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The Influence of Using the Al-Muyassar Module in Increasing the Al-Quran Memorization Skills of Students at Islamic Elementary Schools: Pengaruh Penggunaan Modul Al-Muyassar dalam Meningkatkan Kemampuan Hafalan Al-Quran Siswa di Sekolah Dasar Islam Shafira Mumtaz; Imam Fauji
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1298

General Background Islamic primary education prioritizes Quranic memorization to build spiritual foundation and character development. Specific Background Elementary institutions implement specialized instructional modules to maintain student memorization quality and retention. Knowledge Gap Existing research predominantly evaluates oral repetition strategies rather than the statistical relationship between specific printed learning modules and memorization precision. Aims This study analyzes the correlation between the al-Muyassar module and mutqin Quranic memorization among elementary students. Results Simple linear regression analysis revealed a significance value of 0.010, indicating no statistically significant correlation between module implementation and memorization accuracy, with a determination coefficient of 10.3%. Novelty Findings demonstrate that printed instructional modules alone do not determine memorization mastery due to confounding variables like heterogeneous mushaf usage and varying starting points. Implications Educational institutions must combine instructional modules with standardized mushaf formats and structured recitation oversight to achieve optimal memorization retention. Key Findings Highlights Quantitative analysis demonstrates no statistically significant relationship between module usage and student memorization retention. The al-Muyassar instructional module accounts for only a 10.3% contribution to memorization accuracy outcomes. Unstandardized Quranic script usage and inconsistent repetition schedules present primary obstacles to achieving memorization precision. Keywords : Al-Muyassar Module, Mutqin Memorization, Quranic Education, Elementary Students, Simple Regression Analysis

Principal Management To Improve Professional Competence of Tahfidz Teachers in Modern Schools : Manajemen Kepala Sekolah Untuk Meningkatkan Kompetensi Profesional GuruTahfidz di Sekolah Modern Ifan Agus Prasetyo; Imam Fauji
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1345

General Background Professional teacher competence significantly determines instructional quality and learning outcomes in specialized educational programs. Specific Background Modern elementary schools implementing Tahfidz curricula require structured administrative approaches to support instructors in guiding Quranic memorization. Knowledge Gap However, empirical investigation into managerial strategies executed within high-profile urban modern primary schools remains sparse. Aims This study analyzes principal management across planning, organizing, executing, and evaluating dimensions to improve Tahfidz teacher competence at SD Al Falah Surabaya. Results Findings show structured leadership—encompassing technology workshops, mentoring, and continuous performance supervision—effectively elevates teaching proficiency, despite challenges like specialized training scarcity and implementation inconsistency. Novelty This work establishes an empirical management model combining technological integration with structured Quranic pedagogical development in private modern primary education. Implications Educational leaders can utilize these findings to structure flexible training programs and continuous monitoring systems tailored for specialized religious educators. Key Findings Highlights Systematic planning and ongoing supervisory evaluation directly elevate specialized pedagogical execution in Quranic memorization programs. Major operational barriers include scarce tailored training sessions, tight teaching schedules, and inconsistent post-training classroom implementation. Integrating digital instructional tools alongside professional mentoring offers a viable framework for modernizing elementary Quranic education. Keywords: Principal Management, Professional Competence, Quranic Educators, Modern Primary School, Educational Leadership

Analysis Of Principal Management in Improving Teacher Pedagogical Competence In Inclusive Schools: Analisis Manajemen Kepala Sekolah Dalam Meningkatkan Kompetensi Pedagogik Guru di Sekolah Inklusi Nurdiana Faizah Andriani; Imam Fauji
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1397

