Journal of Science and Education (JSE)

Cultivating Compassion: Rohis as a Strategic Medium for Internalizing Islamic Values and Constructing Anti-Bullying Behavior in Indonesian Public Schools

Fitri Meidasari — 2026-01-10

Bullying remains a pervasive pathology within secondary education, necessitating interventions that transcend punitive measures and address the root moral vacuity. This study investigates the role of Islamic Spiritual Activities (Rohis) as a strategic medium for internalizing Islamic values to construct anti-bullying behaviors at SMP Negeri 1 Lemahabang and SMP Negeri 2 Karawang Timur. Employing a qualitative case study design, data were gathered through in-depth interviews, participant observation, and documentation. The study reveals that Rohis functions not merely as an extracurricular entity but as a dynamic ecosystem for moral conditioning. The findings indicate a tripartite mechanism of internalization: (1) cognitive enlightenment through theological literacy, (2) affective engagement through spiritual mentorship, and (3) conative actualization through social advocacy. The integration of values such as empathy (ta’awun) and mutual respect significantly reduces aggressive tendencies. The study concludes that Rohis serves as a vital subsystem in school ecology, transforming religious rituals into social ethics, thereby creating a compassionate shield against peer violence. These findings advocate for the elevation of spiritual organizations from peripheral activities to central pillars of character education policy.

Implementation of the Differentiated Learning Model in Islamic Religious Education at Elementary Schools in Cianjur

Rika Rostika Dewi — 2026-01-10

The heterogeneity of elementary school classrooms presents persistent challenges for Islamic Religious Education (IRE), demanding pedagogical approaches that transcend uniform instruction. This study was motivated by the need to enhance IRE effectiveness by examining the implementation of the differentiated learning model. This descriptive qualitative study utilized a comparative case study design at SD Negeri Tugusari and SD Negeri Pataruman Cianjur. Data were collected via non-participant observation, semi-structured interviews with teachers and students, and document analysis of lesson plans and instructional materials. The results demonstrate that both schools successfully implement differentiation by adjusting content, process, and product according to diverse student readiness, interests, and learning profiles. This implementation was found to significantly enhance student engagement and intrinsic motivation in IRE. The study concludes that differentiated learning is an effective and impactful methodology for IRE in these contexts. This research contributes to the practical development of learning strategies that are responsive to student diversity in elementary education.

The Role of the Ummi Method in Developing Al-Qur’an Reading Proficiency: An Evaluation of Tilawah and Tahfizh Achievements in Integrated Islamic Schools

Muhammad Kamaluddin — 2026-01-10

This descriptive qualitative study analyzes the role and effectiveness of the Ummi Method in developing Al-Qur’an reading proficiency (Tilawah and Tahfizh) among students at SMPIT Ibnu Khaldun Lembang, an Integrated Islamic School. The study evaluates student achievement against the school's systematic curriculum targets over one semester. Data were collected through sustained observation, in-depth interviews with teachers and students, and systematic documentation analysis of Munaqasyah and Jilid progression records. Findings indicate that while the majority of students met or exceeded targets, significant variability in proficiency exists, primarily linked to students' initial motivation and rigorous group conditioning. The method’s success is critically dependent on teachers’ spiritual competence (Ruhiyah), pedagogical methodology, and conducive learning management. The study recommends continuous spiritual and professional development for teachers and intensive motivational programs to ensure optimal, holistic student outcomes.

Collaborative Management as a Catalyst for Artificial Intelligence Adoption in Elementary Education: A Case Study

Ridawati Ridawati — 2026-01-10

Islamic education institutions in Indonesia navigate a complex landscape, balancing the imperative to preserve spiritual-ethical values (adab) with the demand to foster critical, emancipatory consciousness for the 21st century. This tension is further complicated by rapid digital integration. This article employs a descriptive-narrative qualitative approach, synthesizing philosophical frameworks from Al-Attas, Freire, and Habermas with contemporary studies on institutional management. The analysis reveals that transformative leadership, utilizing strategic planning (e.g., SWOT), functions as a critical mediator. Findings indicate that successful integration models reframe digital technology not merely as an administrative tool but as a pedagogical space. This space must be infused with adab and ecopedagogical values to prevent dehumanization and alienation. This article proposes a synthesized framework of digital adab, which merges emancipatory goals with ethical-spiritual grounding, suggesting a pathway for holistic quality improvement and the cultivation of transformative 21st-century competencies.

