Proceeding of International Conference on Islamic Education and Science Development
ICONSIDE aims to provide a forum for scholars, professionals, academics, teachers, and graduate/undergraduate students to present their most recent and cutting-edge research activities or ideas on current issues in Islamic education and science development. The conference also provides an opportunity for all attendees to share their empirical, theoretical, and integrative reviews of research literature, and practical papers as well as scholarly work in a field broadly relevant to Islamic education, educational policy and management, educational technology, language education and literacy as well as science development.
Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Mataram
The Influence of a Religious-Based Literacy Program on the Character Development of Students at Almadinatul Islamiyah Rumeneng Islamic Junior High School
This research aims to determine the influence of a religiosity-based literacy program on students' character formation. This research uses a quantitative approach with an associative design. Data were collected through a questionnaire distributed to 14 students as respondents and supported by documentation of literacy activities. The distributed questionnaire has been tested for validity and reliability, resulting in 8 valid items for variable X and 15 valid items for variable Y, with reliability test results for variables X and Y being 0.722 and 0.839, respectively. The prerequisite tests used are normality, homogeneity, and linearity. The data analysis technique uses simple linear regression with the help of the SPSS 22 program. Based on the analysis results, a coefficient value of 2.859 and a significance value of 0.000 < 0.05 were obtained, with a coefficient of determination (R2) value of 0.405; thus, Ha is accepted. It means that there is an influence of a literacy program based on religiosity on the character formation of students.
Copyright (c) 2026 Proceeding of International Conference on Islamic Education and Science Development
Formulation soap and antibacterial activity test of pulutan leaf (Urena lobata L.) extract hand soap against Staphylococcus aureus
This study aims to determine the physicochemical characteristics (pH and viscosity) and antibacterial activity of hand soap containing pulutan leaf (Urena lobata L.) ethanol extract against Staphylococcus aureus. The study employed a laboratory experimental method with variations in pulutan leaf extract concentrations of 0%, 4%, 8%, 16%, and 25%. Testing included moisture content, yield, pH, viscosity, and antibacterial activity using the well diffusion method. The results of the study showed that the moisture content of the crude drug was 7.6% and the extract yield was 85.33%. The pH values of all formulations ranged from 4.71 to 5.55 and met the standards. The highest viscosity was observed in F0 at 1,592.3 cPs and in F1 at 742.19 cPs, both of which met the standards, while the other formulations did not meet the standards. The highest viscosity was observed in F0 at 1,592.3 cPs and F1 at 742.19 cPs, which met the standard, while the other formulations did not meet the standard. Antibacterial activity showed an increase in inhibitory power as the extract concentration increased, namely F0 at 0.18 mm (weak), F1 at 8.42 mm (moderate), F2 at 9.16 mm (moderate), F3 at 10.33 mm (strong), and F4 at 14.11 mm (strong). Thus, pulutan leaf extract has the potential to serve as a natural antibacterial agent in hand soap.
Professional learning of islamic education teachers in enhancing 21st century skills
This study examines the role of professional learning in enhancing 21st-century learning skills (PAK21) among Islamic Education teachers. The study was conducted to explore how professional learning contributes to the development and implementation of 21st-century pedagogical practices in Islamic Education classrooms. Using a quantitative survey design, data were collected from 118 Islamic Education teachers through a structured questionnaire. The study focused on the relationship between professional learning and teachers’ ability to integrate critical thinking, creativity, collaboration, and communication skills into their teaching practices. Data were analysed using appropriate statistical techniques to determine the strength and significance of the relationships among the variables. The findings indicate that participation in professional learning activities has a significant positive influence on the implementation of PAK21 skills among Islamic Education teachers. Teachers who actively engage in professional learning demonstrate higher levels of competence in applying student-centred approaches and fostering 21st-century learning skills in the classroom. The results suggest that continuous and structured professional learning is essential for strengthening teachers’ pedagogical capabilities and supporting educational transformation in line with contemporary learning demands. This study contributes to the growing body of knowledge on teacher professional development and provides useful implications for policymakers, educational administrators, and teacher training institutions in improving the quality of Islamic Education.
