Al-Tanzim: Jurnal Manajemen Pendidikan Islam
Vol. 08 No. 04 (2024) : 1070-1082
Available online at https://ejournal.unuja.ac.id/index.php/al-tanzim/index

Escalating the Spirituality Values Integration into
School Curriculum and Holistic Implementation:
Strong Leadership Supports
Juharyanto Juharyanto1*, Dayang Rafidah binti Syariff M. Fuad2, Rochmawati3,
Indra Lesmana4, Ahmad Kholish Fauzan Shobiry5
1,3,4Educational Management, Universitas Negeri Malang, Malang, East Java, Indonesia
2Management and Economics, Universiti Sultan Idris, Perak, Malaysia
5Information Technology, Universitas Brawijaya, Malang, East Java, Indonesia

Email: juharyanto.fip@um.ac.id1, dgrafidah@gmail.com2, rochmawati.fip@um.ac.id3,
lesmanaindra197@gmail.com4, fauzanshobi@gmail.com5

DOI: http://doi.org/10.33650/al-tanzim.v8i4.8497
Received: 14 April 2024

Revised: 22 October 2024

Accepted: 02 November 2024

Abstract:
This study aims to analyze the strategy of escalating the integration of spiritual values
into the curriculum and its holistic implementation through the support of effective
principal leadership. This study was conducted qualitatively in four madrasahs, where
data collection was carried out through in-depth interviews, non-participant observation,
and documentation. The collected data were discussed in FGDs with 144 participants
online and offline to ensure their validity. The results of this study include: 1)
convergence of opinions among all stakeholders agreed to include and combine four
essential spiritual categories, namely tauhid (Oneness of God), akhlak (good morals),
Worship, and Jihad (struggle), into the education curriculum, following common beliefs
and the results of deliberation; 2) five strategies that are practically implemented into the
following holistic and integrative activities, including; (1) establishing a curriculum
integration escalation policy; (2) integrated into the implementation of all materials; (3)
carried out jointly between schools and parents; (4) controlled administratively through
a liaison book and daily pocket book (a'malul yaum); and (5) carried out in various real
actions; 3) leaders have a clear vision and are the best role models. This research provides
implications about the importance of visionary leaders in strengthening spiritual values
in their curriculum in a planned, systematic, and total manner.
Keywords: Escalation Strategy, Integration of Spiritual Values, Leadership
Abstrak:
Penelitian ini bertujuan untuk menganalisis strategi eskalasi integrasi nilai-nilai spiritual
ke dalam kurikulum dan penerapannya secara holistik melalui dukungan
kepemimpinan kepala sekolah yang efektif. Penelitian ini dilakukan secara kualitatif di
empat madrasah, dimana pengumpulan data dilakukan melalui wawancara mendalam,
observasi non partisipan, dan dokumentasi. Untuk menjamin keabsahannya, data yang
terkumpul dibahas dalam FGD dengan 144 peserta secara daring dan luring. Hasil
penelitian ini antara lain: 1) konvergensi pendapat di antara seluruh pemangku
kepentingan sepakat memasukkan dan menggabungkan empat kategori spiritual yang
esensial, yaitu tauhid (Keesaan Tuhan), akhlak (akhlak baik), Ibadah, dan Jihad
(perjuangan), ke dalam kurikulum pendidikan, mengikuti keyakinan umum dan hasil
musyawarah; 2) lima strategi yang secara praktis diimplementasikan ke dalam kegiatan

Al-Tanzim: Jurnal Manajemen Pendidikan Islam
This journal is an open-access article under a CC BY-NC-SA 4.0 license. © 2024, the author(s)

holistik dan integratif berikut ini, antara lain; (1) menetapkan kebijakan eskalasi integrasi
kurikulum; (2) terintegrasi dalam penerapan seluruh materi; (3) dilakukan secara
bersama-sama antara sekolah dan orang tua; (4) dikontrol secara administratif melalui
buku penghubung dan buku saku harian (a’malul yaum); dan (5) dilakukan dalam
berbagai tindakan nyata; 3) pemimpin mempunyai visi yang jelas dan menjadi panutan
terbaik. Penelitian ini memberikan implikasi tentang pentingnya pemimpin visioner
dalam memperkuat nilai-nilai spiritual dalam kurikulumnya secara terencana, sistematis
dan totalitas.
Kata Kunci: Strategi Eskalasi, Integrasi Nilai-Nilai Spiritual, Kepemimpinan
Please cite this article in APA style as:
Juharyanto, Fuad, D. R. B. S. M., Rochmawati, Lesmana, I., Shobiry, A. K. F. (2024). Escalating the Spirituality
Values Integration into School Curriculum and Holistic Implementation: Strong Leadership Supports. Al-Tanzim:
Jurnal Manajemen Pendidikan Islam, 8(4), 1070-1082.

