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All Journal International Journal of Health, Economics, and Social Sciences (IJHESS) Journal of Humanities, Social Sciences, and Education INTELEKTUAL: JURNAL ILMIAH MULTIDISIPLIN MAHASISWA DAN AKADEMISI
Nur Aisyah
Universitas Muhammadiyah Parepare
Humanities Control & Systems Engineering Economics, Econometrics & Finance Education Nursing Public Health Social Sciences Other

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Peran Guru sebagai Perancang dan Pelaksana Kurikulum Zulbina Zulbina; Nur Aisyah; Dadang Sumarna
Jurnal Ilmiah Multidisiplin Mahasiswa dan Akademisi Vol. 2 No. 2 (2026)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/intelektual.v2i2.685

Abstract

Penelitian ini bertujuan untuk mengkaji secara mendalam peran guru sebagai perancang sekaligus pelaksana kurikulum dalam konteks pendidikan modern melalui pendekatan studi literatur. Guru tidak lagi diposisikan hanya sebagai pelaksana kebijakan kurikulum, tetapi juga sebagai aktor utama yang memiliki otonomi dalam mengadaptasi, mengembangkan, dan mengimplementasikan kurikulum sesuai dengan kebutuhan peserta didik dan konteks lokal. Metode yang digunakan adalah studi literatur dengan menganalisis berbagai sumber ilmiah berupa jurnal nasional dan internasional, buku akademik, serta dokumen kebijakan pendidikan yang relevan dalam kurun waktu sepuluh tahun terakhir. Hasil kajian menunjukkan bahwa peran guru dalam pengembangan kurikulum mencakup lima aspek utama, yaitu sebagai desainer pembelajaran, pengembang materi ajar, pelaksana pembelajaran kontekstual, evaluator kurikulum, dan inovator pendidikan. Selain itu, fleksibilitas kurikulum seperti dalam Kurikulum Merdeka memberikan ruang yang lebih luas bagi guru untuk berkreasi dalam pembelajaran. Namun demikian, masih terdapat tantangan berupa keterbatasan kompetensi pedagogik, minimnya pelatihan profesional, serta tekanan administratif yang menghambat optimalisasi peran tersebut. Oleh karena itu, diperlukan penguatan kapasitas guru melalui pelatihan berkelanjutan, dukungan kebijakan yang berpihak pada guru, serta kolaborasi antar pemangku kepentingan pendidikan. Studi ini diharapkan dapat memberikan kontribusi teoretis dan praktis dalam pengembangan kebijakan pendidikan yang menempatkan guru sebagai subjek utama dalam pengembangan kurikulum yang adaptif dan relevan.
Implementasi Total Quality Management (TQM) Dalam Pendidikan Islam: Strategi Mewujudkan Lembaga Pendidikan Yang Berkualitas Dan Berdaya Saing Rosmiati Ramli; Nur Aisyah; Yenni Yenni; Muh Iqbal Muhidin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 4 (2026): Edisi Juni 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i4.816

Abstract

Total Quality Management (TQM) is a management approach oriented toward continuous improvement to achieve customer satisfaction through the involvement of all organizational components. In Islamic education, the implementation of TQM is an important strategy for improving the quality of educational services, strengthening institutional management effectiveness, and enhancing competitiveness in the era of globalization and educational transformation. This article aims to analyze and synthesize the implementation of TQM in Islamic education and its strategic development for building high-quality and competitive educational institutions. This study uses a library research method by reviewing various scientific sources, including journals, books, proceedings, and relevant documents. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings show that the implementation of TQM in Islamic education is carried out through five main strategies: (1) orientation toward educational customer satisfaction, (2) quality-oriented leadership, (3) continuous improvement, (4) involvement of all school members in quality management, and (5) strengthening a quality culture based on Islamic values. These strategies not only enhance educational service quality but also strengthen teacher professionalism, learning effectiveness, and the development of students’ Islamic character. Therefore, TQM serves as an effective managerial approach to develop Islamic educational institutions that are excellent, adaptive, and sustainable in responding to modern educational challenges.
Tantangan Pendidikan Islam di Sekolah pada Era Disrupsi: Telaah Kritis terhadap Kurikulum, Kompetensi Guru, dan Karakter Peserta Didik Yenni Yenni; Rudihartono Rudihartono; Nur Aisyah; Muh Iqbal Muhidin; Amaluddin Amaluddin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 5 (2026): Edisi Juli 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i5.899

