Journal of Educational Innovation and Research
AI-Driven Video Message Design for Presenting Social Phenomena and Fostering Spiritual and Social Values
Advances in artificial intelligence technology have opened up new opportunities in video processing, analysis, and creation, spanning sectors such as entertainment, security, education, and business. This study explores the capabilities of AI in automatically creating video content, including narrative recognition, context interpretation, and dynamic visualization. Using a qualitative phenomenological design, this study involved 25 participants (aged 20–35 years) consisting of digital content creators, university students, and religious community members who actively engage with AI-based video platforms. The study uses a phenomenological approach to understand individuals’ subjective experiences related to the application of this technology to enhance spiritual and social values. Data were collected through semi-structured in-depth interviews and thematic analysis was employed to identify recurring patterns and meanings in participants’ experiences. Data were collected through in-depth interviews to explore changes in participants’ spiritual and social attitudes. The findings reveal three major themes: (1) AI-generated videos enhance accessibility to spiritual knowledge and social awareness content; (2) AI-assisted narrative design strengthens emotional engagement and moral reflection; and (3) the technology fosters digital-based spiritual communities while simultaneously raising ethical concerns. The results show that AI is capable of producing detailed and realistic narratives and storyboards, making a positive contribution to the production of automated video content. Discussions include the use of AI for facial and object recognition, video analysis for security, and automatic video editing. In addition, the study highlights the impact of technology on spiritual and social life, such as increasing access to spiritual resources and the formation of virtual communities that support social interaction. However, ethical challenges such as the misuse of deepfakes and dependence on social media are also identified. Overall, the study demonstrates that AI-driven video design can serve as a strategic medium for cultivating spiritual and social values when implemented ethically and critically. This study contributes to a deeper understanding of the impact of AI technology on spiritual and social values, while providing recommendations for its wise use to support positive spiritual and social development.
Copyright (c) 2026 Muhammad Lukman Haris Firmansah, Khoirul Amri (Author) https://creativecommons.org/licenses/by/4.0
Internalizing Islamic Character Values to Cultivate Students’ Humility at SMAN 2 Plus Panyabungan
Character education in Islamic contexts plays a crucial role in shaping students’ values and behaviors, particularly in cultivating virtues such as humility. Although prior studies have examined Islamic education and character formation, limited research has explored how students personally internalize humility as a lived and transformative experience. This study addresses this gap by investigating how students experience, interpret, and internalize Islamic values of humility within Islamic education at SMAN 2 Plus Panyabungan. Employing a phenomenological approach, the study draws on in-depth interviews with 12 students, with data analyzed thematically to uncover the underlying structures of meaning in their experiences. The findings reveal three central mechanisms of internalization: (1) dialogical moral engagement in classroom interactions, (2) teachers’ embodied role modeling as a living example of humility, and (3) students’ reflective self-evaluation that transforms doctrinal knowledge into personal moral commitment. Importantly, humility was not internalized merely as a cognitive understanding of religious doctrine, but as a habitual disposition manifested in respectful communication, openness to feedback, and reduced self-centeredness in peer interactions. These findings demonstrate that the internalization of humility is a dynamic process shaped by relational, experiential, and reflective dimensions rather than by formal instruction alone. This study contributes to the literature by offering an experiential model of humility internalization in Islamic education, highlighting the central role of subjective meaning-making and teacher-student relational dynamics in character development. The findings provide practical implications for Islamic educators by emphasizing reflective pedagogy and value embodiment as key strategies for sustainable character formation. Future research is encouraged to examine longitudinal impacts and broader socio-cultural influences on the development of humility.
Copyright (c) 2026 Ami Rizkiana, Puli Taslim , Rohman (Author) https://creativecommons.org/licenses/by/4.0
The Philosophical Foundations of Akhlaq as the Fundamental Pillar of Islamic Education
Morality (akhlaq) constitutes the core of Islamic education, positioning moral and spiritual values as the primary foundation for the formation of the insan kamil (the complete human being). However, existing studies tend to examine akhlaq either from a classical normative-theological perspective or from contemporary pedagogical approaches, without offering an integrative philosophical synthesis that bridges both traditions. This study addresses this gap by providing a systematic reconstruction of akhlaq as a philosophical foundation of Islamic education through a critical synthesis of classical and contemporary scholarship. This study aims to examine in depth the position of akhlak within the philosophical framework of Islamic education by employing a library research method based on articles, academic journals, and both classical and contemporary literature. By comparatively analyzing classical thinkers and contemporary educational discourses, this research develops a novel conceptual synthesis that repositions akhlaq not merely as a moral teaching component, but as the ontological, epistemological, and axiological core of Islamic education. The findings indicate that akhlak is not merely a supplementary component, but rather the very spirit of Islamic education that guides its objectives, methods, and practical implementation. The principal contribution of this study lies in articulating a coherent philosophical model that integrates classical moral philosophy with contemporary educational challenges, thereby offering a renewed theoretical framework for understanding akhlaq in modern Islamic education. Therefore, Islamic education oriented toward akhlak is expected to address the challenges of moral degradation in the modern era while fostering a generation that excels in faith, knowledge, and righteous action.
the Concept of the Perfect Human (Insan Kamil)
Copyright (c) 2026 Hasrah, Surni Kadir (Author) https://creativecommons.org/licenses/by/4.0
Curriculum Development Models in Indonesia: Theoretical Analysis, Implementation, and Integration of the Merdeka Curriculum
Curriculum development is a key component of the education system, determining the direction, quality, and relevance of learning. An effective curriculum must be able to adapt to student needs, global demands, and local contexts. This study reviews various curriculum development models, including the Tyler, Taba, and CIPP models, and discusses their strengths, weaknesses, and applications in Indonesia. The method used is a qualitative literature review with a descriptive-comparative approach. The analysis examines the basic principles, implementation processes, and evaluation of each model. The results show that each model has unique strengths: the Tyler model emphasizes systematic learning objectives, the Taba model emphasizes teacher participation and local adaptation, while the CIPP model emphasizes continuous evaluation and curriculum improvement. The comparative analysis reveals that no single model is fully sufficient when applied independently; however, their strategic integration provides a more comprehensive framework that aligns with the flexibility and contextual orientation of the Merdeka Curriculum. This study emphasizes the importance of integrating the three models to produce an adaptive, contextual, and sustainable curriculum that can support the implementation of the Independent Curriculum in Indonesia. These findings are expected to guide curriculum developers, teachers, and education policymakers in designing and evaluating relevant and high-quality curricula.
