Edusoshum : Journal of Islamic Education and Social Humanities

Internalization of Tasamuh (Tolerance) Values in Educational Interactions: A Thematic Study of Religious Freedom Verses

Alim Bakhri — 2026-05-05

This study aims to examine the internalization of the value of tasamuh (tolerance) in the educational interaction between teacher and student through a thematic interpretation approach to the verse لَا إِكْرَاهَ فِي الدِّينِ (QS. Al-Baqarah: 256). The background of this research is based on the importance of education as a means of forming tolerant character in a pluralistic society, and there are still challenges in the implementation of tolerance values in the school environment. The method used is a qualitative approach with the maudhuiy (thematic) tafsir method, through the analysis of relevant Qur'anic verses, classical and contemporary interpretations, and tolerance education literature. The results of the study show that the verse لَا إِكْرَاهَ فِي الدِّينِ contains the principle of religious freedom which is the theological foundation for the development of tolerance in education. The internalization of tasamuh values can be carried out through an approach that integrates cognitive, affective, and behavioral aspects, with teachers playing the role of facilitators and role models. Implementation strategies include interactive dialogue, experiential learning, positive reinforcement, and value reflection. The application of this pedagogical model has been proven to be able to create an inclusive, harmonious classroom environment, and support the moral and social development of students.

Intercultural Pedagogy Practice: A Scottish Teacher’s Experience with Vietnamese and Indonesian EFL Learners Online

Safrina Hulu — 2026-05-05

This study explores the role of a teacher's instructional beliefs and intrinsic motivational orientations in facilitating culturally mediated online English as a Foreign Language (EFL) learning. The research focuses on a Scottish teacher voluntarily conducting online English lessons for Vietnamese and Indonesian students using synchronous and asynchronous tools. Guided by Self-Determination Theory encompassing competence, relatedness, and autonomy, this qualitative case study collected data through interviews, classroom observations, and analysis of student communications and learning materials. Findings reveal that the teacher's altruistic motivation shapes a learning approach centered on intelligibility-oriented pronunciation, reading guidance, and emotional encouragement, thereby enhancing students' self-confidence and motivation. Student autonomy was supported indirectly through a structured learning approach that aligned with their cultural preference for direct instruction and correction. These findings underscore the significance of a teacher's belief system and motivational orientations in facilitating effective online EFL learning across diverse cultural backgrounds.

Implementation of the Reciprocal Teaching Model in Fiqh Learning to Improve Students' Learning Independence

Mhd. Farizal Fadly — 2026-05-05

This study aims to analyze the implementation of the Reciprocal Teaching model in fiqh learning and its impact on the learning independence of ninth-grade students at MTs YAPNI Tanjung Morawa. The background of this research is the low learning independence of students due to the dominance of teacher-centered learning methods. The study uses a qualitative approach with a case study type. The research subjects consist of fiqh teachers and ninth-grade students selected purposively. Data collection techniques include observation, in-depth interviews, and documentation, while data analysis uses the Miles and Huberman interactive model through data reduction, data presentation, and drawing conclusions. The research results show that the implementation of Reciprocal Teaching has been carried out systematically through activities of summarizing, questioning, clarifying, and predicting, supported by learning tools such as lesson plans and student worksheets. This model has been proven to increase students' activeness, engagement, and social interaction, thereby promoting the development of learning independence. However, its implementation still faces challenges such as limited time, uneven student participation, and low self-confidence in some students. Thus, Reciprocal Teaching is an effective learning model for enhancing students' learning independence, but it requires strengthening in classroom management and teacher guidance to achieve more optimal results.

The Influence Of Technology On Language Acquisition and Development Of Grade IV Students

Nursalim Nursalim — 2026-05-05

The rapid development of information and communication technology has brought significant changes to education, particularly in language acquisition and development among elementary school students. Technologies such as interactive learning applications, educational videos, and e-learning platforms have become integral to the learning process at various educational levels. This study aims to identify and analyze the influence of technology use on language acquisition and development among Grade IV students at SD Islam Al-Azhar 54 Pekanbaru, and to provide strategic recommendations for effective technology integration in the language learning curriculum. This study employs a descriptive qualitative approach using the literature review method. Data were collected by examining 25 relevant references, including books, journal articles, and prior research obtained from various academic databases. Analysis was conducted thematically to identify patterns, findings, and research gaps. The findings show that 75% of students experienced increased motivation and engagement in language learning when using technology. The use of learning applications and audiovisual materials improved vocabulary mastery and grammatical comprehension. However, unequal access to devices and the risk of digital distraction remain key challenges that must be addressed through comprehensive school policies

