Beyond ritual compliance: Rethinking religious education in an Islamic boarding school
Maulana, M., Al Faruqi, M. I. H., & Ganiswari, S. (2026). Beyond ritual compliance: Rethinking religious education in an Islamic boarding school. British Journal of Religious Education, 1–18. https://doi.org/10.1080/01416200.2026.2734383
ABSTRACT
Islamic boarding schools are designed to provide holistic education integrating intellectual, moral and spiritual development, with religious education positioned at the core of daily life to cultivate spiritually conscious students (insan kamil). However, in practice, religious education within the dormitory setting is often perceived by students as routine obligations rather than meaningful formative process. This study explores how students perceive religious education in an Islamic boarding school and how these perceptions shape their motivation and engagement in religious practices. Employing a qualitative reflective–interpretive design, data were collected through participant observation of religious learning and worship activities, in-depth interviews with eight students, and researchers’ reflexive field notes as insider educators. Thematic analysis revealed that religious education is largely experienced as formalistic and compliance-driven. Students’ participation in religious activities is predominantly motivated by extrinsic factors, particularly institutional rules and disciplinary sanctions, rather than intrinsic spiritual awareness. Moreover, religious education is perceived as less legitimate and less consequential than formal academic schooling. These conditions constrain the transformative potential of Islamic education. The study calls for reorientation towards dialogical and reflective pedagogies that prioritise meaning-making and the internalisation of spiritual values, enabling boarding schools to more effectively nurture holistic and spiritually grounded students.
Assessing Teacher Competency Disparities Through Rasch and DIF Analysis
Rahim, M., Laliyo, L. A. R., Sumintono, B., & Lakadjo, Moh. A. (2026). Assessing Teacher Competency Disparities Through Rasch and DIF Analysis. The International Journal of Assessment and Evaluation. https://doi.org/10.18848/2327-7920/cgp/a182
Abstract: Mapping disparities in teacher competencies is essential for advancing equitable education quality in Indonesia. This study investigates the psychometric quality of three teacher competency instruments—the Questionnaire on Teacher Interaction (QTI), Teacher Reflective Practice Questionnaire (TRPQ), and Teacher Knowledge Creation Questionnaire (TKCQ)—and examines competency disparities across teacher demographic groups with explicit attention to measurement fairness. A cross-sectional quantitative survey was conducted with 511 elementary and junior high school teachers in Gorontalo Province. Data were analyzed using the Rasch Measurement Model to evaluate model fit, item and person reliability, unidimensionality, rating scale functioning, and Differential Item Functioning (DIF). The results indicate that all three instruments demonstrated good overall fit to the Rasch model, with very high item reliability (≥0.97) and person reliability ranging from moderate (QTI = 0.68) to very good (TKCQ = 0.86). The rating scales functioned optimally, and item–person targeting was particularly strong for the QTI and TRPQ instruments. DIF analysis revealed meaningful disparities in teacher competencies associated with certification status, teaching experience, and school location, indicating structural inequities rather than measurement bias. These findings confirm the validity and fairness of the instruments and underscore the importance of Rasch–DIF-based analyses for diagnosing competency gaps. The study recommends the implementation of tiered, data-driven professional development (PD) programs to support equitable and targeted teacher competency enhancement.
How organizations learn: investigating boundary crossing activities for redesigning equity-oriented principal preparation programs
Awaludin, A., & Halverson, R. R. (2026). How organizations learn: investigating boundary crossing activities for redesigning equity-oriented principal preparation programs. Cogent Education, 13(1). https://doi.org/10.1080/2331186X.2026.2697539
Abstract
This paper examines how multi-institutional partnerships drive systemic changes in equity-centered principal preparation programs (PPPs). Using a district partnership team (DPT) within the Equity Leadership Pathway (ELP, pseudonym) initiative in the United States as the case study, we apply a multilevel boundary-crossing framework to analyze how organizations learn as universities, districts, and state agencies navigate bureaucratic and cultural friction. Our findings reveal that these discontinuities were not mere barriers, but vital catalysts for ideological negotiation and institutional reforms. Through identification, coordination, reflection, and transformation mechanisms, the stakeholders co-governed the leadership development program to bridge the theory-practice gap. Future research should include longitudinal data to explore how this equity-centered training could impact leadership practices, school environments, and long-term student learning outcomes.
The Development of Sustainability and Education Research in Indonesia: A Systematic Literature Review.