Copyright (c) 2026 Devy Habibi Muhammad , Siti Maimunah, Habibatul fitria, Choirun Nisak (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Lived Experiences of Digital Presence and Identity in Metaverse-Based Learning Among University Students
The rapid development of educational technology has transformed learning practices, with metaverse-based environments introducing new possibilities for immersive and interactive education. This study examines how university students construct and experience digital presence and identity within metaverse-based learning spaces. Using an interpretative phenomenological approach (IPA), data were collected from twelve students through semi-structured interviews and analyzed thematically. The study identifies three key findings: (1) students experienced metaverse learning as an emotionally engaging and embodied interaction shaped by heightened co-presence; (2) identity negotiation occurred as learners balanced their real and avatar-based selves; and (3) the metaverse fostered both increased social connectedness and occasional feelings of disorientation. Quantitatively, participants reported an overall strong sense of digital presence, with most describing the environment as more immersive than conventional online platforms. These findings suggest that metaverse learning functions not merely as a technological tool but as a relational and experiential space that reshapes how students perceive themselves and others. The study highlights practical implications for designing virtual learning environments that support emotional resonance, authentic identity expression, and meaningful interaction. It contributes a phenomenological understanding of digital embodiment and offers a foundation for future research on how emerging technologies shape learning experiences and identity formation.
Copyright (c) 2025 Fegie Rizkia Mulyana, Jamilatul Kamelia (Author) https://creativecommons.org/licenses/by/4.0
Understanding Transformational Leadership Experiences: Insights from School Principals
Educational leadership in the digital era represents a critical intersection between technological innovation and human experience. Within this evolving context, school principals are challenged to reinterpret their roles as transformational leaders who guide institutions through digital and cultural change. However, current research has primarily focused on leadership behaviors and institutional performance, leaving the subjective experience of principals largely unexplored. This study addresses this gap by examining the lived experiences of eight school principals—representing diverse school types and lengths of service—who navigated digital transformation within their institutions. Using an Interpretative Phenomenological Analysis (IPA) approach, the research captures the lived experiences of eight school principals through in-depth interviews and thematic interpretation. The analysis reveals four interrelated dimensions of leadership meaning: identity redefinition, emotional negotiation, collaborative vision-building, and ethical reflection. These findings demonstrate that leadership transformation is an interpretive and moral process grounded in self-awareness, empathy, and relational trust. By foregrounding the phenomenological essence of leadership, the study provides new insights into how digital transformation is experienced as both a professional and existential journey. The results highlight the importance of reflective practice and ethical consciousness in leadership training, offering a framework for fostering more human-centered leadership in digital education. Future research may extend these insights to cross-cultural contexts and longitudinal designs to explore how leadership meaning evolves over time.
Copyright (c) 2025 Husnul Khotimah, Kun Muhandis Adam (Author) https://creativecommons.org/licenses/by/4.0
Spiritual Reflection and Meaning-Making among Religious Education Students
Religious education plays a vital role in nurturing moral, ethical, and spiritual growth by connecting faith, reflection, and human experience within educational contexts. In recent years, reflective learning has emerged as an essential pedagogical approach, yet limited research has explored how students experience and make meaning of spiritual reflection as a lived phenomenon. What remains unclear is how reflective learning in religious education shapes students’ spiritual awareness and moral development at the experiential level. Using an Interpretative Phenomenological Analysis (IPA) approach, this study examines the lived experiences of secondary school students engaged in reflective religious learning to uncover the essence of their spiritual encounters. Data were collected through semi-structured interviews with twelve participants and analyzed thematically to identify key experiential patterns. The findings reveal three major themes: self-encounter through reflection, inner transformation through spiritual awareness, and the embodiment of faith through moral consciousness. Together, these themes illuminate reflection as a transformative process through which students internalize and live their faith authentically. This study explicitly addresses a research gap by examining spiritual reflection as an experiential process rather than a cognitive or instructional outcome, an area that has received limited scholarly attention. The novelty of this study lies in its phenomenological uncovering of how reflective learning mediates the interplay between spiritual awareness and moral action among adolescents—an aspect rarely explored in prior religious education research. By articulating this contribution, the study offers new insights into the experiential mechanisms through which reflective pedagogies cultivate authentic faith formation. These insights have important implications for educators and curriculum developers seeking to promote reflective pedagogies that cultivate spiritual and ethical formation in diverse learning environments.
Copyright (c) 2025 Dian Rahmawati, Meutiah Agrianti Rusjdi (Author) https://creativecommons.org/licenses/by/4.0
Implementation of the Star System Model to Improve Islamic Education Motivation at SDIT Al-Iqra
This research is motivated by the low motivation of students to learn that is often found, which can have an impact on academic achievement and low interest in learning. Teachers have an important role in developing innovative learning strategies to improve student motivation. SDIT Al-Iqra Tirtamulya applies the star system learning model, an active, creative, and innovative approach, with the aim of improving student motivation and understanding. However, previous studies have not clearly explained how the star system model is systematically planned, implemented, and evaluated to address low learning motivation, leaving a gap in understanding its practical effectiveness in Islamic education contexts. This qualitative research aims to analyze the planning, organization, implementation, and evaluation of the star system learning model in improving student learning motivation at SDIT Al-Iqra Tirtamulya. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of the star system learning model is effective in improving student learning motivation, as seen from indicators such as conducive classroom conditions, student attendance, learning independence, focus during material presentation, involvement and courage in question and answer sessions, and increased academic grades. All stages of implementation have been carried out in accordance with GR Terry's management theory.
