Jurnal Likhitaprajna

Integrating Tawhid-Based Values in Thematic Learning to Foster The Religious Character of Madrasah Ibtidaiyah Students

Ernawati Ernawati — 2026-04-02

The integration of monotheistic values into the learning process at madrasahs is important because education aims not only to develop students’ cognitive abilities but also to foster a strong religious character in their daily lives. This study aims to examine the integration of tauhid values in thematic learning and its role in shaping the religious character of students at MIN 1 Kota Mataram. This study uses a qualitative approach with a descriptive method through field research. The research subjects consisted of the principal, classroom teachers, and fifth-grade students selected using purposive sampling. Data collection was conducted through observation, interviews, and documentation, while data analysis applied the interactive model of Miles and Huberman with the support of source triangulation and techniques to ensure the validity of the findings. The results showed that the integration of tauhid values was implemented through formal thematic learning and the strengthening of the hidden curriculum. Teachers linked learning materials to moral values and tauhid, while religious habits such as Morning Qur'an, Imtak (faith and piety building), and teacher role modeling played a role in strengthening the internalization of tauhid values. The obstacles encountered included limitations in teacher competence, facilities and infrastructure, and low parental involvement. This study concludes that the successful integration of tauhid values requires ongoing collaboration between schools, families, and communities to optimize the formation of students' religious character.

Optimizing Vocational Human Resource Development through AI and Adaptive Learning Integration: A Systematic Literature Review (2019-2025)

Chufadatul Chusna — 2026-04-02

This study aims to analyze the integration of Artificial Intelligence (AI) and adaptive learning in vocational education and its implications for vocational human resource development. A Systematic Literature Review (SLR) approach was conducted following PRISMA guidelines, covering peer-reviewed articles published between 2019 and 2025 from Scopus, DOAJ, SpringerLink, and Google Scholar. A total of 10 selected studies were analyzed using thematic synthesis to identify patterns, models, and research gaps. The findings indicate that AI-driven adaptive learning enhances competency development through data-driven personalization, learning analytics, predictive mechanisms, and immersive technologies. A cross-study synthesis reveals that AI improves learning efficiency, skill relevance, and lifelong learning capacity; however, it also exposes a critical imbalance between technical skill development and the limited integration of soft skills. Furthermore, the relationship between adaptive learning systems and workforce outcomes is non-linear and influenced by pedagogical design, institutional readiness, and industry alignment. This study proposes an integrated AI–adaptive learning framework that connects technological, pedagogical, and workforce perspectives, contributing to more adaptive, human-centered, and industry-relevant vocational education systems.

Improving the Social Skills of Students with ADHD through the Implementation of the Think-Pair-Share Cooperative Learning Strategy at BND Kaubun Kindergarten

Sri Yatin — 2026-04-02

This study seeks to enhance the social skills of students with ADHD by employing a cooperative learning methodology, namely the think-pair-share model, at BND Kaubun Kindergarten. Although cooperative learning has been widely applied in early childhood education, limited studies have specifically examined its effectiveness in improving the social skills of students with ADHD in kindergarten settings, particularly through the integration of engaging physical-motor activities. This research employed the Kemmis and McTaggart Classroom Action Research framework, consisting of two cycles. The research subject consisted of one student exhibiting ADHD symptoms in Group B. Data collection methods included a social skills attitude evaluation instrument and observational learning assessments. The study employed quantitative methods for the outcomes of the attitude evaluation scale and qualitative methods for observational data. The results indicated a significant enhancement in the social skills of the student with ADHD in Group B at BND Kaubun Kindergarten. This success resulted from the application of the think-pair-share cooperative learning strategy, complemented by engaging physical-motor stringing activities. This implementation positively influenced the student’s ability to respond to questions, take turns speaking, share, cooperate, manage emotions, and demonstrate empathy. The improvement was evidenced by increased scores on the attitude scale, from 28% in the pre-action stage to 44.44% and 66.77% in Cycle I, and further to 86.11% and 94.44% in Cycle II. This progress is attributed to the student’s enthusiasm for collaborative learning and interest in hands-on activities using novel materials. Therefore, this study implies that the integration of structured cooperative learning strategies with interactive physical activities can serve as an effective approach for educators to support the social development of students with ADHD in early childhood education settings.

