Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Mohamad Hisyam Ismail
Universiti Teknologi MARA
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Integrating Islamic Values into Academic Supervision to Support SDG 4: A Multisite Case Study of Teacher Development in Two Faith-Based Primary Schools Fitria Hanaris; Yatim Riyanto; Nunuk Hariyati; Mohamad Hisyam Ismail; Windasari Windasari; Noer Risky Ramadhani; Hanandita Veda Saphira
Journal of Current Studies in SDGs Vol. 2 No. 2 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.2.145

Abstract

Objective: To investigate the implementation, operational challenges, and strategic outcomes of integrating prophetic virtues into a standardized instructional coaching framework within faith-based primary schools. Method: Employing a qualitative approach with a multisite case study design, this inquiry examined the academic supervision workflows at School A and School B in Indonesia. Data were generated through prolonged fieldwork triangulation, encompassing semi-structured in-depth interviews with 16 key informants (principals, vice-principals, and teachers), non-participant observations of clinical supervision cycles, and institutional document audits. Data were systematically analyzed using the constant comparative method. Results: The findings demonstrate that transforming the secular GROW model into a spiritually responsive "Prophetic-GROW framework" successfully operationalizes abstract values amanah, lillah orientation, shidq, shura, ta'awun, and tawakkul into structured supervisory behaviors. This framework builds high psychological safety and mitigates evaluation anxiety, resulting in 62.50% of educators at School A and 65.22% at School B achieving "excellent" pedagogical mastery. However, the study identifies a persistent dual-role dilemma where heavy administrative and budgetary duties constrain the principal's coaching time. Novelty: Bridging the empirical gap between secular performance-driven coaching models and theological ethics by developing a comprehensive Prophetic GROW Model for academic supervision. The model demonstrates that integrating Islamic values into coaching creates a supportive psychological climate that enhances teachers' pedagogical competence and professional growth, thereby contributing to SDG 4 (Quality Education) through value-based teacher development and improved educational quality.
Integrating Islamic Values into Academic Supervision to Support SDG 4: A Multisite Case Study of Teacher Development in Two Faith-Based Primary Schools Fitria Hanaris; Yatim Riyanto; Nunuk Hariyati; Mohamad Hisyam Ismail; Windasari Windasari; Noer Risky Ramadhani; Hanandita Veda Saphira
Journal of Current Studies in SDGs Vol. 2 No. 2 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.2.145

Abstract

Objective: To investigate the implementation, operational challenges, and strategic outcomes of integrating prophetic virtues into a standardized instructional coaching framework within faith-based primary schools. Method: Employing a qualitative approach with a multisite case study design, this inquiry examined the academic supervision workflows at School A and School B in Indonesia. Data were generated through prolonged fieldwork triangulation, encompassing semi-structured in-depth interviews with 16 key informants (principals, vice-principals, and teachers), non-participant observations of clinical supervision cycles, and institutional document audits. Data were systematically analyzed using the constant comparative method. Results: The findings demonstrate that transforming the secular GROW model into a spiritually responsive "Prophetic-GROW framework" successfully operationalizes abstract values amanah, lillah orientation, shidq, shura, ta'awun, and tawakkul into structured supervisory behaviors. This framework builds high psychological safety and mitigates evaluation anxiety, resulting in 62.50% of educators at School A and 65.22% at School B achieving "excellent" pedagogical mastery. However, the study identifies a persistent dual-role dilemma where heavy administrative and budgetary duties constrain the principal's coaching time. Novelty: Bridging the empirical gap between secular performance-driven coaching models and theological ethics by developing a comprehensive Prophetic GROW Model for academic supervision. The model demonstrates that integrating Islamic values into coaching creates a supportive psychological climate that enhances teachers' pedagogical competence and professional growth, thereby contributing to SDG 4 (Quality Education) through value-based teacher development and improved educational quality.
Integrating concept mapping and authentic assessment to enhance pre-service elementary teachers’ competence Ghullam Hamdu; Ade Yulianto; Mohamad Hisyam Ismail
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39907

Abstract

This study examines the integration of concept mapping and authentic assessment in pre-service elementary science education using a four-phase professional development model. An embedded mixed-method design was employed, involving 82 seventh-semester students in a primary school teacher education program at a state university in Indonesia. Quantitative data were collected through pre-tests, post-tests, and concept map analysis, while qualitative data were obtained from questionnaires, interviews, and reflections. The results show a significant improvement in students’ conceptual understanding, with scores increasing from 38.33% to 83.66% (N-Gain=0.74, high category). Students demonstrated the ability to construct concept maps with appropriate structural elements. However, challenges remained in developing deep elaboration and meaningful cross-links, indicating limitations in higher-order thinking and knowledge integration. Qualitative findings indicate that concept maps effectively support visualization and meaningful learning, although students faced difficulties in contextual elaboration, hierarchy construction, and rubric use. This study highlights the potential of concept mapping as both a learning and authentic assessment tool. It also emphasizes the importance of scaffolding, iterative feedback, and improved assessment rubrics to enhance learning outcomes in teacher education.
Co-Authors Ade Yulianto Fitria Hanaris Ghullam Hamdu Hanandita Veda Saphira Noer Risky Ramadhani Nunuk Hariyati Windasari Windasari Yatim Riyanto