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All Journal Ahlussunnah: Journal of Islamic Education
Siti Aimah
Universitas KH Mukhtar Syafaat, Indonesia
Religion Education Environmental Science Other

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Policy Analysis of Merdeka Belajar: Implications for Curriculum Autonomy in Integrated Islamic Schools Nani Septiana; Siti Aimah
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.617

Abstract

The implementation of the Merdeka Belajar policy promotes flexibility and autonomy in curriculum management; however, in the context of Integrated Islamic Schools, it presents challenges in integrating the national curriculum with Islamic values while maintaining educational quality. This condition requires curriculum autonomy to be managed in a way that ensures value-based quality assurance. This study aims to evaluate the implementation of the Merdeka Belajar policy and analyze its impact on curriculum quality autonomy in Integrated Islamic Schools using a policy analysis approach. This study employs a qualitative method with a case study approach, with data collected through in-depth interviews, observations, and document analysis, and analyzed using the interactive model of Miles and Huberman. The findings indicate that the policy provides significant autonomy in curriculum development; however, its effectiveness is strongly influenced by school management capacity, curriculum leadership, and internal quality assurance systems. These findings imply the importance of strengthening institutional capacity and quality assurance systems to optimize policy implementation in Islamic-based schools.
Revitalizing Character-Based Total Quality Management: A Humanistic Solution to Addressing the Trend of Violence in Educational Institutions Harisun Fuad; Siti Aimah
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.620

Abstract

This study aims to analyze the effectiveness of character-based Total Quality Management (TQM) revitalization as a humanistic solution to reduce the trend of violence in educational institutions. Given the increasingly alarming escalation of bullying and student aggression, this study employs a qualitative approach using a descriptive-analytical case study design at vocational high schools in Indonesia. Data were collected through participant observation, in-depth interviews with the principal, teachers, and students, and documentation of quality management protocols. Data analysis was conducted through the stages of data reduction, data presentation, and verification using content analysis and interpretive analysis techniques. The results of the study reveal three main findings: first, a paradigm shift from technical quality to humanistic quality, which prioritizes students’ psychological well-being as the highest quality indicator. Second, the implementation of Spiritual-based Service Excellence, grounded in the values of humility and tolerance, effectively transforms the role of educators into character mentors who help reduce students’ self-centeredness. Third, the application of Collaborative Governance through the “Character Quality Assurance Group” has successfully created an organic oversight system involving alumni, parents, and peers. The contribution of this research lies in the development of a Humanistic Total Quality Management model that offers empirical validation for educational institutions to transform administrative management systems into moral defense systems responsive to humanitarian crises and student safety.
Islamic Educational Institutions in the VUCA Era: Quality Challenges and Adaptive Responses Adam Damiri; Siti Aimah
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.622

Abstract

This study aims to analyze quality challenges and formulate adaptive responses of Islamic educational institutions in the VUCA era, characterized by volatility, uncertainty, complexity, and ambiguity. This research employs a qualitative approach with a case study design in an Islamic educational institution. Data were collected through interviews, observations, and document analysis, and analyzed using an interactive model. The findings reveal that the main challenges include the dichotomy between religious and general knowledge, limited critical digital literacy, inadequate human resource readiness, and ambiguous quality standards. Adaptive responses are manifested through integrative curriculum transformation, adaptive and collaborative leadership, quality mentoring systems, and a digital-based spiritual reinforcement approach. This study contributes to the development of a VUCA-based educational quality framework that is adaptive and sustainable in Islamic education contexts.
Co-Authors Adam Damiri Harisun Fuad Nani Septiana