The Effect of The Wordwall Educational Game on Students’ Mathematical Understanding of Integer Addition and Subtraction

Zazkia Hairunnisa — 2026-04-02

Students’ understanding of integer addition and subtraction at the junior high school level is still limited, even though these topics are fundamental in mathematics. Engaging learning media, such as the educational game Wordwall, is believed to support a more effective mathematical understanding. This study aims to examine the effect of the Wordwall educational game on students’ mathematical understanding. The method used in this research is a quasi-experimental design with a nonequivalent control group design. The research population consisted of seventh-grade students at SMP Negeri 3 Palu, with two classes selected as the sample: Class VII I as the experimental group and Class VII K as the control group. Data were collected through mathematical understanding tests that had met the standards of validity and reliability. The results indicate that the use of the Wordwall educational game enhances student engagement and participation; however, no significant difference was found between the experimental and control classes in terms of mathematical understanding. The Mann–Whitney U test yielded a p-value of 0.644, which is greater than the significance level (p > 0.05). This is believed to be influenced by differences in students’ prior knowledge, the relatively short duration of the media’s use, and the media’s lack of suitability for visualizing mathematical concepts. Consequently, the use of Wordwall did not have a significant effect on students’ mathematical understanding of integer addition and subtraction.

Implementing The Independent Curriculum in Physical Education at Public Senior High School 5 of Bungo

Danu Setiawan — 2026-04-02

This study addresses the limited implementation of student-centered learning in Physical Education at Public Senior High School 5 of Bungo, where conventional lecture-based approaches still dominate. Teachers’ limited understanding of the Independent Curriculum, particularly in student-centered learning, differentiated instruction, and formative assessment, has resulted in low student participation and motivation. This research aims to analyze the implementation of the Independent Curriculum in Physical Education and identify its supporting and inhibiting factors. A qualitative descriptive approach was employed. The study was conducted at Public Senior High School 5 of Bungo involving the principal, Physical Education teachers, and students as research subjects. Data were collected through observations, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that the implementation of the Independent Curriculum had been carried out effectively through student-centered, differentiated, and project-based learning. Teachers adapted teaching modules and learning activities based on students’ needs and abilities. As a result, students became more active, motivated, and engaged. Supporting factors included teacher readiness, school support, and student enthusiasm, while obstacles involved limited facilities and difficulties in designing project-based learning. In conclusion, the Independent Curriculum improves the quality of Physical Education learning, although continuous improvement is needed to overcome existing challenges.

The Implications of Intimate Relationships on the Balance between Academic Achievement and Religiosity: A Phenomenological Study

Anif Fadillah — 2026-04-02

This study aims to explore students’ subjective experiences in interpreting and managing intimate relationships and their implications for the balance between academic achievement and religiosity. This study employed a qualitative phenomenological approach involving 22 participants selected through purposive sampling. Data were collected through in-depth interviews, observation, and documentation, and analyzed using Interpretative Phenomenological Analysis (IPA). The findings reveal that intimate relationships are ambivalent in nature. On the one hand, they function as sources of emotional support, academic motivation, and spiritual strengthening. On the other hand, they may lead to psychological stress, academic distraction, and moral conflict. The results indicate that the balance between academic achievement and religiosity is not determined by the presence of the relationship itself, but by self-regulation, emotional maturity, and spiritual awareness. This study contributes to Islamic educational psychology by positioning intimate relationships as an integrative space connecting emotional, academic, and spiritual dimensions.

The Role of Teachers in Applying A Humanistic Approach to Foster Self-Confidence in Upper-Grade Elementary School Students

Puji Lestari — 2026-04-02

This qualitative case study aims to explore how upper-grade elementary school teachers foster students’ self-confidence through humanistic classroom practices. The study was conducted at SDN 1 Ulak Balam in South Sumatra, Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis involving three teachers, six students with varying levels of self-confidence, and one school principal selected purposively. Data were analyzed using an interactive model. The findings reveal that teachers consistently applied supportive and empathetic approaches in their daily instruction, despite limited formal training in pedagogy. Various instructional strategies—such as structured questioning, small-group activities, and inclusive participation—were found to encourage student engagement and confidence. A strong emotional connection between teachers and students emerged as a key facilitating factor, while differences in student personalities and fear of peer judgment posed notable challenges. These results underscore the importance of providing structured professional development in student-centered teaching approaches and promoting school-wide efforts to create safe and supportive learning environments that enhance student self-confidence.

Teacher Identity in Transition: A Growth Mindset Perspective from Pre-Service Mathematics Teaching Practice

Dea Arviolita — 2026-04-02

This study explores how teacher identity is constructed and enacted through a growth mindset perspective in a pre-service mathematics teacher. Recognizing that teacher identity is dynamic and shaped through practice, this research aims to investigating how growth-oriented beliefs are reflected in instructional discourse and classroom interaction. A qualitative case study design was employed, focusing on a pre-service teacher conducting a teaching practicum in a State Senior High School 3 Malang. Data were collected through classroom teaching transcript derived from a recorded lesson on compound interest and analyzed using discourse analysis to identify patterns related to growth mindset and teacher identity. The findings reveal that the teacher demonstrates an emerging growth mindset through effort encouragement, valuing process, normalizing mistakes, and student agency, and challenge orientation. These practices position the teacher as a motivator and facilitator who supports student engagement and confidence. However, the teacher also frequently adopts authoritative and evaluative roles, particularly when emphasizing procedural accuracy and providing direct instruction. This indicates a tension fostering student-centered learning and ensuring correct mathematical understanding. Overall, the study highlights that teacher identity is constructed as a hybrid and transitional process, where growth mindset beliefs coexist with traditional instructional practices. The findings suggest that developing a growth mindset in teaching requires alignment between beliefs and classroom practices. Therefore, teacher professional education programs should support reflective practice to help pre-service teachers integrate growth-oriented principles more consistently in their teaching.