Nurulsari, N., Sumintono, B., & Hariri, H. (2026). The Development of Sustainability and Education Research in Indonesia: A Systematic Literature Review. Education Sciences, 16(7), 1101. https://doi.org/10.3390/educsci16071101
Abstract
When enjoyment and interest are not enough: Adaptation and psychometric evaluation of the foodie index in Indonesia and contextual variation in food involvement
Rangka, I. B., Hidayah, N., Hanurawan, F., Eva, N., Muslihati, M., Sumintono, B., & Zhang, Q. (2026). When enjoyment and interest are not enough: Adaptation and psychometric evaluation of the foodie index in Indonesia and contextual variation in food involvement. Food Quality and Preference, 106018. https://www.sciencedirect.com/science/article/abs/pii/S0950329326001722
Abstract
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Multi-rater assessment in systematic reviews: A methodological innovation in forest higher education literature
Larasatie, P., Sumintono, B., Rodríguez-Piñeros,S., Zamora-Cristales, R., Biju, A., & Chamlagain, K. (2026). Multi-rater assessment in systematic reviews: A methodological innovation in forest higher education literature. BioProducts Business, 11, 3 pp 35-46. https://biobus.swst.org/index.php/bpbj/issue/view/201
Abstract:
Systematic literature reviews (SLRs) are essential for synthesizing evidence in forest higher education, yet the reliability of article selection often hinges on subjective expert judgment. As forest education evolves to meet global challenges, such as climate change, digitalization, and market dynamics, educators must navigate an overwhelming volume of
literature to identify high-quality science that fosters critical thinking and holistic understanding. This study introduces the Many Facet Rasch Model (MFRM) as a methodological innovation for evaluating multi-rater assessments of the forest higher education literature, offering a transparent and replicable framework for evidence synthesis. Five experts, who served as raters, assessed ten articles using six calibrated criteria (originality, comprehensiveness of literature review, methodology, scientific value of findings, related issues with forest higher education, and quality of analysis). The results demonstrate that MFRM can identify psychometrically sound evaluations, rank article quality, and diagnose criteria, particularly in comprehensiveness of the literature review and difficulty, most notably in literature review comprehensiveness and methodological rigor. This research provides practical guidance for forest higher education practitioners seeking to select pedagogically valuable resources. By enhancing transparency and reproducibility in literature evaluation, MFRM strengthens forest higher education’s capacity to train future foresters with precision, integrity, and relevance
Scoping Review Using VOSviewer on Research of Socio-Scientific Issues in Education
Winarti, D.W., Rosyada, M.N., Krisnawati, N.M. et al. Scoping Review Using VOSviewer on Research of Socio-Scientific Issues in Education. Can. J. Sci. Math. Techn. Educ. 26, 63 (2026). https://doi.org/10.1007/s42330-026-00490-5
Abstract
Socio-scientific issues (SSI) are complex real-world problems that gain lots of attention not only from researchers and policy makers but also educators considering the global challenges. Along with this increasing attention, various literature studies have been conducted, including those employing bibliometric approaches using VOSviewer, which have provided valuable insights into publication trends and research productivity. However, these studies still offer limited insight into the educational dimensions of SSI. To address this gap, this article seeks to map existing research on SSI in the field of education by providing a more comprehensive overview of the scope and breadth of the literature, particularly through an education-focused interpretation that captures the thematic structure, cross-contextual integration, and evolving global dimensions of SSI. VOSviewer was used as a tool to analyse the metadata from articles in the Scopus database. Four hundred and twenty articles written in English were gathered from the search process by using the keyword of “socioscientific issues”. The analysis results show various emerging topics in relation with socio-scientific issues. The development of integration of SSI in education is mostly found in science education and science, technology, engineering, and mathematics (STEM) education as well as in teacher training, particularly for science teachers. In addition, we also observe from the data analysis that sustainability and sustainable development, climate change, and social justice are those evolving SSIs.
Strategic leadership behaviours in Chinese schools: a Rasch model analysis.
