EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT

IMPLEMENTATION OF DEEP LEARNING IN IMPROVING STUDENTS’ CRITICAL THINKING SKILLS IN SCIENCE LEARNING IN ELEMENTARY SCHOOLS

2026-05-18T11:23:27+00:00

This study aims to disseminate the effect of the implementation of the deep learning model on improving students’ critical thinking skills in learning Natural and Social Sciences (IPAS) in elementary schools. The study used a quantitative approach with a quasi-experimental design of the non-equivalent control group design, involving two fifth grade classes at Margoluwih Public Elementary School, Sleman, each consisting of 26 students as the experimental group and 26 as the control group. The research instrument was a critical thinking test consisting of 10 essay questions that measured four indicators of critical thinking skills, namely telling stories, expressing ideas, concluding, and providing logical reasons. Data were analyzed using an independent t-test with the help of SPSS software. The results of the study showed that there was a significant difference between the average posttest results of students in the experimental class and the control class with a t-value of 5.842 and a p-value of 0.000 < 0.05. The average posttest score of the experimental class was 84.35, higher than the control class of 74.04, with an effect size (Cohen’s d) of 1.75, indicating a very large effect. These findings indicate that in-depth learning can significantly improve students’ critical thinking skills through meaningful exploration, reflection, and collaborative discussion activities. Thus, the application of in-depth learning can be an alternative effective learning strategy to develop high-level thinking skills in elementary school students, especially in science learning that requires the integration of scientific and social knowledge.

DEVELOPMENT OF ISLAMIC RELIGIOUS EDUCATION LEARNING MATERIALS BASED ON HIGHER ORDER THINKING SKILLS (HOTS) TO IMPROVE STUDENTS’ CRITICAL THINKING SKILLS

2026-05-18T11:22:10+00:00

This study focuses on the development of Higher Order Thinking Skills (HOTS)-based Islamic Education (PAI) materials at SMA Negeri 15 Garut, aimed at enhancing students' critical thinking skills. HOTS-based learning is essential in the Society 5.0 era, which requires analytical, evaluative, and creative skills, as well as students' ability to internalize religious values in an applied manner. The research method used is classroom action research with a qualitative approach, involving observation, interviews, and documentation to analyze students' critical thinking skills. The study results show that HOTS-based materials are able to increase students' active engagement in class and encourage them to critically analyze and evaluate religious teachings. Students also demonstrate improvements in learning independence and metacognitive awareness, which play an important role in developing their life skills. These findings contribute significantly to the development of a HOTS-based PAI curriculum, which is expected to shape a generation with character and competitiveness in the future. This study recommends the broader implementation of HOTS across various educational levels and enhancing teachers' capacity to develop HOTS-based materials.

INSTITUTIONAL ROLE MODELING: MUSLIM CHARACTER FORMATION IN CHILDREN’S EDUCATION

2026-05-18T11:26:01+00:00

Prior research on character formation in Islamic education has predominantly focused on curricular approaches and individual teacher roles, leaving institutional role modeling as an integrated value system within early childhood educational structures underexplored, particularly in the Malaysian-Indonesian cross-cultural context. This study aims to analyze institutional role modeling as a strategic pillar of Muslim student character formation at Tadika Perpaduan Batu Lancang, Penang, Malaysia, aligned with SDG 4 (Quality Education) and SDG 16 (Peace, Justice and Strong Institutions). Employing a descriptive qualitative approach, data were gathered through participatory observation and in-depth interviews with the principal, teachers, and institutional stakeholders, conducted within the framework of STIT Babussalam's International KPM-PPL Program. Findings reveal that institutional role modeling operates through three complementary dimensions: regulative (Sharia-based school rules), normative (Islamic social values), and cultural-cognitive (collective beliefs). The integration of these dimensions demonstrably cultivates an Islamic school culture that effectively internalizes noble character traits in students. These findings contribute to strengthening the institutional capacity of Islamic educational institutions as holistic character formation models and offer a replicable framework for education policy development in both Malaysia and Indonesia.

LITERATURE REVIEW QUALITY IN INDONESIAN GUIDANCE AND COUNSELING RESEARCH: IMPLICATIONS FOR SDGS-ALIGNED EVIDENCE-BASED PRACTICE

2026-05-18T11:27:31+00:00

Despite the proliferation of guidance and counseling (BK) research in Indonesian higher education, prior studies reveal a persistent gap: literature review practices remain largely descriptive, failing to generate conceptual synthesis or connect empirical findings to evidence-based counseling models aligned with SDGs Goal 4 (Quality Education) and Goal 3 (Good Health and Well-Being). This study aimed to investigate the epistemic nature and functional roles of literature review in Indonesian BK research, with emphasis on its capacity to identify research gaps, strengthen theoretical foundations, and support evidence-based practice development. Employing a qualitative library research methodology, the study systematically gathered and analyzed 25 peer-reviewed sources from Scopus, Web of Science, and DOAJ (2013–2024) through thematic content analysis. Findings reveal six core functions of literature review in BK research: constructing theoretical foundations, identifying research gaps, guiding methodology, preventing duplication, strengthening academic argumentation, and fostering SDGs-aligned evidence-based practice. Crucially, Indonesian BK researchers frequently overlook the conceptual synthesis function, limiting the scholarly impact of their work. This study contributes a contextually grounded framework for literature review practice in Indonesian BK research, with implications for graduate supervision, curriculum design in counselor education, and the advancement of culturally responsive, globally relevant counseling science.

ISLAMIC EDUCATION MANAGEMENT STRATEGIES FOR SDG 4: EDUCATION COMPARISON INDONESIA AND TURKIYE

2026-05-18T11:29:37+00:00

Despite growing scholarly interest in Islamic education reform, empirical comparative studies examining how Madrasah Ibtidaiyah (MI) in Indonesia operationalize institutional management strategies to meet modernity's demands, benchmarked against internationally recognized models such as Turkey's Imam Hatip schools, remain absent from Scopus-indexed literature. This research gap motivated a qualitative multi-site case study at three MI in North Sumatra, Indonesia, complemented by cross-national comparative analysis with Turkish Imam Hatip schools, aimed at identifying, theorizing, and benchmarking management strategies that align with Sustainable Development Goal 4 (SDG 4). Data were gathered through semi-structured interviews with 18 institutional stakeholders across three MI in Deli Serdang and Medan, participant observation, and institutional document analysis over six months. Five strategic dimensions emerged: (1) integrative curriculum design combining Kurikulum Merdeka with Islamic studies; (2) character-based pedagogy embedded in daily Islamic routines; (3) participatory musyawarah governance; (4) ethically framed digital integration; and (5) teacher professionalism reinforced through PPG Madrasah certification. Comparative analysis reveals that while MI and Imam Hatip schools share foundational Islamic educational values, Turkey demonstrates stronger state-institutional coherence and systematized teacher formation, whereas MI exhibit greater community-driven governance flexibility. These findings offer a replicable governance framework for Indonesian MI reform and inform SDG 4 policy implementation within Muslim-majority educational systems.