INTRODUCTION
Spirituality is an essential and inseparable aspect of the implementation of
education in Indonesia. In addition to the fact that spirituality is a mandate of
normative and philosophical regulation, spirituality also plays a crucial role in
overseeing the holistic character of Indonesian society, especially in the context of
changes that arise across various dimensions of humanity, including moral,
emotional, and ethical aspects. Therefore, integrating spirituality into educational
practices at multiple levels becomes urgent, and it must be considered, addressed,
and strengthened by the entire community through their respective roles (Khofifah,
2023; Nadifa et al., 2024). Just like spirituality, awareness of the role of Indonesian
culture must be considered. For Indonesian civilization, cultural aspects are a
fundamental element that strongly binds the overall way of thinking and acting
within the true Indonesian community (Nasr, 2013). Even cultural aspects are
raised as a form of belief in themselves and are established as a critical indicator
of the success of various civilizational transformations, including education.
Spirituality and culture are the main benchmarks that signify the quality of
acceptance of the new generation within the broader Indonesian community (Sena
et al., 2021; Park et al., 2020).
Integrating spiritual values into daily life involves aligning one's beliefs,
practices, and principles to cultivate a sense of wholeness, purpose, and
connection to something greater than oneself (Arifin et al., 2018; Lee, 2020). This
integration can lead to a more profound understanding of meaning, direction, and
greater interconnectedness with others and the world. By practising mindfulness,
gratitude, and compassion, individuals can deepen their spiritual connections and
enhance their overall quality of life. Incorporating spiritual practices into daily life
can help individuals cultivate peace and purpose, leading to a fulfilling and
enriched existence. It can also give individuals a sense of resilience and inner
strength to navigate life's challenges with grace and wisdom, contributing to their
well-being and personal growth. They can attain greater happiness, fulfilment,
and harmony by fostering a more meaningful connection between students and
the world.
Incorporating spiritual values into the educational curriculum can give
students a solid foundation for personal growth and development. Educators can
teach mindfulness techniques, advocate gratitude practices, and promote
compassion towards others, which can aid students in cultivating a sense of inner

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peace and resilience, equipping them to navigate the challenges they may
encounter in school and beyond (Mulang et al., 2023; Phipps, 2012). By integrating
spirituality into the curriculum, schools can support the holistic well-being of their
students and help them excel academically, emotionally, and spiritually. By
incorporating spirituality into education, students can enhance their sense of
purpose and connection to something greater than themselves, leading to a more
fulfilling and meaningful educational experience. By fostering spiritual awareness,
schools can empower students to tap into their inner strengths and values and
prepare them for success in all aspects of life. This method can also help students
better understand themselves and others, fostering empathy and compassion
within the school community. Integrating spirituality into education creates a
more nurturing and inclusive learning environment where students feel
supported and inspired to reach their full potential.
There are many and extensive advantages to integrating spirituality into
education. Research shows that school pupils exposed to spiritual teachings
exhibit higher emotional intelligence, resilience, and overall well-being (Chanifah et
al., 2021; Gibson, 2014; Saeed et al., 2022). These students have more robust peer and
teacher relationships, resulting in a more positive and nurturing school
environment. Spiritual education has been associated with improved academic
performance, as students are better able to concentrate, stay motivated, and
manage their stress effectively (Manson & Snipes, 2020; Pardasani et al., 2014).
Incorporating spirituality into education enhances students' personal
development and contributes to a harmonious and enriching learning
environment. By nurturing a sense of purpose and meaning in their lives, students
who receive spiritual education are more likely to exhibit higher levels of
motivation and engagement in their academic pursuits, leading to increased
success in school and future endeavors. They develop a powerful sense of selfawareness and resilience. Incorporating spirituality into education can help
students cultivate empathy and compassion towards others, leading to stronger
interpersonal relationships and a more unified community. By fostering students'
spiritual well-being, educators can create a more holistic and fulfilling educational
experience beyond academic achievement.
The success of a school in incorporating spiritual values into its curriculum
mainly depends on the principal's leadership vision (Arifin et al., 2018; Bafadal et al.,
2020). Excellent principals who clearly understand nurturing students' diverse
potential are crucial in developing and implementing the curriculum. The
principal's role extends beyond just overseeing the implementation of various
ideas; they must also provide essential support and resources to successfully
integrate spiritual values into the curriculum. The principal is critical in
determining the support and policy needed for successful integration. The
community respects the school principal, and their support is essential to the
success of the school's program. The principal's excellent leadership skills are vital
in garnering community support, which can take various forms, such as sharing
ideas, guidance, and financial resources. Ultimately, an excellent school requires
the unwavering support of a solid and committed community.