General Background: School principal management is important for developing teachers’ pedagogical competence in inclusive schools. Specific Background: At SD Muhammadiyah 1 Candi, teacher development is implemented through classroom management training, educational technology, innovative learning, teacher working groups (KKG), differentiated instruction, and inclusive education forums. Knowledge Gap: The management process, implementation challenges, and solutions within this inclusive-school context require further examination. Aims: This study analyzes the POAC-based management of teacher pedagogical competence and identifies implementation challenges and solutions. Results: Qualitative descriptive findings show that programs follow planning, organizing, actuating, and controlling processes, while challenges include limited time, tight schedules, resource and facility constraints, and varied teacher motivation and engagement. Novelty: The study describes the continuous POAC-based management of multiple teacher development programs in an inclusive elementary school. Implications: Flexible scheduling, digital technology, external partnerships, incentives, moral support, and teacher participation in planning can support program implementation. Key Findings Highlights Continuous POAC management structures teacher development programs in an inclusive school. Teacher development covers classroom management, educational technology, innovative learning, KKG, differentiated instruction, and inclusive education forums. Limited time, resources, facilities, Keywords : School Principal Management, Teacher Pedagogical Competence, POAC, Inclusive School, Teacher Development

Management Functions In Overcoming Bullying In Basic Education Institutions: Fungsi Manajemen Dalam Mengatasi Bullying Pada Lembaga Pendidikan Dasar Aulia'ul Fajriyah; Imam Fauji
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1398

General Background: Bullying remains a concern in basic education because it can disrupt students’ safety and comfort. Specific Background: SD Muhammadiyah 1 Candi addresses verbal and nonverbal bullying through public relations management and Islamic values. Knowledge Gap: The integration of public relations management, POAC functions, and Islamic values in school-based bullying management requires further contextual examination. Aims: This study analyzes management functions in preventing and handling bullying at SD Muhammadiyah 1 Candi. Results: Using a descriptive qualitative approach with interviews, observation, and documentation, the study found that planning, organizing, actuating, and controlling were implemented through anti-bullying policies, reporting and investigation procedures, monitoring, evaluation, and communication with parents and the community. Novelty: The study integrates POAC-based management and Islamic values through public relations in bullying management. Implications: The findings support the development of a safe, religious, and character-oriented school environment. Key Findings Highlights Verbal and nonverbal incidents were identified among students at the research site. School personnel coordinated reporting, investigation, monitoring, and evaluation with parents and the community. Islamic values were integrated with POAC functions to establish a safe, religious, and character-oriented environment. Keywords: Bullying, Public Relations, Management Functions, Islamic Values, Basic Education

Discipline Role-Model Innovation: Kyai Leadership Management Based on Uswah in Islamic Boarding Schools: Inovasi Keteladanan Disiplin: Model Manajemen Kepemimpinan Kyai Berbasis Uswah di Pesantren Akhmad Halim Ilmanto; Imam Fauji
Indonesian Journal of Innovation Studies Vol. 27 No. 1 (2026): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i1.1279

General Background Islamic boarding schools are institutions that have survived from the birth of the nation to significant changes in the era of globalization, keeping up with progress and continuously improving quality in education. Specific Background This study examines how kyai management creates role models for the discipline of santri and the wider Islamic boarding school community at Pondok Pesantren An-Nur Sidoarjo. Knowledge Gap Previous research lacks comprehensive qualitative analysis detailing the specific administrative phases, main operational components, and supporting or inhibiting factors of kyai leadership in enforcing institutional discipline. Aims This research aims to find out how kyai management creates role models for the discipline of santri and the wider Islamic boarding school community. Results The qualitative descriptive research shows that the main aspects of discipline creation comprise the kyai serving as a role model (uswah), formulating and socializing regulations, conducting evaluations, and providing rewards and punishments, supported by unified instructions and parental advice, alongside challenges from a lack of self-awareness and security control. Novelty The integration of a four-phase management approach (Planning, Organizing, Actuating, Controlling) directly led by a charismatic kyai establishes a robust framework for instilling structured religious and behavioral discipline. Implications These findings indicate that structured managerial leadership by religious figures can effectively maintain institutional longevity and cultivate high moral standards among students in traditional educational environments. Highlights: Kyai implement structured planning, organizing, actuating, and controlling frameworks to sustain institutional order. Primary disciplinary mechanisms involve exemplary modeling, systematic rule socialization, periodic evaluations, and balanced rewards and punishments. Administrative success relies heavily on unified leadership instructions and parental guidance despite individual student self-awareness challenges. Keywords; Ldeadership, Kyai, Islamic Boarding School, Discipline, Management