Abstract

The era of disruption is characterized by rapid technological change, social transformation, unlimited flows of information, and changing student characteristics. These conditions present complex challenges for Islamic education in schools because learning can no longer focus solely on the transfer of religious knowledge. It must also develop students who are adaptive, critical, morally grounded, and committed to Islamic values. This study aims to critically analyze the challenges of Islamic education in schools in the era of disruption by focusing on three main aspects: curriculum, teacher competence, and student character. This study employed a literature review method using a qualitative-descriptive approach. Data were obtained from scholarly journal articles, academic books, educational policy documents, and relevant research findings, particularly those published within the last five years. Data were analyzed through the stages of identification, selection, classification, interpretation, and synthesis of relevant sources. The findings reveal five main issues. First, the Islamic education curriculum faces challenges related to relevance and flexibility in responding to technological changes and the competency demands of the twenty-first century. Second, Islamic Religious Education teachers’ competencies need to extend beyond pedagogical and professional competencies to include digital competence, information literacy, and digital pedagogical skills. Third, technological transformation may shift the orientation of Islamic education if it is not accompanied by the strengthening of Islamic values and spirituality. Fourth, students’ character faces challenges related to a crisis of role models, instant culture, disinformation, and changing patterns of social interaction. Fifth, strengthening Islamic education requires synergy among an adaptive curriculum, competent teachers, exemplary conduct, school culture, families, and the ethical use of technology. Therefore, Islamic education in the era of disruption must move from an informative learning paradigm toward a transformative, humanistic, digitally responsive, and character-oriented educational paradigm.
Use of the Kaisa Method in learning Arabic vocabulary at the Bone Qur'an Hafidz Madrasah Nur Aisyah; Andi Abd. Muis; Ruslan; Muharrir Na'iem; Wisriani; Raden Muliana; Mu'minayah
International Journal of Health, Economics, and Social Sciences (IJHESS) (Special Issue) - International Journal of Health, Economics, and Social Sciences (IJHESS) July 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i3.8336

Abstract

Education in Arabic uses several terms, namely, al-ta'lim, al-tarbiyah, and al-ta'dib. Al-ta'lim is the delivery of correct knowledge, understanding, comprehension, responsibility and instilling trust in children. The type of research used is descriptive qualitative research. Vocabulary is one of the three elements of language that must be mastered, this vocabulary is used in written and spoken language, and is one of the tools to develop one's Arabic language skills. Method is a way used to convey a plan that has been prepared to achieve learning objectives, while learning itself is a deliberate and planned effort by the educator, so as to enable the creation of a conducive learning atmosphere and activities for students. So from the description above, it can be concluded that the learning method is a systematic way of delivering material to students in order to achieve the desired goals. The use of the Kaisa method is one of the movement methods or known as the kinesthetic method carried out in memorizing the Quran. From the research results, the researcher concluded that the Kaisa method is also a combination of various movements, namely theater, dance, karate or silat movements that are adjusted to facial expressions, so that the Kaisa method is very enjoyable when used in learning Arabic vocabulary, because it is able to attract the attention of students and also provides a relaxed impression to students in memorizing vocabulary through their movements. This method is also very suitable for play-age students.
Co-Authors Amaluddin Amaluddin Andi Abd. Muis Dadang Sumarna Mu'minayah Muh Iqbal Muhidin Muharrir Na'iem Raden Muliana Rosmiati Ramli Rudihartono Rudihartono Ruslan Wisriani Yenni Yenni Zulbina Zulbina