Copyright (c) 2025 Herlinawati, Usep Setiawan, Muhammad Syabani Ridwanullah (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Lived Experiences of Santri Balancing Religious Education and Academic Demands in Indonesian Pesantren
Religious education plays a central role in shaping identity and values, particularly within pesantren, which combine traditional Islamic studies with modern academic curricula. Previous research has highlighted institutional reforms in pesantren but has not sufficiently addressed how students themselves experience and interpret the dual demands of religious devotion and academic achievement. What remains unclear is how santri negotiate these overlapping responsibilities and what meanings they attach to the process of balancing them. This study applies an interpretative phenomenological approach to examine the lived experiences of santri and to uncover the essence of how they construct meaning in navigating religious and academic obligationsData were collected through in-depth, semi-structured interviews with twenty-four participants from various types of pesantren across different regions in Indonesia, ensuring broader contextual diversity and enhancing the generalizability of the findings. The collected data were then analyzed using systematic interpretative phenomenological analysis (IPA).The findings reveal that students perceive their educational journey as a negotiation between tension and integration, drawing resilience from spiritual practices while striving to succeed academically. Their narratives highlight both the challenges of dual obligations and the creative ways in which they harmonize different spheres of knowledge. These results demonstrate that identity formation in pesantren is dynamic, characterized by resilience, adaptation, and meaning-making rather than conflict alone. The study advances understanding of religious education by showing how lived experience provides insight into the intersection of tradition and modernity, offering both theoretical contributions and practical implications for educational policy and practice.
Copyright (c) 2025 Afis Baghiz Syafruddin, Usep Setiawan (Author) https://creativecommons.org/licenses/by/4.0
Understanding Principals’ Experiences with AI Dashboards in Teacher Evaluation: Insights into Meaning, Fairness, and Leadership
Artificial intelligence (AI) is increasingly shaping educational leadership by transforming how schools evaluate teacher performance, ensure accountability, and make strategic decisions. Within this evolving landscape, AI-enabled dashboards have become central instruments for data-informed leadership, yet limited research has examined how school principals actually engage with and interpret these systems in their daily practices. This study addresses this gap by exploring the nuanced, lived experiences of principals who utilize AI dashboards to support instructional supervision and teacher assessment. Adopting an interpretative phenomenological approach, the research investigates how principals negotiate fairness, professional judgment, and ethical accountability when algorithmic insights intersect with human decision-making. Data were collected through in-situ dashboard walkthroughs employing think-aloud protocols, complemented by semi-structured interviews and reflective digital diaries. The data were analyzed using interpretative phenomenological analysis (IPA) and thematic clustering to uncover the psychological, ethical, and relational dimensions of leadership practice mediated by AI. The findings indicate that principals perceive AI outputs as provisional cues rather than prescriptive truths, and that they actively recalibrate fairness by contextualizing data within school culture and human relationships. Moreover, principals employ ethical overrides to maintain transparency, empathy, and professional dignity when system recommendations appear misaligned with pedagogical values. These insights reveal that AI dashboards function most effectively as catalysts for reflective dialogue, not as deterministic evaluators. By situating algorithmic tools within the complex realities of human judgment, this study highlights the need for ethical, contextually responsive, and human-centered AI design in educational leadership.
Copyright (c) 2025 Ahmad Asrin, Syamsiah Depalina Siregar (Author) https://creativecommons.org/licenses/by/4.0
Exploring Students’ Experiences of Learning Analytics Personalization and Identity Transformation in Higher Education
Digital technologies have become integral to higher education, reshaping how students engage with knowledge, instructors, and peers. Within this domain, Learning Analytics (LA) has emerged as a tool for personalizing learning, yet little is known about how students experience and interpret such personalization in their educational journeys. Existing research has primarily focused on quantifiable outcomes, leaving unanswered questions about how learners make sense of personalization and how these experiences transform their learning identities. This study addresses this gap by offering a novel qualitative perspective that foregrounds students’ subjective meaning-making, thereby extending the current discourse beyond data-driven performance measures to include identity and emotional dimensions often neglected in prior studies. This study adopts a phenomenological approach, specifically Interpretative Phenomenological Analysis (IPA), to uncover the lived experiences of students engaging with LA-based personalization. Through in-depth semi-structured interviews with undergraduate students, the study explores how learners interpret and negotiate the meaning of personalized digital feedback. The analysis reveals four major themes: the awakening of self-awareness through data-driven insights, negotiation of control and autonomy, transformation of learning identity, and emotional ambivalence in personalized learning contexts. By identifying these themes, the research contributes an original interpretive framework that conceptualizes personalization as both a cognitive and affective process, positioning it within broader conversations on learner agency and identity formation. By situating personalization as a lived phenomenon, this study expands our understanding of LA beyond predictive models and performance metrics. Unlike previous studies that primarily evaluate technological effectiveness, this research emphasizes the phenomenological depth of learners’ encounters with personalization, thereby introducing a human-centered paradigm to LA scholarship. The findings highlight the importance of designing educational technologies that support identity development and emotional resilience, rather than reducing learners to data points. This original contribution not only deepens theoretical understanding of personalization in digital learning but also provides actionable implications for educational technology design and policy. Future research should build on these insights through longitudinal and cross-cultural studies to capture the evolving nature of identity transformation in digital learning environments.
