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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan
Ahmad Saeful Ahyar
Universitas Islam Negeri Raden Intan Lampung, Indonesia
Education

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ANALISIS RELEVANSI DAN EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP HASIL BELAJAR DAN AKTIVITAS PESERTA DIDIK DALAM PEMBELAJARAN PAI: KAJIAN SYSTEMATIC LITERATURE REVIEW Darul Mustofa; Ratu Vina Rahmatika; Ayub Kumalla; Akbar Rahman; Ahmad Saeful Ahyar
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2593

Abstract

This learning model emphasizes that the learning process has a focal point on cooperation between students in small groups, where each individual has responsibility for a certain part of the material that has been divided by the educator and then teaches it to the other group members. This study aims to analyze the relevance and effectiveness of the Jigsaw-type cooperative learning model on students learning outcomes and learning activities in Islamic Religious Education (PAI). The method used is a Systematic Literature Review (SLR) based on PRISMA guidelines, covering scientific articles from the 2021-2024period obtained through Google Scholar, DOAJ, and SINTA-indexed journals, using the stages of identification, screening, eligibility, and inclusion. The results of the study indicate that the Jigsaw model is relevant in PAI learning and effective in improving learning outcomes, particularly in conceptual understanding and material retention. In addition, this model also enhances students learning activities in terms of participation, interaction, and collaboration during the learning process. These findings suggest that the Jigsaw model supports more active, collaborative, and meaningful learning.
PERSEPSI GURU PAI TERHADAP PEMANFAATAN ARTIFICIAL INTELLIGENCE SEBAGAI MEDIA ASESMEN FORMATIF Chairul Amriyah; Akbar Rahman; Ahmad Saeful Ahyar; Ayub Kumalla; Darul Mustofa
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2596

Abstract

The development of Artificial Intelligence (AI) has significantly influenced various aspects of education, including formative assessment practices. AI enables teachers to receive assistance in designing assessment instruments, analyzing learning outcomes, and providing feedback more efficiently. This study aims to analyze Islamic Education teachers' perceptions of the use of Artificial Intelligence as a formative assessment tool. A qualitative descriptive approach was employed in this study. The participants consisted of ten Islamic Education teachers selected through purposive sampling. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings indicate that Islamic Education teachers generally have positive perceptions regarding the use of AI in formative assessment. AI is considered helpful in developing assessment instruments, generating diverse assessment items, accelerating learning outcome analysis, and supporting feedback provision. However, several challenges remain, including limited digital competence among teachers, concerns about the accuracy of AI-generated information, and ethical issues related to its implementation. Therefore, improving teachers’ digital literacy and providing AI-related training are necessary to optimize the use of AI in educational assessment.
KONSEP AMANAH DALAM HADIS DAN IMPLIKASINYA TERHADAP PROFESIONALISME GURU PENDIDIKAN AGAMA ISLAM Ahmad Fatoni; Akbar Rahman; Darul Mustofa; Ayub Kumalla; Ahmad Saeful Ahyar
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2597

Abstract

Objective: This study aims to analyze the concept of amanah (trustworthiness) in the hadith of Prophet Muhammad and its implications for the professionalism of Islamic Religious Education teachers. Method: This study employed a qualitative approach using library research. Primary data were obtained from hadiths related to amanah found in authoritative hadith collections, while secondary data were collected from books, scientific articles, and relevant previous studies. Data were analyzed using a thematic hadith (maudhu'i) approach and content analysis techniques. Results: The findings indicate that the concept of amanah in hadith encompasses four main dimensions: responsibility, competence, integrity, and exemplary conduct. These dimensions are closely related to the pedagogical, professional, social, and personal competencies that form the standards of teacher professionalism. Amanah serves as an ethical and spiritual foundation that encourages teachers to perform their duties professionally, enhance their competencies, maintain integrity, and provide positive role models for students. Novelty: This study positions amanah in hadith as the primary foundation of Islamic Religious Education teacher professionalism. The findings demonstrate that amanah is not merely a component of character education but a central concept underlying all aspects of teacher professionalism from the perspective of Islamic education.
KAJIAN KRITIK METODOLOGIS: KONSEP CINTA DAN POLA HUBUNGAN GURU-MURID PERSPEKTIF KAHLIL GIBRAN DALAM TINJAUAN PAI Ayub Kumalla; Sovia Mas Ayu; Darul Mustofa; Ahmad Saeful Ahyar; Akbar Rahman
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2595

Abstract

This study aims to critically examine the concept of love and teacher–student relationship patterns from the perspective of Kahlil Gibran and analyze their relevance within Islamic Religious Education (PAI). This study is motivated by the growing need to develop pedagogical relationships that extend beyond knowledge transmission to encompass character formation, human values, and students’ spiritual development. Methods: This research employed a qualitative approach using a library research method. Data were collected from Kahlil Gibran’s major works and supported by contemporary literature on Islamic education. The analysis was conducted through a methodological critique approach, focusing on epistemological and pedagogical dimensions. Results: The findings reveal that Gibran’s concept of love emphasizes freedom, autonomy, respect for individual potential, and spiritual growth. This concept gives rise to a dialogical, humanistic, and non-authoritarian teacher–student relationship, fostering a more participatory learning environment. However, from the perspective of Islamic Religious Education, this concept requires reconstruction because it tends to reflect a humanistic-individualistic orientation without a sufficiently strong theological foundation. Furthermore, the proposed teacher–student relationship pattern may weaken the educator’s role as a moral and spiritual guide if implemented without a clear Islamic value framework. Novelty: This study offers a methodological critique that integrates literary-philosophical thought with the epistemology of Islamic education and proposes a love-based pedagogical model grounded in tauhid (Islamic monotheism). This model combines humanistic, dialogical, and spiritual values as the foundation for developing teacher–student relationships in Islamic Religious Education.  
Co-Authors Ahmad Fatoni Akbar Rahman Ayub Kumalla Chairul Amriyah Darul Mustofa Ratu Vina Rahmatika Sovia Mas Ayu