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All Journal Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman International Journal of Educational Narratives
Abdul Hakim Abdurrahman Husein
Suez Canal University
Religion Education

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Principal's Leadership Style and Implications for Improving the Performance of PAI Teachers Muhammad Akbar; Hafidz Hafidz; Abdul Hakim Abdurrahman Husein
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2922

Abstract

School principals play a central role in school management and influence teacher performance, including Islamic Education (PAI) teachers who not only teach subject matter but also instill religious values in students. This study aims to examine the leadership style of school principals and its effect on improving the performance of PAI teachers at SMKN 1 Surakarta. The research approach used is descriptive qualitative, with informants consisting of school principals, PAI teachers, and vice principals in charge of curriculum, who were selected purposively. Data collection was conducted through interviews, documentation, and literature review, then analysed through reduction, presentation, and conclusion-drawing stages, and its validity was strengthened through source triangulation. The findings show that the principal combines transformational, democratic, situational, and participatory leadership styles. This approach encourages open communication, teacher involvement in decision-making, adjustment of directions according to teacher characteristics, and religious values education through school activities. The combination of these leadership styles has a positive impact on PAI teachers' performance, as seen in increased motivation, discipline, sense of responsibility, innovation in learning, and better teaching quality, while also strengthening the overall character building of students
Digital Play in Language Learning: A Narrative-Based Approach to Understanding Student Motivation in Interactive Arabic Assessments Desvia Rahmawati; Musli Musli; Mustar Mustar; Dina Chabib Uluum; Putri Hardiyanti; Abdul Hakim Abdurrahman Husein; Zakiyatunnisa Al Mubarokah; Mohamad Hussin
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3812

Abstract

Background. The development of digital technology in education has encouraged teachers to implement interactive learning media to increase student engagement during the learning process. In Arabic language learning, conventional teaching methods often make students less active and less motivated during classroom activities. Quizizz is one of the gamification-based learning platforms that can create a more interactive, competitive, and enjoyable learning environment for students. Purpose. This study aimed to explore students’ learning experiences during the implementation of Quizizz in Arabic language learning, particularly related to emotional engagement, classroom participation, interaction, motivation, and reflective learning experiences. Method. This study employed a qualitative approach using Narrative Inquiry with a phenomenological-narrative orientation. The participants consisted of one Arabic language teacher and four students selected purposively based on their involvement in Quizizz-based learning activities. Data were collected through in-depth interviews, classroom observations, reflective conversations, and documentation. Data analysis was conducted using thematic narrative analysis by organizing participants’ experiences into thematic clusters. Results. The findings showed that the use of Quizizz increased students’ emotional engagement, classroom participation, interaction, motivation, and self-confidence during Arabic learning activities. Students experienced a more interactive and enjoyable learning atmosphere through leaderboard features, scoring systems, and direct feedback during quizzes. Conclusion. Quizizz not only functioned as a digital evaluation tool but also created meaningful learning experiences through interactive, reflective, and gamified learning activities in Arabic language learning.
Co-Authors Desvia Rahmawati Dina Chabib Uluum Hafidz . Mohamad Hussin Mubarokah, Zakiyatunnisa Al Muhammad Akbar Musli Musli Mustar Putri Hardiyanti