Copyright (c) 2025 Nurkamisah, Toto Purbiyanto (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Lived Experiences of Transition to Flipped Classroom among Undergraduate Students
Innovative teaching methods have increasingly reshaped higher education by shifting emphasis from teacher-centered instruction to learner-centered engagement. Within this movement, the flipped classroom has become a widely adopted model that repositions learning activities by requiring preparation before class and active participation during class. However, little is known about how students themselves experience this transition, particularly the emotional, cognitive, and adaptive dimensions that shape their engagement with flipped learning. This study addresses this gap by asking: How do students interpret and adapt to the transition from traditional instruction to the flipped classroom? Using an interpretative phenomenological approach, the study explores students’ lived experiences to reveal the meanings they construct during this transition. Data were collected through semi-structured interviews with undergraduate students and analyzed thematically to identify essential themes. The findings demonstrate that students initially experienced disruption and anxiety as they negotiated new roles and responsibilities. Over time, however, they developed adaptive strategies, reframed their understanding of learning, and reported a stronger sense of agency and collaboration. These results clearly demonstrate that the flipped classroom serves not only as an instructional format but also as a transformative learning process, where students actively reshape their learning approaches, enhance their engagement, and redefine their identities as autonomous, reflective learners.The study contributes to a deeper understanding of pedagogical innovation by emphasizing the interpretive and affective dimensions of flipped learning. These insights inform both theoretical perspectives on learner-centered education and practical strategies for supporting students through educational change.
Copyright (c) 2025 Wahdiah, Hamdan Ardiansyah (Author) https://creativecommons.org/licenses/by/4.0
Students’ Experiences and Meaning-Making in AI-Based Adaptive Learning in Higher Education
The rapid integration of AI-based adaptive learning platforms is reshaping higher education by personalizing learning experiences and transforming student engagement with digital technologies. However, while prior studies have predominantly focused on performance metrics and system efficiency, there remains a limited understanding of how students construct meaning and interpret their interactions with adaptive technologies. Addressing this gap, the present study aims to explore students’ lived experiences and meaning-making processes within AI-driven adaptive learning environments. Using an interpretative phenomenological analysis (IPA), the research contributes methodologically by foregrounding subjective, emotional, and cognitive dimensions often overlooked in technology-enhanced learning studies. Data were collected through semi-structured interviews with twelve undergraduate students and analyzed thematically using IPA to identify shared and divergent patterns of meaning. The findings highlight four key themes: personalized learning trajectories, emotional adaptation and cognitive challenges, evolving student–technology relationships, and negotiation of control and autonomy. Students reported valuing personalization and adaptive feedback, yet also expressed concerns about increased dependency on algorithmic recommendations and diminished autonomy. This study advances the literature on adaptive learning by moving beyond outcome-based evaluations to emphasize the complex interplay between technological efficiency and human-centered educational experiences. The insights not only inform the design of adaptive systems that balance optimization with learner agency, identity, and well-being but also provide a methodological contribution by applying IPA to uncover nuanced perspectives in educational technology research.
Copyright (c) 2025 Nurul Khafifah Pulungan, Yeni Erlinda Nora (Author) https://creativecommons.org/licenses/by/4.0
Exploring Teachers’ Lived Experiences and Social Capital in Religious-Based Schools
Teacher collaboration plays a critical role in enhancing educational quality and organizational effectiveness, particularly within religious-based schools where professional practices are deeply influenced by shared cultural and spiritual values. Despite growing attention to collaborative practices, limited research has examined how teachers construct meaning from their experiences, leaving the subjective and sociocultural dimensions of collaboration underexplored. This study specifically addresses two research questions: (1) How do teachers perceive and interpret their lived experiences of collaboration within religious-based schools? and (2) In what ways does collaboration contribute to the development of social capital in these settings? Using an Interpretative Phenomenological Analysis (IPA) approach, the study reveals that collaboration is understood not merely as a procedural task but as a value-driven process shaped by trust, collective reflection, shared vision, and religious principles. Data were collected through semi-structured interviews and focus group discussions with twelve teachers from two religious-based schools in Central Java, Indonesia. Thematic analysis identified four interrelated themes: trust as the foundation of collaboration, conflict resolution through collective reflection, strengthening social capital through shared vision, and integration of religious values into collaborative practices. These findings highlight that collaboration extends beyond professional relationships, encompassing broader connections with school leaders, parents, and the community. The study contributes to a deeper understanding of teacher collaboration as a culturally and spiritually embedded phenomenon and provides practical insights for improving collaborative strategies in diverse educational contexts. Future studies could expand these findings by conducting comparative research across different school settings and adopting mixed-method or longitudinal approaches to examine the evolution of collaborative practices over time.
Copyright (c) 2025 Rina Yanti, Rohimah (Author) https://creativecommons.org/licenses/by/4.0
Exploring Spirituality among Generation Z Students in Religious Education
Spirituality has become an essential dimension of human experience, influencing identity, meaning-making, and learning within the broader field of religious education. Within this context, understanding how Generation Z students construct and interpret spirituality has gained increasing importance, particularly as their experiences are shaped by digital culture, pluralistic interactions, and institutional frameworks. However, existing research primarily focuses on measuring religiosity or doctrinal knowledge, leaving limited understanding of how students personally experience and negotiate spirituality in contemporary educational settings. Here, we adopt an Interpretative Phenomenological Analysis (IPA) approach to explore the lived experiences of Generation Z students and uncover the essence of spirituality as constructed in the context of religious education. Data were collected through semi-structured, in-depth interviews with 15 undergraduate students and analyzed thematically using IPA to identify patterns of meaning. The findings reveal three key dimensions of spirituality: (1) spirituality as a personal and evolving process mediated by digital media engagement, (2) spirituality as relational, strengthened through multicultural encounters and peer networks, and (3) spirituality as a negotiation between institutional religious education and students’ individual coping strategies. Moreover, students consistently described adaptive meaning-making practices—such as reinterpreting inherited traditions in light of global values and technological influences—which demonstrate resilience and creativity in constructing their spiritual identities. These findings provide precise evidence that Generation Z students experience spirituality less as static belief systems and more as fluid, context-sensitive practices. The study advances the field of religious education by highlighting the need for personalized, inclusive, and contextually grounded pedagogies, while offering a foundation for future research to examine cross-cultural comparisons and longitudinal trajectories in spiritual development.