The effect of the Jigsaw method on learning achievement in earth and space sciences among grade X students at SMK Muhammadiyah Mataram
This study aims to determine the effect of the Jigsaw type cooperative learning model on the learning outcomes of 10th grade students at SMK Muhammadiyah Mataram in the Earth and Space material. The study used a pre-experimental method with a One Group Pretest-Posttest design. The sample consisted of one experimental class, which was class X TKJ, with 15 students. Data were obtained through learning outcome tests (pretest and posttest) consisting of 20 multiple-choice questions, and the hypothesis test analysis using a paired t-test with the help of SPSS yielded a result of 0.00 < 0.05, so Ha was accepted, meaning that there is an effect of using the Jigsaw type cooperative learning model on the science/physics learning outcomes of 10th grade students at SMK Muhammadiyah Mataram, and there is also a significant difference. The average score increased from 53.33 to 85.25 in the pretest and posttest results. Thus, the Jigsaw type cooperative learning model is proven to have an effect on improving student learning outcomes in Earth and Space material. To apply this learning model over a longer period of time or on different material characteristics to observe the consistency of the Jigsaw model's effect on improving student learning outcomes at the vocational high school level
Innovation of Mursyid ibn khaldun in immersive learning for islamic education
The transformation of 21st-century Islamic education requires innovative, authentic, and value-based learning approaches to develop holistic and competent educators. This study discusses the Innovation of MURSYID Ibn Khaldun in immersive learning for Islamic Education as a pedagogical framework that integrates classical Islamic educational philosophy with contemporary learning practices. The MURSYID approach is based on seven core elements, namely Muhākah (modelling), Usaha (effort), Refleksi (reflection), Sintesis (synthesis), Yakin (confidence), Ilham (inspiration), and Dakwah (knowledge dissemination), inspired by Ibn Khaldun’s educational principles in al-Muqaddimah. This study employed a qualitative approach through document analysis, course implementation observation, and reflective learning experiences among postgraduate students in the SGDI5053 Innovation, Teaching and Learning in Islamic Education course at Universiti Utara Malaysia. The findings reveal that the MURSYID approach successfully promotes immersive learning through authentic educational experiences, development of innovative teaching materials, integration of digital technology, and active student engagement in educational communities. In addition, the approach enhances students’ creativity, communication skills, digital competencies, and confidence in producing meaningful Islamic Education innovations. The study also found that the MURSYID approach has strong potential to be transferable and scalable across schools, higher education institutions, and international educational settings. In conclusion, the Innovation of MURSYID Ibn Khaldun serves as a holistic and sustainable immersive learning model that supports the transformation of Islamic Education in the digital era.
Examining students’ perceptions of ChatGPT for essay writing among english language education students at UIN Mataram
The rapid development of Artificial Intelligence (AI) has created new opportunities and challenges in EFL essay writing. Among AI-powered tools, ChatGPT has gained increasing attention as a writing assistant that supports idea generation, language development, and writing efficiency. This study investigated students’ perceptions of using ChatGPT for essay writing in the English Language Education Study Program at UIN Mataram through the constructs of perceived usefulness, perceived ease of use, attitudes toward using, and behavioral intention derived from the Technology Acceptance Model (TAM). This study employed a descriptive quantitative design, while qualitative responses from open-ended questions were used to enrich the interpretation of the quantitative findings. The participants were 42 fourth-semester students who had experience using ChatGPT for essay-writing activities. Data were collected through a questionnaire consisting of 28 Likert-scale items and three open-ended questions. Quantitative data were analyzed using frequencies, percentages, and mean scores, while qualitative responses were analyzed thematically. The results revealed generally positive perceptions across all four constructs. Perceived ease of use received the highest mean score (M = 3.86), indicating that students generally found ChatGPT easy to use for essay-writing activities; this finding was further supported by 69.0% of students expressing positive responses. Other highly rated aspects included enjoyment of use (M = 3.79; 64.3%), idea generation (M = 3.76; 66.7%), and vocabulary enhancement (M = 3.71; 64.3%). These findings suggest that students perceived ChatGPT as a practical and accessible tool that supports various stages of the essay-writing process. In contrast, behavioral intention obtained comparatively lower mean scores, indicating that although students appreciated the benefits of ChatGPT, they were more cautious about its long-term use. Open-ended responses further revealed concerns regarding inaccurate information, overdependence on AI, plagiarism, and reduced originality. Overall, the findings suggest that students perceived ChatGPT as a useful and accessible supplementary tool for EFL essay writing, while highlighting the importance of responsible AI use, AI literacy, and lecturer guidance to support its effective integration into writing instruction.
