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درة الأحكام من حديث سيد الأنام -عليه أفضل الصلاة والسلام- للسلطان محمد عيدروس قائم الدين بن السلطان بدر الدين البطوني (المتوفى سنة ١٢٦٧ هـ/١٨٥١ م) الجزء الثاني من بدايته إلى نهايته : دراسة وتحقيق
Fauzan Raynunggar Aditya Dharmawasenda; Maryam Qonitat (Universitas Islam Internasional Indonesia, 2026-07-20)
تناولت هذه الرسالة دراسة وتحقيق كتاب درة الأحكام من حديث سيد الأنام عليه أفضل الصلاة والسلام للسلطان محمد عيدروس قائم الدين بن بدر الدين البطوني (ت ١٢٦٧هـ/١٨٥١م). تركز هذه الرسالة على الجزء الثاني من حديث ٢٠١-٤٠٠. تهم هذه الرسالة بناء على أهمية اكتشاف مساهمة السلطان محمد عيدروس في مجال الفقه والحديث، إذ اشتهر مؤلفه تاريخيا بمصنفاته في مجالات التصوف والعقيدة. وتعد هذه المخطوطة دليلا وشاهدا تاريخيا على تطور وتطبيق الفقه الشافعي في سلطنة بوطون خلال القرن التاسع عشر الميلادي. وتتمثل الأهداف الرئيسية للدراسة في إخراج النص مصححا ومنقحا وفق قواعد تحقيق النصوص المعتمة، بالإضافة إلى التحقق من صحة الأحاديث المرقمة عبر منهج التخريج العلمي، نظرا لأن المؤلف اقتصر على ذكر المتون وأسماء الصحابة دون سياق الأسانيد الكاملة. وقد اعتمد الباحث في هذه الدراسة منهج التحقيق المختار حسب قواعد التحقيق المعتمدة، من خلال تصحيح الأخطاء الظاهرة، وتخريج الآيات القرآنية، وتخريج الأحاديث النبوية، وعزو أقوال العلماء وشرح ألفاظ الغريبة، وترجمة الأعلام، التي تساعد في جعل المخطوط إلى صورته أقرب بما أراده المؤلف. وقام الباحث بإجراء التحقيق على النسخ الخطية الرقمية المأخوذة من مجموعة "لأودي زينو"، حيث تم اختيار المخطوطة ذات الرمز (DS 0010 00040) لتكون "النسخة الأساسية" نظرا لتمام نصها وترابطه، في حين استخدمت النسخة ذات الرمز DS 0010 00113 كنسخة مقابلة وضبط في المواضع المشتركة. وسار الباحث في تخريج الأحاديث تدرجا بالاعتماد على الصحيحين، ثم السنن الأربعة، وبقية أمهات كتب الحديث. تتلخص نتائج الدراسة في إثبات صحة نسبة المخطوط للمؤلف وإبراز هويته الفقهية على المذهب الشافعي. وقد أثمر التحقيق والتخريج عن تقويم النص وتصويب تصحيفاته ومعالجة سقطه وتألفه، مع بيان رتب الأحاديث الواردة فيه. وتظهر المساهمة العلمية لهذه الرسالة في إثراء المكتبة الإسلامية في نوسانترا.
The dynamics of English education in Indonesia : stakeholders' perspective on the policy shift of English subject from elective to compulsory in elementary school level
Mukhammad Imron Rosadi; Suwarsih Madya; Lukman Nul Hakim (Universitas Islam Internasional Indonesia, 2026-07-29)
The status of English as a subject in elementary schools in Indonesia has shifted from elective to compulsory. Recently, Ministerial Regulation No. 12 of 2024, which states that English will be a compulsory subject in elementary schools in the 2027/2028 academic year, has revived discussions about educational priorities, language policy, and the balance between global competitiveness and national educational goals. This study aimed to explore how key stakeholders interpret, justify, and respond to the policy shift as English becomes a compulsory subject in elementary school. This descriptive qualitative interpretative study collected data through semi-structured interviews and document analysis. This study collected with one policymaker, two elementary school English teachers, and two parents and was complemented by an analysis of eight national policy documents. This study integrated Spolsky's Language Policy Framework and Fullan's Educational Change Theory while utilizing Discourse Network Analysis (DNA) as a tool to support the analyses of stakeholder narratives and policy documents. The study identifies three key patterns. First, stakeholders interpreted the policy change through three key frames categorized as English as human capital, the English competency gap in Indonesia, and the language ecology of multilingual Indonesia. Second, the stakeholders justified the policy based on educational, socio-economic, political-regulatory, and linguistic considerations. Third, while stakeholders exhibited broad support for the policy, they expressed anxiety regarding teacher scarcity, educational resource imbalance, preparedness for policy execution, and the sustainability of future policy pathways. The findings provide a detailed account of the need for political will, institutional readiness, stakeholder engagement, and the succession of educational support in the implementation of policy.
