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All Journal Journal of Social Studies and Education
Junedi
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Indonesia
Humanities Education Social Sciences

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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.
School Digital Learning Management and Students' Self-Regulated Learning: An Exploratory Study in Indonesian Secondary Schools Junedi; Hilwa Bahriyah; Hendry Putra; Nur Muhabibudin
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.v3i1.1334

Abstract

This study examined the relationship between Digital Learning Management Quality (DLMQ) and Self-Regulated Learning (SRL) among Indonesian senior high school (SMA) and vocational high school (SMK) students and identified the DLMQ dimensions most strongly associated with SRL. An exploratory quantitative correlational study using an ex post facto approach was conducted with 27 students recruited through convenience sampling in East Kalimantan, Indonesia. Data were collected through a questionnaire comprising 16 DLMQ items and 24 SRL items on a five-point Likert scale. We used descriptive statistics, reliability testing, Pearson correlation, Spearman correlation, and simple linear regression for analysis. Students reported high levels of DLMQ (M = 3.98) and SRL (M = 3.89). DLMQ was strongly and positively associated with SRL (r = .82, R² = .67, p < .001), supporting the proposed hypothesis. Instructional/content design showed the strongest dimension-level association with SRL. These findings suggest that schools should prioritize well-organized digital learning materials, consistent instructional guidance, and accessible support. However, the small, non-random sample and cross-sectional design limit generalizability and causal interpretation. Future research should employ larger samples and further validate the measurement instruments.
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.
Co-Authors Ariyadi Baharun, Hasan Hasniah Hendry Putra Hilwa Bahriyah Nur Muhabibudin Yustika Yustika Caprilin Costantina Zamroni