The Lubb and the Learning: A Hermeneutic Correlation of the Qur’anic Ulul Albab Concept and Pedagogical Deep Learning for Holistic Intelligence

Sutarjo Sutarjo — 2026-01-10

This study addresses the persistent gap between traditional Islamic education, often critiqued for rote memorization, and the modern pedagogical imperative for holistic student intelligence. The purpose of this hermeneutic inquiry is to establish a correlational framework between the Qur’anic concept of Ulul Albab (QS. Ali-Imran: 190-191) and the contemporary pedagogical model of Deep Learning. Utilizing a qualitative library research method grounded in Fazlur Rahman's double movement hermeneutics, the study analyzes foundational texts in Islamic exegesis and modern educational theory. The results reveal a profound correlation: the Ulul Albab’s core characteristics of Dhikr (remembrance) align with Mindful Learning; Fikr (contemplation) correlates with Meaningful Learning; and Amal Salih (purposeful action) mirrors Joyful Learning. This synthesis provides an indigenous, Tawhidic-based pedagogical model that integrates spiritual, cognitive, and affective domains, offering a transformative framework for developing holistic intelligence (Insan Kamil) within Islamic educational institutions.

Management of Academic Supervision Based on Ruang GTK Platform to Improve Teacher Professional Competence (A Descriptive Qualitative Study at SDN Sukawangi and SDN 068 Cimincrang)

Rudi Setiawan — 2026-02-09

This study explores the implementation of digital-based academic supervision through the Ruang GTK platform by employing the Plan–Do–Check–Act (PDCA) cycle and its contribution to improving teacher competence at SDN Sukawangi and SDN 068 Cimincrang. The study is motivated by the need for a more transparent, systematic, and technology-enabled supervision model to meet contemporary quality-assurance demands in basic education. A descriptive qualitative case-study design was used. Data were collected through interviews, classroom observations, and document analysis during the first semester of the 2024/2025 academic year, involving principals and teachers as key informants. Data were analyzed thematically following the PDCA stages. The findings show that supervision planning was carried out systematically in Ruang GTK, including digital scheduling and use of standardized instruments; implementation combined face-to-face classroom observation with digital feedback, although several teachers still faced technical and digital-literacy constraints; the evaluation stage emphasized teacher reflection and strengthened transparency, but participation levels varied; and the follow-up stage took the form of targeted training, coaching, and monitoring, ensuring continuity of the PDCA cycle. The study concludes that integrating Ruang GTK with PDCA not only reinforces accountability in supervision but also supports teachers’ continuous professional development. Practically, the study encourages school leaders, teachers, and policymakers to optimize digital supervision as an instrument for improving teacher competence and educational quality.

Management of School-Parent Partnerships in Enhancing Student Learning Independence in Elementary Schools

Erna Erawati Setiani — 2026-01-10

This study investigates the management of school-parent partnerships aimed at enhancing learning independence among elementary school students in two public schools in Cianjur, Indonesia: SDN Ibu Dewi 1 and SDN Cibulakan. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis to explore the planning, implementation, and evaluation phases of partnership management, along with enabling and hindering factors. The findings reveal that structured partnership management involving effective communication, active parental involvement, and collaboration with external stakeholders significantly supports students' learning independence. Differences between schools highlight the role of technology access and resource allocation in partnership effectiveness. Recommendations focus on strengthening planning, communication, and participatory programs to sustain partnership benefits. This study contributes to educational management literature by integrating theoretical frameworks with practical insights into fostering effective school-parent collaborations.

