Holistic Learning Research Articles

Integrasi Teori Manajemen dalam Pendidikan Islam: Perspektif dan Implementasi

Islamic education plays an important role in shaping individuals who are knowledgeable and have noble character. In the context of managing Islamic educational institutions, the application of modern management theories integrated with Islamic values ​​is very relevant to improve the efficiency and quality of education. This study aims to examine how Islamic management principles can be integrated into the operations of Islamic educational institutions, explore implementation strategies, and provide practical recommendations for managers. This study uses a qualitative approach with a descriptive-analytical method, where case studies are conducted at several Islamic educational institutions that have implemented Islamic management principles. Data were collected through in-depth interviews, participant observation, and documentation analysis. Thematic analysis techniques were used to identify key themes related to the management of Islamic education. The results of the study indicate that the integration of Islamic management theories, such as the principles of monotheism, justice, deliberation, trust, efficiency, and ihsan, can improve the effectiveness of resource management, strengthen the spiritual dimension in decision making, and create a holistic learning environment. In conclusion, the application of Islamic management can enrich the management of Islamic educational institutions, improve the quality of education, and support the sustainability of the organization while maintaining Islamic values. Practical recommendations are provided to help Islamic educational institutions face modern challenges in Islamic value-based management. Keywords: Islamic education management, integration, Islamic values, Islamic management.

Meaningful Social Studies Learning Practices in Islamic Elementary School Education: Case Study from Indonesia

Objective: The primary issue in social studies education at Islamic Elementary Schools in Indonesia is the over-reliance on rote memorization, limiting student engagement and critical thinking. This study aims to explore how meaningful learning practices are implemented to enhance student participation and understanding in social studies classes. Method: A qualitative case study approach was employed, involving semi-structured interviews with teachers and principals from Islamic Elementary Schools. Thematic analysis was used to analyze the data and identify key themes reflecting current practices and approaches. Results and Discussion: The study identified three core themes: (1) systematic lesson planning that embeds Islamic values to create a holistic learning experience, (2) collaborative projects and outdoor learning activities that encourage practical exploration of maps and landscapes, and (3) differentiated learning approaches that cater to students' varying abilities and learning preferences. These strategies foster deeper engagement and bridge academic content with students' cultural and spiritual contexts. Research Implications: The findings provide essential insights for educators and policymakers, emphasizing the importance of designing curricula that prioritize inclusivity, relevance, and student-centered approaches. Aligning pedagogical methods with developmental needs and local cultural frameworks enhances the quality of social studies education and ensures long-term retention and application of knowledge. Originality/Value: This research highlights the integration of Islamic values as a cornerstone for meaningful social studies education, contributing to students' holistic development and promoting active learning environments that reflect the unique cultural context of Islamic Elementary Schools in Indonesia.

Exploring the Impact of Affective Domain Engagement on Learning: A Comparative Analysis of Different Teaching Approaches

This quantitative study compares direct and indirect teaching approaches, investigating how the affective domain—emotions, attitudes, and motivation—shapes the teaching-learning process. Grounded in Krathwohl’s affective domain taxonomy, it explores the impact of students' emotional experiences on their self-efficacy, engagement, and skill acquisition. Data were collected from 300 Physical Education learners. The results show no significant difference in the median of the five affective domain categories between direct and indirect pedagogy, but notable differences exist in how they influence learners. Indirect methods encourage self-discovery but may not effectively instill values like teamwork and perseverance without direct teacher guidance. The affective domain often requires teachers to model desirable behaviors, such as fairness, respect, and empathy. Indirect teaching methods minimize the teacher's active role, reducing the opportunities for students to observe and emulate these behaviors. To optimize the development of both the affective domain and skills in learners under direct and indirect teaching approaches, students may cultivate a growth mindset, embrace holistic development, and actively participate in physical education. The Department of Physical Education may promote holistic learning and research-based practices, while PE teachers must integrate affective-focused pedagogies and model positive behaviors. Curriculum developers may balance technical and emotional development with assessment tools, and researchers must explore the long-term impact of affective teaching across diverse contexts. Future researchers are encouraged to expand studies, develop innovative assessment tools, and evaluate pedagogical approaches to enhance both emotional and skill development in sports education.