Mapping the landscape of Indonesian early childhood education teachers' mathematics knowledge for teaching
Trimadona B. Wiratrisna; Destina Wahyu Winarti; Bambang Sumintono (Universitas Islam Internasional Indonesia, 2026-07-24)
Early mathematics competency lays the foundation for children's long-term academic success, yet the mathematical knowledge of Indonesian early childhood education (ECE) teachers remains underexplored. This explanatory mixed-methods study addressed that gap by examining ECE teachers' Mathematical Content Knowledge (MCK) and Mathematical Pedagogical Content Knowledge (MPCK), the relationship between these domains, and how they were reflected in classroom practice. The Foundational Mathematics Knowledge for Teaching (FMKT) instrument was modified and expanded from 23 to 41 items and administered to 418 ECE teachers across 29 regencies and municipalities in seven Indonesian provinces. Rasch analysis confirmed strong psychometric properties, including high item reliability (0.98) and adequate internal consistency (a = .83). Two teachers with contrasting MCK-MPCK profiles were then purposively selected for classroom observation and interviews in the qualitative phase. Findings showed that teachers generally demonstrated moderate-to-sufficient levels of both MCK and MPCK, with MPCK consistently lower than MCK and specialized content knowledge (SCK) emerging as a stronger predictor of pedagogical knowledge than common content knowledge (CCK). Significant disparities in MCK and MPCK were found by region and teaching level, with rural and kindergarten teachers showing consistently weaker profiles than their urban and primary-school counterparts. Regression analysis revealed that MCK significantly predicted MPCK, explaining 41.7% of its variance, confirming content knowledge as a necessary but insufficient foundation for pedagogical knowledge. Cross-case analysis showed that teachers with stronger MKT used more accurate mathematical representations, attended and responded to children's reasoning, and made instructional decisions supporting conceptual understanding, while teachers with weaker MKT relied on procedural, teacher-directed practices with limited attention to children's thinking. Measured knowledge and enacted practice were generally aligned, though some divergence emerged, suggesting that contextual factors and instructional habits also shape classroom teaching. This study provides a validated instrument and an updated, more granular picture of Indonesian ECE teachers' mathematics knowledge for teaching, offering evidence to inform teacher education, professional development, and policy initiatives aimed at strengthening early mathematics instruction.
Exploring factors contributing to girls' dropout in public secondary schools in Tanzania : a qualitative case study of Longido District, Tanzania
Kushoka, Elizabeth Morandi; Suwarsih Madya; Andar Nubowo (Universitas Islam Internasional Indonesia, 2026-07-20)
Girls' education is one of the most valuable investments a society can make, but in some settings, girls leave school before completing even their basic education. Scholars often describe school dropout as the discontinuation of schooling before a learner graduate from an expected cycle of schooling due to various factors. However, in pastoralist districts like Longido in Tanzania, the specific ways these issues meet and how different stakeholders respond are not mapped in detail. The researcher decided to focus on this topic because, even with the government's Fee-Free Basic Education Policy, girls' attrition remains at higher rates, and their day-to-day experiences, along with the views of people around them, have rarely been examined in depth. Therefore, this research aims to explore how girls' dropping out of public secondary schools is actually experienced, understood, and addressed. A single-case embedded qualitative case study was employed in this research. Longido District was the case with two public secondary schools as embedded units of analysis. The research data were collected from ten participants, including three young women who had left secondary school, three parents, two school principals, and two community leaders, through semi-structured online WhatsApp interviews and document analysis. Data were analyzed and interpreted through reflexive thematic analysis, and Quirkos software supported that process. The study was guided by Bronfenbrenner's (1986) Ecological Systems Theory, which emphasizes that human development is influenced by many interrelated factors rather than a single one. Findings show that the stakeholders have varied, multidimensional views about girls' attrition, seeing it both as a serious community-wide issue and also a deeply personal and emotional experience for the girls themselves. In addition, girls' choice to leave school is formed from a mix of socio-cultural processes, like gender bias, teenage pregnancy, and early marriage, along with socio-economic pressures such as poverty, child labor, and the general perception that education has low economic value. There are also school-based issues, namely, long distances and inadequate menstrual hygiene facilities. Schools and communities responded by providing school materials and parental awareness meetings. Nevertheless, these efforts were reactive and hindered by cultural beliefs and limited collaboration between schools and families. Finally, the study does more than only expose the lived realities of girls' dropout; it also provides useful context-specific information for policymakers, school administrators, and societies focused on improving female students' retention in secondary education. It also brings practical recommendations for strengthening policy enforcement, enhancing school support structures, and improving community involvement to reduce girls' dropout in Longido District and similar settings across Tanzania.
Early childhood educator as a spiritual nurturer : exploring lived experiences in fostering children's spiritual intelligence in early childhood classroom
Alya Chairunnisa; Tati Lathipatud Durriyah; Andar Nubowo (Universitas Islam Internasional Indonesia, 2026-08-18)
The role of educators as spiritual nurturers has emerged as a pivotal concern in early childhood education discourse. This study aims to explore the lived experiences of early childhood educators in enacting the role of spiritual nurturer, the specific aspects of spiritual intelligence manifested in pedagogical interactions, and the opportunities available for understanding how educators perceive their contribution to children's spiritual development within a qualitative multiple case study across two Indonesian institutions, a non-religious pre school and an Islamic kindergarten. This study involved semi-structured interviews with six educators, supported by classroom observations and student artifact analysis. Thematic analysis was employed to identify key patterns across different domains from the data collected. Findings reveal that spiritual formation is shaped not only by designated lessons but also by an holistic environment that embeds spiritual nurture across the totality of the child's experience. Educators shared that genuine interactions in the classroom often carry far more weight in shaping a child's spiritual intelligence than any formal curriculum guidance. However, the study also highlights a noticeable tension, both schools frequently reduce spiritual intelligence to mere religious rituals within their formal assessment systems. Furthermore, early childhood educators tend to build their professional identity as spiritual mentors through the moments of connection they build all along with children. The study concludes that nurturing spiritual intelligence is less about hitting curricular benchmarks and more about creating a deeply present educator and a thoughtful environment that come together to unlock a child's natural capacity for awe, joy, and wonder.