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All Journal Tsaqofah: Jurnal Penelitian Guru Indonesia
Nanang Anshori
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Education

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Isu Pendidikan Islam di Era Global Nanang Anshori; Sukari Sukari
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10529

Abstract

Islamic education in the era of globalization faces significant changes influenced by developments in technology, information, and communication. Globalization brings positive impacts as well as challenges that require Islamic education to maintain its Islamic identity while adapting to the demands of the times. This study aims to examine issues in Islamic education in the global era, including its concepts, challenges, impacts, and opportunities for development. This study uses a qualitative approach with a library research method. Data were obtained from various relevant books and scholarly articles and were then analyzed using the Miles and Huberman interactive analysis model through the stages of data reduction, data presentation, and conclusion drawing. The results show that Islamic education is required to integrate Islamic values with modern science and technology. The main challenges faced include the influence of global culture, moral crisis, developments in information technology, limited quality of human resources, and the demands of 21st-century competencies. On the other hand, globalization also provides opportunities in the form of easier access to knowledge, innovation in learning methods, improvement in the quality of human resources, and strengthening of global educational networks. The conclusion of this study affirms that Islamic education needs to carry out curriculum innovation, utilize digital technology, integrate knowledge, and strengthen character education in order to produce a generation that is religious, has noble character, and is competitive in facing global challenges. The implications of this study indicate the importance of developing Islamic education that is adaptive, integrative, and oriented toward character formation in responding to the dynamics of globalization.
Evaluasi Pembelajaran Project Based Learning (PjBL) pada Pembelajaran PAI di SMA Muhammadiyah Program Khusus Kottabarat Surakarta Nanang Anshori; Ahmad Rosyid Ridho
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10530

Abstract

Project-based learning evaluation plays an important role in ensuring that Islamic Religious Education (PAI) learning not only assesses cognitive achievement but also develops students’ critical thinking, communication, collaboration, and responsibility skills. This study aims to describe the implementation of Project Based Learning (PjBL) evaluation in the PAI subject at SMA Muhammadiyah Program Khusus Kottabarat Surakarta. This study used a qualitative approach with a descriptive method. Data were obtained through observation, interviews, and documentation involving PAI teachers and students, and were then analyzed through data reduction, data presentation, and conclusion drawing. Data validity was ensured through source triangulation and technique triangulation. The results show that PjBL learning evaluation was implemented comprehensively through process evaluation, product evaluation, critical thinking assessment, authentic assessment, and reflection. Process evaluation was conducted by observing students’ engagement, collaboration, responsibility, and problem-solving abilities during project work. Product evaluation was used to assess the quality of the digital posters produced, whereas critical thinking assessment was conducted through a rubric covering aspects of analysis, evaluation, inference, and argumentation. The conclusion of this study affirms that diverse and authentic evaluation in project-based PAI learning can support the development of students’ critical thinking, communication, collaboration, and responsibility skills. The implications of this study indicate the importance of applying comprehensive, authentic, and reflective evaluation instruments so that PAI learning becomes more relevant to the competency needs of the 21st century.
Teknik Supervisi Pendidikan Nanang Anshori; Meti Fatimah
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10532

Abstract

Educational supervision is a strategic effort to improve learning quality and teacher professionalism, thereby requiring a comprehensive understanding of its techniques, implementation, as well as its strengths and weaknesses in the school context. This study aims to examine educational supervision techniques, their implementation in schools, and their contribution to supporting the improvement of educational quality. This study used a qualitative method with a library research approach. Data were obtained from various library sources, such as books and journal articles relevant to educational supervision, and were then analyzed using the Miles and Huberman interactive model, which includes data reduction, data condensation, and conclusion drawing. The results of the study show that educational supervision techniques are divided into two main categories, namely individual techniques and group techniques. Individual techniques include classroom visits, classroom observation, personal conversations, interclass visits, and self-assessment, whereas group techniques include group discussions, workshops, training workshops, and various other collaborative activities. The implementation of supervision is carried out through the stages of planning, implementation, evaluation, and follow-up. Individual techniques have the advantage of providing more specific and in-depth guidance to teachers, whereas group techniques are more efficient and able to encourage collaboration among teachers. The conclusion of this study affirms that selecting and combining appropriate supervision techniques according to teachers’ needs and school conditions is an important factor in improving teacher competence, learning quality, and educational quality in a sustainable manner.
Co-Authors Ahmad Rosyid Ridho Meti Fatimah Sukari Sukari