HUMANISM and TESOL

The humanistic approach in language teaching emphasizes the importance of emotional and social aspects, alongside cognitive development, to create a holistic learning environment. This study aims to explore the application of humanistic methods, particularly Community Language Learning (CLL) and Suggestopedia, in teaching English as a Foreign Language (EFL). Using a literature analysis method of academic articles and documents, this research identifies the applications, benefits, and challenges of these approaches. The findings reveal that CLL enhances learners' fluency and confidence through community-based interaction and the teacher’s role as a facilitator. Suggestopedia, on the other hand, frees learners from psychological barriers, fostering creativity, motivation, and emotional well-being. In the context of TESOL, the integration of humanistic principles has been proven to support effective, meaningful, and learner-centered language learning by addressing both emotional and cognitive needs.

IMPACT OF AI-DRIVEN LEARNING PLATFORMS ON THE ACADEMIC ENGAGEMENT AND ACHIEVEMENT OF BUSINESS ADMINISTRATION STUDENTS AT CAVITE STATE UNIVERSITYTANZA CAMPUS

This study examined the impact of AI-driven learning platforms on academic engagement and achievement among Business Administration students at Cavite State University-Tanza Campus. It contributes to the body of knowledge on how AI-powered learning platforms influence academic engagement, achievement, learning environment quality, and overall educational effectiveness. The researcher employed a quantitative research method, collecting data through a structured survey. A total of 200 Business Administration students participated, chosen to represent a cross-section of the student population, ensuring that the results reflected a broad range of opinions and experiences regarding AI-driven learning platforms. To gain a comprehensive understanding of the demographic background, the survey included questions on age, gender, academic year, and prior experience with technology and online learning. The data was analyzed using statistical tools, including standard deviation, weighted mean, frequency, and percentage. The findings indicated that students recognize the value of these platforms in enhancing their academic engagement and performance. The majority of students strongly believe that these platforms enrich their educational experience by providing personalized content and immediate feedback, which foster greater motivation and active participation. Additionally, the data highlighted the platforms' ability to adapt to individual learning needs and offer real-time support, leading to more effective learning outcomes. However, while the platforms are seen as effective in motivating students and improving engagement, there is still room for improvement, particularly in fostering higher-order thinking skills such as critical thinking. Further development of AI algorithms to accommodate a broader range of learning styles and needs could enhance the overall effectiveness of these platforms. Furthermore, AI-driven platforms should be integrated with traditional teaching methods to provide a more balanced and holistic learning experience, ensuring that students benefit from both personalized and conventional educational approaches.

The Impact of Korea’s ‘Hagwon’ Culture on Academic Pressure Among High School Students

South Korea’s hagwon culture, characterized by private academies offering supplementary education, has become a cornerstone of its competitive academic system. While hagwon provide tailored support and intensive preparation for high-stakes exams like the College Scholastic Ability Test (CSAT), their prevalence has led to heightened academic pressure, socio-economic disparities, and significant psychological and physical consequences for students. This paper explores the core features of hagwon culture, including its integration into daily life, financial demands, and its dual role in academic support and test preparation. Comparative analysis with similar systems in Japan and China highlights the unique aspects of Korea’s education landscape. Furthermore, the study examines parental motivations, societal expectations, and public attitudes toward the sustainability of hagwon. The paper concludes by proposing policy reforms, such as enhancing public education, promoting holistic learning approaches, and addressing socio-economic inequities, to reduce reliance on private academies and foster a more equitable and balanced education system.

