Journal of Teaching and Education for Scholars

Descriptive Study of The Application of The Mind Mapping Method in Learning Islamic Civilization History Courses

2025-08-19T03:23:12+00:00

This study addresses the monotonous use of lecture-based methods in teaching the History of Islamic Civilization (SPI) at the Faculty of Tarbiyah and Teacher Training, UIN KH Abdurrahman Wahid Pekalongan. It aims to examine the implementation of the mind mapping method as an innovative alternative to enhance student engagement and comprehension. Employing a qualitative descriptive approach within a case study design, data were collected through interviews, observations, and documentation. The findings reveal that the integration of the mind mapping method in SPI learning occurs through several key stages: establishing learning contracts, deepening conceptual understanding, creating and presenting mind maps, delivering material using mind mapping, and conducting interactive discussions. The study identifies both supporting and inhibiting factors influencing the implementation process. Supporting factors include students’ enthusiasm, collaborative learning, and the flexibility of online learning platforms, while inhibiting factors relate to limited digital skills and time constraints. Overall, the application of the mind mapping method fosters creativity, strengthens analytical thinking, enhances comprehension of historical materials, and provides a reference for developing more interactive learning models. The findings imply that adopting mind mapping in higher education, particularly in historical studies, can transform traditional pedagogical practices into more participatory and student-centered learning experiences.

The Role of Teachers in Developing Character Education in Elementary Schools: Literature Review

2025-09-28T13:16:22+00:00

Teachers, as educators, are not only responsible for teaching academic material but also serve as role models, mentors, demonstrators, and motivators in shaping students' character. This study aims to analyze the role of teachers in developing character education in elementary schools. The main focus of this research is to understand how teachers act as educators, role models, and motivators in character formation. This study employs a qualitative descriptive method using a literature review technique to collect data from various sources such as journals, books, and related scientific articles. The findings reveal that teachers play a strategic role in instilling character values such as discipline, responsibility, and honesty through interactive teaching methods and a supportive learning environment. Teachers also contribute to building a school culture that supports character development by appreciating good behavior, guiding students in both academic and non-academic activities, and creating an enjoyable learning atmosphere. The conclusion of this study emphasizes that character education must become an integral part of school culture and be supported by the synergy between schools, parents, and the wider community

21st-Century Educational Leadership: A Review of Core Theories, Managerial Perspectives, and Emerging Trends

2025-10-01T00:28:42+00:00

Educational leadership is a key factor in improving the quality of learning, teacher professionalism, and the effectiveness of school and university organizations. This article aims to review the development of core educational leadership theory, the integration of management and business perspectives, and contemporary trends that shape 21st-century leadership. Using a scoping review approach, this study analyzes 30 selected articles published between 2019 and 2024, sourced from international databases (Scopus, Web of Science, Springer, Taylor & Francis, Sage, and ERIC). The articles were categorized into three groups: (1) core models of educational leadership such as instructional, strategic, spiritual, and emotional leadership; (2) interdisciplinary perspectives linking education with management theory, including governance, resource management, and empowerment leadership; and (3) contemporary trends in digital, global, innovative, and character-based leadership. The results of the review show that instructional and strategic leadership remain the main foundation, but are increasingly reinforced by organizational management theory and business innovation. In addition, the demands of globalization, digitalization, and social change have led to the emergence of new leadership models that are more collaborative, adaptive, and value-oriented. The implications of this study emphasize the importance of integrating classical theory, managerial insights, and contemporary trends to shape educational leaders who are capable of responding to the complexities of the modern era while preparing the research agenda for the future.