The purpose of this study is to analyze the implementation of multicultural education in school policies and practices, examine the meaning of religious moderation by teachers and students, and uncover the dynamics of students' social interaction in the context of ethnic and religious diversity in Pontianak Cooperative Junior High School. This study uses a qualitative approach with a case study design. Data were collected through moderated participant observations, semi-structured interviews with principals, teachers, and students, and documentation studies. Data analysis was carried out using the interactive model of Miles, Huberman, and Saldana, which included data condensation, data presentation, and conclusions drawn. The results of the study show that multicultural education at Pontianak Cooperative Junior High School is still taking place informally and has not been institutionalized in explicit school policies. Teachers tend to interpret religious moderation normatively-textually, while students interpret it relationally and based on their daily experiences. Further, an ambivalence was found between social integration in formal school activities and the tendency to group students based on ethnicity or religion in informal student activities. The study was limited to one study location and a one-semester observation period, so the findings could not be generalized statistically. However, the results of this study offer important implications for developing inclusive school policies, strengthening experiential learning, and designing extracurricular programs that encourage cross-identity interactions. The uniqueness of this research lies in the integration of multicultural education and the study of religious moderation in the local context of West Kalimantan, with a focus on the construction of meaning and dynamics of social interaction in a multiethnic and multireligious school environment.
This study examines KH. Hasyim Asy’ari’s Qur’anic thought and his role in shaping Indonesian pesantren-based Qur’anic scholarship. Employing a qualitative descriptive library research design, this study analyzes his primary works, including Ta‘līqāt ‘alā Manẓūmat al-Shaykh ‘Abd Allāh ibn Yāsīn al-Fāsūrwānī, Ziyādah Ta‘līqāt ‘alā Manẓūmat al-Shaykh ‘Abd Allāh ibn Yāsīn al-Fāsūrwānī, Adab al-‘Ālim wa al-Muta‘allim, and An-Nūr al-Mubīn fī Maḥabbati Sayyidi al-Mursalīn, supported by historical documents, manuscript evidence, sanad records, and relevant scholarly studies. Data were collected through documentation and analyzed using qualitative content analysis within a historical-intellectual framework. The findings reveal that KH. Hasyim Asy’ari developed a contextual traditionalist approach to Qur’anic interpretation by integrating asbāb al-nuzūl, transmitted knowledge, interpretive discipline, and scholarly ethics. His Qur’anic thought extended beyond textual interpretation through educational transmission, spiritual formation, and the institutional reproduction of Qur’anic authority within pesantren. By connecting texts, scholars, ethical practices, and educational institutions, KH. Hasyim Asy’ari established a Qur’anic scholarly ecosystem that enabled the continuity of Islamic knowledge in Indonesia. This study argues that KH. Hasyim Asy’ari should not be understood merely as a religious authority who engaged with Qur’anic texts, but as an architect of Indonesian Qur’anic scholarship whose intellectual legacy shaped how Qur’anic knowledge was interpreted, transmitted, and embodied.
This research seeks to provide a thorough account of how teachers and school institutions embed religious moderation and ecopreneurial character into early childhood settings through habituation rooted in local wisdom, while at the same time putting the LAE-ECE (Locally Anchored Ecopreneurship for Early Childhood Education) pedagogical model into practice and extending its scope to Marsudirini ECEs in Semarang, Indonesia. Using a qualitative descriptive design built around a multiperspective case study, the researchers collected primary data from thirty-one core informants, kindergarten teachers, principals, parents, environmental practitioners, and local education supervisors through extensive in-depth interviews, ongoing participatory classroom observation, and careful review of curriculum documents. This material was then processed with ATLAS.ti software for thematic coding, data condensation, and structured presentation. Anchored in Pierre Bourdieu's Theory of Practice, the results show that lasting character formation emerges from a tightly interwoven set of mechanisms: place-based lesson planning that draws on natural loose parts as a form of cultural capital, teacher mentoring paired with strong ecological literacy functioning as social capital, contextual role-play such as Eco-Market Day simulations, and steady daily socio-ecological routines. Even though the process encountered real structural barriers—parents' academic-orientation demands, socioeconomic pressure, and gaps in teachers' pedagogical training—implementation on the whole succeeded in nurturing children's socio-ecological awareness, creative independence, and moderate social character. In the end, this study contributes meaningfully to early childhood social studies by proposing a contextual and reproducible pedagogical model capable of strengthening lifelong environmental stewardship, preserving local wisdom, and instilling inclusive social values from an early age within contemporary educational institutions.
This article develops Islamic Spiritual Well-Being (ISWB) as a conceptual framework for Islamic education. It examines the ontological foundations of the construct, the dimensions through which those foundations become educationally meaningful, and the points at which ISWB differs from established Western models. The study used qualitative library research and integrative conceptual analysis. Qur'anic verses, canonical Hadith, major works of Al-Ghazali, Al-Attas, Ibn Qayyim al-Jawziyyah, and Ibn 'Ata'illah al-Sakandari were read alongside contemporary scholarship on spirituality, Islamic psychology, and student well-being. Relevant propositions were documented, coded thematically, compared across sources, and synthesized into a conceptual structure. The analysis identifies three foundations Fitrah, Tawhid, and Khalifah—and five connected dimensions: Silah Billah, Tazkiyat al-Nafs, Maqasid al-Hayah, Ukhuwwah and Adab, and Sabr-Shukr. Rather than treating the relationship with Allah as a separate domain, ISWB places it within a tawhidic orientation that also shapes moral agency, purpose, social conduct, and resilience. The framework is offered as a theoretical basis for curriculum reflection, student guidance, and future scale development. Its educational and psychometric value, however, still requires empirical testing in diverse Islamic settings.
This study aimed to examine the influence of principals' academic supervision and teachers' professional development on the quality of learning in public elementary schools. The research was conducted in public elementary schools in Wanasari District, Brebes Regency, Indonesia. A quantitative approach with an ex post facto research design was employed. The population of teachers is 211 in Wanasari District, Brebes Regency. Proportional random sampling was used to ensure representation from each school. The study involved 138 teachers selected as the research sample. Data were collected using a structured questionnaire and analyzed through descriptive statistical analysis and multiple linear regression. The results indicated that: (1) principals' academic supervision has a positive and statistically significant effect on the quality of learning; (2) teachers' professional development has a positive and statistically significant effect on the quality of learning; and (3) principals' academic supervision and teachers' professional development simultaneously have a positive and statistically significant effect on the quality of learning. These findings suggest that effective academic supervision by principals, together with continuous professional development of teachers, plays a significant role in improving the quality of learning in elementary schools. Therefore, strengthening academic supervision practices and promoting ongoing professional development are essential strategies for enhancing the quality of teaching and learning.
