Learning Model

Objective: Study this to increase participants' self-regulated learning abilities and educate junior high school level through implementing the Experiential Seamless Learning model. Method: The research method used is the ADDIE development model proposed by Branch, involving 66 participants educated as subject research. Data was collected through a questionnaire to evaluate the eligibility product and test used to measure its effectiveness. Data analysis was done using a difference test (independent sample t-test). Results: The results of the study show that the Experiential Seamless Learning model, in a way, can significantly enhance participants' self-regulated learning education. Analysis indicates a significant difference​ between classes implementing this model and those using the learning method. The average value of self-regulated learning in classes using the Experiential Seamless Learning model is higher compared to class. Novelty: The novelty aspect of this study lies in the systematic integration between two learning models, experiential learning and seamless learning, which in previous studies were still applied separately. Another innovation of the Experiential Seamless Learning model is its use in improving self-regulated learning in the context of learning Indonesian at the junior high school level. The limitations of this study lie in the scope of the subject, which involved only two classes with a total of 66 students. In addition, the application of this model only covers seven of the ten dimensions of mobile seamless learning

Analysis of Pre-service Teachers' Skills in Providing Feedback to Students During Field Experience Practice in School

Objective: This study investigates pre-service teachers' (PST) feedback skills during Field Experience Practice (FEP), identifies influencing factors, and examines their impact on student learning. Method: A mixed-methods approach was used, combining quantitative data from 42 PSTs and 57 teachers via questionnaires and qualitative insights from interviews, observations, and documentation. Descriptive statistics were employed to categorize feedback proficiency, while qualitative analysis explored contextual influences. Results:  Findings reveal three levels of feedback skills—high, medium, and low—determined by internal factors (pedagogical understanding, teaching experience) and external factors (supervisor support, school environment). Effective feedback enhances student comprehension, motivation, and engagement, yet many PSTs struggle with providing structured, actionable feedback. Novelty: This study uniquely focuses on PSTs’ feedback skills during FEP, highlighting key factors influencing their effectiveness and the impact on student learning. It also provides evidence-based recommendations for strengthening teacher education curricula by integrating structured feedback training, ultimately improving classroom interactions and learning outcomes

Exploring Leadership Styles and Their Impact on Innovation in TVET: Insights from a Systematic Analysis

Objective: This study examines the influence of leadership styles on promoting innovation in the Technical and Vocational Education and Training (TVET) sector. The study addresses a notable research gap by identifying the leadership strategies that are most effective in fostering innovation within the swiftly changing educational and industrial environments. Method: The study used a Systematic Literature Review (SLR) technique organized by PRISMA criteria. Articles from peer-reviewed journals in the Scopus and ERIC databases, published between 2021 and 2024, were examined. A thorough search technique included specified keywords and Boolean operators, resulting in 659 articles, of which 36 were chosen following rigorous screening according to inclusion and exclusion criteria. Results:  The analysis highlights transformational, inclusive, and innovative leadership styles as pivotal in fostering creativity, technological integration, and collaborative practices in the TVET area. Transformational leadership emerged as the most effective, emphasizing vision alignment and team empowerment. Inclusive and innovative leadership also demonstrated strong potential in enhancing institutional responsiveness to industry needs. Novelty: This study provides a comprehensive synthesis of the impact of leadership styles on innovation within TVET, addressing a critical gap in existing literature. It offers actionable insights for policymakers and practitioners to adopt leadership strategies that align educational outcomes with industry demands, ensuring institutional competitiveness and relevance

Interface Design of Quranic Application using Design Science Research Methodology: A Comparison of Gamification and Non-Gamification Design

Objective: To improve student motivation and engagement through an intuitive mobile interface with interactive visuals. Method: Using Design Science Research Methodology (DSRM), this study compares gamified and non-gamified interface designs.  Results: User Experience Questionnaire (UEQ) results indicate that the gamified version outperforms the non-gamified design, particularly in stimulation and attractiveness, positively impacting learner and teacher satisfaction. Additionally, the Intrinsic Motivation Inventory (IMI) confirms that gamification significantly increases students' motivation, while the User Engagement Scale (UES) highlights the gamified version's effectiveness in creating an enjoyable, engaging, and impactful learning experience. Novelty: This research uniquely contrasts gamified and non-gamified designs in Quranic education, providing insights for quality improvement in Islamic e-learning platforms

Evaluating the MBG Monitoring Application in Indonesian Schools Using the DeLone & McLean Model

Objective:  The Free Nutritious Meal Program (Program Makan Bergizi Gratis/MBG) is a strategic initiative by the Indonesian government aimed at enhancing the nutrition of school-age children, with application monitoring playing a key role in its effectiveness. This study assesses the success of the MBG implementation by empirically examining the impact of system quality, human resource (HR) training effectiveness, and strategic leadership support on system adoption and net benefits. Using the DeLone & McLean Information System Success Model (2003) as a theoretical framework. Metode: survey was conducted among MBG application users, including field officers and supervisors. Data were collected through a structured questionnaire measuring system quality, training effectiveness (based on Kirkpatrick’s reaction, learning, and behavior levels), leadership support, system use, user satisfaction, and net benefits. Structural Equation Modeling (SEM) was employed for data analysis. Result: The results indicate that strategic leadership support significantly affects system use, while training effectiveness positively influences net benefits. Novelty: The study’s novelty lies in integrating strategic management and user adoption perspectives within public sector digital initiatives in developing countries