Management of Guidance and Counselling Services in Addressing Students’ Interpersonal Conflict (A Multiple-Case Study at SMP Negeri 19 Bandung and SMP PGII 1 Bandung)

Mardiyati Mardiyati — 2026-02-08

Interpersonal conflict is an increasingly visible problem in Indonesian lower secondary schools, as indicated by the 2024 monitoring report showing a sharp rise in bullying cases and peer tensions, thereby demanding a more systemic school-based response [1]. Yet school Guidance and Counselling (GC) services are often reactive, fragmented, and insufficiently managed, so they do not prevent conflict nor build students’ social competence. This study aims to analyze holistically how Guidance and Counselling management—implemented through the POAC cycle (Planning, Organizing, Actuating, Controlling)—can address students’ interpersonal conflict in a more adaptive and responsive way. Employing a qualitative approach with a multiple case study design at SMP Negeri 19 Bandung and SMP PGII 1 Bandung, data were collected through triangulated in-depth interviews, observation, and document analysis and were analyzed using Miles, Huberman, and Saldaña’s interactive model. The findings show that both schools implemented GC management systematically: planning used a Developmental Task Instrument (DTI/ITP) to map needs; organizing was supported by clear structures and detailed case SOPs; actuating utilized a range of adaptive intervention strategies such as the Restitution Triangle, cognitive counselling, and responsive services; and controlling was guaranteed through strict case documentation, confidentiality, and periodic evaluation. The study concludes that adaptive, collaborative GC management with strong procedural adherence to POAC is effective in reducing conflict incidents, improving communication, and developing students’ social competence, and it offers a practical model of Integrated School Conflict Management.

Fostering Social Interdependence: Management of Coop-erative Learning in Arts and Crafts to Enhance Collabo-rative Skills in Indonesian Elementary Schools

Ari Kukuh Kuntari — 2026-01-10

In the landscape of 21st-century education, the cultivation of collaborative skills is as critical as cognitive development. This study investigates the effectiveness of learning management within Arts and Culture and Crafts (SBdP) based on cooperative group strategies at SDN Dewi Sartika and SDN Sindangsari. Utilizing a qualitative descriptive approach within a Classroom Action Research framework, data were harvested through participant observation, in-depth interviews, and structured rubric assessments. The study reveals that a systematic management approach—encompassing strategic planning, heterogeneous organization, multimodal execution, and holistic evaluation—significantly enhances students' communication, empathy, and collective responsibility. The findings indicate that when Arts education is managed through the lens of social interdependence theory, it transcends aesthetic creation to become a medium for character building. The research concludes that structured group learning management acts as a scaffold for social competence, aligning with national character education goals. These insights offer a pedagogical blueprint for educators seeking to integrate soft skills development within creative subjects.

Academic Supervision Management for Enhancing Teacher Competence

Basin Basin — 2026-02-08

Enhancing teacher competence is a crucial factor for achieving effective learning quality in elementary schools. However, the implementation of academic supervision by principals as a primary coaching instrument often faces various challenges, ranging from time constraints to less impactful methods. This gap between the ideal role of supervision and the reality in the field motivates this research. Therefore, this study aims to describe and analyze in-depth the management of academic supervision at SDN 274 Cempaka Arum and SDN 052 Cisaranten Wetan in an effort to improve teacher competence. This research employs a qualitative approach with a descriptive-analytical method and applies George R. Terry's management framework (POAC) as its theoretical basis. Data were collected through interviews, observations, and documentation studies. The research findings reveal two different yet equally effective management models. (1) SDN 274 Cempaka Arum implements a formal-structured model, characterized by systematic planning, team-based organization, implementation through clinical coaching, and documented evaluation. (2) Conversely, SDN 052 Cisaranten Wetan utilizes an informal-personal model, featuring flexible planning, principal-centered organization, a humanistic implementation, and direct, personal evaluation. The study also identifies the main constraint at SDN 274 as time limitation, which was addressed through delegation, while at SDN 052, it was potential subjectivity, which was overcome by prioritizing dialogue and trust. The conclusion of this study confirms that the management of academic supervision, planned and executed adaptively through either a formal-structured or an informal-personal model, is an essential function proven to enhance teacher competence, thereby directly impacting the improvement of learning quality in elementary schools.