The Influence of Teaching Methods, Learning Media, and School Facilities on Students' Learning Motivation

Dinda Jumiati — 2026-05-05

Learning motivation is a critical factor in vocational education, yet many students at SMK Negeri 2 Pekanbaru show suboptimal motivation levels, potentially linked to the quality of teaching methods, learning media, and school facilities. This study aims to analyze the influence of these three variables on students’ learning motivation at SMK Negeri 2 Pekanbaru. Using a correlational quantitative survey design with an ex post facto approach, the study involved 67 students from class X.2 selected through purposive sampling. Data were collected through a validated Likert-scale questionnaire (40 items) and analyzed using Pearson correlation and multiple linear regression. The results show that all three variables are significantly correlated with learning motivation: teaching methods (r = 0.319; p = 0.008), learning media (r = 0.463; p < 0.001), and school facilities (r = 0.411; p < 0.001). Simultaneously, the three variables significantly influence learning motivation (F = 7.150; p < 0.05), explaining 25.4% of its variance. Partially, only learning media exerts a significant influence (β = 0.333; p = 0.019). These findings highlight the importance of optimizing learning media as a primary strategy to enhance student motivation in vocational high school settings.

The Role of Stakeholders in the Management of Sustainable Education Financing

Melia Kurniawati — 2026-05-05

Sustainable education financing has become an important issue in improving educational quality and ensuring the continuity of educational systems in Indonesia. However, education financing management still faces various challenges, including financing disparities, limited fiscal capacity, weak transparency, and low stakeholder participation. Therefore, this study aims to analyze the stakeholders involved in sustainable education financing management, identify their respective roles, examine stakeholder collaboration models, and explore challenges and strategic solutions in implementing sustainable education financing in Indonesia. This study employed a qualitative approach using a literature review method. Data were collected through documentation studies from accredited national journal articles, scientific books, previous studies, and educational policy documents published between 2022 and 2026. The collected data were analyzed using content analysis techniques through data reduction, categorization, interpretation, and conclusion drawing. The findings reveal that sustainable education financing involves four primary stakeholders, namely governments, educational institutions, communities, and the private sector, each possessing interconnected roles and responsibilities. The study also found that collaborative stakeholder models strengthen transparency, accountability, financing diversification, and institutional sustainability. However, sustainable education financing implementation still faces several challenges, such as excessive dependence on government budgets, weak governance systems, limited managerial capacity, and low stakeholder participation. Therefore, strategic solutions including digital financial governance, strengthening accountability systems, financing diversification, and stakeholder collaboration are necessary to support sustainable education financing in Indonesia. This study contributes theoretically and practically to the development of collaborative, inclusive, and sustainable education financing governance systems.

Challenges and Opportunities in Education Financing in the Era of Digital Transformation

Banny Haruna — 2026-05-05

Digital transformation has significantly changed the education system, including in the aspect of financing, which is a key factor in improving the quality of and access to education. This study aims to analyze the challenges and opportunities of education financing in the era of digital transformation and to formulate an adaptive and sustainable conceptual model. The method used is a descriptive qualitative approach through a literature review, analyzing various scientific literature, policy reports, and related research findings from the past 5–10 years. The research findings indicate that the main challenges include the digital divide, limited education budgets, low digital literacy, and the complexity of digital system-based governance. On the other hand, digital transformation opens opportunities through the utilization of financial technology (fintech), digital platforms, and big data, which can enhance financial inclusion, budget efficiency, and transparency in the management of education funds. A synthesis of the findings indicates that digital transformation serves as a strategic mediator capable of converting challenges into opportunities through technological innovation and multi-stakeholder collaboration. Therefore, an integrative approach is required that combines adaptive policies, human resource capacity building, and the optimization of digital technology to create an inclusive, efficient, and sustainable education financing system in the digital era.

Performance Based Education Funding Models for Improving the Effectiveness of Fund Management

Arthi Friedha El Famoes El Famoes — 2026-05-05

This study examines the role of education financing in improving the quality of academic services in educational institutions. The problem addressed in this research is the suboptimal management and unequal distribution of education funding, which affect the effectiveness of academic services. The objective of this study is to analyze the relationship between education financing and the quality of academic services, as well as to identify key factors influencing effective financial management. This research employs a qualitative approach using a descriptive method through a literature review of relevant Indonesian journal articles and policy documents. The findings indicate that adequate and well-managed financing significantly contributes to the improvement of academic services, including facilities, teaching quality, and administrative support. Transparency and accountability in financial management also play a crucial role in enhancing institutional credibility and service effectiveness. However, disparities in funding distribution and limited managerial capacity remain significant challenges. In conclusion, effective, transparent, and equitable education financing is essential for achieving high-quality academic services, supported by strong governance and strategic financial management.

