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This Author published in this journals
All Journal Assyfa Journal of Islamic Studies Journal of Research in Instructional
Karwadi Karwadi
UIN Sunan Kalijaga Yogyakarta, Indonesia
Religion Education Social Sciences Other

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Pendataan Guru Madrasah Setelah Simpatika: Transisi Sistem, Kesenjangan Fitur dan Tantangan Operator Finan Ahsani Taqwim; Zaefa Khatun; Karwadi Karwadi
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1034

Abstract

This article aims to analyze the constraints in collecting data on madrasah teachers and education personnel and to formulate improvement efforts in the context of data system transition within the Ministry of Religious Affairs. This study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews with operators at the central Ministry of Religious Affairs, operators at the Regional Office of the Ministry of Religious Affairs of the Special Region of Yogyakarta, and madrasah operators, supported by a review of relevant documentation. The data were analyzed thematically through the stages of condensation, categorization, theme identification, and interpretation. The findings show that the unpreparedness of data on teachers and education personnel is not caused by a single factor, but by a combination of system readiness, organizational readiness, and actor readiness. At the system level, problems emerged in the form of the transition from SIMPATIKA to EMIS GTK IMP that was not yet fully mature, incomplete data migration, incomplete features, slow servers, and suboptimal data integration across ministries or institutions. At the organizational level, the problems were reflected in the high workload of operators and the limited number of personnel. At the actor level, the constraints appeared in the varying competencies of operators and the low awareness of teachers and education personnel as data owners. This study recommends a gradual application transition, case-based technical assistance, strengthened helpdesk support, restructuring of operator workloads, periodic data verification by teachers and education personnel, data integration, and the development of processed data dashboards to support data-based policy-making.
Authority and knowledge in the pesantren-based madrasah curriculum: An archaeological and genealogical analysis of Michel Foucault Ainun Hakiemah; Zulkipli Lessy; Karwadi Karwadi
Journal of Research in Instructional Vol. 6 No. 2 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i2.44

Abstract

Pesantren-based Madrasah Aliyah has a strategic position as an institution that combines the national education system with the tradition of pesantren education. On the other hand, the standardization of the national curriculum, accreditation system, and administrative demands cause the autonomy space of Pesantren to be increasingly limited, giving rise to contestation between the interests of the state, the madrasah bureaucracy, and the kiai authority in determining the direction of the curriculum. This research is important to explain how the curriculum functions as an arena for power contestation as well as knowledge production through the perspective of archaeology and genealogy of Michel Foucault. The research uses an interpretive qualitative approach with a multi-locus study design on three Islamic boarding school-based MA in the Special Region of Yogyakarta. The results of the study show that the curriculum is an arena for the production of power-knowledge that produces different configurations of power in each madrasah. MA Al-Jauhar and MA Sunan Pandanaran show the strengthening of the role of madrasas as centers of knowledge production through curriculum synthesis, while MA As-Salafiyyah maintains the epistemic dominance of pesantren through the substitution of state subjects with the yellow book. These findings confirm that curriculum implementation is a dynamic negotiation process between state standardization, madrasah autonomy, and pesantren authorities.
Co-Authors Ainun Hakiemah Finan Ahsani Taqwim Zaefa Khatun Zulkipli Lessy