The Catalytic Role of Transformational Principal Leader-ship in Enhancing Islamic Religious Education Teacher Performance via Professional Competence: A Dual-Site Case Study in West Java

Yati Rumiati R — 2026-01-10

In the landscape of modern education, the performance of Islamic Religious Education (PAI) teachers is pivotal not only for academic transmission but for the moral fortification of students against the volatility of globalization. This study investigates the strategic influence of school principal leadership on PAI teacher performance, mediated by the enhancement of professional competence. Employing a qualitative case study design at SMPN 1 Pacet and SMPN 2 Cipanas, West Java, data were harvested through semi-structured interviews, participant observations, and extensive documentation analysis. The findings reveal a tripartite mechanism: (1) The Principal as a Transformational Architect, where leadership transcends administrative management to foster an intellectual and spiritual work climate; (2) The Trajectory of Competence Development, where principals actively facilitate continuous professional development (CPD) through supervision and digital integration; and (3) The Synergistic Manifestation of Performance, where enhanced competence translates into innovative, student-centered pedagogy. The study concludes that the principal's role is not merely supervisory but catalytic; effective leadership acts as the scaffold that converts potential teacher competence into kinetic educational performance. These findings advocate for a paradigm shift in principalship training towards instructional and transformational leadership models to sustain the quality of religious education.

Cultivating the Soul in Public Education: Internalizing Islamic Values Through School Culture to Construct Student Moral Character

Mohammad Iqbal — 2026-01-10

In the midst of global moral decadence and the digital crisis affecting youth, the integration of religious values within public education has become a critical pedagogical imperative. This study investigates the processes, strategies, and impacts of internalizing Islamic values through school culture at SMP Negeri 3 Cianjur and SMP Negeri 4 Cianjur, Indonesia. Utilizing a qualitative case study approach with a descriptive-narrative design, data were gathered through participant observation, in-depth interviews, and documentation. The study analyzes how these public institutions transcend secular limitations by embedding religious praxis into the hidden curriculum. The findings reveal a multi-layered internalization strategy: (1) Uswah Hasanah (exemplary role modeling) by educators; (2) Structural habituation of rituals (congregational prayers, Quranic literacy); and (3) Environmental conditioning through Islamic-based regulations. The research concludes that the efficacy of moral formation relies not on dogmatic instruction, but on a symbiotic ecosystem involving school policy, teacher integrity, and parental synergy. These findings offer a reproducible model for value-based education in state-run schools facing modernization challenges.

Smartphone Utilization and Its Impact on Student Learn-ing Motivation in Islamic Religious Education from a Self-Regulated Learning Perspective

Hasanuddin Hasanuddin — 2026-01-10

The utilization of smartphones in Islamic Religious Education (PAI) learning presents both challenges and opportunities to enhance students’ learning motivation. This article aims to identify the impact of smartphone usage on the learning motivation of junior high school students from the perspective of Self-Regulated Learning (SRL) and to explore self-regulation strategies in managing this technology. The study employed a comparative case study method with a qualitative-dominant mixed-methods approach, involving two public junior high schools in Cianjur, Indonesia. Data were collected through interviews, observations, and questionnaires, then analyzed thematically and descriptively. The results show that smartphones can stimulate both extrinsic and intrinsic motivation, contingent upon students’ level of self-regulation. Smartphones function as a medium for learning access, digital proselytization (da'wah), and spiritual reflection. However, distraction remains a challenge where self-control is weak. Factors such as school environment, teachers’ roles as religious digital models, parental support, and religiosity significantly influence motivation. Self-regulated learning strategies, including goal awareness, time management, distraction control, and social-spiritual support, are essential for optimizing smartphone use. Smartphone use must be accompanied by digital literacy development that integrates academic competencies and Islamic values to be an effective and meaningful learning tool.

The PDCA Cycle as a Strategic Framework for Enhancing Elementary Literacy: A Case Study of the Class Literacy Tree Intervention in Indonesia

Asep Adang Kurnia — 2026-01-10

This qualitative case study examines the implementation and sustainability of the Class Literacy Tree (POLIKEL) strategy within the One Week One Book (SAMI SAKU) program in Indonesian elementary schools, analyzed through the lens of Deming's Plan-Do-Check-Act (PDCA) management cycle. The research employed a descriptive case study design across two public elementary schools in Sumedang Regency, Indonesia. Data were collected via in-depth interviews, observation, and document analysis, and subsequently analyzed using the interactive model. The findings reveal that while the POLIKEL artifact is a powerful pedagogical tool for promoting reading interest and basic writing skills, its success and sustainability are critically contingent upon the fidelity and integration of the supporting PDCA cycle. Schools that executed a proactive planning (Plan) and a formal evaluation (Check) mechanism achieved continuous, measurable improvement, validating the strategic management framework as essential for scalable pedagogical innovation in resource-constrained educational settings.

