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Pengelolaan Data Peserta Didik Berbasis Administrasi Perkantoran di TK DYAS Montessori School Moh. Irwan Hadi
AS-SABIQUN Vol 8 No 4 (2026): JULI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i4.6474

Although student data management is an important component of school administration, studies that specifically discuss student data governance in early childhood education institutions from an office administration perspective remain limited. This study aims to describe and analyze office administration-based student data management at TK DYAS Montessori School, focusing on the processes of recording, storage, updating, utilization, obstacles, and improvement efforts. This study used a descriptive qualitative approach with a case study design. Data were collected through observation, interviews, and documentation involving the kindergarten principal, administrative staff, and classroom teachers as key informants. The data were analyzed through the stages of data reduction, data display, and conclusion drawing, while data validity was strengthened through source and technique triangulation. The results showed that student data management at TK DYAS Montessori School had been implemented through the stages of data collection, recording, storage, updating, and utilization for administrative services, school reporting, communication with parents, and fulfillment of institutional document requirements. However, obstacles were still found in the form of incomplete student documents, data updates that had not been carried out regularly, suboptimal integration of manual and digital archives, and the absence of fully standardized operational procedures. Improvement efforts were carried out through document completion, archive arrangement, the use of simple digital data recapitulation, strengthening internal coordination, and the need to prepare clearer administrative procedures. The conclusion of this study affirms that office administration plays a strategic role in improving the accuracy, accessibility, security, and accountability of student data management in early childhood education units. These findings imply the importance of strengthening a school administration system that is orderly, well documented, and adaptive to data governance needs in kindergarten institutions.

Student Data Governance Based on Office Administration at TK DYAS Montessori School Moh. Irwan Hadi
PALAPA Vol 12 No 2 (2024): NOVEMBER
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v12i2.6506

Student data governance is an essential component of school administration; however, studies specifically examining student data governance in kindergarten institutions from an office administration perspective remain limited. This study aims to describe and analyze student data governance based on office administration at TK DYAS Montessori School. This study employed a descriptive qualitative approach with a case study design. Data were collected through observation, interviews, and documentation involving the kindergarten principal, administrative staff, classroom teachers, and parents as supporting informants. Data were analyzed through data condensation, data display, and conclusion drawing and verification, while trustworthiness was strengthened through source, technique, and time triangulation. The findings show that student data management includes data collection, recording, storage, updating, security, and utilization for administrative services, school reporting, communication with parents, and fulfillment of institutional documents. The main obstacles include incomplete documents, non-periodic data updating, archive classification that is not yet fully systematic, suboptimal integration of manual and digital archives, and the absence of detailed standard operating procedures. The school has responded to these obstacles through document completion, archive organization, simple digital recapitulation, internal coordination, and the formulation of administrative procedures. This study concludes that office administration plays a strategic role in improving the accuracy, accessibility, security, and accountability of student data in early childhood education institutions. Theoretically, this study contributes to the literature on school administration and student data governance in kindergarten contexts. Practically, it provides implications for strengthening administrative procedures, archive management, and data-based school services in early childhood education institutions.

Moral Development Strategies for Students at TPQ Anwarul Masalik Keruak Moh. Irwan Hadi
PALAPA Vol 10 No 2 (2022): NOVEMBER
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v10i2.6507

Moral development in non-formal Islamic education is essential for strengthening students’ Qur’anic literacy, manners, worship discipline, and moral-spiritual awareness. This study aims to analyze moral development strategies for students at Taman Pendidikan Al-Qur’an (TPQ) Anwarul Masalik Keruak. This study employed a descriptive qualitative approach. Data were collected through in-depth interviews, observation, and documentation involving the head of the TPQ and three ustaz/ustazah who were actively engaged in Qur’anic learning from August to September 2022. Data were analyzed through data reduction, data display, and conclusion drawing, while trustworthiness was strengthened through source, technique, and time triangulation. The findings show that moral development was implemented through three main strategies: habituating noble character (akhlak al-karimah) toward puberty, training discipline and devotion in worship, and cultivating muraqabah awareness. These strategies were carried out through greeting routines, polite speech, cleanliness practices, Qur’anic recitation, daily prayers, moral advice, exemplary stories, and reinforcement of the belief that every action is under Allah’s supervision. The main constraints included the influence of the environment outside the TPQ, differences in students’ backgrounds, and the absence of a measurable moral development guide. This study concludes that moral development in TPQ needs to be managed consistently, collaboratively, and evaluatively so that moral-spiritual values are not limited to verbal advice but become embedded in students’ daily habits. Theoretically, this study contributes to the literature on moral education in non-formal Islamic learning institutions, while practically, it offers implications for strengthening structured, measurable, and habituation-based moral development programs in TPQ.