Jiang, N., Deng, R., Perera, C. J., Sumintono, B., & Zainuddin, Z. (2026). Strategic leadership behaviours in Chinese schools: a Rasch model analysis. Asia Pacific Journal of Education, 1–25. https://doi.org/10.1080/02188791.2026.2659133
ABSTRACT
This study examines the strategic leadership behaviours of secondary school principals in China, where centralized governance and cultural traditions shape leadership practices. Drawing on a cross-sectional survey of 895 principals, this research adopts Pisapia’s theory of strategic leadership, which delineates five core leadership influence actions, transforming, managing, bonding, bridging, and bartering, to investigate how school leaders navigate complex educational challenges. Using the Strategic Leadership Questionnaire (SLQ) and applying the Rasch Measurement Model, this study provides a rigorous psychometric evaluation of these leadership behaviours. Findings reveal that transforming, bonding, and bartering emerge as the most dominant behaviours, highlighting the importance of proactive change, relationship-building, and negotiation in school leadership. Conversely, managing and bridging behaviours were less frequently observed, suggesting a shift away from traditional hierarchical administration towards adaptive leadership strategies emphasizing operational stability and stakeholder engagement. This study advances existing scholarship by addressing geographical and methodological gaps. While prior research in China has predominantly focused on instructional leadership, this study systematically measures strategic leadership behaviours through Rasch-based psychometric validation. The findings offer new insights into culturally responsive leadership practices and provide evidence-based recommendations to improve leadership assessments, thereby strengthening the global discourse on effective school leadership in diverse educational contexts.
The Well-Being of Early Childhood Teachers in Indonesia: Promoting Empathy to Mitigate Burnout
Rizkyanti, C.A., Mufiedatussalam, S. (2026). The Well-Being of Early Childhood Teachers in Indonesia: Promoting Empathy to Mitigate Burnout. In: Amzat, I.H., Khalifa, M. (eds) Handbook of Teachers’ Voices in the Global South. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-95-2423-5_1
Abstract
The well-being of teachers in the early childhood education (ECE) is a critical determinant of a high-quality learning environment. Nevertheless, burnout has been identified as a significant challenge due to the emotional demands inherent in the teaching profession. While extensive research has examined teacher burnout, the mediating role of empathy in mitigating its impact on well-being remains underexplored, especially in the Indonesian context. Therefore, this study aims to examine empathy as the mediator to reduce burnout and enhance well-being among ECE teachers in Indonesia. A quantitative research approach was utilized, employing a cross-sectional survey distributed to 526 early childhood teachers from diverse age groups and educational backgrounds in Indonesia. Data were collected using standardized instruments to assess well-being, burnout, and empathy and were subsequently analyzed using descriptive statistics and linear regression analysis through the PROCESS mediation tool. The findings from the descriptive analysis indicated that early childhood teachers exhibited high levels of well-being and empathy, whereas burnout levels were relatively low. It also demonstrated that burnout significantly predicted well-being both directly and indirectly. However, the presence of empathy was found to enhance teacher well-being, suggesting its critical role in buffering the negative effects of burnout. This study underscores the importance of empathy in mitigating the adverse consequences of burnout among early childhood teachers in Indonesia. By incorporating empathy-building initiatives into teacher training programs and institutional support systems, policymakers and educational stakeholders can formulate more sustainable strategies to enhance teacher well-being and cultivate a healthier educational environment.
Navigating the Challenges: The Complex Landscape of Teacher In-Service Training in Indonesia.
Sumintono, B., Ridwan, A. and Hakim, L.N. (2026). Navigating the Challenges: The Complex Landscape of Teacher In-Service Training in Indonesia. In: Hamzat, I.H. and Khalifa, M. (eds). Handbook of Teachers’ Voices in the Global South: Wellbeing, Development and Identity. Springer. https://link.springer.com/rwe/10.1007/978-981-95-2423-5_33
Abstract
This chapter investigates the five-decade evolution of teacher in-service training in Indonesia. Based on literature review of key academic and policy-related sources, this chapter attempts to trace the historical development of the professional development initiatives. The analysis highlights two distinct periods, namely, the centralized New Order (1970s–1990s) and the decentralized Reform Era (2000s–present). Teacher in-service training during the New Order era was characterized by large-scale state initiatives such as PKG and SPKG assisted with international support. In contrast, the decentralized reform era was marked by numerous efforts such as CLCC project, MGMP groups, and the Guru Penggerak program. Although the programs in the New Order era had broad reach, they struggled with coordination and limited local engagement. Whereas in the Reform Era, decentralization was brought, shifting authority to local governments and resulting in varied, often fragmented training efforts. The introduction of teacher certification program in 2007 not only marked a significant policy shift but also revealed challenges and gaps in program quality and inclusivity. It has been very common across all eras with cascade training models and a consistent emphasis on student-centered learning. This chapter reveals that the impact of the training programs remains hindered due to persistent challenges such as Indonesia’s vast geography, bureaucratic inefficiencies, and inconsistent implementation of the in-service teacher training programs. Finally, this chapter argues that while in-service training remains vital, deeper systematic changes in terms of how teachers are prepared, supported, and evaluated are needed to truly uplift the quality of teachers.