Micro teaching as a means of profesionalism development for prospective islamic education teachers
This research examines the application of micro teaching as a method to increase the professionalism of prospective teachers in the field of Islamic Education. The background to this research highlights how important it is to develop teaching skills, pedagogical abilities and professional attitudes for prospective educators before they undertake teaching practice in schools and madrasas. The aim of this research is to understand in depth the role, implementation and various challenges faced in micro teaching in the context of increasing the professionalism of prospective Islamic Education educators. The approach taken in this research is qualitative with a literature study method. Data was obtained from books, journals, articles and other sources relevant to the topic of micro teaching and teacher professionalism in Islamic Education. Data analysis was carried out using a qualitative descriptive method, which includes collecting, grouping and interpreting data systematically. The research results show that micro teaching plays a vital role in developing pedagogical skills, communication skills, classroom management, use of learning media, as well as discipline and responsibility of prospective Islamic Education educators. Apart from that, micro teaching also helps students build self-confidence and readiness to teach before they enter the world of education professionally. However, in its implementation, micro teaching faces a number of challenges, such as low student self-confidence, limited use of learning technology, and suboptimal time management in the teaching process. Support and guidance from higher education institutions is needed so that the implementation of micro teaching can be more effective. Therefore, micro teaching functions as an important means to prepare prospective Islamic Education educators who are professional, competent, and ready to face challenges in the era of modern education in accordance with Islamic principles.
Lecturers’ experiences of using chatgpt in teaching and learning: A case study of Universiti Utara Malaysia
Generative Artificial Intelligence (AI) technologies, such as ChatGPT, have attracted attention due to their capability to produce human-like text and facilitate interactive learning experiences. Although ChatGPT offers significant potential to support teaching and learning activities, its use also raises several concerns, including ethical issues, data privacy risks, and the dissemination of inaccurate or misleading information. Therefore, this study aims to explore lecturers’ experiences in using ChatGPT for teaching and learning purposes. Guided by the Technology Acceptance Model, this study adopted a qualitative case study approach involving semi-structured interviews, which were subsequently analysed using thematic analysis. The findings identified two main themes: engagement and the evolving use of ChatGPT, and the pedagogical use of ChatGPT. The results suggest that lecturers actively integrated ChatGPT into their respective disciplinary contexts while continuing to exercise professional judgement and maintain pedagogical control.
Public education expenditure and educational attainment: A bibliometric analysis and systematic literature review
This study aims to review the literature on public education expenditure and educational attainment by examining research profiles, publication trends, journal quality, geographic distribution, and emerging key themes. Additionally, this study aims to explain how previous research has depicted the relationship between public education expenditure and educational attainment. Using the Bibliometric-Systematic Literature Review (B-SLR) approach, a literature review method that combines bibliometric analysis and systematic literature review, data were obtained from the Scopus database, with 20 articles selected as the final sample. Analysis was conducted using RStudio (Biblioshiny) and Microsoft Excel to map publication trends, keywords, thematic clusters, and knowledge structures. The study’s findings indicate that public education spending and educational outcomes fall under three main themes: public spending, human capital, and educational attainment; education policy, learning, and academic performance; and educational development, investment, and efficiency measurement. The study found that public education spending can improve educational outcomes, but its impact is not automatic. The impact of education expenditures depends heavily on policy design, allocation efficiency, governance quality, equitable distribution, and the capacity of public funds to improve learning conditions and expand access to education. This research contributes to the literature by presenting a structured overview of how public education spending is examined in relation to educational attainment. This differs from studies that merely emphasize the importance of understanding how public expenditures are assessed in terms of educational outcomes through policy, institutional capacity, and resource distribution.
Generation Z character education in facing the challenges of globalization and the digital era: systematic literature review
The lives of Generation Z are greatly influenced by the development of globalization and digital transformation, especially in terms of moral, social, and character education. However, as digital natives, they face a number of problems, including addiction to electronic devices, online harassment, moral decadence, individualism, and low social concern. The purpose of this study is to evaluate the role of character education, Pancasila education, and Islamic education in facing the moral challenges of Generation Z in the digital era. This study uses secondary data from various national and international articles relevant to the theme of character education and Generation Z. The results of the study show that character education has an important role in building integrity, goals, and moral values. Technology-based learning, family and community collaboration, strengthening school culture, implementing character values in the curriculum, and developing digital literacy are some of the strategies that are well evaluated. In addition, it is proven that Islamic education and Pancasila function as a moral filter in dealing with the negative effects of globalization. Most studies, however, have not demonstrated thorough empirical implementation, and most remain theoretical. Therefore, more contextual and collaborative learning innovations are needed so that character education is able to answer the challenges of the Society 5.0 era.
