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All Journal Islamic Management: Jurnal Manajemen Pendidikan Islam JPP (Jurnal Pendidikan dan Pembelajaran)
Aning Puspita Ningrum
UIN Sunan Kalijaga Yogyakarta
Education

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POAC-BASED MANAGEMENT STRATEGIES FOR MEMORIZING THE QUR’AN IN THE DIGITAL ERA Nihayatuzzain Nihayatuzzain; Na’imah Na’imah; Izzatun Illiyyin; Aning Puspita Ningrum; Rasi A’yun Andhini Jati
Islamic Management: Jurnal Manajemen Pendidikan Islam Vol 9 No 01 (2026): Islamic Management: Jurnal Manajemen Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/im.v9i01.9391

Abstract

The rapid development of digital technology presents both challenges and opportunities in the process of memorizing the Qur’an, especially for individuals outside formal educational institutions, such as students, workers, and homemakers. Although several studies have explored memorization methods and the use of digital learning tools, research that systematically analyzes the management of Qur’an memorization using a formal management framework—specifically POAC (Planning, Organizing, Actuating, Controlling)—remains limited. This study aims to examine how the POAC management principles can be applied in the practice of memorizing the Qur’an in the digital age. The approach used is descriptive qualitative, with data collected through in-depth interviews with nine informants divided into three groups (students, workers, and homemakers), participatory observation, and a systematic literature review. Data were analyzed using thematic coding and source triangulation. The results indicate that the integrated application of the POAC framework has been proven to enhance the effectiveness and sustainability of memorization. Digital technologies such as the Quran Mobasher app, Tarteel AI, and the digital Qur’an serve as flexible facilitators, particularly in the areas of review (murajaah) and self-assessment. This study contributes to the management of Islamic education by demonstrating that the POAC framework can be effectively operationalized to manage Quran memorization in non-formal and digital learning contexts, although memorization conducted under the supervision of an institutional system is considered more effective than independent memorization without a formal structure.
Meeting Students' Basic Needs Through Free Nutritious Meals Program at School Wiedya Listrina; Nora Saiva Jannana; Sedya Santosa; Tarwiyati; Aning Puspita Ningrum
JPP (Jurnal Pendidikan dan Pembelajaran) Vol. 33 No. 1 (2026)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran, Universitas Negeri Malang in Collaboration with Asosiasi Pendidik dan Pengembang Pendidikan Indonesia (APPI)

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Abstract

Background: The effectiveness of school-based nutrition intervention programs in improving students’ readiness to learn continues to yield mixed results, particularly when implemented in educational settings with heterogeneous social characteristics.Objective: This study aims to analyze the fulfillment of students’ basic needs through the Free Nutritious Meal Program (MBG) and its implications for learning readiness and the learning climate at MTs Hidayatullah, Temanggung Regency, Central Java.Method: This study employs a qualitative approach with a case study design. Participants included eight students, four teachers who also served as homeroom teachers, the school principal, and the program coordinator, all selected through purposive sampling. Data were collected through observations in 10 classes (grades VII–IX), in-depth interviews, and documentation. Data analysis was conducted using the Miles, Huberman, and Saldaña interactive model through continuous data reduction, data presentation, and drawing of conclusions.Results: The results indicate that the MBG Program contributes to meeting students’ physiological needs by providing meals during school hours and reducing distractions caused by hunger. However, its impact on learning concentration, attendance, learning behavior, and emotional well-being has not yet shown significant and consistent changes.Conclusion: These findings suggest that meeting physiological needs is insufficient to enhance student engagement in learning without the support of psychosocial factors and a broader learning environment.
Co-Authors Izzatun Illiyyin Jannana, Nora Saiva Na’imah Na’imah Nihayatuzzain Nihayatuzzain Rasi A’yun Andhini Jati Sedya Santosa Tarwiyati Wiedya Listrina