The Effect of Educational Punishment on the Learning Motivation of Fifth-Grade Students at SDN 1 Selebung Ketangga Moh. Irwan Hadi
PALAPA Vol 11 No 2 (2023): NOVEMBER
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v11i2.6508

Classroom discipline strategies are essential not only for correcting student behavior but also for supporting learning motivation in a proportional and educational manner. This study aims to analyze the effect of punishment on the learning motivation of fifth-grade students at SDN 1 Selebung Ketangga in the 2020/2021 academic year. This study employed a quantitative approach with an ex post facto design. The sample consisted of fifth-grade students selected through total sampling in the class under study. Data were collected through questionnaires, observation, and documentation and analyzed using simple linear regression with SPSS 22. The results indicate that punishment has a positive and significant effect on students’ learning motivation, as shown by a regression coefficient of 2.974 and a significance value of 0.006 (< 0.05). The model output also shows an R Square value of 1.000, indicating a very high predictive level in the available data and therefore requiring careful interpretation in the context of educational behavioral research. These findings suggest that educational, proportional, and nonphysical punishment accompanied by pedagogical explanation can function as behavioral feedback that supports students’ learning engagement. This study concludes that constructive classroom discipline plays an important role in maintaining elementary school students’ learning motivation when implemented ethically and proportionally. Theoretically, this study contributes to the literature on classroom management and learning motivation, while practically, it highlights the importance of discipline strategies that respect students’ psychological safety and promote positive learning behavior.

Moral-Spiritual Habituation in Community Qur'anic Learning at TPQ Anwarul Masalik Keruak Moh. Irwan Hadi
PALAPA Vol 10 No 1 (2022): MEI
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v10i1.6509

Community-based Qur’anic education not only transmits recitation skills but also provides a moral ecology in which students develop manners, worship discipline, and spiritual self-control. This study aims to examine how moral-spiritual habituation is organized in Qur’anic learning at TPQ Anwarul Masalik Keruak. A descriptive qualitative approach was employed to capture the practices, meanings, and constraints of moral development within the TPQ environment. Data were collected through interviews, observation, and documentation involving the head of the TPQ and three ustaz/ustazah who were directly engaged in learning activities from February to March 2021. The data were analyzed through data reduction, thematic display, and conclusion drawing, while credibility was strengthened through source, technique, and time triangulation. The findings indicate that moral-spiritual habituation was formed through four interconnected patterns: daily manners as an entry point for akhlak al-karimah, worship routines as training for discipline and devotion, muraqabah awareness as internal moral control, and informal evaluation through repeated reminders and educator modelling. These practices were implemented through greeting routines, polite speech, cleanliness habits, Qur’anic recitation, daily prayers, exemplary stories, and advice linking behavior to accountability before Allah. The main constraints included inconsistent reinforcement outside the TPQ, differences in students’ family and peer environments, and the absence of measurable indicators for moral development. This study concludes that moral formation in TPQ requires an integrated design that connects habituation, worship practice, spiritual awareness, parental communication, and simple behavioral evaluation. Theoretically, this study contributes to the literature on moral-spiritual education in community-based Qur’anic learning, while practically, it offers implications for strengthening structured, evaluative, and collaborative moral development practices in TPQ.

Constructive Discipline Consequences and Fifth-Graders' Learning Motivation at SDN 1 Selebung Ketangga Moh. Irwan Hadi
PALAPA Vol 11 No 1 (2023): MEI
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v11i1.6510

Classroom discipline should be understood not merely as behavioral control but as an educational consequence that guides students toward responsible learning behavior. This study aims to examine the relationship between constructive discipline consequences and the learning motivation of fifth-grade students at SDN 1 Selebung Ketangga in the 2022/2023 academic year. A quantitative approach with an ex post facto design was employed. The sample comprised all fifth-grade students in the classroom under study, selected through total sampling. Data were collected through questionnaires, observation, and documentation and analyzed using simple linear regression with SPSS 22. The findings show that constructive discipline consequences, operationalized through educational punishment, have a positive and significant effect on students’ learning motivation, as indicated by a regression coefficient of 2.974 and a significance value of 0.006 (< 0.05). The R Square value of 1.000 indicates an extremely high predictive level in the available dataset; therefore, the model should be interpreted with caution in the context of educational behavioral research. These findings suggest that proportional, nonphysical, non-humiliating, and pedagogically explained discipline consequences can serve as behavioral feedback that supports students’ learning engagement. This study concludes that constructive discipline contributes to learning motivation when implemented ethically and educationally. Theoretically, this study contributes to classroom management research by reframing discipline as a pedagogical strategy rather than a punitive mechanism. Practically, it highlights the importance of discipline practices that protect students’ dignity, strengthen positive learning habits, and support responsible classroom behavior.

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