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All Journal Al Kindi Jurnal Pendidikan Islam Multidisipliner
Ahmad Firdaus
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Religion Education

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Analisis Manajemen Perubahan Berbasis Teknologi sebagai Inovasi Pedagogis dalam Sistem Pembelajaran di SDN Merjosari 3 Malang Agus Saifur Rizal; Ramadhan Rivan Tavano; Syifa Ayu Fadillah; Ahmad Firdaus; Shobihatul Fitroh Noviyanti
Al-Kindi Vol. 2 No. 2 (2026): Mei
Publisher : Al-Kindi

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The study aims to analyze the implementation of technology-based change management as a pedagogical innovation in the learning process at SDN Merjosari 3 Malang. The study’s background stems from developments in science and technology that require schools to adjust their teaching practices to become more effective, innovative, and relevant to 21st-century educational needs. The research used a qualitative approach with interviews, observations, and documentation involving educators directly engaged in implementing learning technologies. Findings indicate that technology was applied through the use of LCDs, Interactive Flat Panels (IFPs), digital learning platforms, Google Forms, and internet-based media in teaching and learning activities. The learning model, which previously relied heavily on lectures and textbooks, has shifted toward a more interactive, visual approach that fosters students’ critical thinking skills. The school also supported this change through teacher training, provision of technological facilities, and collaboration with parents and other stakeholders. Although challenges such as limited internet connectivity and power supply exist, the use of technology has been shown to help students grasp learning materials more quickly. Thus, technology-based change management successfully introduced pedagogical innovations that improved the effectiveness and quality of elementary-level learning.
Perumusan Kebijakan Pendidikan di Indonesia: Landasan, Proses, dan Tantangan dalam Perspektif Pendidikan Islam Aulia Azalia Nur Estiningtyas; Ahmad Firdaus; Andri Ansyah; Nilna Silfara Zukhriya; Nawa Nasikhatul Milah
Al-Kindi Vol. 2 No. 3 (2026): Agustus
Publisher : Al-Kindi

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Educational policy formulation is a central process in the national education system to respond to various structural and cultural challenges. This article aims to critically analyze the concept of educational policy formulation, its foundations and principles, the stages of the process through evaluation, as well as the challenges and strategies in the context of Islamic education. The method used is a systematic literature review with a qualitative-descriptive approach. The results show that educational policy formulation must be based on four main foundations: philosophical, psychological, sociological, and juridical. Rational, incremental, democratic, and comprehensive principles serve as procedural foundations. The policy stages include problem identification, formulation, legitimation, implementation, monitoring, and evaluation. In Islamic education, the greatest challenges are the dichotomy of knowledge, weak human resource capacity, and the pressures of globalization that erode Islamic values. Recommended strategies include curriculum integration, strengthening Islamic character, improving teacher professionalism, and maslahah-based governance. This article contributes to the development of a contextual and adaptive Islamic education policy theory.
Perumusan Kebijakan Pendidikan di Indonesia: Landasan, Proses, dan Tantangan dalam Perspektif Pendidikan Islam Aulia Azalia Nur Estiningtyas; Ahmad Firdaus; Andri Ansyah; Nilna Silfara Zukhriya; Nawa Nasikhatul Milah
Al-Kindi Vol. 2 No. 3 (2026): Agustus
Publisher : Al-Kindi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Educational policy formulation is a central process in the national education system to respond to various structural and cultural challenges. This article aims to critically analyze the concept of educational policy formulation, its foundations and principles, the stages of the process through evaluation, as well as the challenges and strategies in the context of Islamic education. The method used is a systematic literature review with a qualitative-descriptive approach. The results show that educational policy formulation must be based on four main foundations: philosophical, psychological, sociological, and juridical. Rational, incremental, democratic, and comprehensive principles serve as procedural foundations. The policy stages include problem identification, formulation, legitimation, implementation, monitoring, and evaluation. In Islamic education, the greatest challenges are the dichotomy of knowledge, weak human resource capacity, and the pressures of globalization that erode Islamic values. Recommended strategies include curriculum integration, strengthening Islamic character, improving teacher professionalism, and maslahah-based governance. This article contributes to the development of a contextual and adaptive Islamic education policy theory
Co-Authors Agus Saifur Rizal Andri Ansyah Aulia Azalia Nur Estiningtyas Nawa Nasikhatul Milah Nilna Silfara Zukhriya Ramadhan Rivan Tavano Shobihatul Fitroh Noviyanti Syifa Ayu Fadillah