Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren

Leadership Strategies of the Head of the Islamic Boarding School in Shaping the Character of Students

Mutmainna, Hartinah, Mohammad Maskur, Muh. Rusdi Rasyid, Fatma Sari — Mon, 11 May 2026 00:00:00 +0000

The phenomenon of shifting moral values among adolescents in the digital age demands a strategic role for Islamic boarding schools in character building, particularly in heterogeneous regions such as Sorong Regency, which faces specific sociocultural challenges. This study employs a descriptive qualitative approach with data collection techniques including participatory observation, in-depth interviews, and documentary analysis at the Darul Abror Islamic Boarding School. Key findings indicate that the boarding school director’s leadership strategy is implemented through the “asah-asih-asuh” approach, which integrates direct role modeling, persuasive personal guidance, and the enforcement of humane discipline. The contribution of this study lies in strengthening a contextual model of Islamic educational leadership for regions with high levels of diversity in Eastern Indonesia. The implications of this strategy are the creation of a boarding school ecosystem conducive to the internalization of the values of independence and religiosity among students through the figure of the leader as a surrogate parent. A brief discussion in this study highlights that the effectiveness of character building is highly dependent on the balance between managerial authority and the emotional closeness of the kiai. The study’s conclusion affirms that adaptive leadership grounded in nurturing, caring, and guiding principles can bridge the differences in students’ family backgrounds to foster outstanding character. As a recommendation, pesantren leaders should enhance the pedagogical competencies of dormitory supervisors and strengthen collaboration with parents to ensure the consistent and sustainable development of students’ character.

AI-Supported Classroom Learning: Strengthening Students’ Creativity, Critical Thinking, Confidence, and Growth Mindset

Retno Azizah, Ummi Kulsum, Ziadatu Zzulfa, Roni Sulistiyono — Wed, 20 May 2026 00:00:00 +0000

The rapid integration of artificial intelligence (AI) in educational environments has transformed teaching and learning processes worldwide. AI-based tools provide adaptive learning environments, personalized feedback, and new opportunities for reflective learning that may foster students’ growth mindset and higher-order thinking skills. This study explores how AI can influence students’ confidence, reflective learning, creativity, and critical thinking in classroom settings. Using a qualitative literature review approach, this research analyzes recent scholarly works on AI in education from the past five years. The findings indicate that AI can function as a cognitive partner that enhances students’ self-confidence, supports reflective evaluation of mistakes, stimulates creativity, and promotes critical thinking skills when integrated with appropriate pedagogical strategies. However, the impact of AI also depends heavily on instructional design and students’ AI literacy. The results suggest that educators should use AI not merely as a technological tool but as a scaffold for developing a growth mindset and deeper cognitive engagement in learning. The study proposes a framework for AI-supported classroom learning that integrates reflective practice, metacognitive feedback, and creative exploration to enhance student learning outcomes.

Seren Taun Tradition and Indigenous Food Security in the Kasepuhan Cisitu Community, Indonesia

Yeni Nuryani, Dwi Sulisworo, Ani Susanti — Wed, 05 Aug 2026 00:00:00 +0000

This study examines the role of the Seren Taun traditional ceremony and indigenous customs in maintaining food security among the Kasepuhan Cisitu Indigenous Community in Lebak Regency, Banten, Indonesia. Using a descriptive qualitative approach, the research explores how local wisdom, traditional agricultural practices, and communal values contribute to sustainable food resilience. The findings reveal that the Seren Taun ceremony is not merely a cultural celebration but also a social mechanism that reinforces agricultural sustainability, food storage systems, intergenerational knowledge transmission, and collective responsibility toward food sovereignty. The existence of leuit (traditional rice barns) functions as a symbol and instrument of long-term food security, enabling indigenous households to preserve rice stocks for years without dependence on external markets. Furthermore, the study highlights the integration of cultural values, environmental conservation, and community cooperation in strengthening local resilience against food crises. Government support through irrigation infrastructure is also identified as an important factor in sustaining indigenous agricultural productivity. This study demonstrates that indigenous knowledge systems can provide valuable insights for sustainable food security policies in contemporary society.

Optimizing Smartphone Use in Outdoor Learning Activities for Coastal Conservation Education