Innovation Of Tazkiyah Approach For Holistic Tahfizh Mastery And Character Building: Inovasi Pendekatan Tazkiyah Untuk Penguasaan Tahfizh Holistik Dan Pembangunan Karakter Eli Rohmawati; Imam Fauji
Indonesian Journal of Innovation Studies Vol. 27 No. 1 (2026): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i1.1220

General Background Memorizing the Quran represents a noble tradition in Islamic education aimed at preserving sacred knowledge. Specific Background DAFI Quranic Science Boarding School implements the Tazkiyah method to guide students who experience difficulties in reading and comprehending scripture. Knowledge Gap Previous retention frameworks predominantly emphasize mechanical repetition and reading accuracy, often neglecting the spiritual purification necessary for complete personal development. Aims This study investigates the implementation, supporting programs, and outcomes of the Tazkiyah method in structuring high-quality scripture mastery at the institution. Results The method is systematically executed through planning, monitoring, and evaluation, incorporating four core stages: slow reading, adding new verses, repetition, and spiritual purification. Supporting initiatives include intensive reading programs, midnight prayers, and strict teacher standardization. Consequently, learners demonstrated significant advancements in reading fluency, retention, and behavioral transformations, such as increased patience and better speech control. Novelty This research highlights a unique pedagogical model that intertwines rigorous verse retention with deep inner purification, ensuring that learning directly cultivates ethical behavior. Implications The findings offer a comprehensive framework for Islamic educational institutions to embed spiritual understanding into their curricula, thereby producing graduates with both strong retention and commendable ethical foundations. Highlights: Structured planning and continuous evaluation guarantee significant improvements in reciting fluency. Connecting scripture meanings with personal reflection reduces negative habits among learners. Supporting nocturnal prayer routines and strict educator standards facilitate profound spiritual growth. Keywrds: Islamic Education, Spiritual Purification, Scripture Retention, Pedagogical Strategy, Moral Cultivation

Innovation Of POAC Management For Islamic Personal Development In Public Schools: Inovasi Manajemen POAC Untuk Bina Pribadi Islami Di Sekolah Dasar Negeri Lailatul Yuliana; Imam Fauji
Indonesian Journal of Innovation Studies Vol. 27 No. 1 (2026): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i1.1355

General Background Islamic personal development programs within elementary education construct essential foundational values for moral and spiritual character formation among students. Specific Background SDN Pucang 1 Sidoarjo deliberately integrates religious character education into its curriculum through programs such as Aku Cinta Al-Qur'an, Tajwid Clinics, Jumat Berbagi, and congregational prayers. Knowledge Gap Although character education is a recognized policy, qualitative analyses explicitly applying the POAC management framework to evaluate the implementation and structural challenges of religious value-based programs within secular public schools remain scarce. Aims This study describes the POAC-based management processes of the Islamic Personal Development Program at SDN Pucang 1 Sidoarjo and analyzes the specific challenges encountered during its implementation. Results Utilizing a qualitative phenomenological approach through participatory observations, in-depth interviews, and document analysis, findings reveal a highly structured management cycle. Planning involves collaborative curriculum design, organizing delegates specific roles to religion teachers and class advisors, actuating features daily religious routines, while controlling relies on weekly evaluations. The program faces challenges including dense academic schedules, limited teacher training, and insufficient parental involvement, which the institution mitigates through schedule adjustments, collaborative religious training, and continuous parental socialization. Novelty This research isolates the POAC management cycle within a public school context, proving that secular institutions can successfully orchestrate intensive religious habituation typically reserved for madrasas. Implications Public elementary schools can effectively utilize structured management frameworks to seamlessly integrate spiritual development into crowded national curricula, thereby ensuring holistic moral and academic student growth. Highlights: The POAC management framework successfully integrates intensive religious routines into a dense public school curriculum. Programs like ACA and Jumat Berbagi significantly enhance students' spiritual discipline and social empathy. Addressing challenges through schedule flexibility and increased parental involvement guarantees sustainable character development. Keywords: POAC Management, Character Education, Islamic Values, Public Elementary School, Educational Innovation

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