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All Journal Jurnal Ilmu Pendidikan dan Sosial PIJAR: Jurnal Pendidikan dan Pengajaran
Mabruri
Institute Agama Islam Yasni Bungo, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Principal Accountability In Enhancing The Quality Of Islamic Religious Education Instruction: A Qualitative Study At SMK-S Al-Inayah Ratu Candra Nur Aulia; Muttaqin; Wiwin Narti; Novita Nurul Hidayah; Mabruri
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 1 No. 2 (2023): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v1i2.1599

Abstract

Sustained efforts to elevate the quality of Islamic Religious Education (IRE) in vocational secondary schools depend critically on the managerial accountability exercised by the school principal, yet most Indonesian studies still treat principal accountability as an administrative checklist rather than as an instructional driver linked to specific subject domains. This study examines how principal accountability operates as an integrated mechanism of planning, supervision, evaluation, and culture-building that shapes the quality of IRE instruction at SMK-S Al-Inayah, Rimbo Bujang, Jambi Province, Indonesia. A qualitative case-study design was employed, with informants selected purposively, comprising one principal, one IRE coordinator-teacher, and one twelfth-grade student. Data were generated through non-participant classroom observation across four sessions, three semi-structured interviews of 45–60 minutes each, and documentary analysis of school work plans, supervision records, and learning achievement reports. Analysis followed the Miles, Huberman, and Saldaña model, and trustworthiness was established through source and method triangulation and member checking. The findings reveal that principal accountability is enacted through six concrete practices: setting competence standards, supervising instruction, evaluating learning outcomes, facilitating teacher professional development, partnering with parents, and producing periodic performance reports. Instructional quality is perceived along three dimensions: innovative methods, character formation, and management-curriculum alignment. The principal’s role is distributed across the planning, implementation, and evaluation phases of the instructional cycle, indicating that accountability functions less as bureaucratic compliance and more as instructional leadership. The study concludes that subject-specific, cyclical, and culture-embedded accountability is a feasible model for strengthening IRE quality in private vocational schools.
Religious Family Environment And The Formation Of Moderate Student Character: An Integrative Review Through Religious Moderation and The Love-Based Curriculum Arica Yogi Seftiana; Mabruri; Ulfa Adilla; Sri Alfiah; Husnil Mubarok; Baili
Jurnal Ilmu Pendidikan dan Sosial Vol. 2 No. 2 (2023): Juli
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v2i2.1600

Abstract

Religious intolerance and character erosion among students continue to challenge Indonesia's pluralistic education system, raising the question of how home-based religiosity and school-based pedagogy may be aligned. This study examines how religious family environments contribute to the formation of moderate student character and how this contribution interfaces with religious moderation and the love-based curriculum (kurikulum berbasis cinta) recently advanced by the Ministry of Religious Affairs. An integrative literature review was conducted on 41 peer-reviewed publications (2019–2025) retrieved from Scopus, DOAJ, Sinta 1–3, and Google Scholar using Boolean strings combining religious family, character education, religious moderation, and love-based curriculum. Articles were screened against pre-registered inclusion criteria, appraised with the CASP qualitative checklist, and synthesised thematically following Braun and Clarke. Inter-coder agreement reached Cohen's κ = 0.86. Three themes emerged. First, daily ritual habituation and parental modelling explain 60–75% of the variance in religiosity, discipline, and pro-social conduct reported across reviewed studies. Second, moderation indicators tolerance, balance, justice appear earlier in children from religious homes than in those receiving moderation only at school, suggesting a sequencing effect. Third, the love-based curriculum extends learning into affective and social domains, but its measured impact is conditional on parental reinforcement and digital literacy. The findings indicate that family religiosity, classroom love-pedagogy, and digital-age literacy operate as a coupled system rather than as independent inputs. Educational policy that strengthens any single component without the others risks producing partial outcomes.
Co-Authors Arica Yogi Seftiana Baili Husnil Mubarok Muttaqin Novita Nurul Hidayah Ratu Candra Nur Aulia Sri Alfiah Ulfa Adilla Wiwin Narti