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All Journal Jurnal Pustaka Indonesia JMiE (Journal of Management in Education)
Nur Azizah
UIN Mahmud Yunus Batusangkar, Indonesia
Education Languange, Linguistic, Communication & Media Other

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Aktualisasi Nilai BerAKHLAK dalam Transformasi Digital Tata Kelola Laboratorium Tarbiyah: Studi Pengembangan E-Book Panduan Praktikum di PTKI Nur Azizah; Deviana Setia Ningrum
JMiE (Journal of Management in Education) Vol. 10 No. 2 (2025)
Publisher : Management of Islamic Education Department, Faculty of Education and Teacher Training, State Islamic University Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jmie.2025.102.123-134

Abstract

Digital transformation in university governance has become a strategic imperative in the era of technological disruption, requiring systemic adaptation across academic support services, including laboratory management. This study aims to examine strategies for optimizing the Tarbiyah Laboratory services at the Faculty of Tarbiyah and Teacher Training, UIN Mahmud Yunus Batusangkar, through the development of an e-book practicum guide integrating the core values of ASN BerAKHLAK. The study is motivated by the absence of standardized and well-documented operational procedures, which has resulted in service inefficiencies and administrative ambiguity. Employing a Participatory Action Research (PAR) design based on the Kemmis and McTaggart cycle, the research began with problem identification using the APKL technique. The findings indicate that the lack of a practicum guide represented the most critical issue and was addressed through the development of an e-book containing Standard Operating Procedures for Tahsin, Tahfidz, and Religious Practice activities. The implementation of this digital guide enhanced operational efficiency, information accessibility, and user satisfaction, while simultaneously facilitating the internalization of service orientation, accountability, competence, and collaboration. The study recommends expanding digitalization across academic service instruments to support sustainable good governance in Islamic higher education institutions.
The Plan Paradox: Management Risks for Institutional Vulnerability in Synchronizing MBKM Fluidity with OBE Curriculum Rigidity Adripen Adripen; Nur Azizah; Ferdino Wedi Sanjaya; Susi Ratna Sari; Syahrur Ramli; Febi Nuris Putra
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 3 (2025): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i3.2099

Abstract

This research aims to explore the systemic risks and institutional vulnerabilities arising from the synchronization of Merdeka Belajar Kampus Merdeka (MBKM) fluidity with Outcome-Based Education (OBE) curriculum rigidity at UIN Mahmud Yunus Batusangkar. The primary data sources were 100 Islamic Education (PAI) students from the 2025/2026 academic year. The urgency of this study lies in the "Plan Paradox" phenomenon, where MBKM’s flexibility policies frequently clash with OBE’s accountability standards, risking pedagogical quality decline and "documentation paralysis" that may hinder student graduation. This study employed a quantitative approach with a research and development design following Plomp’s stages to ensure instrument validity and practicality. A stratified purposive sampling technique was used to select 100 respondents from a total population of 158 students. Data were collected through structured questionnaires measuring two primary variables: MBKM Fluidity (Variable X) and OBE Rigidity (Variable Y). Data analysis utilized descriptive statistics and risk probability distributions via SPSS 29 software to calculate the Institutional Vulnerability Index. The results indicate a 78% structural unreadiness rate regarding MBKM fluidity and an 85% administrative unreadiness rate concerning OBE rigidity. A critical point was identified in the documentation synchronization with national competency matrices, reaching a 95% unreadiness rate. Discussion highlights a "False Freedom" phenomenon, where students enjoy field flexibility but are overwhelmed by rigid assessment standards and the obligation to "patch" missed theoretical material, which showed a 90% unreadiness rate. The study concludes that a "Modular Rigidity" mitigation framework is necessary to balance learning innovation with curriculum integrity.
Co-Authors Adripen Adripen Deviana Setia Ningrum Febi Nuris Putra Ferdino Wedi Sanjaya Susi Ratna Sari Syahrur Ramli