The Influence of the Character-Oriented Rambu Solo’ Ceremony-Based Learning Model (Purso) on Improving Learning Outcomes in Civics Education

Objective: This study aims to investigate the effect of the Character-Oriented Rambu Solo’ Ceremony-Based Learning Model (PURSO) on students’ learning outcomes in Civics Education. The integration of local cultural values into character education is considered essential to fostering moral, social, and cognitive development among elementary school students. Method:This study adopts a quasi-experimental design using a "true experimental design" with a post-test-only control group. The population consisted of 28 students at an elementary school in Toraja Regency during the 2024/2025 academic year. Using simple random sampling, two groups were selected: an experimental group taught using the PURSO model and a control group taught through conventional methods. Data collection was conducted using post-tests and questionnaires. Statistical analysis included normality and homogeneity tests, independent sample t-tests, and mastery learning tests. Results: The findings of this study revealed a significant difference in learning outcomes between the experimental and control groups. Students who received instruction through the PURSO character-oriented learning model achieved higher post-test scores. In the experimental group, 25 out of 28 students (89.29%) met the Minimum Completeness Criteria (MCC), whereas only 18 out of 28 students (64.29%) in the control group achieved the same standard. The independent samples t-test yielded a t-value of 4.32 with a significance level of p = 0.000 (p < 0.05). These results indicate that the implementation of the PURSO learning model has a significant and positive impact on improving students' learning outcomes in Civics Education. Novelty: This research introduces a novel learning model by incorporating the cultural values of the Rambu Solo’ funeral ceremony into formal Civics Education. Unlike conventional models, PURSO enhances not only academic achievement but also character formation, making learning more contextual and culturally responsive &nbsp

A Literature-Based Exploration of Innovative Strategies to Improve English Language Skills in Higher Education

.Objective: This study explores innovative teaching methods to enhance English language skills in higher education. Given the increasing significance of English in a globalized world, traditional teaching approaches often fail to meet student needs effectively. This research investigates strategies such as digital technology integration, project-based learning, gamification, blended learning, and collaboration-based approaches to improve student engagement and language proficiency. Method: A qualitative research approach was employed, utilizing literature analysis to examine various innovative teaching methods. Peer-reviewed journals, conference papers, and educational resources were analyzed to identify patterns, challenges, and best practices for implementing these strategies in English language education. Results: The study found that the use of digital tools, project-based learning, gamification, and blended learning significantly improved students' English skills. These methods encouraged active engagement, language accuracy, and self-directed learning. Successful implementation depends on lecturer readiness, institutional support, and access to technology. Novelty: This study presents a comprehensive analysis of innovative pedagogical approaches, emphasizing their effectiveness and the challenges they pose within higher education. It offers practical recommendations for educators and policymakers to enhance English language instruction by addressing both institutional and pedagogical barriers

Comparative Analysis Of Community-Based Ecotourism In Four Serdang Bedagai Villages In Integrating Educational Innovations In Conservation Forest Management

Objective: This research investigates forest management practices in conservation zones implementing community-based ecotourism approaches across four distinct coastal regions in North Sumatra: Kota Pari, Pantai Cermin, Perbaungan, and Teluk Mengkudu Villages. By examining these locations, we sought to provide a comparative assessment of education-centered management frameworks and their effectiveness in ecological preservation and community development within varying socioeconomic environments. Method: Our methodology incorporated field observations, stakeholder interviews with 60 key informants, document analysis, mixed-method data evaluation, and 8 focus group discussions conducted throughout January-December 2023. We surveyed 400 households (100 per village) to gather quantitative data regarding educational impacts, conservation perceptions, knowledge acquisition, and CBE program participation levels. Data analysis employed comparative thematic methodology and triangulation from multiple sources to enhance finding validity. Results: Findings revealed notable differences in educational approaches to community-based ecotourism among the researched locations. Kota Pari demonstrated superior results with a 71% reduction in illegal logging and development of 24 knowledge-based livelihood activities. Pantai Cermin successfully leveraged tourism dynamics for environmental education through visitor-community learning exchanges, while Perbaungan Village effectively addressed agricultural-conservation tensions through structured intergenerational knowledge transfer. Teluk Mengkudu Village, having adopted this model most recently (two years prior), showed promising results through its youth-centered educational approach despite resource limitations. Cross-village analysis revealed that implementation duration, educational approach quality, institutional support, and community socioeconomic characteristics significantly influenced program outcomes. Novelty: This study contributes three novel insights to the field: (1) it identifies developmental pathways for educational components in community-based conservation, demonstrating how approaches evolve from targeted activities in early implementation toward comprehensive learning systems as programs mature; (2) it positions education not merely as information transfer but as a transformative process developing community capabilities for both environmental stewardship and sustainable livelihoods; and (3) it challenges conventional distinctions between conservation education and economic development by demonstrating how integrated approaches can simultaneously build ecological knowledge, practical skills, and entrepreneurial capacities. The research provides evidence-based recommendations for designing adaptable education-centered Community Based Ecotourism models applicable across diverse socioeconomic contexts and implementation phases