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All Journal Al Yasini: Jurnal Keislaman, Sosial, Hukum dan Pendidikan
Welly Kuswanto
Universitas Islam Internasional Darullughah Wadda'wah, Indonesia

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Theory Driven Evaluation Program MBG Berlandaskan Filosofi Halalan Ṭayyiban untuk Meningkatkan Kualitas Pendidikan di Indonesia Moh Nasir; Zainul Arifin; Welly Kuswanto
Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 11 No 4 (2026)
Publisher : Konsorsium Dosen Institut Agama Islam Al-Yasini Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55102/alyasini.v11i4.243

Abstract

Abstract (maximum 250 words) This article offers a theory-driven evaluation of the Free Nutritious Meal Program (Makan Bergizi Gratis/MBG) in Indonesia by positioning the Qur'anic concept of halalan ṭayyiban as an evaluative philosophy rather than merely a normative slogan. The study responds to a gap in the literature: previous discussions of MBG have often described nutrition, charity, or food safety separately, while fewer studies have developed an explicit programme theory that connects Islamic ethical principles, food governance, and educational quality. Using a qualitative documentary design, this study analyses Tafsir Al-Mishbah on QS. Al-Baqarah 2:168, official policy documents, public programme reports, and relevant academic literature. Data were interpreted through framework analysis, pattern matching, and contribution analysis to construct a logic model covering inputs, activities, outputs, mechanisms, outcomes, and risks. The findings show that halalan ṭayyiban expands the evaluation criteria of MBG from calorie provision to a more comprehensive standard of legality, safety, hygiene, nutritional adequacy, dignity, equity, and educational benefit. The programme theory indicates that MBG can contribute to educational quality when nutritious and safe meals improve students' health, attendance, concentration, learning readiness, and trust in school-based public services. However, these outcomes depend on governance mechanisms, including supplier accountability, hygiene control, menu planning, certification, monitoring, and responsive feedback. The article contributes to theory-driven evaluation, Islamic educational ethics, and education policy by offering a value-based evaluative framework for improving MBG implementation in Indonesia.
Evaluasi Dampak Soft Skill Dan Hard Skill Terhadap Profesionalisme Guru PAI di SMP IT NW Teko Komarudin; Zainul Arifin; Welly Kuswanto
Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 11 No 4 (2026)
Publisher : Konsorsium Dosen Institut Agama Islam Al-Yasini Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55102/alyasini.v11i4.244

Abstract

This study evaluates the impact of soft skills and hard skills on the professionalism of Islamic Religious Education (PAI) teachers at SMP IT NW Teko. The issue is important because PAI teacher professionalism is shaped not only by subject-matter mastery but also by teachers’ ability to build educational relationships, guide character development, manage classrooms, and adapt to learning technology. The study employed a qualitative case study design. Data were collected through classroom observation, semi-structured interviews with the principal, PAI teachers, peer teachers, and students, and document analysis of lesson plans and teacher development activities. Data were analyzed thematically through data reduction, theme construction, data display, and conclusion drawing. Trustworthiness was strengthened through source triangulation, technique triangulation, cross-data consistency checks, and researcher reflexivity. The findings show that soft skills affect the development of trust, warm communication, more humane discipline, and moral guidance that is closer to students’ lived experiences. Hard skills affect teachers’ readiness to design instruction, master learning materials, use digital media, develop assessment tools, and identify follow-up learning needs. The synergy between both skill sets shapes holistic PAI teacher professionalism: pedagogically and technically competent, personally mature, and socially-spiritually grounded. The contribution of this article lies in demonstrating that the evaluation of PAI teacher professionalism should read the impact of soft skills and hard skills integratively rather than separately. Practically, schools need to strengthen teacher development through training, reflective supervision, peer mentoring, and continuous digital literacy enhancement.
Co-Authors Komarudin Moh Nasir Zainul Arifin