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All Journal Jurnal Komunikasi Tadbir: Jurnal Manajemen Pendidikan Islam Local Wisdom : Jurnal Ilmiah Kajian Kearifan Lokal Risâlah, Jurnal Pendidikan dan Studi Islam Pendas : Jurnah Ilmiah Pendidikan Dasar Tarbawy : Jurnal Pendidikan Islam EDUTEC : Journal of Education And Technology At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Ideguru: Jurnal Karya Ilmiah Guru Jurnal Pendidikan dan Teknologi Indonesia JURNAL ILMIAH GLOBAL EDUCATION Journal of Research in Instructional Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP) Journal of Law, Administration, and Social Science Journal of Educational Sciences Riwayat: Educational Journal of History and Humanities Society Suhuf: International Journal of Islamic Studies LEADERIA : Jurnal Manajemen Pendidikan Islam Intelektual: Jurnal Pendidikan dan Studi Keislaman Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam
Sirozi, Muhammad
Unknown Affiliation
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Prinsip-Prinsip Perencanaan Pengembangan Mutu Guru Pendidikan Agama Islam Sirozi, Muhammad; Lestari, Elsya Anugrah
Journal of Law, Administration, and Social Science Vol 4 No 5 (2024)
Publisher : PT WIM Solusi Prima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54957/jolas.v4i5.920

Abstract

Penelitian ini berjudul "Prinsip-prinsip Perencanaan Pengembangan Mutu Guru Pendidikan Agama Islam (PAI)". Metode yang digunakan adalah studi kepustakaan (library research). Kajian pustaka digunakan sebagai panduan untuk menggali masalah penelitian, sedangkan desain penelitian berfungsi sebagai panduan dalam mencapai tujuan penelitian yang telah ditetapkan. Proses penelitian dimulai dengan mengidentifikasi masalah yang akan diteliti, kemudian dilanjutkan dengan pengumpulan referensi pustaka, penyaringan literatur, dan tabulasi data yang dianalisis untuk memperoleh hasil yang sesuai dengan kebutuhan penelitian. Berdasarkan hasil dan pembahasan, ditemukan bahwa pengembangan mutu guru PAI di sekolah dapat ditingkatkan melalui beberapa prinsip perencanaan. Pertama, menganalisis kebutuhan terhadap guru PAI untuk memastikan mereka memiliki kompetensi yang sesuai. Kedua, mengembangkan profesionalisme guru secara berkelanjutan dengan pendekatan kolaboratif, memfasilitasi berbagi pengalaman dalam proses pembelajaran PAI. Ketiga, integrasi teknologi yang efektif bagi guru PAI, mengingat teknologi merupakan aspek integral dalam pembelajaran modern. Fokus juga diberikan pada peningkatan kompetensi guru PAI sebagai upaya penting dalam pengembangan mutu. Selain itu, pelaksanaan evaluasi dan refleksi secara berkelanjutan juga diperlukan untuk memastikan perbaikan terus-menerus.
Problematika Penyusunan Dan Penerapan Perencanaan Strategis Di SMA N 1 Rambutan-Banyuasin Firzal, Juanda; Sirozi, Muhammad
Journal of Law, Administration, and Social Science Vol 4 No 5 (2024)
Publisher : PT WIM Solusi Prima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54957/jolas.v4i5.936

