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Hasniah
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Indonesia
Humanities Education Social Sciences

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Pragmatic Truth in Educational Management: An Empirical Field Investigation of Problem-Solving Practices in Elementary Schools Hasniah; Zamroni; Hendry Putra; Junedi; Hilwa Bahriah
Journal of Social Studies and Education Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.656

Abstract

This study examines how school actors construct and justify managerial decisions through evidence, practical consequences, collective deliberation, and institutional values. This qualitative, multi-site case study examined three elementary educational institutions in Samarinda, Indonesia: a public school, a state Islamic elementary school, and a privately managed Islamic elementary school. Researchers collected data over five months through semi-structured interviews with 24 participants, non-participant observations of 14 meetings, and document analysis. The study analyzed data using the Miles, Huberman, and Saldaña framework. The findings reveal five interconnected themes: consequence-based validation, collaborative inquiry cycles, contextual adaptation of national policy, evidence as a warrant for action, and value-bounded pragmatism. These findings show that defensible managerial decisions require observable educational improvements, systematic interpretation of evidence, meaningful participation, and ethical accountability. The study concludes that pragmatic reasoning provides a valuable foundation for responsible educational management. Its proposed Pragmatic Problem-Solving Cycle offers practical implications for strengthening school leadership, data literacy, reflective decision-making, and context-sensitive policy implementation while safeguarding pupils’ welfare and institutional values.
Data-Driven Supervision and Spiritual Accountability of Islamic Religious Education Supervisors and Teachers in Kukar Ariyadi; Zamroni; Junedi; Yustika; Hasniah
Journal of Social Studies and Education Vol. 3 No. 1 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i1.1309

Abstract

This study explores how Islamic Religious Education (Islamic Education) supervisors and teachers experience data-driven supervision across four dimensions of Edward III policy implementation and examines the role of spiritual accountability (muraqabah and muhasabah) in improving teacher discipline. A qualitative case study design was used at the Ministry of Religious Affairs Office. Data were collected in August–September 2026 through semi-structured interviews and written questionnaires involving six informants: two Islamic Religious Education supervisors and four teachers. Thematic analysis was conducted using data condensation, display, and conclusion drawing and verification. Findings indicate that the SITKA PAI digital system facilitates documentation and initial performance screening, but its effectiveness is still limited by digital literacy and uneven infrastructure. Face-to-face supervision remains crucial for validating digital records and assessing professional qualities that administrative indicators miss. All six informants identified muraqabah and muhasabah as more fundamental drivers of discipline than digital monitoring. The study concludes that effective supervision requires complementary digital and interpersonal mechanisms. Practically, these findings imply the need to continue supporting digital literacy and integrate spiritual accountability into teacher professional development.
Management of Local Wisdom-Based Extracurricular Activities in Instilling Religious Moderation Values in Islamic Junior Secondary Schools Nasruddin; Zamroni; Fathul Janah; Edy Murdani Z; Ariyadi F; Yustika Caprilin Constatina; Hasniah
Journal of Social Studies and Education Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.1311

Abstract

This study examined the management of religious activities rooted in local wisdom and their potential role in internalizing religious moderation values at madrasah. A qualitative case study design was employed, with data collected through observation, interviews, and documentation involving school leaders, teachers, and students. Data were analyzed through data condensation, data display, and conclusion drawing and verification. The findings revealed that Maulid celebrations, cemetery visits, and haulan ceremonies were managed through annual planning and deliberation, with organizational structures adapted to each activity. Student participation, religious messages, and the transmission of local traditions provided opportunities to cultivate tolerance, deliberation, patriotism, nonviolence, and cultural responsiveness. These processes were interpreted through the stages of value transformation, value transaction, and transinternalization. The study concludes that traditional religious activities can serve as contextual spaces for value education. Practically, madrasahs should strengthen educational objectives, student reflection, and post-activity evaluation. However, limited evaluation documentation prevents conclusions about causal effects or successful value internalization.
Beyond Digitalization: A Dual-Track Adaptation Framework for Generative AI Integration in Salafiyah Pesantren Yustika Caprilin Costantina; Hasan Baharun; Hasniah; Junedi; Hilwa Bahriyah
Journal of Social Studies and Education Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.1897