Analysis of Problematics and Ability to Understand Algebraic Mathematical Concepts of Class X High School Students

This study employs a qualitative descriptive approach to explore high school students' understanding of algebraic concepts in Sungai Penuh City. The sample consists of 30 10th-grade students who were subjects of the study, assessed using a validated algebraic concept understanding test. The research process involved introducing the research objectives to the students and administering the test with adequate time. Data analysis was conducted descriptively to identify answer patterns, challenges faced by students, and the level of understanding of algebraic concepts demonstrated. Findings indicate significant challenges in students' mathematical concept comprehension, particularly in grasping basic concepts such as algebraic terms and the use of mathematical representations. To enhance students' understanding, it is recommended to implement a holistic learning approach that strengthens foundational concepts, integrates various mathematical representations, and provides direct problem-solving experiences. This research is expected to contribute to improving the effectiveness of mathematics education at the high school level.

Pembelajaran Holistik, Konstektual dan Futuristik

This article discusses the importance of integrating three approaches in education: holistic, contextual, and futuristic, to prepare students for the future. Holistic learning focuses on overall individual development (intellectual, emotional, social, physical and spiritual). Contextual learning connects lesson material with students' real lives. Futuristic learning develops 21st century skills such as critical thinking and digital literacy. Although beneficial, the integration of these three approaches faces challenges such as limited resources, teacher preparedness, student participation, appropriate curriculum, cultural differences, and appropriate evaluation. The Merdeka Curriculum in Indonesia supports the implementation of this approach. Adaptation to local contexts and collaboration between parties are important to overcome challenges and realize quality education.

Comparative Analysis of Primary and Secondary Mathematics Education in China and The Uk: Insights and Implications

This paper investigates primary and secondary math education in China and the UK through a critical lens, identifying contrasts and parallels using PISA/TIMSS data. Despite China's top-ranked standardized test performance, it struggles with cultivating creativity and critical thinking. The UK's system, prioritizing practical math applications and student experience, enhances appreciation but lacks consistent high academic achievement internationally. Analyzing curricula, teaching methods, and classroom dynamics, China's content-intensive approach yields high scores but pressures students, while the UK offers a more nurturing, holistic learning environment. Examining the China-England Math Teacher Exchange program, it showcases the value of cross-cultural collaboration, revealing pedagogical disparities and shared learning possibilities.

FORMATION OF THE INTERCULTURAL COMMUNICATIVE COMPETENCE OF STUDENTS IN FOREIGN LANGUAGE LEARNING PROCESS

The article highlights developing the intercultural dimension in language teaching, involving recognising that the aims are: to give learners intercultural competence as well as linguistic competence; to prepare them for interaction with people of other cultures; to enable them to understand and accept people from other cultures as individuals with other distinctive perspectives, values and behaviours; and to help them to see that such interaction is an enriching experience. Thus, the visit or exchange is much more than an opportunity to 'practice' the language learnt in the classroom. It is a holistic learning experience which provides the means of using intercultural skills and acquiring new attitudes and values. Teachers need clear objectives, methods which take into account the power of experiential learning, and then learners will 'make the strange familiar - and the familiar strange'.

Inclusive Education and Special Needs Inclusion: Bridging Gaps for Holistic Learning

Inclusive Education and Special Needs Inclusion: Bridging Gaps for Holistic Learning

MENGANALISIS ELEMEN REKA BENTUK PERMAINAN PEMBELAJARAN BAGI PERKEMBANGAN SOSIOEMOSI KANAK-KANAK SELEPAS PANDEMIK COVID-19

The COVID-19 pandemic has brought significant changes to daily life, especially for children worldwide who have had to adapt to new norms. After the pandemic, children experienced profound effects, particularly on their social development and emotional well-being. Play is a crucial activity serving as both a medium for learning and development. Educational games designed with appropriate elements can help address these socioemotional challenges. Therefore, this study aims to analyze the design elements of educational games that can support children's socioemotional development. A qualitative approach is used in this study, involving semi-structured interviews with seven selected experts through purposive sampling. The data obtained were analyzed using thematic analysis techniques. The experts proposed nine themes related to the design elements of educational games, including suitable content, active engagement, interactivity, motivation, curriculum integration, cognitive development, emotional development, social development, and parental involvement. Thus, this study has the potential to assist educators and game developers in formulating effective strategies to enhance children's holistic learning experiences, thereby supporting their socioemotional development.