The Portraits of Self-Love on the English Students’ Poems for Creative Writing
Self-love is the main key to building healthy relationships with oneself and others. It plays a very important role in shaping the world and enables one to succeed or fail in life. The university students, especially, are eager to be aware of self-love at their age because they will experience furious changes for adaptation. Realizing this urgency, the lecturer in Creative Writing Course assigned the students to write English Poems which expressed how they had loved themselves. Not surprisingly, every individual had a portrait of self-love. Therefore, this study is very interesting to execute because it can result in various portraits of self-love. In accordance with this objective, this study is designed as qualitative descriptive research by using Bleich’s reader response approach. Documentation of the students’ English Poems is the main instrument in this study, while the researchers took a role as a human instrument to collect and respond the data. It was found twenty-two portraits of self-love. Although various portraits of self-love had been figured out, the researchers had highlighted four portraits of self-love which were stated more over the others in the students’ poems. They are 1) embracing self-imperfection, 2) realizing self-values and potentials, 3) facing the challenges and fears, and 4) being kind to ourselves by not focusing on satisfying others nor comparing ours to theirs. This study implies that all portraits of self-love, especially the four highlighted, must be respected by all parties, especially the lecturers. By using this study, the readers can generalize the results and hence disseminate them to promote people’s self-love. Lastly, further researchers should evaluate the results by confirming, adding, or even debating some parts of this study in order to portray self-love with a broader consensus.
Curriculum responsiveness through fun english for asnaf young learners
English language proficiency remains a persistent challenge among socioeconomically disadvantaged learners, particularly asnaf children who often have limited exposure to English beyond the classroom, and while the national English curriculum provides standardised learning outcomes, its implementation does not always fully address the diverse needs marginalised learners. This study, grounded in Goodlad’s curriculum framework, investigates how a community based Fun English programme in Sintok, Kedah transformed the formal curriculum into more responsive practices for asnaf children. A qualitative case study design was employed involving 48 primary school asnaf students and 6 trainee teachers who engaged in a university led Fun English programme, with data collected through classroom observations, field notes, student artefacts, and semi structured interviews with facilitators and selected learners, while learning activities such as games, storytelling, collaborative tasks, role play, language competitions, and interactive communication exercises were aligned with national curriculum outcomes and analysed thematically through an iterative coding process guided by Goodlad’s curriculum perspectives. The findings revealed three key themes, namely curriculum engagement through enjoyment, confidence building through supportive learning experiences and curriculum relevance through experiential learning. The study concludes that curriculum effectiveness is not only determined by prescribed content but also by how it is enacted and experienced, suggesting pedagogical innovation that enhanced curriculum responsiveness and supported meaningful English learning among asnaf learners.
Development and psychometric evaluation of a learning style instrument for chemistry learning
This study aimed to develop a valid and reliable learning style instrument specifically designed for chemistry learning among senior high school students. Understanding students’ learning styles is essential in chemistry education due to the abstract nature of chemical concepts and the need for effective instructional strategies that accommodate individual learning preferences. This research employed a Research and Development (R&D) approach with a descriptive quantitative design, adapting the ten-step non-test instrument development procedure proposed by Mardapi. The instrument was developed through the adaptation of the Solomon and Felder learning style instrument and validated by two chemistry education experts. Field testing was conducted with 63 eleventh-grade students at SMA Negeri 9 Bengkulu. Data were analyzed using Product Moment correlation for validity testing and Cronbach’s Alpha for reliability testing. The results showed that out of 11 developed items, 10 items were valid with correlation coefficients exceeding the critical value (r-table = 0.248), while one item was found invalid and subsequently removed. Reliability analysis yielded a Cronbach’s Alpha coefficient of 0.62, indicating a moderate level of reliability. These findings demonstrate that the developed instrument possesses acceptable validity and reliability for identifying students’ learning styles in chemistry learning. Therefore, the instrument can be utilized as a practical tool to support teachers in designing more effective and student-centered chemistry learning strategies. Further refinement and broader-scale testing are recommended to improve the instrument’s reliability and applicability.