Abstract

This study examines technology adaptation in Pesantren (Islamic boarding schools), focusing on administrative digitalization, integrating Generative AI (GenAI) into teaching and learning activities, and preserving scholarly traditions. Employing a qualitative case study design, the research involved five purposively selected informants: two administrative staff members, the head of the Pesantren, one instructor of religious subjects, and one instructor of general subjects. Data were collected through semi-structured interviews and document reviews, then analyzed through data condensation, data display, and conclusion verification. The findings indicate that digital technology is more firmly established in administrative functions such as student enrollment, data management, scheduling, and attendance monitoring than in pedagogical practices. GenAI integration remains limited, reflecting concerns about source validity, instructor authority, and the continuity of scholarly traditions. This study proposes a dual-track adaptation framework that distinguishes between digital governance and pedagogical readiness. Theoretically, this framework offers a context-sensitive understanding of digital transformation within the Pesantren environment. Practically, the study underscores the need for more robust data governance, AI literacy for instructors, guidelines for responsible usage, and an integration process that is supervised and aligned with both institutional values ​​and educational objectives.
Negotiated Autonomy in Madrasah Governance: Regulatory Constraints, Institutional Accountability, and Local Adaptation Hasniah; Ahmad Fauzi; Much. Eka Mahmud
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3250

Abstract

Madrasah governance operates within a complex regulatory environment in which national education standards intersect with ministerial regulations governing religious education. Although madrasahs have some institutional discretion, their autonomy remains constrained by administrative requirements, limited supervisory support, and overlapping accountability structures. This study aims to examine how regulatory arrangements, institutional constraints, and local governance practices shape madrasah autonomy and to develop a conceptual understanding of how institutional actors respond to competing policy demands. This study employed a systematic literature review guided by the PRISMA 2020 framework. The review examined 24 journal articles published between 2022 and 2026, comprising 18 Scopus-indexed articles and six articles published in SINTA 2 journals. Five interconnected themes emerged: dual regulatory architecture, bounded institutional autonomy, limited developmental supervision, dual accountability in foundation-managed madrasahs, and local adaptive strategies. The findings inform the concept of negotiated autonomy, whereby institutional actors respond through formal compliance, selective adaptation, and protective decoupling. Improving madrasah governance requires streamlined administrative reporting, stronger developmental supervision, targeted financial and managerial support, and clearer arrangements for regional government assistance. These measures may help transform procedural compliance into substantive institutional autonomy.
Navigating Centralised Regulation and Local Autonomy in Madrasah Governance: A Systematic Literature Review Hasniah; Ahmad Fauzi; Much. Eka Mahmud
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3251

Abstract

This study aims to explain how madrasah actors interpret and enact centralised regulations, which constraints they face, and how they balance compliance with local autonomy. Madrasahs are governed through a vertical ministerial hierarchy, yet recent reforms require each institution to plan, budget, and design its curriculum autonomously; little research has examined this tension systematically. The study used a systematic literature review following the PRISMA 2020 guideline. Peer-reviewed articles published between 2021 and 2026 in Scopus-indexed and SINTA 1–2 accredited journals were identified, screened against explicit criteria, and 24 studies were synthesised thematically using implementation and institutional theory. Five themes emerged: a dual regulatory architecture that grants equivalence but retains central control; bounded autonomy, in which curriculum latitude coexists with tightly templated planning and budgeting; thin supervision that drifts from development toward inspection; dual accountability to the state and private foundations; and adaptive strategies of compliance, adaptation, and decoupling. The study proposes a model of negotiated autonomy, in which actors combine formal compliance, selective adaptation, and protective decoupling. The findings imply that policymakers should consolidate reporting platforms, rebuild developmental supervision, and differentiate support according to foundation capacity so that autonomy can be exercised rather than merely granted.
Co-Authors Ahmad Fauzi Ahmad Fauzi Ariyadi Ariyadi F Baharun, Hasan Edy Murdani Z Fathul Janah Hendry Putra Hilwa Bahriah Hilwa Bahriyah Junedi Junedi Much. Eka Mahmud Nasruddin Yustika Yustika Caprilin Constatina Yustika Caprilin Costantina Zamroni