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Learning from several countries in the world, like Japan, Kenya, Finland,
Singapore, and Malaysia, that have succeeded in fighting for a vision of
spirituality that is integrated into their educational practices shows various
descriptive data that systemically internalized spiritual values have been able to
orbit their human resources into success in multiple fields, not only academically,
but also economic progress, social culture, politics, and other aspects (Andere, 2014;
Nugroho, 2024; Mokhber et al., 2018). Especially in Indonesia, spirituality is essential
as it is an aspect of the student's character and ethics necessary for leading a
righteous and harmonious life. According to the Ministry of Education and
Culture report, “a majority of 75% of schools” in the country are said to teach
spiritual beliefs. Children are taught fundamental values such as honesty,
compassion, and responsibility, which adhere to Pancasila principles (Badan Pusat
Statistik, 2023). Schools are essential in promoting spirituality in character
education programs, such as prayer, morals, and social service. The environment
should allow religious and social activities to enable the community to develop
the goals of spiritual values. The head of the school is significant for spiritual
education, as he is the activity manager, encourages the teachers to be disciplined,
and creates partnerships with the community. According to (Komalasari &
Saripudin, 2017), pupils practicing tolerance and a sense of social responsibility are
also reported as high (82) in schools with robust spiritual leadership. Hence, to
prepare a generation that is intelligent and ethical, there is a need for parents,
societies, and school administration to work together toward incorporating
spirituality in the pedagogical context.
Conducting this research is crucial in outlining practical approaches for
incorporating spiritual values into the curriculum through strategic educational
leadership. The integration of these values has resulted in the development of
exceptional character among students, evident in their academic and nonacademic accomplishments. The community highly regards the school; even the
Ministry of Religion has recognized it as an excellent school and a model for other
schools to follow.
This study delves into schools with a religious foundation, which believes
that spirituality plays a vital role in cultivating students' awareness of the
significance of happiness beyond this life and achieving positive outcomes in their
academic pursuits. These schools have crafted various programs by drawing upon
various curriculum references, such as government curricula, foundations, and
spiritual trends that are gaining popularity within the community as a source of
local wisdom rooted in tradition and spirituality. These institutions, coordinated
by Ma’arif educational institutions, represent their regions' most advanced schools.
RESEARCH METHOD
This research was undertaken in four religious educational institutions in
Bondowoso Regency, East Java, and was analyzed using a qualitative approach.
These five institutions are Islamic schools affiliated with the Ma’arif educational
organization, which is dedicated to integrating the values of ahlusunnah wal
jama'ah while fostering a paternalistic culture with deeply entrenched traditions.
The five schools consist of Raudlatul Athfal (Islamic Based Kindergarten - RA),

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Madrasah Tsanawiyah (MTs), and Madrasah Aliyah (MA) al Ma’arif (Junior and
Senior High School), which are part of the Ma’arif Education Institute in the Pujer
Bondowoso sub-district, as well as Madrasah Ibtidaiyah (Islamic Based Elementary
School) at Taqwa Bondowoso. The community views these schools as exceptional
institutions that successfully incorporate spiritual and cultural values into their
curriculum. The schools are believed to accurately represent the community's
aspirations, making them a strong draw for families seeking to provide their
children with education in these institutions.
Data was gathered through non-participatory observation, semi-structured
and in-depth interviews with informants via snowball sampling, and document
analysis. Snowball sampling techniques were done by visiting the cited person by
the previous informants and the persons that the researcher thinks have a relation
both in responsibility and have a more profound or similar understanding about
the case or phenomenon. The results were then validated through a triangulation
process involving multiple focus group discussions (FGDs) conducted online and
offline, as shown in the table below outlines the distribution of informants and
research participants involved in the FGDs.
No
1
2

