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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pelita Manajemen Pendidikan
Aulia Urohmah
Institut Agama Islam Al-Hidayah Bogor
Religion Education Social Sciences

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Studi Kualitatif Tentang Pemahaman Evaluasi, Monitoring, Asesmen, dan Penelitian pada Prodi Manajemen Pendidikan Islam Aulia Urohmah; Nurhayati
Jurnal Pelita Manajemen Pendidikan Vol. 3 No. 1 (2026): 2026
Publisher : Yayasan Pelita Negri Belantaraya, Kab. Indragiri Hilir, Prov. Riau

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Abstract

Penelitian ini bertujuan menganalisis konsep Evaluasi, Monitoring, Asesmen, dan Penelitian (EMAP) dalam perspektif Manajemen Pendidikan Islam (MPI), mengidentifikasi distingsi fundamental antara keempat komponen tersebut, serta mendeskripsikan implikasinya terhadap kompetensi lulusan program studi MPI di Indonesia. Metode yang digunakan adalah kajian pustaka sistematis (systematic literature review) dengan pendekatan analisis konseptual dan kritis terhadap sumber-sumber primer berupa buku teks manajemen pendidikan, artikel jurnal, dan dokumen kebijakan Kementerian Agama RI. Hasil kajian menunjukkan bahwa EMAP merupakan sistem penjaminan mutu terpadu yang saling berkaitan dalam siklus PPEPP, namun implementasinya di madrasah Indonesia masih terhambat oleh budaya patronase, fragmentasi regulasi, dan keterbatasan kapasitas SDM. Distingsi antara keempat komponen EMAP belum dipahami secara konseptual yang memadai oleh para pengelola lembaga pendidikan Islam, sehingga menimbulkan tumpang tindih fungsi dan inefisiensi manajerial. Penguasaan EMAP terbukti berkontribusi pada peningkatan tata kelola madrasah, kepemimpinan berbasis data, akuntabilitas publik, dan adaptabilitas kelembagaan. Penelitian ini merekomendasikan agar kurikulum program studi MPI mengintegrasikan EMAP sebagai kompetensi lintas mata kuliah melalui pendekatan project-based learning yang disertai praktik lapangan terstruktur, dengan tetap menjadikan nilai-nilai Islam sebagai fondasi moral pengelolaan pendidikan.
EKSPLORASI IMPLEMENTASI KURIKULUM BERBASIS TEKNOLOGI DALAM PENDIDIKAN DI SEKOLAH UMMU ISTIQOMAH; AULIA UROHMAH; NAZWA LAILATUL HUFAFERA; NURHAYATI
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13949

Abstract

The development of information and communication technology has significantly influenced various aspects of education, including curriculum development and implementation. The integration of technology into the curriculum has become an important strategy to improve the quality of learning and to develop students’ 21st-century skills such as digital literacy, critical thinking, creativity, and collaboration. This study aims to explore the implementation of technology-based curriculum in secondary education, particularly focusing on its concepts, forms of implementation, and the factors influencing its success. This research employs a library research method by examining relevant scientific literature, including academic journals, books, and research reports related to the integration of technology in educational curricula. Data collection was conducted through documentation studies of credible literature sources, while data analysis was carried out using content analysis techniques to identify major themes within the reviewed literature. The results show that the implementation of technology-based curriculum in secondary schools is carried out through the use of digital learning media, online learning platforms, and the integration of technology in learning strategies and assessments. The integration of technology has been shown to improve learning effectiveness, expand access to learning resources, and increase students’ motivation and participation in the learning process. However, several challenges remain, including limited technological infrastructure, insufficient digital literacy among some teachers, and the lack of continuous professional training. Therefore, strong educational policy support, improvement of teachers’ digital competencies, and adequate technological facilities are necessary to optimize the implementation of technology-based curriculum in secondary education.
Co-Authors NAZWA LAILATUL HUFAFERA Nurhayati Nurhayati UMMU ISTIQOMAH