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All Journal Jurnal Al-Tadzkiyyah MODELING: Jurnal Program Studi PGMI Proceedings of Annual Conference for Muslim Scholars Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Tafkir: Interdisciplinary Journal of Islamic Education Jurnal Kependidikan Islam Pedagogy : Jurnal Pendidikan Matematika Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Jurnal Cendekia : Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam JOIES (Journal of Islamic Education Studies)
Yudi, Usman
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Religion Humanities Decision Sciences, Operations Research & Management Education Mathematics Social Sciences Other

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The Interplay of Organizational Culture, Knowledge Management System, and Learning Evaluation in Improving English Language Skills: A Mixed-Method Study in Indonesian Pesantrens Ma’arif, Samsul; Fathoni , AB. Musyafa; Suyudi, Suyudi; Yudi, Usman; Muna, Naily El
Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/kharisma.v4i2.107

Abstract

This study examines the interaction among organizational culture, knowledge management, and learning evaluation in improving English language competence in pesantrens in East Java, using a sequential exploratory mixed-methods design. Qualitative data were collected through interviews, observations, and focus group discussions with pesantren leaders, teachers, and students to identify context-specific dimensions of organizational culture, knowledge management practices, and evaluation systems, which subsequently informed the development of a quantitative instrument administered to 306 respondents across three pesantren. Quantitative analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM) indicates that learning evaluation exerts the strongest positive influence on English language competence, underscoring the role of continuous assessment, feedback, and follow-up actions in shaping learning outcomes. Organizational culture also shows a positive contribution by fostering discipline, language habituation, and collective responsibility. In contrast, knowledge management demonstrates a negative relationship with English language competence, reflecting partial implementation, limited technological integration, and fragmented knowledge-sharing practices, as corroborated by qualitative findings. These results highlight the importance of aligning organizational culture, evaluation practices, and context-sensitive knowledge management to enhance English language learning in pesantren while maintaining their core educational values.
Transforming the Educator Profile in the Society 5.0 Era: Between Teacher Competency Standards and the TPACK Gap Putri, putri; Nizza Burdatul Hijjah; Moh. Faizin; Aziz, Yahya; Yudi, Usman
JOIES (Journal of Islamic Education Studies) Vol. 11 No. 1 (2026): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2026.11.1.189-208

Abstract

Advances in digital technology have transformed the role of educators from mere instructors to technology-based facilitators. However, this transformation is often hindered by the gap between educational policies and the actual capabilities of teachers in the field. This study aims to analyze the empirical gap between digital competency requirements and the reality of educators’ capabilities, as well as to assess the relevance of competency standards under Law No. 14 of 2005 in the Society 5.0 era. This study employs a qualitative method using a literature review approach. Data were analyzed descriptively and analytically by comparing the Technological Pedagogical Content Knowledge (TPACK) theoretical framework by Mishra and Koehler with the dynamics of curriculum change in Indonesia. The findings indicate a consistent “competency gap” from the KTSP era through the Merdeka Curriculum, where improvements in digital infrastructure have not been accompanied by substantial pedagogical transformation. An analysis of Law No. 14 of 2005 reveals that while aspects of professionalism have been addressed, the details regarding technological literacy remain general in nature, leading to a disconnect in the implementation of teacher training. This study concludes that revitalizing the educator profile requires a holistic strategy that integrates TPACK theory into national regulations so that the digital transformation of education is not merely technical but also addresses inclusive pedagogical aspects.
Co-Authors Alfaroq, Elok Setiani Aning Wida Yanti Annisa Nidaur Rohmah Ashari, Muhammad Khakim Athoillah, Sukijan Faizin, Moh Faizin, Moh. Fathoni , AB. Musyafa Husniyatus Salamah Zainiyati Irhamni, Hadi Ma’arif, Samsul Moh. Faizin Moh. Faizin, Moh. Faizin Muna, Naily El Nizza Burdatul Hijjah Putri Putri, Putri Rilasanti, Hilda Adelia Sa'diyah, Ni'matus Salmany, Moh Rieza Sari, Widya Nita Suprijatno, Suprijatno Suyudi Suyudi, Suyudi Uroidli, Ali Yahya Aziz Zaini Tamin AR, Zaini Tamin Zulfia, Sefrina Zakiyatu