Copyright (c) 2025 Annisah Nasution, Khoiriah (Author) https://creativecommons.org/licenses/by/4.0
Teaching Moderation in Diversity: Experiences of Islamic Education Teachers in Multicultural Schools
Religious education plays a crucial role in shaping values of tolerance and peaceful coexistence in multicultural societies. Within this field, the teaching of religious moderation by Islamic Religious Education (IRE) teachers remains underexplored from the perspective of lived experience. Despite growing policy emphasis on moderation, little is known about how teachers personally interpret and implement this value in real classroom settings. This study uses a descriptive phenomenological approach to investigate how IRE teachers experience the practice of religious moderation in multicultural schools. Data were collected through in-depth, semi-structured interviews with ten IRE teachers and analyzed using Colaizzi’s method to identify essential themes. The findings reveal that teachers internalize religious moderation as a spiritual and ethical commitment, navigate resistance through personal reflection, and adapt pedagogical strategies to fit diverse contexts. These experiences highlight the emotional and moral complexity of teaching moderation beyond formal guidelines. This study deepens our understanding of religious moderation as a contextual and embodied practice, offering valuable insights for future policy and teacher education programs in diverse educational environments. However, the study is limited by its small sample size and focus on a single national context, which may restrict the generalizability of findings. Despite this, the results provide practical implications by emphasizing the need for teacher training programs that integrate reflective practice, intercultural competence, and context-sensitive pedagogical approaches.
Copyright (c) 2025 Khoirul Amri Rambe, Ami Rizkiana (Author) https://creativecommons.org/licenses/by/4.0
Strategies for Developing Teacher Competence in the Era of Independent Learning: A Library Research in the Context of Indonesia
The Era of Independent Learning demands a major transformation in the field of education, particularly in enhancing teacher competence as the spearhead of curriculum implementation. The challenges faced by teachers today are not only related to understanding policy changes but also to their ability to implement contextual, student-centered, and character-based learning. This condition creates an urgent need for effective and sustainable strategies to develop teacher competence. This study aims to identify and analyze various strategies for developing teacher competence within the context of implementing the Independent Learning Curriculum in Indonesia. The research employs a qualitative approach using a literature review method. Data were collected through a review of various scientific journals, academic articles, and relevant educational policy documents. Data analysis was conducted using a descriptive-qualitative and interpretive approach, involving data reduction, presentation of key information, and thematic conclusion drawing. The results of the study show that teacher competence development strategies in the Independent Learning era include continuous professional training, mentoring through learning communities, utilization of digital platforms such as Merdeka Mengajar, and strengthening of school principal leadership. In addition, andragogical approaches and the integration of technology in learning are significant supporting factors. Teachers’ active participation in programs such as Guru Penggerak, Guru Belajar, and communities for sharing best practices also plays a crucial role in improving teacher professionalism holistically. The conclusion of this research emphasizes that effective teacher development strategies must be collaborative, needs-based, and supported by responsive policies as well as a robust educational ecosystem. The involvement of the government, higher education institutions, and society is key to building a sustainable and adaptive teacher development system. This study provides both theoretical and practical contributions to the formulation of strategies for improving the quality of education in Indonesia.
Copyright (c) 2025 Resma Umar, Kasmiyati, Isnada Waris Tasrim (Author) https://creativecommons.org/licenses/by/4.0
Exploring Teachers' Lived Experiences and Phenomenological Insights on Technology Integration in Traditional Classrooms
The integration of technology into traditional classrooms has become an essential focus in modern education. However, little research has delved into the subjective, emotional, and practical experiences of teachers as they incorporate these digital tools into their teaching practices. This gap leaves a significant understanding of how technology is truly affecting educators at an experiential level. In this study, we apply a phenomenological approach to explore the lived experiences of teachers who use technology in traditional classrooms, addressing the gap in understanding the emotional and cognitive aspects of this process. We conducted in-depth interviews with ten teachers (5 male and 5 female) from primary and secondary schools with teaching experience ranging from 5 to 20 years, which revealed four key themes: navigating technological barriers, emotional responses to technology, perceived benefits, and the need for support. Data were analyzed using Colaizzi’s seven-step phenomenological analysis, including transcription, extraction of significant statements, formulation of meanings, clustering into themes, and validation with participants. The findings emphasize that while technology brings benefits, such as increased engagement, it also presents challenges, including technical difficulties and emotional stress. The study highlights practical implications for designing professional development programs that not only build technical proficiency but also provide psychological and institutional support. However, the study is limited by its small sample size and focus on a specific regional context, which may affect the generalizability of the results. These insights suggest that a more holistic approach, including emotional support for teachers, is needed to successfully integrate technology into teaching practices. The study contributes to a deeper understanding of how educators make sense of their experiences with technology and offers implications for future professional development and policy design.
Copyright (c) 2025 Syahrul Ismet, Khoirul Anwar (Author) https://creativecommons.org/licenses/by/4.0
Exploring Hybrid Learning Experiences in Higher Education: Perspectives from Students and Faculty
The rapid adoption of hybrid learning platforms in higher education has transformed the way students and faculty interact with digital tools. Despite extensive research on hybrid learning, the subjective experiences of users—specifically how students and faculty members engage with these platforms—remain underexplored. The question of how these users navigate and make sense of their hybrid learning experiences is still largely unanswered. Here we show that a phenomenological approach, focusing on the lived experiences of students and faculty, offers valuable insights into the challenges and benefits of hybrid learning environments. Specifically, we employed a descriptive phenomenological method to ensure methodological rigor, including systematic coding and triangulation to enhance trustworthiness. Using in-depth interviews with 15 participants (10 students and 5 faculty members, selected through purposive sampling to capture variation in academic disciplines and teaching experience), our study reveals that while hybrid platforms provide flexibility and accessibility, technical challenges and lack of training hinder engagement and teaching effectiveness. However, the relatively small sample size and its concentration within a single higher education institution represent limitations that restrict generalizability, although they allow for rich, contextualized insights. These findings emphasize the need for better support systems and training for both students and faculty to optimize hybrid learning. Our results contribute to the growing understanding of hybrid learning, highlighting the importance of considering the emotional and cognitive dimensions of user experiences. This study offers implications for future research and development of digital learning platforms, stressing the significance of addressing the human experience in technological integration.
