Bulletin of Educational Management and Innovation

Interactive e-module design integrating deep learning and Tri-N to Improve elementary students’ learning independence

2026-04-20T05:03:12+07:00

Background: The level of learning independence among elementary school students is still relatively inadequate. One contributing factor is the insufficient utilization of interactive digital learning media in classroom instruction. Learning activities are predominantly carried out using traditional approaches, which tend to limit students’ opportunities to actively construct knowledge and learn autonomously. Therefore, there is a clear need to introduce innovative digital learning tools that can effectively promote students’ independent learning abilities.

Purpose: This study seeks to design and produce an interactive e-module for Indonesian language learning that applies a deep learning approach integrated with the Tri-N philosophy, with the aim of enhancing students’ learning independence.

Method: This study employed a Research and Development (R&D) methodology utilizing the ADDIE framework, which includes the stages of analysis, design, development, implementation, and evaluation. The data collection techniques for this research use interview, questionnaire and observation techniques. The participants of this study were elementary school students involved in both limited-scale and wider-scale implementation trials. The data analysis technique uses qualitative and quantitative descriptive with N-Gain Score and T-test.

Findings: The results revealed that the developed e-module met the criteria of validity, practicality, and effectiveness. Expert validation yielded an average score of 91.5% (very feasible), while teacher and student responses reached 93.2% and 92.4% respectively, indicating excellent practicality. Furthermore, students’ learning independence increased by 21.6%, supported by higher engagement and motivation during the learning process. The integration of deep learning dimensions—mindful, meaningful, and joyful learning—combined with Tri-N stages effectively enhanced students’ reflective thinking and creative expression in understanding figurative language. The research concludes that this e-module serves as an innovative and culturally grounded digital learning resource aligned with the Merdeka Belajar curriculum, supporting the development of autonomous and creative learners in Indonesian elementary education.

From early conversation to digital performance: Building public speaking confidence among Islamic elementary students in Indonesia

2026-04-12T05:18:59+07:00

Background: In an increasingly digitized global educational landscape, public speaking has become an essential competency. However, at the elementary education level—particularly in Islamic education—the development of public speaking confidence is often overlooked and treated as an advanced skill, with limited integration into digital pedagogical practices.

Purpose: This study aims to analyze how public speaking confidence can be built from an early age through the integration of daily conversations, video production, and digital distribution, and to formulate a pedagogical model that systematically explains this process.

Method: A qualitative case study was conducted at MI Tahfidzul Qur’an Raudlatul Falah, Pati. Data were collected through participant observation, interviews with 5 teachers, 5 parents, 15 students, and 1 religious’ leader (Kiai), as well as the analysis of 20 student videos from July 2023 to January 2024. Analysis was conducted using inductive thematic analysis.

Findings: The results of the study indicate that students’ confidence is developed through a recurring pedagogical cycle of “speak–record–publish,” supported by performative transformations (vocal, nonverbal, and structural) and multi-actor social interaction networks. A synthesis of these findings yields a new model, the Digital Performative Habitus Model, which asserts that confidence in speaking is the result of integrating experience, visual reflection, and social validation within a digital learning ecosystem.

Islamic values in bureaucratic practice: A case study of civil service management in East Kotawaringin Indonesia

2026-03-26T06:43:07+07:00

Background: Studies on the Islamization of knowledge have been widely developed within Islamic education, particularly in relation to epistemological and pedagogical frameworks. However, empirical research examining how Islamic values are integrated into the management practices of government bureaucracy remains relatively limited, especially from the perspective of Islamic educational management.

Purpose: This study aims to analyse how Islamic values in knowledge are integrated into the management of the civil service (ASN) from the perspective of Islamic education management in East Kotawaringin Regency.

Method: This research employs a qualitative approach with a case study design. Data were collected through in-depth interviews with civil servants, observations of organizational activities, and analysis of policy documents related to ASN management. The data were analysed thematically through the processes of data reduction, data display, and conclusion drawing.

Findings: The findings reveal that the integration of Islamic values in ASN management is reflected in leadership practices emphasizing trustworthiness and responsibility, the development of civil servant competencies based on Islamic work ethics, and the formation of organizational culture through spiritual guidance activities in the workplace. However, the internalization of religious values within bureaucratic governance remains largely normative and has not been fully institutionalized in organizational management mechanisms such as performance evaluation systems, organizational regulations, and bureaucratic accountability frameworks. These findings indicate a gap between the discourse of religious values in bureaucratic leadership and their structural implementation in governance systems.