Enhancing Elementary Literacy Through the 'Class Lit-eracy Tree': A Strategic Case Study of the 'One Week One Book' Program

Nurisah Sumartina — 2026-01-10

Creating a literate generation requires a sustained pedagogical process, a goal often challenged by resource limitations in formal education. This study addresses this gap by examining an innovative, low-cost strategy. Introduction: This research describes a literacy learning strategy using a 'Class Literacy Tree' (POLIKEL) to support the 'One Week One Book' (SAMI SAKU) program and its impact on the reading interest and literacy skills of fifth-grade elementary students. Method: A qualitative, descriptive case study design was employed at two elementary schools in Sumedang Regency, Indonesia. Data were collected via observation, in-depth interviews, and documentation analysis, then analyzed using an interactive model. Results: The 'Class Literacy Tree' strategy successfully creates a joyful, participatory, and goal-oriented learning environment. The program effectively fosters continuous reading and writing habits, with teachers acting as crucial facilitators. Students' consistent, tangible engagement with the 'tree' demonstrated marked improvement in reading interest, comprehension of intrinsic text elements, and basic writing skills. Discussion: The strategy's success is contingent on a supporting management cycle strong school leadership, validating the PDCA cycle as a framework for sustainable pedagogical innovation. This strategy serves as an effective, sustainable, and scalable alternative model to enhance foundational literacy in elementary education.

Islamic Religious Education and the Sustainable Development Goals: A Critical Analysis of the Theory-Practice Nexus

Andi Taufik — 2026-01-10

This study undertakes a critical analysis of the theoretical frameworks underpinning the relationship between Islamic Religious Education (PAI) and the Sustainable Development Goals (SDGs). It identifies significant gaps between normative theological discourse and empirical implementation in educational settings. Employing a systematic literature review (SLR) with qualitative-interpretive and critical analysis approaches, the research examines peer-reviewed publications (2014–2024) indexed in Scopus, Google Scholar, DOAJ, and Garuda databases, focusing on the PAI-SDGs nexus. Key findings reveal: First, the aspirational alignment of core Islamic values (khalifah, al-’adl, maqasid) with SDGs remains fragmented, lacking holistic operationalization in curricula. Second, significant epistemological tensions (e.g., eschatological vs. worldly orientations; tawhid vs. capitalist growth models) and implementation gaps persist—evidenced by limited teacher capacity, minimal integration in primary education, and a lack of standardized impact assessment tools. Third, the study proposes the PAI-SDGs Nexus framework and Critical Islamic Sustainability Education (CISE) theory as original contributions to bridge these gaps. PAI's contribution to the SDGs remains structurally uncoordinated. The study concludes that a context-sensitive theoretical-operational reconstruction, critical pedagogy-based teacher training, and measurable impact indicators are necessary to bridge the persistent theory-practice discontinuities.

School–Parent Partnership Strategies to Support Students’ Transition to Junior High School (A Case Study at SDN Tegallega 1 and SDN Murnisari, Cianjur Regency)

Mirawati Mirawati — 2026-02-09

This study examines school–parent partnership strategies in supporting students’ transition from primary school to junior high school in two contrasting settings: SDN Tegallega 1 (urban) and SDN Murnisari (rural) in Cianjur Regency, Indonesia. Although national policies mandate family engagement and 12-year compulsory education, partnership practices at the school level are often still incidental, one-way, and not explicitly directed at preparing parents—academically, financially, and psychologically—to accompany their children to the next level. Using a qualitative multiple case study design, data were collected through in-depth interviews, participant observation, and document analysis. The findings show that both schools implemented partnership strategies consisting of joint program planning, parenting activities, learning assistance, and intensive communication through school committees. However, contextual differences shaped the emphasis: the urban school prioritized academic preparation and PPDB literacy, while the rural school emphasized motivation, moral support, and access facilitation. The study concludes that school–parent partnerships that are planned, participatory, and sustained can increase students’ readiness to continue to junior high school and strengthen positive relations among schools, parents, and students. The study recommends formalizing partnership programs in school work plans and developing two-way communication mechanisms tailored to local socio-economic conditions.