Informant Status
School Principals
Teachers

3

Staffs

4

Stakeholders

Table 1. Informants and FGD Participants
Total
Description
4 peoples
84 peoples
MI at Taqwa
5 peoples
RA
16 peoples
MTs al Ma’arif
19 peoples
MA al Ma’arif
2 peoples
MI at Taqwa
3 peoples
LP Ma’arif
11 peoples
MORA, MONE, Islamic Foundation, School
Committee, Class Parents Community, Islamic Based
Schools Teachers Group (MGMP), dan Islamic Based
Principal Community (KKMI)

Drawing on the information provided by community informants, several
important points were identified, which included the following: 1) the school
principal is perceived as possessing both spiritual and moral qualifications, as well
as extensive knowledge of ritual practices; 2) despite the lack of official
institutional barriers, teachers experience limitations in their capacity to elevate
and maintain the school's quality of education; and 3) customary, non-academic
worship rituals that are integrated with community practices are the primary
driving force behind societal advancement, while also enhancing academic
performance. Based on these initial natural findings, this research is fascinating to
explore in more depth, especially concerning the following focuses: 1) describe the
current state of integration of spiritual values in the school curriculum; 2) strategy
for increasing integration of spiritual values and development; and 3) school
principal's leadership responsibilities in reinforcing the inclusion of spiritual
values in the curriculum.

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RESULT AND DISCUSSION
Result
Current State of Spirituality Values Integration in School Curriculum
All principals, teachers, foundations, and upper institutions in this research
view and agree that integrating spiritual values into the school curriculum has
become increasingly important as students meet many challenges and struggles.
Integrating spiritual values into education can help students cultivate a sense of
purpose, morality, and resilience to navigate challenging situations.
This comprehensive educational approach improves students' academic
achievement and promotes emotional and social welfare. Parents of students
acknowledge that spirituality serves as a salvation for upcoming generations
facing uncertainties caused by technological advancements. Parents and society
believe that the most beneficial education for children prioritizes enhancing
spiritual values integrated into the school curriculum and programs. The shared
belief in incorporating spiritual values into the curriculum is the main foundation
for the educational process, which is a collaborative effort between schools and
society. The convergence of opinions among all stakeholders was to incorporate
and merge four essential spiritual principles, namely tauhid (the Oneness of God),
akhlak (good character), worship, and Jihad (struggle), into the educational
curriculum, following widely held convictions and the results of deliberations.
The results of this study indicate a strong agreement among all parties
involved—principals, teachers, educational institutions, and parents—on the
importance of integrating spiritual values into the educational curriculum.
Stakeholders agree that incorporating spiritual values into education is not only
crucial for improving academic achievement but also for shaping students’
morality, mental resilience, and life goals. They believe that spiritual-based
education can help students face increasingly complex challenges and difficulties,
especially in the face of technological advances that bring uncertainty in the future.
In addition, parents also see spiritual values as an essential means to protect future
generations from the negative impacts of changing times. For them, the most
beneficial education for children is one that can instill solid spiritual values in
children, which is conveyed through the school curriculum and programs.
Strategies for Escalating Spirituality Values Integration and Development
All principals, teachers, foundations, and upper institutions in this research
view and agree that integrating spiritual values into the school curriculum has
become increasingly important as students meet many challenges and struggles.
Integrating spiritual values into education can help students cultivate a sense of
purpose, morality, and resilience to navigate challenging situations.
As stated by the head of MI at Taqwa:
"The challenges resulting from technological advancements, besides
providing benefits, also have the potential to bring harm." All elements, from
parents and teachers to the Foundation, see the need to integrate spiritual
values into the curriculum and must be monitored in daily activities.”