Bibliometric analysis of the impact of digital payment instrument use on increasing consumptive behavior based on scopus data (2010-2025)
This study aims to map and analyze research trends regarding the impact of digital payment methods on consumer behavior using a bibliometric approach. The research data was obtained from the Scopus database, covering publications from 2010 to 2025, and analyzed using bibliometric indicators and keyword network visualization with the aid of VOSviewer. The analysis results indicate that the number of publications has increased significantly since 2019. The keyword “consumption behavior” emerges as a central theme closely related to digital payments, electronic money, technology adoption, and consumer decision-making. Current research trends point toward studies on digital finance and empirical analysis, particularly in countries with high rates of digital payment adoption. This study provides a comprehensive overview of the development and direction of research related to digital payments and consumer behavior and opens opportunities for further study in the context of developing countries.
Beyond specialist preparation: Non-english-specialist teachers’ self-supported pedagogy for young learners in Indonesian primary schools
This study explores Indonesian primary school non-English-specialist teachers' self-supported teaching. The study found that classroom teachers teach English for Young Learners without English Education, which raises questions about students' elementary preparedness and how curriculum direction, institutional support, and classroom teachers' knowledge vary across schools. This research investigates how primary English teachers teaching non-English-specialism through learning resources and classroom challenges. Based on semi-structured interviews and observations, it discovered that self-study, internet, translated textbooks, bilingual explanation, song, game, visuals (pictures or videos), and co-working with peers are the teaching strategies teachers used to cope. Limited vocabulary, maladaptive phonetic systems, low confidence, limited preschool exposure to English and the mismatch between a language of higher preferential textual exposure compared to their first language were among the challenges. To make English useable, they had to use YouTube videos or other online materials, draw on their English learning experiences, provide some local language exposure, and experiment. However, a lack of teacher training in English teaching (teacher aid), poor material and curricular direction, expensive administrative costs, challenging time allocations for instruction, and confusing English instruction models hampered the effort. The results show that English non-specialists had pedagogical agency internally but needed professional instruction in pedagogy and classroom scaffolding.
Printed books versus e-books: a comparative analysis of efl students’ reading motivation
In the digital age, the increasing use of digital reading materials alongside printed books has raised questions about their influence on students’ reading motivation. This study aims to compare the reading motivation of EFL students who prefer printed books with those who prefer e-books. The study was conducted at the Department of English Education, UIN Mataram, involving third-semester students as the participants. A quantitative approach with an ex post facto comparative design was employed to examine whether there was a significant difference in reading motivation between the two groups based on their preferred reading format. Data were collected using a Likert-scale questionnaire adapted from the Motivation for Reading Questionnaire (MRQ) and the Motivation for Online Reading Questionnaire (MORQ). A total of 67 students participated in this study, consisting of 32 students who preferred printed books and 35 students who preferred e-books. The data were analyzed using descriptive statistics, assumption tests, and hypothesis testing. Since the data were not normally distributed, the Mann–Whitney U test was applied. The results indicate that both groups demonstrate a high level of reading motivation. Furthermore, the Mann–Whitney U test shows no significant difference in reading motivation between students who prefer printed books and those who prefer e-books (p > 0.05). These findings suggest that reading format preference does not significantly affect EFL students’ reading motivation.
Authentic assessment for a kurikulum berbasis cinta: Integrating deep learning principles in affective assessment in madrasah
The Kurikulum Berbasis Cinta (KBC) aims to foster humanistic, tolerant, and loving character traits centered on the five loves. However, the biggest challenge in implementing a curriculum focused on affective aspects is measuring its success. Conventional assessments oriented toward memorization and numerical scores have proven inadequate for capturing the depth of the internalization of the value of love. This study is a qualitative research using a case study design. It proposes authentic formative and summative assessment designs by integrating the Deep Learning approach into the KBC. Key findings indicate that the principles of mindfulness, meaningfulness, and joy, along with learning experiences that involve understanding, applying, and reflecting, can serve as the foundation for a holistic assessment design. In conclusion, assessment in KBC must shift from "assessment of learning" to "assessment for learning" and "assessment as learning," where the assessment process itself becomes a means of instilling the value of love.
