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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Journal of Quality Assurance in Islamic Education (JQAIE) Al'Ulum Jurnal Pendidikan Islam
Muhammad Yasin
Universitas Islam Negeri Syekh Wasil Kediri
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Conceptualization of the Continuous Quality Improvement Model in Islamic Education Risma Latiful Azza; Muhammad Yasin
Journal of Quality Assurance in Islamic Education (JQAIE) Vol. 5 No. 1 (2025): Journal of Quality Assurance in Islamic Education (JQAIE)
Publisher : Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/jqaie.v5i1.2024

Abstract

Islamic education in Indonesia currently faces serious challenges in building a sustainable and contextual quality assurance system. The existing quality system tends only to emphasise the administrative aspect and does not fully reflect the core values in Islam, such as tauhid, amanah, ihsan, and deliberation. The quality approach adopted from the Western paradigm is also often irrelevant to Islamic educational institutions' spiritual and cultural needs. This research aims to conceptualize the Continuous Quality Improvement (CQI) model in Islamic education that is integrated with Islamic values. The method used is library research with a qualitative approach. Data was collected through searches of national and international scientific journals, academic books, and official documents related to quality management and Islamic education. The research results produced five main components in the Islamic-based CQI model: Islamic basic values, Islamic transformational leadership, sustainable quality culture, the PDCA cycle based on spiritual values, and the collective participation of all institutional components. This model can bridge the gap between modern quality theory and the reality of Islamic education, and serves as a basic framework for building a quality culture more oriented towards sustainability and spirituality. This study concludes that the sustainable quality model based on Islamic values is very relevant to be applied in Islamic education to build superior institutional quality, integrity, and long-term orientation.
Digital Stakeholder Engagement in The Governance of Pesantren-Based Madrasah: Reinforcing Pesantren Values in The Digital Era Uswatun Fita; Nanda Rivat Cahya Dinulloh; Muhammad Yasin
Al'ulum Jurnal Pendidikan Islam Vol. 6, No. 2 September 2026
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/alulum.1185

Abstract

This study aims to analyze how digital media mediates stakeholder relations in the governance of MA Mahrusiyah Lirboyo, Kediri City, as a pesantren-based madrasah. This qualitative field study employed interviews, observations, and documentation involving the principal, public relations vice principal, pesantren administrators, teachers, social media administrators, students’ guardians, and foundation representatives. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, with validity established through source and technique triangulation. The findings show that digital media facilitates routine communication, coordination, information access, and institutional outreach through instant messaging, websites, and social media, but does not equalize stakeholder roles or redistribute strategic authority. Teachers and guardians primarily engage in academic and student-related coordination, while strategic decisions remain connected to kiai, dzuriyah, and institutional leadership. Digital communication is regulated by pesantren norms, adab, tawadhu', Islamic values, and face-to-face sowan.
Pedagogical Criteria in Private Islamic Junior Secondary Teacher Selection: An Integrative Literature Review Muhammad Muhamamad; Muhammad Yasin
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.679

Abstract

Private Islamic junior secondary schools (madrasah tsanawiyah, MTs) need evidence of applicants’ teaching capability, but selection stages alone do not establish assessment quality. This integrative review examines how pedagogical criteria inform interviews and microteaching. Initial source selection and a documented supplementary search yielded 28 journal articles published in 2022–2026 and one book on human capital theory. Thematic comparison distinguished seven MTs reports from school comparators, assessment research in other settings, and conceptual support. The MTs reports describe eligibility, commitment, and teaching assessments, with limited evidence on scoring consistency and prediction. The synthesis connects instructional needs with criteria, tasks, evidence, and appointment decisions. For example, checking understanding can be explored through an interview about students’ errors and a teaching demonstration requiring a diagnostic question and a response to students’ answers. This pairing is an illustrative proposal, not an observed or validated selection protocol. Islamic values are situated within teaching ethics. The review proposes criterion-level evidence records and a workflow assigning responsibilities from vacancy planning to induction. These proposals have not been empirically tested in private MTs; their relevance, scoring consistency, fairness, predictive value, and practical effectiveness require investigation.  
Co-Authors Muhammad Muhamamad Nanda Rivat Cahya Dinulloh Risma Latiful Azza Uswatun Fita