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All Journal At-tahsin: Jurnal Manajemen Pendidikan Educompassion: Jurnal Integrasi Pendidikan Islam Dan Global
Sitti Chadidjah
Universitas Muhammadiyah Bandung, Indonesia
Religion Education Other

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Peningkatan Hasil Belajar PAI Siswa Kelas X Melalui Implementasi Ekstrakurikuler Kepesantrenan di SMA 'Aisyiyah Boarding School Rayhan Rizky Agam Gaeno; Mochamad Fadlani Salam; Sitti Chadidjah; Iim Ibrohim; Mukhlishah Mukhlishah
Educompassion: Jurnal Integrasi Pendidikan Islam dan Global Vol. 3 No. 1 (2026): Februari
Publisher : Yayasan Cendekia Gagayunan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63142/educompassion.v3i1.425

Abstract

Islamic Religious Education (PAI) plays a vital role in shaping students' character and knowledge. The limitation of PAI teaching hours in public schools is addressed by SMA ‘Aisyiyah Boarding School through kepesantrenan (Islamic boarding school-style) extracurricular activities, which include habitual worship and religious learning. This study aims to analyze the implementation of these activities, the PAI learning outcomes of Class X students, and their impact on improving learning outcomes. The research used a qualitative approach with a case study method, based on B.F. Skinner's behaviorism theory. Data were collected through observation, interviews (PAI teachers, extracurricular teachers, students, principal), and documentation studies (PAI scores). Data analysis followed the Miles and Huberman model, verified through triangulation. The findings show: First, the implementation uses a behavioristic approach through structured activities, rewards, and positive discipline, successfully forming religious habits; Second, students' PAI learning outcomes improved, covering cognitive material mastery, affective value internalization, and psychomotor worship independence; Third, kepesantrenan extracurricular activities are proven to enhance PAI learning outcomes by creating a holistic learning environment that facilitates the understanding of PAI material.
Social Cognitive-Based Human Resource Performance Evaluation to Improve the Quality of Educational Institutions Wulan Dari; Zulfita Nur Haliza; Sitti Chadidjah; Imvitahul Mawaddah
at-Tahsin Vol 6 No 1 (2026): Educational Management
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/attahsin.v6i1.442

Abstract

The quality of educational institutions is not solely determined by curriculum and facilities, but is significantly influenced by the quality of human resources, particularly teachers and educational staff. However, performance evaluations in many educational institutions tend to be administrative and result-oriented, often failing to optimally encourage professional behaviour changes. This article aims to analyze human resource performance evaluations in education as a solution to this issue from the perspective of Albert Bandura's Social Cognitive Theory. The theory suggests that individual behaviour is influenced by the reciprocal interaction between personal factors, and environment, thus performance evaluation should function not only as an evaluation tool but also as a learning process. This research adopts a qualitative approach through a literature review of relevant books and journal articles. The findings indicate that performance evaluations based on Social Cognitive Theory can enhance self-confidence, self-regulation skills, work motivation, and foster organizational learning through observation, reflection, and positive feedback. And also, this approach encourages teachers to internalize new skills, leading to a more adaptive and productive work environment. It also promotes a shift towards continuous professional development and improves collaboration among staff. Additionally, the theory-based evaluation model offers insights into individualized growth for teachers, making it a potent strategy for enhancing educational quality. This research recommends further empirical studies on the long-term impacts of Social Cognitive-based performance evaluations on institutional growth and teacher development.
Co-Authors Iim Ibrohim Imvitahul Mawaddah Mochamad Fadlani Salam Mukhlishah Mukhlishah Rayhan Rizky Agam Gaeno Wulan Dari Zulfita Nur Haliza