Abstract

Penelitian ini berjudul problematika penyusunan dan penerapan perencanaan strategis di SMA N 1 Rambutan Kabupaten Banyuasin, Sumatera Selatan. Jenis penelitian yakni kualitatif, dengan pendekatan deskripstif. Metode pengumpulan data melalui wawancara, observasi dan dokumentasi. Teknik analisis data melalui pengumpulan data, penyajian dara dan verifikasi serta penarikan Kesimpulan. Berdasarkan hasil dan pembahasan bahwa sekolah dalam menyusun dan penerapkan perencanaan strategis di sekolah meliputi beberapa tahap penting. Tahap pertama adalah Analisis, yang mencakup analisis lingkungan internal dan eksternal menggunakan analisis SWOT dengan melibatkan para pemangku kepentingan. Pada tahap ini, dilakukan kajian terhadap faktor-faktor yang mempengaruhi mutu sekolah, pengumpulan informasi tentang kondisi sekolah saat ini dan masa depan, serta evaluasi hasil pelaksanaan program-program pada periode sebelumnya. Selanjutnya adalah Tahap Perumusan Strategi, yang dilakukan oleh tim dengan menyesuaikan kondisi sekolah dan mempertimbangkan harapan dari para pemangku kepentingan. Strategi implementasi perencanaan strategis untuk meningkatkan mutu pendidikan di SMAN 1 Rambutan melibatkan pemangku kepentingan dengan memberikan wewenang kepada staf-staf, mengumumkan program-program di awal tahun, mengadakan rapat koordinasi bulanan, memberikan tugas sesuai bidang masing-masing, dan memaksimalkan sumber daya yang ada dengan menganggarkan biaya untuk pelaksanaan program serta memberikan pelatihan. Evaluasi dan Implikasi dari implementasi perencanaan strategis terhadap mutu pendidikan di SMAN 1 Rambutan melibatkan evaluasi internal dan eksternal terhadap seluruh program yang telah dan belum terlaksana, evaluasi terhadap lulusan setiap tahun, penilaian profesionalisme guru, evaluasi prestasi yang dicapai, serta monitoring yang dilakukan oleh pengawas pendidikan dari Kementerian Agama dan akreditasi dari BAN SM. Dampak dari implementasi ini adalah peningkatan mutu pendidikan yang ditunjukkan oleh beberapa indikator: peningkatan efektivitas proses KBM, peningkatan prestasi yang diraih, peningkatan jumlah peserta didik, peningkatan persentase lulusan, dan terpenuhinya sarana penunjang proses pembelajaran sesuai dengan SNP.
STEAM and Islamic Education Integration in Madrasah: Cultivating Muslim Scientists from Early Education Ihwanah, Al; Sirozi, Muhammad
Jurnal Cendekia Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Vol. 17 No. 02 (2025): Cendekia October 2025
Publisher : Fakultas Agama Islam Universitas Billfath

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37850/cendekia.v17i02.1026

Abstract

This article aims to examine the integration of STEAM education (Science, Technology, Engineering, Arts, and Mathematics) with Islamic values at MI Al-Khoiriyah as an effort to foster scientific literacy among Muslim elementary students. A qualitative case study approach was employed, with data collected through classroom observations, in-depth interviews with teachers, and analysis of instructional documents. The findings reveal that project-based learning grounded in Islamic principles effectively enhances student engagement, strengthens understanding of scientific concepts, and promotes the development of critical and collaborative thinking skills. Integrating Islamic values into the learning process enables students to perceive science not merely as knowledge, but also as a means of strengthening faith and character. However, major challenges include the absence of a systematic, integrative curriculum and the limited capacity of teachers to implement interdisciplinary approaches. Therefore, this study recommends strong institutional support, continuous professional development programs for teachers, and developing a national curriculum that formally integrates STEAM with Islamic education. This integrative model is considered a strategic approach to shaping a generation of Muslim scientists who are intellectually competent and spiritually grounded from an early stage of education.
The Role of Emotional Intelligence (Emotional Quotient/EQ) in Shaping Students’ Personality From the Perspective of Educational Psychology Kalsum, Umi; Sirozi, Muhammad
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5732-5742

Abstract

This study aims to analyse the role of emotional intelligence (EQ) in shaping students’ personalities through a literature review approach. Emotional intelligence refers to the ability to recognise, understand, manage, and direct emotions effectively, both in oneself and in others. This competence has significant implications for the development of students’ character and social adjustment. Using a qualitative literature study method, this research examines relevant theories and findings from previous studies on emotional intelligence and personality formation. It integrates the perspectives of Salovey and Mayer, Daniel Goleman, Reuven Bar-On, Howard Gardner, Sigmund Freud, Gordon Allport, Carl Rogers, and Erik Erikson. The analysis reveals that emotional intelligence significantly contributes to the development of a stable, adaptive, and positive personality. Core dimensions influencing this process include self-awareness, self-regulation, empathy, motivation, and social skills. Personality theories by Freud, Allport, Rogers, and Erikson support the notion that emotional regulation is essential for identity formation, integrity, and healthy social relations. Therefore, this study highlights the importance of educational strategies that integrate intellectual and emotional growth within family and school environments to foster balanced, resilient, and morally grounded student personalities.
The Theory of Multiple Intelligences and Its Implications for Islamic Religious Education Learning Aziza, Nur; Sirozi, Muhammad
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5743-5751