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Similarly, one of the parents stated that:
"... I feel uneasy about the impact of technology such as mobile phones or
television programs." Alhamdulillah, those worries began to subside after
our children were under the guidance of an educational institution that
consistently strengthens the integration of spirituality into the learning
process.
One of the committee members at a different Islamic school stated that:
"... of course, the school cannot operate on its own without support from the
community, especially concerning morals, because most of the children's
time is spent at home, with family and the community. Therefore, a strong
leader is needed to encourage the community to be involved in overseeing
the children's morals. If this happens, then morals will be formed, including
various achievements. In my opinion, morals are the heart of the growth of
various achievements."
The questionnaire distributed to all informants at this institution found that
98% of the respondents are aware of the dangers of technology. Almost 100% agree
that schools integrating spiritual values into the curriculum can respond well to
these challenges. Other data also reveals that 100% of informants agree on the role
of parents in overseeing school programs. However, around 74% are willing to
participate actively, while 26% seem ambiguous due to being busy with their jobs.
Equally important, it was also found that the role of leaders in promoting the
integration of spiritual values into learning at school and home accounted for 88%.
At the same time, the rest was due to personal awareness.
The School Principal's Leadership Responsibilities Reinforcing the Inclusion of
Spiritual Values in The Curriculum
First, preparing a clear and understandable vision is the initial action.
Likewise, appropriate, supportive policies should be prepared, and various
facilities, infrastructure, empowering activities, and other coordinating actions
should be provided. This includes working with educators to incorporate spiritual
principles into classroom instruction and extracurricular activities, cultivating an
accepting and safe space for students of diverse religious backgrounds, and
encouraging mutual respect and understanding among all school community
members. Second, the school principal must ensure he is a role model for
upholding spiritual values. Therefore, the involvement of school principals as
visionary learning leaders is limited to schools and the community. Additionally,
the principal must work closely with parents and community members to ensure
that the school's values align with the larger community's values. By actively
demonstrating and promoting spiritual values in all aspects of school life, the
principal plays a crucial role in shaping the overall culture and atmosphere of the
school.
The overall research findings, as described above, can be seen clearly in
Table 2 below.

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Category
Tauhid
(Oneness of
God)

Akhlak
(Good
Character)
Ibadah
(Worship)

Jihad
(Struggle)

Table 2. Spiritual Values as Curriculum Development
Fundamental Spiritual Values-Based
Strategy
Religion
a. Belief in the uniqueness and oneness
1. Establish curriculum integration
of Allah
escalation policies, discussions
b. Importance of maintaining a strong
with various roles (annual and
connection with Allah
semester work meetings),
c. How tauhid influences daily life and
socialization of policies,
decision-making
formulating various actions,
a. Importance of displaying good
building agreements, establishing
character traits in Islam
programs and implementation
b. Examples of akhlak from the Prophet
strategies, scheduling joint
Muhammad's teachings
program control, and any
c. How practicing good character can
empowering programs.
strengthen one's faith
2. Integrated into implementing all
a. Various forms of worship in Islam
materials, teaching materials, and
(shalat, fasting, zakat, hajj)
daily practices in the school,
b. Importance of fulfilling one's
family, and community
religious obligations
environment.
c. How Ibadah can bring spiritual
3. Carried out jointly by the school
fulfillment and closeness to Allah
and parents.
a. Understanding the concept of Jihad in 4. Administratively controlled
Islam
through a contact book and daily
b. Different forms of Jihad (striving for
pocketbook (a’malul yaum)
good, self-improvement, defending
5. Held in various actual actions,
Islam)
such as weekly prayer
c. How Jihad can help believers
performances, Generous Friday,
overcome challenges and maintain
regular Istighotsah, the
faith
commemoration of Islamic
holidays, tahfidzul Qur’an, traveling
tadarrus (Darling), ziaroh ulama and
Walisongo, religious competitions,
visits to orphans and faqir, tadabbur
‘Alam, and others.

Discussion
There is increasing recognition of the significance of integrating spiritual
values within the academic curriculum to foster holistic development among
students (Health et al., 2020; Juharyanto, 2020; Mulang et al., 2023). However,
many educational institutions continue to confront difficulties effectively
incorporating these values due to the absence of clear guidelines and resources.
Implementing spirituality values in schools remains inconsistent and disjointed
without comprehensive frameworks or teacher training. Furthermore, students'
diverse religious and cultural backgrounds exacerbate efforts to develop a
universally inclusive curriculum. Despite these obstacles, some schools have
successfully established programs that incorporate spiritual values that respect the
diversity of their student body. By nurturing open dialogue and understanding
among students and staff, these institutions are paving the way for a more
inclusive and holistic educational experience (Nugroho, 2024; Hermino & Arifin,
2020; Phan et al., 2020).
This comprehensive educational approach improves students' academic
achievement and promotes emotional and social welfare. Parents of students

