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All Journal Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Journal of Education and Learning Sciences Global Education Journal
Olivia Fachrunnisa
Universitas Islam Sultan Agung Semarang
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Development of Sasak Local Wisdom Based Quality Assurance Model for Islamic Religious Education to Enhance Learning Quality in Islamic Elementary Schools Kaharudin Kaharudin; Khoirul Anwar; Olivia Fachrunnisa
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.343

Abstract

This study aims to develop a Sasak local wisdom based quality assurance model for Islamic Religious Education (IRE) to enhance learning quality in Islamic elementary schools. The study was motivated by the limited integration of local cultural values within existing educational quality assurance systems, which often emphasize administrative compliance rather than contextual learning improvement. This research employed a Research and Development (R&D) approach using the ADDIE model and a mixed-method sequential exploratory design. Qualitative data were collected through observations, interviews, documentation studies, and focus group discussions, while quantitative data were obtained through expert validation, practicality assessments, and effectiveness testing. The developed model integrates six core Sasak cultural values—besemeton, saling ajinang, bedadayan, teguq, soloh, and reme—into all stages of the quality assurance cycle, including planning, implementation, monitoring, evaluation, and continuous improvement. Expert validation results indicated a validity score of 92.4% (very valid), while practicality testing by teachers and school stakeholders achieved 89.7% (very practical). Effectiveness testing showed a significant improvement in learning quality indicators, with mean scores increasing from 74.8 before implementation to 86.3 after implementation (p < .05). The novelty of this study lies in the development of a culturally responsive quality assurance model that systematically integrates indigenous Sasak values into the Islamic Religious Education quality assurance cycle. The model contributes theoretically to educational quality management and practically provides a contextual framework for strengthening learning quality and character development in Islamic elementary schools.
Reconstruction of the TPQ Quality Assurance Paradigm: Integration of the Khoiro Ummah Concept and the PPEPP Cycle in the Digital Era Khoirul Anwar; Olivia Fachrunnisa; Ridho Okthadiansyah
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1757

Abstract

The digital era brings a double disruption to the Al-Qur'an Education Park (TPQ), namely the demand for technological adaptation as well as the threat of moral decline in Early Childhood and Elementary School (Alpha Generation). On the other hand, conventional TPQ governance is generally still traditional and has not touched the aspect of systematic quality standardization. This article aims to reconstruct the TPQ quality assurance paradigm through a literature study approach (library research). Reconstruction is carried out by integrating the theological-philosophical value of the concept of Khoiro Ummah (QS. Ali Imran: 110) with modern management instruments, namely the PPEPP cycle (Determination, Implementation, Evaluation, Control, and Improvement). The results of the conceptual study formulated four new quality pillars: (1) Qur'an-Based Content Standards Based on Digital Literacy and Manners, (2) TPQ Adaptive PPEPP Cycle, (3) Standardization of Asatidz Techno-Pedagogic Competencies, and (4) External Evaluation Based on Digital Parent Partnerships. This integration results in a holistic quality assurance model, where the quality of TPQ is no longer measured by cognitive reading fluency, but rather the formation of an Islamic personality (syakhsiyah Islamiyah) that is responsive to digital reality.
MODEL PENJAMINAN MUTU PEMBELAJARAN AL-QUR’AN DI MI PLUS ASY SYUKRIYYAH TANGERANG Sudirman; Khoirul Anwar; Olivia Fachrunnisa
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/x87vzh89

Abstract

This study aims to describe the quality assurance model of Al-Qur’an learning at MI Plus Asy Syukriyyah Tangerang. Despite the growing implementation of quality assurance systems in Islamic education, studies specifically examining an integrated quality assurance model for Al-Qur'an learning that combines differentiated learning, academic supervision, continuous evaluation, and Qur'anic culture remain limited. This study addresses this gap by proposing an integrated quality assurance model for Al-Qur'an learning in Islamic elementary education. The study employed a descriptive qualitative approach using interviews, observations, and documentation studies as data collection techniques. The research informants consisted of the principal, vice principal of curriculum, Al-Qur’an coordinator, tahsin and tahfidz teachers, and students’ parents. The findings reveal that the quality assurance system of Al-Qur’an learning was developed integratively through strengthening input standards, learning processes, monitoring and evaluation, and Qur’anic culture. The learning process was implemented using the Utsmani method through halaqah grouping based on students’ abilities, differentiated learning, periodic supervision, and tiered evaluations through UKM and munaqasyah. Supporting factors include leadership commitment, teacher competence, parental involvement, and a Qur’anic school culture. Meanwhile, inhibiting factors include differences in students’ abilities, limited learning time, and the less optimal implementation of muroja'ah at home. The novelty of this study lies in the integration of quality planning, differentiated halaqah-based learning, tiered evaluation, academic supervision, and Qur'anic culture into a single quality assurance framework. The findings contribute theoretically to the development of quality assurance studies in Islamic education and practically provide a reference model for Islamic schools seeking to strengthen the quality of Al-Qur'an learning programs.
Co-Authors Kaharudin Kaharudin Khoirul Anwar Ridho Okthadiansyah Sudirman