Abstract

This study examines the application of Howard Gardner's Multiple Intelligences (MI) theory to Islamic Religious Education (PAI) learning in Indonesia. MI theory asserts that intelligence consists of various types, such as linguistic, logical-mathematical, visual-spatial, musical, kinesthetic, interpersonal, intrapersonal, and naturalistic. The research method used was a qualitative literature study approach, analyzing literature related to the integration of MI in Islamic Religious Education (PAI) learning to develop students' holistic potential. The results show that the application of MI enables teachers to design more varied, interactive, and student-centered learning, tailored to individual learning styles. However, obstacles remain, such as limited teacher understanding and pedagogical skills and an education system that emphasizes cognitive outcomes over affective and psychomotor aspects. Therefore, continuous teacher professional development, the provision of creative learning tools, and a more comprehensive assessment system are needed. Overall, the application of MI theory in PAI contributes significantly to increased learning motivation, character development, and spiritual awareness among students, making religious education more meaningful, enjoyable, and contextualized in everyday life.
Critical Philosophy of Education: An Analysis of Paulo Freire's Thoughts on Modern Educational Practices Saifullah, Muhammad Irsyad; Mahadi, Rahmad; Sirozi, Muhammad
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5972-5981

Abstract

This study analyzes Paulo Freire’s philosophy of critical education and its relevance to modern educational practices, especially within the Indonesian context, by integrating it with Syed Muhammad Naquib al-Attas’s concept of ta’dīb. The background of this research is the dominance of traditional and neoliberal educational systems that often marginalize critical awareness, ethics, and spirituality in learning. The purpose of this research is to reinterpret Freire’s pedagogical framework to construct a more humanistic, dialogical, and spiritually grounded educational paradigm. Using a qualitative library research method, this study collects and analyzes primary sources from Freire’s works (Pedagogy of the Oppressed, Education for Critical Consciousness) and secondary literature from 2019–2025. The findings reveal that Freire’s key ideas, conscientização (critical consciousness), dialogue, and praxis, remain highly relevant in transforming education into a process of humanization and liberation. However, structural rigidity, exam-oriented curricula, and digital inequality still hinder its practical implementation. The synthesis of Freire’s praxis and al-Attas’s ta’dīb concept offers a holistic vision: education as both liberation from social oppression and purification of the self. The study concludes that integrating ethical and spiritual dimensions into critical pedagogy can reorient education toward forming reflective, responsible, and spiritually aware individuals, making it a transformative force for both personal and societal change.
Co-Authors Adien, Ria Adriyansyah, Adriyansyah Afryansyah, Afryansyah Aldyandra, Aldyandra Anas, Maulidah Hasnah Andini, Dinda Rizki Arib, M. Farhan Asmuni Aziza, Nur Azzahra, Radhita Dian Septaria Edi Zalharis Ermis Suryana Febrianto, Andre Fiqriani, Maula Firzal, Juanda Fitrianti, Eka Fitriyanti, Riska HANDAYANI Harist, Hidayatullah Yahmad Ihwanah, Al Imron Irvan, Indra Ari Kartika, Mirna Kasinyo Harto Khairunnisa, Fadhilah Izzah Lestari, Elsya Anugrah Lestari, Liza Puji Lubis, Sopian Luthfiyani, Anis Mahadi, Rahmad Mahendra, Arivan Milda, Jefpi Muhaimin, Ahmad Muthmainna, Aqila Nopriani, Winda Nurbuana, Nurbuana Nurjana Nurjana, Nurjana Oskar, Ruani Pranata, Jhon Petet Putra, Fahmi Mandala Rahayu, Meiliza Suci Rahmania, Elvina Ramadhan, Muhammad Fakhri Rastiana Robi Yanto Sahniarti Saifullah, Muhammad Irsyad Sania, Fitri Saputra, Darwin Eka Sari, Ana Kurnia Selviana, Lista Shah, Khaf Solihah Titin Sumanti, Solihah Titin Sormin, Icha Aulia R. Supriyadi Syifaurrahmah, Sabrina Tarmizi, Yenrizal Umar, Asril Umi Kalsum Yenrizal Yenrizal