Innovations in Partnership Based Education Financing Models

Puji Setiawan — 2026-05-05

Education financing remains a critical issue in Indonesia due to persistent dependence on government funding, fragmented financial governance, and unequal regional financing capacity. These conditions indicate that the conventional education financing model is increasingly insufficient to address the growing complexity of educational demands. This study aims to analyze the limitations of conventional education financing and formulate a partnership-based education financing model as a more adaptive and sustainable alternative. This study employed a qualitative approach using a systematic literature review design. Data were collected from peer-reviewed journal articles, academic books, policy documents, and scientific publications published between 2020 and 2025, and were analyzed through literature reduction, categorization, thematic synthesis, interpretation, and conclusion drawing. The findings show that the conventional education financing model is constrained by excessive dependence on public budgets, bureaucratic inefficiency, weak accountability, and limited adaptability. In response, this study proposes a partnership-based education financing model designed as a collaborative financing ecosystem involving government, private sector, communities, and educational institutions. The model is structured around the principles of collaboration, sustainability, and accountability, and implemented through sequential stages of needs assessment, stakeholder mapping, partnership formulation, implementation, monitoring, and evaluation. This study concludes that partnership-based education financing offers a more flexible, diversified, and sustainable framework for strengthening educational quality and financial resilience in Indonesia.

Contextual PAI Learning Design: Integration of Contextual Teaching and Learning with Islamic Epistemology in the Society 5.0 Era

Faqih Abdul Aziz — 2026-05-05

The Era of Society 5.0 places Islamic Religious Education (PAI) at a critical intersection between the necessity of pedagogical adaptation and the obligation to maintain transcendental integrity. The Contextual Teaching and Learning (CTL) approach, which is derived from Western pragmatism epistemology, has proven to have an ontological deficit because it negates the transcendental dimension as the main axis of religious education. On the other hand, there is currently no instructional syntax that comprehensively deconstructs secular CTL and reconstructs it based on Islamic Epistemology to address the challenges of Society 5.0 disruption. Objective: This research aims to (1) analyze the epistemological limitations of Western CTL thru the perspective of Islamic Epistemology, and (2) formulate an instructional syntax for contextual PAI learning design that operationally integrates the pillars of CTL with evidence from the Qur'an and Hadith. Method: This qualitative research based on library research applies the Conceptual Framework Analysis approach integrated with qualitative content analysis. Data was extracted from authoritative texts of the Qur'an, Hadith, tafsir books, and globally reputable journal literature (Scopus and Web of Science), verified thru source triangulation. Results: This research produces: (1) An Epistemological Deconstruction Matrix that maps the limitations of the seven pillars of secular CTL and the Islamic foundation as its alternative; and (2) A Contextual PAI Instructional Design in the form of a continuous seven-phase syntax cycle: Bina' Ma'rifah, Istiqra’ wa Tadabbur, Sual wa Jawab, Majelis Ilmi wa Syura, Uswah Hasanah, Muhasabah, and Mizanul Amal. This design has proven to realize the eight dimensions of the graduate profile of the Merdeka Curriculum and acts as a proactive mitigation instrument against moral crises and digital radicalism. The novelty of this study lies in the formulation of a closed-loop instructional system that is adaptive to the disruptions of Society 5.0 civilization with a comprehensive eschatological accountability.

The Role of Technical Guidance In Improving Teachers' Capacity in Implementing Merdeka Curriculum

Jining Jining — 2026-05-06

This study examines the role of Technical Guidance in improving teacher capacity to support the implementation of the Merdeka Curriculum Indonesia. Through literature analysis and case studies, this report discusses the definition of technical guidance, the concept of teacher capacity, and the basic principles of the Merdeka Curriculum. The findings show that technical guidance contributes significantly to improving teachers' pedagogical, professional, personal, and social competencies. These competencies are essential in adapting to the flexible, learner-centered learning paradigm of Merdeka Curriculum. Although the implementation of Merdeka Curriculum faces various challenges, such as varying levels of teacher readiness, limited resources, and the need for a change in mindset, technical guidance has proven to be an effective strategic solution. Impact evaluations show a noticeable improvement in the quality of Lesson Plans and differentiated learning practices, which have a positive impact on student learning experiences and achievements. Therefore, well-planned, sustainable, and adaptive technical guidance is a vital investment for the success of educational transformation in Indonesia.