Konsep Kurikulum Madrasah, Sekolah, dan Pesantren di Indonesia

The madrasah, pesantren, and public school curricula have their own characteristics that reflect the goals that the three educational institutions want to achieve. The research method used in this research is a literature study where this approach aims to examine and review various relevant literature sources related to the concept of the Pesantren, Madrasah, and School curriculum. these three curricula complement each other in creating a holistic learning environment. Although they have different focuses and approaches, their ultimate goal remains the same: forming individuals who are not only academically intelligent, but also have integrity and a strong personality. This reflects the importance of a balanced education between knowledge, skills and moral values as a provision to face challenges in an ever-changing world.

Evolving Dynamics of 21st Century Skills: A Bibliometric Analysis

The aim of this study was to analyze recent topics discussed regarding 21st century skills. One of the approaches to defining a study’s subject is to examine research studies related to that field. The journal titled “Thinking Skills and Creativity,” which publishes research aligned with the purpose of this study, was used as the main data source. Bibliometric analysis was employed to scrutinize the data (972 publications) obtained from this journal. The collected data were analyzed using descriptive statistics via the Web of Science (WOS) system initially. Subsequently, the VOSviewer software was employed for bibliometric analyses. The findings pertaining to research topics covered in this journal highlighted nine themes, which have been designated as follows: Enhancing Creativity and Learning in Education, Promoting Creativity and Problem-Solving in STEM Education, Nurturing Creativity and Development in Adolescent Education, Fostering Holistic Learning and Success in Education, Fostering Creativity and Critical Thinking in 21st Century Education, Nurturing Creativity and Learning in Children, Exploring Creative Thinking and Individual Differences, Promoting Critical Thinking and Creativity in Education, Fostering Creativity and Collaboration in Secondary Education.

LEARNING QIRA'AH AL-QUR'AN USING THE TILAWATI MOBILE APPLICATION IN THE DIGITAL ERA

The aim of this research is to describe learning Qira'ah Al-Qusr'an using the Tilawati Mobile application in the digital era. This application is designed to facilitate interactive learning of recitation of Al-Qur'an by using modern features such as voice recording, real-time evaluation, qori and mutual options, and visualization of recitation. The main aim of this application is to improve and assist the users’ Al-Qur'an reading skills with greater accuracy and fluency while increasing understanding of the rules of recitation and the context of the meaning contained in the Quran. This research employed library research as it is applicable with the aim of this research. The research procedures covered documents the implementation of technology in Islamic religious education, explores user responses to this digital innovation, and elaborates its impact on the understanding and development of qira'ah competencies. By integrating technology into religious learning, the Tilawati Mobile application acts as an effective tool in facilitating holistic learning of Al-Qur’an in the digital era.

The Effects of Arts Education on Academic Achievement

Arts education plays an important role in enhancing academic performance by fostering creativity, cognitive development, and engagement in students. This study examines the impact of arts education on academic achievement, with a focus on integrating arts into the core curriculum. Drawing from theoretical frameworks such as Multiple Intelligences theory and empirical evidence, it emphasizes the positive correlation between participation in arts education and improved outcomes in reading, mathematics, language, and social skills. However, the debate on resource allocation and implementation challenges persists. Recommendations include advocating for comprehensive arts integration policies, professional development for educators, and equitable access to arts programs, ensuring that arts education becomes an essential component of holistic learning and educational reform. Keywords: Arts education, Academic achievement, Curriculum integration, Creativity and cognition, Educational policy, Multiple Intelligences theory.