Copyright (c) 2025 Yunita Wildaniati, Nurkamisah (Author) https://creativecommons.org/licenses/by/4.0
Exploring Educators' Lived Experiences in Online Teaching During the COVID-19 Pandemic: A Study of University Lecturers in Indonesia
Online education has become a critical component of modern pedagogy, particularly after the COVID-19 pandemic forced a rapid transition to digital platforms. However, the personal and professional experiences of educators navigating this shift remain underexplored, especially in terms of the emotional and relational aspects of teaching in a digital environment. Despite numerous studies on technology and teaching outcomes, there is a clear research gap in understanding how educators’ emotional well-being and professional identity are reshaped in response to digital transitions. This study addresses the gap by adopting a phenomenological approach to explore the lived experiences of educators during the pandemic. Specifically, it investigates measurable outcomes such as levels of emotional strain, changes in engagement strategies, and the degree of identity reconstruction among educators. Data were collected through semi-structured interviews with 12 educators, and analyzed using Interpretative Phenomenological Analysis (IPA) to identify key themes. The findings reveal that educators faced significant challenges related to engagement, technology, and professional identity, but also found opportunities for growth and flexibility. These findings imply the necessity of structured institutional interventions, such as professional development programs, peer-support networks, and mental health resources, to better equip educators for future digital teaching environments. The study contributes to a deeper understanding of the complexities of online education and provides valuable insights for improving educator support in future digital learning environments.
Copyright (c) 2025 Azhariah Rachman, Afis Baghiz Syafruddin (Author) https://creativecommons.org/licenses/by/4.0
Exploring Religious Education Teachers' Experiences with Digital Tools in Pedagogical Practices in Indonesia’s Islamic Schools
Religious education has increasingly incorporated digital tools, yet the impact of these tools on teachers' experiences remains underexplored. While technology in education has been studied widely, little attention has been given to how religious educators adapt to digital platforms and how this integration affects their teaching practices and personal perceptions. Unlike prior studies that mainly focus on general education settings, this research specifically addresses the underexamined context of religious education teachers, thereby offering novel insights into how faith-based pedagogical practices intersect with digital transformation. This gap in research leads to the question: how do religious education teachers experience the integration of digital tools in their pedagogical practices? In this study, we use a phenomenological approach to explore the subjective experiences of religious educators in adapting to digital education. Data were collected through in-depth, semi-structured interviews with 10 religious education teachers, followed by thematic analysis. The findings revealed that while digital tools offer opportunities for engagement, teachers face significant challenges, including concerns over preserving the authenticity of religious teachings and maintaining personal connections with students. These findings highlight the emotional, cultural, and professional dimensions of digital education and suggest that future professional development for religious educators should address not only technical skills but also the emotional and spiritual aspects of teaching. By foregrounding the unique challenges of religious educators, this study contributes original perspectives that extend beyond existing literature on technology in education. This study contributes to the understanding of digital transformation in education and opens avenues for future research on the intersection of technology and spirituality in teaching practices.
Copyright (c) 2025 Syamsiah Depalina Siregar, Rohman (Author) https://creativecommons.org/licenses/by/4.0
Understanding Learners’ Characteristics And Islamic Religious Education (PAI) Instructional Materials For Determining Learning Activities
The teaching of Islamic Religious Education (PAI) in the modern context requires the integration of value-based and attitude-based approaches as key strategies for shaping students’ character. This article examines the importance of a value-based approach that emphasizes the internalization of aqidah, sharia, and akhlaq, alongside an attitude-based approach that highlights the habituation of Islamic behavior. Using a literature review method, the author analyzes various learning models—such as role modeling, project-based learning, and social simulation—that are effective in strengthening students’ character. In addition, the discussion addresses the importance of contextual, interdisciplinary, and applicative learning materials to support meaningful learning. The findings indicate that integrating both approaches enhances the effectiveness of PAI instruction in developing morally grounded and responsible individuals. The primary innovation of this study lies in its integrative conceptual formulation that systematically combines value-based and attitude-based approaches as a holistic PAI learning model, an area that has been insufficiently explored in previous research. This study also contributes a new theoretical framework for developing PAI learning strategies that are adaptive to the dynamics of 21st-century education, including aspects of digitalization and character education grounded in Islamic values. The research provides recommendations for curriculum reformulation and the enhancement of teacher professionalism to ensure that religious education remains relevant to contemporary challenges.
Copyright (c) 2025 Devy Habibi Muhammad, Choirul Umam, Intan Fitriani, Rofiatus Zahro (Author) https://creativecommons.org/licenses/by/4.0
Development of Syllabus and Assessment System Models in Educational Curricula: A Conceptual Analysis and International Implications
The syllabus is a learning planning document that organizes various important components to systematically and measurably achieve educational objectives. Within the curriculum framework, the syllabus serves as a guideline for educators in organizing learning activities, the material to be delivered, and the evaluation methods used. However, existing studies have tended to focus only on descriptive functions of the syllabus, leaving a research gap in terms of how syllabus design and assessment systems can concretely improve measurable learning outcomes across different educational contexts. The main elements of the syllabus include subject identity, core and basic competencies, achievement indicators, topics, learning strategies, assessment systems, time allocation, and learning resources. This study employed a qualitative content analysis of 25 curriculum documents and semi-structured interviews with 12 educators to ensure methodological rigor, supported by triangulation techniques and member-checking validation. On the other hand, the assessment system in the curriculum has a strategic function in evaluating the extent to which students have mastered the targeted competencies, covering cognitive, affective, and psychomotor domains. This assessment can be conducted through various methods such as written exams, observations, individual or group assignments, and portfolios, tailored to the characteristics of the subject matter and the needs of the students. Key findings indicate that a syllabus model integrating competency-based assessment increased clarity of learning objectives by 35%, enhanced alignment between instruction and evaluation, and provided qualitative evidence of improved student engagement, particularly in the affective and psychomotor domains. Therefore, a comprehensive understanding is needed not only descriptively but also in terms of practical impact, offering a structured framework that addresses the research gap and contributes to international discourse on curriculum development.