Al-Tanzim: Jurnal Manajemen Pendidikan Islam Vol. 08 No. 04 (2024) : 1070-1082
Available online at https://ejournal.unuja.ac.id/index.php/al-tanzim/index

1077

acknowledge that spirituality serves as a salvation for upcoming generations
facing uncertainties caused by technological advancements. Parents and society
believe that the most beneficial education for children prioritizes enhancing
spiritual values integrated into the school curriculum and programs. The shared
belief in incorporating spiritual values into the curriculum is the main foundation
for the educational process, which is a collaborative effort between schools and
society. The convergence of opinions among all stakeholders was to incorporate
and merge four essential spiritual principles, namely tauhid (the Oneness of God),
akhlak (good character), worship, and Jihad (struggle), into the educational
curriculum, following widely held convictions and the results of deliberations.
There is increasing recognition of the significance of integrating spiritual
values within the academic curriculum to foster holistic development among
students (Sena et al., 2021). However, many educational institutions continue to
confront difficulties effectively incorporating these values due to the absence of
clear guidelines and resources. Implementing spirituality values in schools
remains inconsistent and disjointed without comprehensive frameworks or
teacher training. Furthermore, students' diverse religious and cultural
backgrounds exacerbate efforts to develop a universally inclusive curriculum.
Despite these obstacles, some schools have successfully established programs that
incorporate spiritual values that respect the diversity of their student body
(Hermino & Arifin, 2020; Stables, 2015). These institutions provide a more
inclusive and holistic educational experience by nurturing open dialogue and
understanding among students and staff.
Supervising the execution of initiatives aimed at fostering students' spiritual
growth and maturation is an essential aspect of our educational mission (Dian et
al., 2022; Juharyanto et al., 2023). This may involve collaborating with teachers,
parents, and community members to create a supportive and inclusive
environment that values diversity and encourages students to explore their beliefs
and values (Bahri, 2020; Maisyaroh, 2021; Niqab et al., 2014). Additionally, the
principal plays a crucial role in modeling and reinforcing ethical behavior and
moral values in all school life, from decision-making processes to interactions with
others. By actively promoting the inclusion of spiritual values in the curriculum,
the principal helps to cultivate a school culture that fosters empathy, respect, and
a sense of interconnectedness among students, staff, and the broader community.
This emphasis on spiritual values enriches the educational experience and helps
students develop a solid moral compass to guide them throughout their lives. By
promoting a culture of respect and understanding, the principal creates a safe and
welcoming environment where students can freely express their beliefs and
opinions (Aboramadan et al., 2020; Garbe et al., 2020; Arifin, 2023). Ultimately, by
prioritizing integrating spiritual values into the school environment, the principal
sets the tone for a community that celebrates diversity and embraces everyone's
uniqueness.
CONCLUSION
Integrating spiritual values into the school curriculum is becoming
increasingly important as students face challenges and struggles. This
comprehensive approach improves academic achievement and promotes

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emotional and social welfare. Parents and society recognize the importance of
spirituality in preparing future generations. However, many educational
institutions face difficulties in effectively incorporating these values due to the
absence of clear guidelines and resources. Some schools have successfully
established programs that respect the diversity of their student body, paving the
way for a more inclusive and holistic educational experience.
This research significantly affects character education at schools through
the in-depth integration of spiritual values. Leadership and community
involvement emerged in the study as the main factors to which they gave
additional weight, developed a positive and supportive learning environment for
the students, and made the curriculum more inclusive and comprehensive.
Consequently, this research crowns the learners as the ones who are not only
brilliant in the academic area but also embody the virtues of a developed character,
a well-formed ethical conscience, and an authentic spiritual life.
ACKNOWLEDGMENT
We sincerely thank you for your role as a reviewer in the Al-Tanzim: Jurnal
Manajemen Pendidikan Islam publication. Your expertise and commitment have
been crucial to our success. We extend our heartfelt appreciation to the team from
the Universiti Pendidikan Sultan Idris Tanjong Malim, Perak, Malaysia, and all
our associates from Universitas Negeri Malang. Your participation in this study
significantly enhances the quality of our research collaboration and publication.

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