An empirical analysis: The impact of project-based learning on students' mathematical reflective thinking skills and self-concept

Mathematical reflective thinking skills and self-concept are essential aspects of 21st-century learning to address global challenges. This study analyzes the effect of Project-Based Learning (PjBL) on students' mathematical reflective thinking skills and self-concept. The experimental research involved 75 tenth-grade students in Bandar Lampung using a posttest control group design. Data were collected through mathematical reflective thinking skills tests and self-concept questionnaires and analyzed using parametric and non-parametric statistical tests. The results showed that the implementation of PjBL did not significantly affect students' mathematical reflective thinking skills and self-concept compared to conventional learning. However, the indicators of mathematical reflective thinking skills achievement in the PjBL class were higher. This study implies the need for a longer implementation of PjBL to achieve significant results and its potential contribution to developing students' collaboration, creativity, and social skills as part of holistic learning.

Teachers’ perceptions of AI tools in enhancing student engagement for English language learning

This work seeks to explore the effectiveness of artificial intelligence (AI) tools in improving engagement with English language learning through the perception of teachers (Luckin et al., 2016). The study identifies four key dimensions associated with the use of AI: a motivational tool, personalised learning, practical limitations, and positioning as a supplementary rather than a replacement teaching resource. Teachers identified that AI can provide an interactive gamified experience and real-time feedback, which motivates the students and enables personalised learning. Yet, disparity in technological access, over-reliance on AI, and the need for serious professional development were also highlighted. The findings suggest that with AI tools greatly enhancing engagement, their integration should be carefully balanced with traditional instructional methods to meet holistic learning (Adolphs et al., 2018). The study has key implications for policymakers and educators on bridgeable digital divides, targeted teacher training, and incentivising sustainable, balanced adoption of AI. This study fills in the gaps in current literature by incorporating teacher insights into how AI can be used to effectively engage diverse learners in English language contexts while addressing pragmatic and pedagogic challenges. These findings will inform future development initiatives of AI-driven educational strategies.

The Relevance of the Curriculum Early Childhood Islamic Education Study Program to Employment Needs

The workforce tests the skills students acquire during their studies. This study aims to analyze how the curriculum of the Early Childhood Islamic Education Study Program aligns with the competencies required in the workforce. In addition, this study evaluates the competitiveness of alumni and the level of satisfaction of the institutions that employ them. This study employs a mixed method, also known as a mixed method, along with a sequential explanatory design. Random sampling techniques selected a total of 45 alumni and 16 alumni users as samples. We collected quantitative data through surveys and obtained qualitative data through structured interviews and focus group discussions. We analyze quantitative data using descriptive statistics and interactively analyze qualitative data. The results showed that 97.78% of courses are relevant to work needs, and 98% of alumni competencies are in accordance with the demands of the workforce. However, the curriculum requires adjustments to face the challenges of the 21st century, such as technology integration, cooperative learning, application of differentiated learning, and a holistic learning approach. Additionally, the curriculum needs to adapt to current trends in early childhood Islamic education, including emotional management, smart device use, artificial intelligence, and STEAM-based learning design.

The Contribution of Integrative Physics Textbooks in Higher Education and Their Impact on Islamic Education Goals

This study examines the dominance of the modern scientific perspective in university science education, which often separates natural sciences from faith-based values. To bridge this gap, developing Physics textbooks that integrate a faith-based approach is crucial. The research explores how Physics textbooks can contribute to achieving Islamic educational goals in universities, employing a qualitative method including literature reviews and textbook analysis. The findings reveal that integrative Physics textbooks can significantly contribute to linking Physics concepts with Islamic values, creating a holistic learning approach. This study proposes a concept for integrative Physics teaching materials, incorporating the history of science and the philosophy of science, preparing students to master Physics and develop strong faith.