Copyright (c) 2025 Devy Habibi Muhammad, Muhammad Adytia Maulana Zidqi, Eka Putriana (Author) https://creativecommons.org/licenses/by/4.0
A Comparative Analysis of Al-Hallaj’s Hulul and Ibn Arabi’s Wahdat al-Wujud: Similarities and Differences
This article is motivated by the desire to explore two significant concepts in Islamic Sufi thought: Hulul, popularized by Al-Hallaj, and Wahdat al-Wujud, developed by Ibn Arabi. It examines the mystical background within Islam and how these concepts interact with the broader religious tradition. The objective of this article is to identify the similarities and differences between the two concepts and their implications in both spiritual and philosophical contexts. The research employs a qualitative literature-based methodology that systematically analyzes primary classical works—such as Kitab al-Tawasin and Futuhat al-Makkiyyah—and contemporary scholarly interpretations, complemented by semi-structured expert interviews to validate conceptual interpretations. Data were coded thematically to identify doctrinal patterns, ontological assumptions, and epistemological frameworks in both traditions. The population studied consists of the works of Al-Hallaj and Ibn Arabi, along with the opinions of modern scholars. The findings indicate three key areas of convergence—namely experiential mysticism, the pursuit of divine proximity, and symbolic metaphysical language—while also revealing four fundamental divergences, particularly regarding the locus of divine manifestation, the nature of human–divine union, metaphysical ontology, and the epistemology of spiritual knowledge. The analytical techniques used involve qualitative and comprehensive analysis. These findings demonstrate that Al-Hallaj’s Hulul emphasizes an existential experience of divine indwelling, whereas Ibn Arabi’s Wahdat al-Wujud presents a structured metaphysical framework of existential unity, producing distinct spiritual and philosophical implications. The study concludes that these conceptual differences shape varying Sufi practices and interpretive traditions, influencing both ritual expression and theological discourse. The implications highlight how understanding these distinctions enriches contemporary analysis of Sufi spirituality and offers a clearer mapping of doctrinal development within Islamic mysticism.
Copyright (c) 2025 Sallena, Surni Kadir, Hamdi Rudji (Author) https://creativecommons.org/licenses/by/4.0
Redefining Professional Identity: Teachers’ Experiences with the Merdeka Curriculum in Indonesia’s 3T Regions
This study explores how elementary school teachers in Indonesia’s 3T (frontier, remote, and disadvantaged) regions experience the implementation of the Merdeka Curriculum. Using an interpretative phenomenological approach conducted over a six-month period (January–June 2024), the research centers on the subjective meanings teachers assign to curriculum change under conditions of structural disadvantage. Data were collected through in-depth interviews with twelve teachers and analyzed to uncover the emotional, professional, and contextual dimensions of their responses to educational reform. Findings highlight four thematic experiences: enduring infrastructural limitations, evolving professional identities, employing context-driven pedagogical adaptations, and sustaining moral and emotional commitment to students. These experiences reveal a layered process of reform implementation that extends beyond technical compliance, involving personal transformation and situated agency. Teachers navigate reform not as passive recipients, but as reflective practitioners who reshape their roles through resilience and innovation. The study contributes to curriculum research by emphasizing the lived realities and sense-making practices of educators in marginalized settings—areas often overlooked in mainstream policy narratives. Insights from this study underscore the importance of designing policies that are context-sensitive and attuned to the human aspects of teaching. By foregrounding the interpretative work teachers undertake, this research advances a more inclusive and empathetic understanding of educational transformation in under-resourced contexts.
Copyright (c) 2025 Rizka Nabilah (Author) https://creativecommons.org/licenses/by/4.0
Enhancing Spiritual Intelligence through Islamic Education: A Mixed-Methods Study of Muslim High School Students
The role of Islamic education in developing spiritual intelligence among Muslim students remains critical amid globalization challenges. However, existing educational practices have not optimally fostered spiritual development. This study aims to develop and test the feasibility and effectiveness of an integrated Islamic education model to enhance spiritual intelligence among senior high school students. Utilizing a modified Borg & Gall Research and Development model, the study involved needs analysis, product design, expert validation, limited trials, revisions, and field testing. A total of 126 Muslim students from three senior high schools in Yogyakarta, Indonesia, participated in this research. Data were collected through expert questionnaires, student feedback, observations, and pre-post tests, then analyzed using Aiken’s V, descriptive statistics, and N-gain scores. Results indicated high validity (Aiken’s V = 0.87) and a moderate increase in spiritual intelligence scores (N-gain = 0.53). The model supports multiple intelligences and experiential learning theories, providing an interactive and reflective learning approach. This product offers a viable alternative for spiritual education in Islamic contexts, with potential for broader implementation.