Phsicochemical characteristics of yogurt with added lamota (Salicornia europaea) extract: A chemistry education study
This study aims to determine the physicochemical characteristics (moisture content and total phenolic content) of yogurt products with added Lamota (Salicornia europaea) extract. The research method employed a laboratory experiment, with yogurt formulations consisting of four Lamota extract volume formulations, namely F0 (0 mL), F1 (10 mL), F2 (20 mL), and F3 (30 mL). Moisture content was determined using the oven-drying method, while total phenolic content was analyzed using the Folin-Ciocalteu method with a UV-Vis spectrophotometer at a wavelength of 765 nm. The results showed that the addition of Lamota extract increased the average moisture content linearly, namely F0 (86.26%), F1 (86.98%), F2 (88.23%), and F3 (88.89%), with all formulations meeting the SNI:2009 standard (below 92.24%). The average total phenolic content also showed a positive increase with increasing extract volume, with values of 0.592 mgGAE/g (F0), 0.634 mgGAE/g (F1), 0.721 mgGAE/g (F2), and 0.809 mgGAE/g (F3), respectively.
Quantifying research productivity on science anxiety experienced by students and teachers: a bibliometric study
Science subjects are often regarded as difficult by some students and teachers due to their theoretical nature, the need for hands-on experimentation, and the use of scientific methods. The notion that “science is hard” evokes negative emotions, such as anxiety, towards science teaching and learning. This study aims to quantify research productivity related to anxiety experienced by teachers and students when learning science subjects. A bibliometric study was employed, involving 680 documents published from 2016 to 2026. Data were compiled from the Scopus database using Boolean codes related to science anxiety. Data cleaning was performed by applying inclusion and exclusion criteria on the Scopus website, manual cleaning in Microsoft Excel, and using OpenRefine software. Data analysis was carried out using RStudio and VOSViewer. It is perceived that the publications on science anxiety are escalating, especially those produced by Beijing Normal University. Moreover, in terms of country, the USA possesses the most productive and cited country on the subject. To sum up, studies on anxiety experienced by students and teachers are found mostly in mathematics subjects. Thus, research on students’ and teachers’ anxiety in science subjects is a research hotspot.
Technological literacy: Concept, assessment, and impact for physics learning in senior high school
. The main problem of this research is that the concept, assessment, and impact of technological literacy in physics learning have not been properly measured. The research aimed to examine the concept, dimensions, and the impact of technological literacy in physics at senior high school. The research method used is a Systematic Literature Review (SLR) with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method. A total of 20,223 publications were identified, and 71 were included as journal samples in the SLR. Result defined technological literacy is the ability to access, understand, evaluate, use, and engineer technology. The assessment framework is divided into three dimensions: Technological Knowledge, Technological Capability, and Technological Ethics. The assessment indicators are divided into eight categories: Technology and Society, Technological Concept, Technological Analysis and Evaluation, Technology Procedural, Design, Maintenance and Troubleshooting, Technological Interest, Technological Value, Technological Ethics, Equity, and Responsibility. The context of physics-related technology is divided into seven categories: Medical, Agricultural and Biotechnology, Energy and Power, Information and Communication, Transportation, Manufacturing, and Construction. Technological literacy impacts teachers' ability to integrate technology into learning. Technological literacy also helps students develop a deeper understanding of technology, including its mechanisms, functions, social impacts, and broader implications.
Exploring STEM attitudes across grades and gender among Indonesian junior high schools
In the digital era, integrating technology into education has become essential, and one prominent application is within STEM education. However, despite the introduction of STEM-based learning in classrooms, it is critical to assess students' attitudes toward STEM. STEM attitudes are foundational for fostering critical thinking and measuring students' interest, confidence, and values. This quantitative study aims to assess junior high school students' STEM attitudes by gender and grade level using a survey. The survey included 15 questions divided into five dimensions. The sample consisted of 110 junior high school students from Indonesia, comprising 53 males and 57 females across grades 7, 8, and 9, with 35, 40, and 35 students in each grade, respectively. The results revealed an average STEM attitude score of 3.01, classified as moderate. Females exhibited a higher STEM attitude score (3.02) than males (2.98). A Mann-Whitney U test indicated a significant gender difference in STEM attitudes (p-value < .001). Regarding grade level, 7th grade had the highest average STEM attitude (3.84), followed by 9th grade (3.16) and 8th grade (3.01). The nonparametric Kruskal-Wallis test also showed a significant difference in STEM attitudes between grade levels (p-value < .001). These findings suggest that students' STEM attitudes are moderate, highlighting the crucial role of teachers in designing effective learning methods to foster positive attitudes toward STEM.
