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All Journal Jurnal Epistemic : Jurnal Ilmiah Pendidikan
Mulyawan Safwandy Nugraha
UIN Sunan Gunung Djati Bandung, Jawa Barat
Education

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HUBUNGAN ANTARA IMPLEMENTASI KEBIJAKAN PERENCANAAN PEMBELAJARAN BERPERSPEKTIF GENDER DENGAN PRAKTIK KESETARAAN DI MTS SA MIFTAHUL FALAH Heni Suhertini; Mulyawan Safwandy Nugraha
Epistemic: Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Mei 2026
Publisher : Perkumpulan Peneliti dan Pegiat Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70287/epistemic.v5i2.528

Abstract

Gender equity in education is not merely determined by policies but by how they are translated into classroom practices. Gender-responsive lesson planning is a strategic policy instrument for fostering equitable and inclusive learning in madrasah education. This study aims to analyze the implementation of gender-responsive lesson planning, the practice of gender equity in classroom learning, and the relationship between both. A quantitative approach with a correlational design was employed. Data were collected through standardized questionnaires administered to teachers and students, then analyzed using descriptive and inferential statistical techniques. The findings indicate that the implementation of gender-responsive lesson planning is at a high level, while gender equity practices are consistently applied. Correlational analysis reveals a strong and significant positive relationship between the quality of lesson planning and the realization of gender equity in classroom practices (r = 0.78, p < 0.05). These results suggest that well-designed, gender-responsive lesson planning plays a crucial role in promoting educational equity. The study implies that strengthening policy-oriented lesson planning, supported by institutional commitment and continuous teacher capacity development, is essential for creating inclusive and gender-equitable learning environments in madrasah education
INOVASI DIGITAL DALAM PERENCANAAN PENDIDIKAN ISLAM DI STAI AL-AZHARY CIANJUR: STUDI KASUS INTEGRASI SIMAK DAN PEMBELAJARAN SINKRON Vivi Adriati Mariyam; Mulyawan Safwandy Nugraha
Epistemic: Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Januari 2026
Publisher : Perkumpulan Peneliti dan Pegiat Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70287/epistemic.v5i1.631

Abstract

Digital transformation has become a strategic agenda in Islamic education management, particularly in Islamic religious universities facing technological adaptation challenges. This study analyzes digital innovation in Islamic education planning, focusing on how the integration of Academic Information Systems (SIMAK) and synchronous learning platforms such as Zoom and Google Meet enhances access, coordination, and learning effectiveness. The research adopts a qualitative case study approach, using in-depth interviews with institutional leaders, lecturers, and students, complemented by academic planning document reviews. The study contributes a conceptual model of digital planning in Islamic education, identifying key barriers such as access issues and digital competency gaps, and offers strategic recommendations for institutions to improve digital education governance. Findings reveal that SIMAK serves as the backbone of academic administration and scheduling, while Zoom and Google Meet support synchronous learning. However, uneven internet access and varying digital competence among lecturers remain significant obstacles. The proposed model integrates technology with Islamic values to create adaptive, just, and sustainable digital governance in Islamic higher education.
Co-Authors Heni Suhertini Vivi Adriati Mariyam