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All Journal QANUN: Journal of Islamic Laws and Studies J-STAF: Siddiq, Tabligh, Amanah, Fathonah
Wan Jamaluddin Z
UIN Raden Intan Lampung
Religion Humanities Decision Sciences, Operations Research & Management Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Systematic Literature Review: Improving Performance in Educational Institutions Through the Balanced Scorecard Achmad Zailani; Wan Jamaluddin Z; Achi Rinaldi
J-STAF: Siddiq, Tabligh, Amanah, Fathonah Vol. 5 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) STITNU Al-Farabi Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62515/staf.v5i2.1508

Abstract

The level of achievement of these goals can be determined through performance measurement. Performance is an overview of the level of achievement in implementing an activity, program, or policy to realize the organization's targets, objectives, mission, and vision as outlined in its strategic planning (Mahsun, 2006: 25). The Balanced Scorecard is a strategic management system that transforms an organization's vision into a set of integrated performance measures. This system ensures a balance between outcome measures and future performance drivers, as well as between internal and external performance. Performance measurement in educational institutions often focuses too heavily on short-term financial or academic aspects, making it less capable of reflecting the institution's readiness to face changing times. To achieve sustainability and ideal educational quality, it is necessary to improve performance in educational institutions through the Balanced Scorecard approach.
A TAHSIN-BASED PEDAGOGICAL FRAMEWORK FOR ENHANCING PHONETIC ACCURACY IN QUR’ANIC RECITATION: A QUALITATIVE STUDY AT MA’HAD AL-JAMI’AH UIN RADEN INTAN LAMPUNG Alifia Karomatus Syifa; Wan Jamaluddin Z; Uswatun Hasanah
QANUN: Journal of Islamic Laws and Studies Vol. 4 No. 2 (2025): QANUN: Journal of Islamic Laws and Studies, Desember 2025
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/qanun.v4i2.1209

Abstract

This study aims to provide a comprehensive description of the implementation of the tahsin program in enhancing Qur’anic reading proficiency at Ma’had Al-Jami’ah, UIN Raden Intan Lampung. It focuses on the pedagogical framework of the tahsin learning process, which is conducted in halaqah sessions held after the dawn prayer (ba’da Subuh), after the sunset prayer (ba’da Maghrib), and during evening classes. The research employed a descriptive qualitative approach, with the research population encompassing all tahsin activities conducted within the Ma’had. The sample was purposively selected and consisted of tahsin instructors (muallimah), the qirā’ah–tahfidz coordinator, Ma’had administrators, and active student participants. The research instruments included observation guidelines, interview protocols, and documentation sheets. Data were collected through direct observation of instructional procedures, in-depth interviews regarding coaching methods, and documentation such as activity photos and assessment archives to strengthen the findings. The results indicate that the primary method employed is the Yanbu’a approach, structured progressively from letter recognition to reading fluency, and reinforced with the talaqqi–musyafahah method to ensure accuracy of articulation (makhraj), phonetic characteristics, and the proper application of tajwīd rules. Evaluation is conducted through multiple layers, including oral recitations, reading tests, and routine coaching for muallimah. The main challenges include heterogeneous initial abilities, regional dialect interference, and fluctuating learner motivation. These challenges are addressed through placement tests, level-based grouping, remedial guidance, and teacher training. The study concludes that the methodological integration of Yanbu’a with talaqqi–musyafahah effectively improves the Qur’anic reading quality of students, offering a pedagogical approach that is both progressive and adaptive to the diverse needs of learners.
Co-Authors Achi Rinaldi Achmad Zailani Alifia Karomatus Syifa Uswatun Hasanah