The Influence of the Transformation of Madrasah Head Leadership and Al-Qur'an Literacy Culture in Strengthening the Islamic Spirit of Students at MI Al-Madinatul Islamiyah Rumeneng
This research seeks to assess the impact of headmaster leadership transformation on enhancing students' Islamic spirit, as well as the effect of Quran literacy culture on strengthening it. A quantitative, associative approach was employed. The study population included 115 students, with a sample of 30 respondents selected using cluster sampling. Data were gathered through questionnaires and supported by documentation of Quran literacy activities. The questionnaire was validated and demonstrated reliability, with 11 valid items for variable X-1, 10 for X-2, and 12 for Y. Reliability tests yielded Cronbach's alpha coefficients of 0.713 for variable X-1, 0.698 for X-2, and 0.710 for Y, confirming reliability. Prerequisite tests included assessments of normality, homogeneity, and linearity. Data were analyzed using simple regression in SPSS version 26. Findings indicate: 1) Headmaster leadership transformation has a significant and positive effect on strengthening students' Islamic spirit, with t-value 5.196, significance 0.000 < 0.05, and an influence contribution (R2) of 49.1%. 2) Quran literacy culture exerts a substantial positive impact on students' Islamic spirit, with t-value 13.748, significance 0.000 < 0.05, and an influence contribution (R2) of 87.1%. These results confirm that both headmaster leadership transformation and Quran literacy culture significantly influence students' Islamic spirit.
Mapping Research Trend of Heavy Metal Removal Using Nanomaterials (2016-2025): Bibliometric Analysis Based On Scopus Data, Future Perspective And Challenges
Heavy metal pollution in aquatic ecosystems is one of the most pressing global environmental challenges of the 21st century. The use of nanomaterials has emerged as a highly promising remediation solution due to their superior characteristics, such as a massive surface-to-volume ratio and high chemical reactivity. This study aims to map research trends and the knowledge structure related to heavy metal removal using nanomaterials over a ten-year period (2016–2025). Through a bibliometric analysis approach based on Scopus data, a total of 573 English-language experimental articles were extracted and comprehensively evaluated using VOSviewer and Microcal Origin Pro software. The analysis results indicate an exponential growth trajectory in publications, with a stabilization phase at a high productivity level occurring between 2021 and 2024. Demographically, China dominates as the largest contributor of publications (224 documents), while India serves as the main hub of multinational research collaboration networks, and Malaysia has the highest research impact (average citations) per document. Keyword co-occurrence mapping confirms three research focus constellations, including adsorbent materials, environmental toxicology evaluation, and the dynamics of physicochemical mechanisms. Currently, the research landscape is beginning to undergo a paradigm shift from fundamental laboratory-scale studies toward green synthesis technology, economic feasibility, and the management of complex co-contaminants. These findings are expected to serve as a strategic reference for overcoming technical barriers to industrial-scale remediation in the future
AI leadership in the organisational alignment of islamic schools: A systematic literature review using the prisma method
The rapid advancement of Artificial Intelligence (AI) technology has significantly transformed the landscape of educational management and leadership worldwide. Although AI is increasingly being adopted in education, previous studies have predominantly focused on its application in teaching and learning rather than its role in organisational alignment within schools. Therefore, this study aims to identify research trends related to AI leadership, organisational role alignment, technostress, organisational communication, and Islamic values through a Systematic Literature Review (SLR) approach. This study employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method to identify, screen, and analyse relevant articles retrieved from Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, and Google Scholar databases for the period between 2020 and 2026. A total of 684 articles were initially identified; however, only 44 articles met the final selection criteria. The findings indicate that research related to AI leadership in education is increasingly expanding and primarily focuses on digital leadership, AI governance, organisational transformation, and digital communication in schools. Nevertheless, studies that holistically integrate AI leadership, organisational alignment, technostress, organisational communication, and Islamic values in the context of Islamic schools remain scarce. This study identifies significant research gaps and highlights the need for the development of a more contextual AI Leadership model for Islamic schools.
