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All Journal Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Riswandha Ipnu Nawawi
Universitas Islam Negeri Raden Intan Lampung, Indonesia
Religion Education Languange, Linguistic, Communication & Media Other

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Prinsip Al-'Adl dan Musyawarah Dalam Supervisi Akademik: Analisis di Pondok Modern Darussalam Gontor Riswandha Ipnu Nawawi; Vera Astuti; Subandi Subandi; Oki Dermawan
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 17 No 2 (2025): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v17i2.4234

Abstract

Effective academic supervision focuses not only on the technical-pedagogical aspects, but also on the values ​​and ethics of the process. This study aims to analyze the practice of academic supervision at the Darussalam Gontor Modern Islamic Boarding School through the lens of two fundamental Islamic principles: Al-'Adl and Musyawarah. This study uses a qualitative approach with a case study method. Data were collected through observation, in-depth interviews with supervisors and supervised teachers, and documentation studies. The research findings indicate that the Al-'Adl principle is manifested in the form of: (1) objectivity in assessment based on clear and transparent criteria; (2) equal treatment regardless of teacher background; and (3) providing proportional and balanced feedback between strengths and areas of improvement. Meanwhile, the Musyawarah principle is implemented through: (1) a dialogic supervision process, where teachers are given space to express their opinions and difficulties; (2) collective discussion of teaching improvement solutions; and (3) final decision-making that takes into account input from the teachers concerned. This study concludes that the integration of Al-'Adl and Musyawarah values ​​in academic supervision creates an environment that emphasizes not only control, but also development (tarbiyah), empowerment, and trust.
Pengembangan Kompetensi Mengajar Mahasiswa Pascasarjana UIN RIL Melalui Pembelajaran Reflektif dalam Pendidikan Islam Saifullah; Riswandha Ipnu Nawawi; Reski Gunawan; Eni Amaliah; Meriyati
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2760

Abstract

This study examines the role of Field study as a reflective learning strategy in developing teaching competence among postgraduate students in Islamic Education Management. Employing a descriptive qualitative approach, the research involved 16 master’s students who conducted face-to-face teaching practice over one academic semester. Data were collected through classroom observations, in-depth interviews, and analysis of teaching videos used in structured Video Review sessions. The findings reveal that the integration of Video Review within the Field study program functions as a critical reflective mechanism that transforms teaching practice into a process of pedagogical self-awareness and professional learning. Beyond improving pedagogical, professional, social, and personal competencies, Video Review enables students to critically evaluate their verbal and non-verbal teaching behaviors, classroom interactions, and instructional decision-making in an objective manner. This reflective process fosters metacognitive awareness, strengthens professional identity, and embeds the Islamic educational value of muhasabah (self-introspection) as a foundation for continuous professional development. This study contributes conceptually by positioning Video Review not merely as an evaluative tool, but as an integral model of reflective learning in Islamic higher education. The findings extend the discourse on reflective teaching by offering a contextualized framework for developing competent, reflective, and value-oriented educators at the postgraduate level of Islamic education.
Co-Authors Eni Amaliah Meriyati OKI DERMAWAN Reski Gunawan Saifullah Subandi Subandi Vera Astuti