Khusnul Basriyah, Rama Dona — Wed, 05 Aug 2026 00:00:00 +0000

Coastal environmental degradation has become an increasingly urgent issue in many suburban and peripheral areas. However, environmental learning in schools is often conducted theoretically and lacks direct student engagement with real ecological problems. This best practice article describes the implementation of smartphone-assisted outdoor learning activities aimed at improving students’ awareness and understanding of coastal conservation. The activity was conducted in a suburban coastal area involving secondary school students through field observation, environmental documentation, digital reporting, and reflective discussion. Smartphones were utCoastal environmental degradation has become an increasingly urgent issue in many suburban and peripheral areas. However, environmental learning in schools is often conducted theoretically and lacks direct student engagement with real ecological problems. This best practice article describes the implementation of smartphone-assisted outdoor learning activities aimed at improving students’ awareness and understanding of coastal conservation. The activity was conducted in a suburban coastal area involving secondary school students through field observation, environmental documentation, digital reporting, and reflective discussion. Smartphones were utilized as tools for photographing environmental conditions, recording observations, accessing digital information, and creating conservation campaigns. The results indicated increased student participation, stronger environmental awareness, improved collaboration, and higher learning motivation. Students demonstrated better understanding of coastal ecosystem problems such as plastic pollution and shoreline degradation. Furthermore, the integration of mobile technology into outdoor learning created a more contextual, interactive, and student-centered learning environment. This article highlights the potential of smartphones as accessible educational tools in environmental education and recommends broader implementation of technology-supported outdoor learning for sustainability education in coastal communities.ilized as tools for photographing environmental conditions, recording observations, accessing digital information, and creating conservation campaigns. The results indicated increased student participation, stronger environmental awareness, improved collaboration, and higher learning motivation. Students demonstrated better understanding of coastal ecosystem problems such as plastic pollution and shoreline degradation. Furthermore, the integration of mobile technology into outdoor learning created a more contextual, interactive, and student-centered learning environment. This article highlights the potential of smartphones as accessible educational tools in environmental education and recommends broader implementation of technology-supported outdoor learning for sustainability education in coastal communities.

Implementation of Educational Song Media in Teaching the Sirah of Prophet Muhammad SAW at Al-Muhajirin Qur'anic Learning Center, Alafan District

Vini Nur Zikra — Thu, 06 Aug 2026 00:00:00 +0000

Qur'anic Learning Centers (Taman Pendidikan Al-Qur'an/TPA) play an important role in introducing Islamic values and knowledge to children. One of the essential learning materials delivered in TPA is the sirah (biography) of Prophet Muhammad SAW. However, children often encounter difficulties in understanding and memorizing historical content when it is delivered solely through verbal explanations. This article aims to describe a good practice of implementing educational song media in teaching the sirah of Prophet Muhammad SAW at Al-Muhajirin Qur'anic Learning Center in Alafan District. A descriptive practice-based approach was employed using direct observation and video documentation. The learning activity focused on introducing the names of the Prophet’s children through educational songs. The findings indicate that educational songs increased children's learning interest, participation, and ability to recall learning content. The implementation also created a more enjoyable and interactive learning atmosphere. Educational song media can therefore serve as an effective alternative instructional strategy for Islamic non-formal education settings.

How Deep Learning Pedagogy Shapes Character Education in Indonesian Madrasahs

Mohammad Fitri, Wahyuningsih, Kartini Rahman Nisa — Thu, 06 Aug 2026 00:00:00 +0000

This study investigates the implementation of deep learning as a transformative approach for integrating academic achievement and character formation in madrasahs in Sikka Regency, Indonesia. Using a qualitative descriptive design, data was collected through interviews with teachers, students, and school leaders, classroom observations, and document analysis. The findings reveal that deep learning is perceived by teachers as a holistic pedagogical approach that integrates cognitive, affective, and socio-emotional dimensions, while students experience it implicitly through more engaging and meaningful learning activities. Character internalization occurs through structured habituation, teacher modeling, and contextual learning tasks, including daily religious practices, differentiated instruction, and experiential learning such as market observation. These practices reflect the principles of mindful, meaningful, and joyful learning, aligned with Kurikulum Merdeka. The study also identifies challenges such as limited infrastructure, varying teacher readiness, and socio-economic constraints of students, while highlighting institutional efforts in teacher training and digital resource provision. Theoretically, the findings align with the perspectives of Hattie on visible learning, OECD on 21st-century competencies, and Fullan on systemic educational change. Overall, deep learning in madrasahs functions not only as a pedagogical strategy but also as an ecosystem for holistic character development.

From Automation to Reflective Pedagogy: Reimagining GenAI in Teaching and Learning

Dwi Sulisworo, Nico A. Ogarte — Wed, 19 Aug 2026 00:00:00 +0000

This book review of Guidebook: Generative Artificial Intelligence for Teaching and Learning by Jack Tsao and Alice Sook Mun Wong aims to provide a critical and reflective analysis that contributes to ongoing scholarly discussions surrounding the integration of generative artificial intelligence (GenAI) in higher education. By situating the guidebook within broader academic debates on AI literacy, critical pedagogy, academic integrity, and digital transformation, this review seeks to evaluate the book’s intellectual and pedagogical contributions to contemporary teaching and learning practices. The review examines how the authors position GenAI not merely as a technological innovation, but as a catalyst for rethinking assessment, critical thinking, creativity, and student engagement in increasingly AI-mediated educational environments. Furthermore, this review critically explores the guidebook’s treatment of ethical concerns, including misinformation, bias, inequitable access, privacy, and the potential erosion of students’ cognitive and analytical skills. Through an examination of the book’s practical case studies and pedagogical strategies, the review highlights its contribution to emerging conversations on AI-aware curriculum design and reflective educational practice. This critical review may serve as a valuable resource for educators, researchers, policy makers, and teacher educators seeking balanced and pedagogically grounded approaches to GenAI integration in education. Ultimately, Guidebook: Generative Artificial Intelligence for Teaching and Learning encourages educators to reconsider the meaning of meaningful learning, human judgement, and critical inquiry in the rapidly evolving landscape of artificial intelligence in education.