Bibliometric analysis of misconceptions regarding momentum and impulse based on the scopus database
This study aims to map the development of research on misconceptions regarding the concepts of momentum and impulse through bibliometric analysis of publications indexed in Scopus between 2007 and 2025. A total of 30 articles relevant to the keywords “misconceptions,” “momentum,” and “impulse” were analyzed based on publication trends, number of citations, affiliations, countries, prolific authors, document types, and fields of study. Data were extracted using Microsoft Excel and visualized using VOSviewer through network, overlay, and density views. The results show that publication trends are fluctuating but experienced a significant increase towards 2020. Indonesia is recorded as the country with the largest contribution, with the Indonesia University of Education (UPI) as the most productive affiliation. In addition, most studies were published in the form of articles and conference proceedings, especially in the field of Physics and Astronomy. VOSviewer visualization produced four main keyword clusters that describe the research focus on student misconceptions, the concept of momentum–impulse, diagnostic instruments, and learning approaches. Overall, this study provides a comprehensive overview of the research map of momentum and impulse misconceptions and can serve as a basis for further studies in the field of physics education.
The integration of Qur’anic values in instructional strategies
The integration of Qur'anic values in learning strategies is important for successful learning, but there is often a misunderstanding of the values contained in the Qur'an. With regard to that, this study aims to analyze the integration of Qur'anic values in learning strategies, focusing on verses related to learning, namely surah al-Alaq verses 1-5, Taha verse 114, al-Mujadilah verse 11, an-Nahl verse 125, an-Nur 30-31. Implementation of values at MTs. Mizabul Ulum West Lombok is the focus of research. Qualitative methods with thematic interpretation and descriptive analysis were used, as well as observation, interviews, and documentation studies as data collection techniques. The research findings show that Qur'anic values, such as the importance of reading, educational aids, patience, tolerance, and justice, underlie learning strategies. The implementation of lectures, discussions and habituation effectively support students' character building and understanding. Implementation challenges include lack of understanding and practical guidelines. This research has implications for the integration of Qur'anic values in learning strategies that improve learning quality and shape student character according to Islamic teachings. Results support Jean Piaget's theory of constructivism which emphasizes learning not only memorizing, but also internalizing values.
Principles and practices of learning assessment from an islamic perspective
Assessment is an essential component of the educational process that serves to measure students’ achievement, development, and potential comprehensively. From an Islamic perspective, assessment is not merely intended to determine the level of knowledge acquisition but also functions as a mechanism for holistic human development encompassing intellectual, spiritual, emotional, and physical dimensions. This paper aims to discuss the fundamental principles of assessment according to Islam and their implications for assessment practices in contemporary education. A document analysis approach was employed by examining primary Islamic sources, namely the Qur'an and Sunnah, as well as scholarly works on Islamic educational assessment. Findings indicate that Islamic assessment is founded upon several key principles, including justice (al-'adl), trustworthiness (amanah), transparency, equity, validity, reliability, and assessment oriented toward character development and holistic human growth. Furthermore, Islamic assessment emphasizes self-reflection (muhasabah) and continuous evaluation aimed at self-improvement rather than merely judging individual performance. Assessment should also consider students’ diverse abilities and be conducted free from prejudice and discrimination. The discussion highlights the relevance of integrating Islamic principles into modern assessment systems to nurture learners who excel academically while possessing exemplary character and moral integrity. This paper contributes to strengthening the philosophical and practical foundations of a more holistic, ethical, and value-based assessment system capable of addressing the challenges of twenty-first-century education.
Deep Learning-based physical education for elementary school students: A literature review
Physical Education (PJ) learning in elementary schools requires an innovative learning approach to create an active and meaningful learning process. This study aims to describe the concept of in-depth learning in PJ in elementary schools and analyze the benefits and challenges of its implementation. This study uses a qualitative approach with library research methods. Data sources were obtained from articles, books, and seminar proceedings relevant to the topics of in-depth learning, PJ learning, and elementary education. Data collection techniques were carried out through identification and selection of literature based on the relevance and credibility of the sources. Data were analyzed using content analysis techniques and interpreted the research results descriptively. The results of the study indicate that the application of in-depth learning in PJ learning in elementary schools can be done through experiential, collaborative, reflective, and contextual learning. This approach can improve learning motivation, critical thinking skills, motor skills, social skills, and the formation of student discipline and sportsmanship. However, the implementation of in-depth learning still faces various challenges, such as limited facilities and infrastructure, teacher competence, differences in student abilities, and limited learning time. Therefore, optimization efforts are needed through teacher training, the development of innovative learning models, the use of learning media and technology, and support from schools and parents to ensure the effective implementation of in-depth learning in physical education in elementary schools.