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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Jurnal Ilmiah Pendidikan Dasar (JIPDAS)
Asmawati Asmawati
Universitas Islam Negeri Palangka Raya
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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PERENCANAAN, PENGORGANISASIAN, PELAKSANAAN, DAN PENGENDALIAN KERJA TENAGA PENDIDIK DAN TENAGA KEPENDIDIKAN MENGGUNAKAN DESAIN ORGANISASI MADRASAH YANG EFEKTIF DAN EFISIEN Slamet Riyadi; Sardimi Sardimi; Asmawati Asmawati
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 3 (2026): Vol. 6 No. 3 Juni - Agustus 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i3.4758

Abstract

Manajemen tenaga pendidik dan tenaga kependidikan merupakan faktor kunci dalam meningkatkan mutu layanan pendidikan di madrasah. Artikel ini bertujuan untuk menganalisis secara komprehensif perencanaan, pengorganisasian, pelaksanaan, dan pengendalian kerja tenaga pendidik dan tenaga kependidikan melalui penerapan desain organisasi madrasah yang efektif dan efisien. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus di salah satu madrasah. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa perencanaan berbasis kebutuhan madrasah, pembagian tugas yang jelas sesuai struktur organisasi, pelaksanaan kerja yang mengedepankan kolaborasi, serta pengendalian melalui supervisi akademik dan manajerial berkontribusi signifikan terhadap efektivitas dan efisiensi kerja tenaga pendidik dan kependidikan. Desain organisasi madrasah yang adaptif dan partisipatif terbukti mampu meningkatkan kinerja, kedisiplinan, dan profesionalisme seluruh sumber daya manusia madrasah. Artikel ini diharapkan dapat menjadi rujukan praktis dan akademik bagi pengelola madrasah dalam mengembangkan manajemen organisasi yang berkelanjutan.
Religious Character Formation Through Islamic Education Learning in Elementary Schools: Evidence from SD Negeri 1 Kameloh Baru Ristiani Arnila; Asmawati Asmawati; Abdullah Abdullah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.427

Abstract

This study was motivated by the limited internalization of religious values in Islamic Religious Education (IRE) instruction in elementary schools, which tends to emphasize cognitive achievement rather than the development of students’ religious character. The study aimed to describe the implementation of IRE instruction in developing students’ religious character and to identify the supporting and inhibiting factors affecting the process. This study employed a descriptive qualitative approach at SD Negeri 1 Kameloh Baru. Data were collected through participatory observation, in-depth interviews with six informants consisting of the principal, one Islamic Education teacher, one fifth-grade homeroom teacher, and three fifth-grade students, as well as documentation analysis of lesson plans and school religious programs. Data analysis was conducted through data reduction, data display, and conclusion drawing using source and method triangulation to ensure data validity. The findings reveal that religious character development is effectively strengthened through the integration of affective learning objectives, structured religious habituation, teacher role modeling, and a consistent school religious culture. Students demonstrated observable behavioral changes, including increased discipline in prayer, spontaneous greeting habits, peer-supported reminders in worship practices, and the internalization of religious routines as personal awareness rather than formal obligation. The study also found that the effectiveness of religious character formation emerges from the systematic alignment between instructional objectives, repeated religious practices, exemplary teacher behavior, and the institutionalization of religious values within the school environment.
Co-Authors Abdullah Abdullah Ristiani Arnila Sardimi Sardimi Slamet Riyadi