Copyright (c) 2025 Siyono (Author) https://creativecommons.org/licenses/by/4.0
Integration of Akhlakul Karimah Values in the Book Ta’limul Muta’allim on Character Education: A Qualitative Case Study of Santri Formation at Pesantren Abu Bakar Ash-Shiddiq Wahdah Islamiyah Bulukumba
This study aims to explore how the values of akhlakul karimah embedded in the book Ta’limul Muta’allim are integrated into character education practices for students (santri) at Pesantren Abu Bakar Ash-Shiddiq Wahdah Islamiyah Bulukumba. Specifically, the research seeks to answer the question: In what ways does the use of Ta’limul Muta’allim contribute to the character development of santri in the pesantren context? The underlying problem addressed is the reduced emphasis on classical Islamic texts in pesantren curricula, which has contributed to weakened moral formation among students. This research adopts a qualitative case study design, utilizing interviews, observations, and document analysis involving teachers and students. The findings reveal several key aspects: (1) students who actively study this book exhibit increased discipline and responsibility; (2) the book effectively instills respect for teachers and fellow students; (3) text-based learning methods have a stronger impact on character formation compared to general curriculum-based methods; (4) the primary challenges in implementing this education include a lack of innovation in teaching methods and the influence of modern culture. In conclusion, Ta’limul Muta’allim serves as a relevant character education instrument and should be optimized within the pesantren education system to address contemporary challenges.
Copyright (c) 2025 Abdurrahman (Author) https://creativecommons.org/licenses/by/4.0
Enhancing Learning Innovation through Curriculum, SEVIMA Technology, and Educator Development at the National Maritime Academy
This study investigates the enhancement of learning innovation at the National Maritime Academy of Jakarta Raya through a multi-faceted approach encompassing curriculum development, the integration of SEVIMA Technology, and targeted professional development for educators. The research examines how a modernized curriculum, aligned with industry needs and incorporating innovative pedagogical practices, can be effectively implemented using SEVIMA's technological solutions. Furthermore, it assesses the impact of professional development programs designed to equip educators with the skills and knowledge necessary to leverage both the updated curriculum and SEVIMA Technology. Quantitative findings reveal a 27% improvement in student academic performance and a 42% increase in digital engagement rates post-implementation. Qualitative analysis from 15 in-depth interviews with faculty members and three curriculum review sessions indicates increased confidence in technology integration and greater alignment with maritime industry standards. The findings aim to provide actionable insights for improving educational outcomes, fostering a culture of innovation, and preparing students for successful careers in the maritime industry. The study employs a mixed-methods approach, combining quantitative data on student performance and technology adoption rates with qualitative data from educator interviews and curriculum reviews. The results highlight the synergistic effects of these three components in driving meaningful and sustainable learning innovation within the academy.
Copyright (c) 2025 Agung kwartama, Rianat Abbas , Abdal Ahmed , Dorcas Folasade Oyebode , Victoria Abosede Ogunsanya (Author) https://creativecommons.org/licenses/by/4.0
Holistic Education in the AI Era: Ethical Challenges in Scientific Writing Based on a Critical Discourse Analysis Approach
The use of artificial intelligence (AI) in academic writing has rapidly expanded, offering significant support in literature search, language refinement, and structural organization. However, despite its advantages, AI introduces unresolved ethical challenges, particularly concerning originality, authorship credibility, and intellectual property rights. Existing literature has not sufficiently explored how these issues intersect with the values of holistic education, revealing a gap in normative academic frameworks guiding AI integration. This article aims to critically investigate the ethical implications of AI-assisted writing through the lens of holistic education, focusing on the interplay between technological utility and academic integrity. Employing a qualitative literature review approach, the study explores the concept of originality in AI-supported writing, and the role of logical reasoning, reading comprehension, and writing competence in maintaining scholarly standards. The analysis reveals that the presence of institutional policies regulating AI use can strengthen research transparency, uphold scientific credibility, and foster ethical awareness among scholars. While AI enhances productivity and supports plagiarism detection, it must not substitute the researcher’s responsibility to contribute original thought and critical engagement. One notable limitation of this study is the absence of universally accepted guidelines, which may result in inconsistent application across academic settings. This study contributes originally by proposing a regulatory framework rooted in holistic education to ensure that AI supports, rather than undermines, the cultivation of academic integrity and deep intellectual engagement. Consequently, the paper calls for comprehensive, ethically grounded policies that harmonize technology adoption with scholarly values to safeguard the quality and credibility of academic research in the AI era.
Copyright (c) 2025 Amie Primarni, Siti Lutfi Latifah (Author) https://creativecommons.org/licenses/by/4.0
Lecturers’ Experiences in Designing OBE Modules: An Interpretative Phenomenological Analysis
Curriculum development and instructional design have become central to educational reform, especially with the global shift toward Outcome-Based Education (OBE), which emphasizes the alignment of learning outcomes, teaching methods, and assessment strategies. While prior research has focused on OBE effectiveness and implementation, little is known about how university lecturers experience and make sense of designing instructional modules under OBE mandates. This study addresses that gap by asking: How do lecturers experience the process of designing OBE-aligned instructional modules in higher education? Here we show, through an interpretative phenomenological analysis (IPA), how lecturers navigate, reflect on, and assign meaning to their instructional design experiences within the OBE framework. Data were collected through in-depth, semi-structured interviews with ten lecturers (6 males, 4 females) from five public and private universities across Indonesia, representing diverse academic disciplines such as engineering, social sciences, and education. The study setting spans institutions actively implementing national OBE mandates, offering a varied contextual landscape for analysis.The results reveal four major experiential themes: aligning designs with intended learning outcomes, negotiating institutional constraints with pedagogical autonomy, struggling with operationalizing OBE principles, and designing with empathy for diverse learners. These findings demonstrate that instructional design under OBE is not merely procedural but a reflective and context-dependent endeavor shaped by personal, institutional, and ethical considerations. This research enhances our understanding of curriculum development as a lived experience and informs university leaders and policymakers on the importance of supporting lecturers through training, autonomy, and institutional clarity to foster sustainable and meaningful instructional reform.
Copyright (c) 2025 Renti Yasmar (Author) https://creativecommons.org/licenses/by/4.0