Teacher Beliefs about Growth Mindset in Pre-Service Mathematics Teaching

Hannif Lathifah — 2026-04-02

This study explores how classroom discourse reflects the implementation of growth mindset principles in mathematics learning by pre-service teachers during their teaching practicum at SMAN 4 Malang. The research focuses on how feedback practices, questioning strategies, and task design support students’ engagement, reasoning, and responses to challenges. A qualitative approach was employed through classroom observations and analysis of instructional interactions conducted by pre-service teachers. The findings reveal that the learning environment demonstrated several key characteristics of a growth mindset-oriented classroom. Pre-service teachers were able to create a supportive atmosphere that encouraged student participation, idea expression, and reasoning. Practices such as promoting student thinking and normalizing mistakes were particularly evident, helping students focus on conceptual understanding rather than merely obtaining correct answers. However, the feedback implementation tended to emphasize correctness rather than students’ effort and strategies, and opportunities for productive struggle were limited due to relatively quick intervention and uneven scaffolding. As a result, students had fewer opportunities to engage in sustained independent problem-solving, which is essential for developing persistence and resilience. Overall, the study highlights the need for more explicit emphasis on effort-based feedback and greater opportunities for students to engage with challenging tasks. These improvements are expected to strengthen students’ growth mindset, persistence, and deeper understanding in mathematics learning. The contribution of this study lies in providing empirical insights into the implementation of growth mindset principles in mathematics teaching practices by pre-service teachers, particularly in terms of classroom discourse. The findings may serve as a basis for reflection and the development of teacher education programs aimed at designing instructional interactions that better support students’ growth mindset development.

Implementing Growth Mindset in Mathematics Learning: an Analysis of Correlation Lesson Practices in Grade 11 Classrooms

Wahyu Kartikawati — 2026-04-02

This study aims to explore how a growth mindset is implicitly fostered in mathematics learning through the classroom practices of pre-service mathematics teachers. Using a descriptive qualitative approach, this study specifically employed thematic analysis to identify patterns of social interaction and the natural processes of learning. Primary data were sourced from transcripts of classroom interactions conducted by pre-service mathematics teachers on correlation analysis in grade 11. The analysis revealed that elements of a growth mindset were consistently integrated into teacher-student interactions, with teachers playing a central role through motivation, structured scaffolding, constructive feedback, and error normalization strategies. The primary contribution of this study lies in demonstrating that developing students' growth mindsets does not have to be achieved through rigid theoretical introductions but can be effectively internalized through everyday classroom discourse. This study concludes that growth mindset can be effectively fostered through everyday classroom practices, even without being explicitly introduced as a theoretical concept. This study recommends the development of systematic instructional designs on various mathematics topics to create a learning culture that is resilient to cognitive challenges.

Role of Principal Leadership in The Digital Era in Building Student Character

Ima Resmayanti — 2026-04-02

Era digitalisasi telah menggeser paradigma pendidikan tradisional menuju ekosistem berbasis teknologi yang kompleks, yang menuntut kepemimpinan sekolah untuk adaptif namun tetap memegang teguh nilai moral. Penelitian ini bertujuan untuk menganalisis strategi kepemimpinan kepala sekolah di SMA Muhammadiyah 1 Ponorogo dalam menghadapi tantangan digitalisasi guna memperkuat karakter siswa. Melalui pendekatan kualitatif studi kasus, data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi. Temuan penelitian menunjukkan bahwa kepala sekolah menerapkan value-based digital leadership dengan mengintegrasikan Sistem Informasi Manajemen (SIM) sekolah sebagai alat efisiensi sekaligus pengawasan. Pembentukan karakter dilakukan melalui sinergi antara kebijakan digital dan bimbingan religius yang menekankan pada etika bermedia sosial. Kendala teknis seperti keterbatasan akses internet siswa dan kompetensi guru diatasi melalui program pelatihan berkelanjutan dan kolaborasi dengan orang tua. Kesimpulannya, kepemimpinan digital yang efektif adalah yang mampu menyeimbangkan inovasi teknologi dengan nilai-nilai spiritualitas (akhlak).

Kata Kunci: Kepemimpinan Digital, Kepala Sekolah, Pembentukan Karakter, Era Society 5.0.