Collaborative Management as a Catalyst for Artificial Intelligence Adoption in Elementary Education: A Case Study

Nenden Kurniati — 2026-01-10

This study examines the optimization of collaboration between school principals and school committees as a strategic catalyst for the adoption of Artificial Intelligence (AI) technologies in elementary schools. The research addresses the critical need for digital transformation in primary education, particularly within resource-constrained environments, emphasizing that technology adoption hinges on effective multi-stakeholder management. Employing a qualitative case study methodology (Creswell, 2014) at two Indonesian elementary schools, data were collected through in-depth interviews, observation, and document analysis. The findings are structured around the POAC framework (Robbins & Coulter, 2020), revealing that structured collaboration facilitates three strategic objectives: participatory planning of AI integration, adaptive policy implementation that addresses digital literacy gaps, and data-driven monitoring for accountability. The study concludes that formalized, sustained principal-committee collaboration accelerates AI adoption, strengthens institutional adaptability, and mitigates cultural resistance, positioning it as an essential model for systemic digital readiness.

Teaching Factory Management to Improve the Employability of Vocational High School Graduates (A Case Study at SMK Negeri 8 Bandung and SMK Negeri 2 Cimahi)

Edwar Setiawan — 2026-02-08

This study analyzes the implementation of Teaching Factory (TeFa) management as a strategic instrument to increase the labor-market absorption of graduates of Vocational High Schools (SMK) in West Java, Indonesia. Although TeFa has been nationally mandated, the relatively high unemployment rate among SMK graduates in the province—12.42% in February 2025—indicates that many schools have not yet managed the program in an integrated, industry-oriented manner [5]. Using a qualitative approach and a comparative case study design, this research examines management practices at SMK Negeri 8 Bandung and SMK Negeri 2 Cimahi, both of which are regarded as information-rich cases. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that both schools implement TeFa using George R. Terry’s four management functions—planning, organizing, actuating, and controlling—although with different emphases. Planning is carried out through curriculum alignment and business-plan formulation in collaboration with industry partners. Organizing simulates real industrial work environments, complete with role distribution, job descriptions, and standardized student practice rooms. Actuating engages students in full production cycles, enabling them to acquire both technical and soft skills. Controlling is conducted through quality-control mechanisms, performance assessment, and follow-up programs, including tracer studies. The study concludes that a comprehensive and industry-linked Teaching Factory management model is a key factor in improving SMK graduates’ employability and competitiveness in the world of work.

Bridging the Digital Divide: Management of Platform Merdeka Mengajar for Self-Regulated Teacher Profes-sional Development in Remote Elementary Schools

Listia Rismayanti — 2026-01-10

The implementation of the Merdeka Curriculum in Indonesia necessitates a paradigm shift in teacher professional development towards digital self-regulated learning. This study investigates the management of the Platform Merdeka Mengajar (PMM) as a strategic instrument for enhancing the academic capacity of elementary school teachers, specifically within the technological constraints of SDN Girimukti and SDN Pacet 1, West Java. Employing a qualitative case study design, data were harvested through participant observation, in-depth interviews, and document analysis. The findings reveal a tripartite management mechanism: (1) Adaptive Planning and Structural Organization, where school leadership navigates infrastructural scarcity through resource mapping and the appointment of digital champions; (2) Implementation Dynamics, characterized by peer-scaffolding models and hybrid online-offline learning strategies to overcome connectivity barriers; and (3) Surveillance and Evaluative Feedback, where the principal transitions from an administrator to a digital pedagogical supervisor. The study concludes that while digital infrastructure is a prerequisite, the management of human resources—specifically the principal's active leadership and the cultivation of a collaborative learning culture—is the decisive factor in the successful adoption of PMM. These findings challenge the technological determinism view, suggesting that managerial agility can mitigate infrastructural deficits in educational transformation.