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All Journal Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan El Tarbawi Risâlah, Jurnal Pendidikan dan Studi Islam Pendas : Jurnah Ilmiah Pendidikan Dasar Kelola: Journal of Islamic Education Management Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Edulab : Majalah Ilmiah Laboratorium Pendidikan Sunan Kalijaga International Journal on Islamic Educational Research Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam At-Tadbir : Jurnal Manajemen Pendidikan Islam Jurnal Pendidikan Islam IHSAN : Jurnal Pendidikan Islam El-Mal: Jurnal Kajian Ekonomi & Bisnis Islam IJAR : Indonesian Journal of Action Research JBI : Jurnal Bahasa Indonesia AL-ABSHOR : Jurnal Pendidikan Agama Islam Journal in Teaching and Education Area PRIMER: Journal of Primary Education Research PRIMER: Journal of Primary Education Research ALFABETA
Suwadi
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Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Discrepancy Evaluation of A CBSA-Based Iqra’ Program at LPQ AMM Yogyakarta Wafiq, Ainun; Suwadi
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 2 (2025)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.92.15

Abstract

Qur’anic reading programs require not only appropriate instructional methods but also clear implementation standards, consistent teacher decisions, and adequate evidence of student progress. Previous studies on the Iqra’ method have largely focused on instructional implementation and reading outcomes, At the same time, limited attention has been given to whether program implementation conforms to explicit institutional standards across different stages of evaluation. This study employed an evaluative qualitative case-study design at LPQ AMM Yogyakarta using Provus’s Discrepancy Evaluation Model as the primary analytical framework. Fifteen informants participated, comprising one program coordinator, seven instructional personnel consisting of supervisors and teachers, and seven students. Data were collected through semi-structured interviews, classroom observations, and document analysis and were compared across the design, installation, process, and product stages. The findings indicate partial conformity between program expectations and implementation. At the design stage, the program had a clear graduation target but lacked measurable indicators for CBSA, correction, repetition, and promotion. At the installation stage, training, syahadah certification, and supervision were available, although teacher calibration remained incomplete. At the process stage, guided self-correction and direct correction were both used without a uniform decision rule. At the product stage, progress books supported monitoring and promotion decisions but did not provide sufficient evidence to demonstrate improvement in Qur’anic reading ability or a causal effect of CBSA. These findings suggest that program improvement should prioritise measurable CBSA indicators, shared correction protocols, teacher calibration, and more detailed progress records.
REKONSTRUKSI PARADIGMA MANAJEMEN MUTU TERPADU DALAM PENDIDIKAN ISLAM BERBASIS KEMANFAATAN HOLISTIK Sarif Hidayatulloh; Sutrisno; Suwadi; Nadilla Aleyda Maqhfira Agustin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51035

Abstract

This study departs from the problem that Total Quality Management in education is often interpreted technocratically through administrative indicators, accreditation, and service satisfaction, whereas Islamic education requires quality that includes the formation of faith, knowledge, adab, morality, independence, and social benefit. This study aims to analyze the implementation of educational quality management, the manifestation of holistic benefit values, and the reconstruction of the Total Quality Management paradigm in Islamic education at Pondok Pesantren Tarbiyah Mubtadiin, which runs SMP NU Toboali in South Bangka. This research employed a qualitative case study design. Data were collected through in-depth interviews, observation, and documentation, and analyzed using thematic analysis followed by conceptual abstraction. The findings show that educational quality is implemented through participatory planning, the integration of formal schooling and pesantren education, discipline-based quality culture, multidimensional evaluation, and continuous improvement. Holistic benefit is reflected in the impact on students, families, society, alumni, and the institution. The reconstructed model consists of seven components: tawhidic and adab-based value orientation, integrative leadership, participatory planning, integrated curriculum, pesantren-based habituation, multidimensional evaluation, and sustainable socio-spiritual impact.
DILEMA IMPLEMENTASI ASESMEN AUTENTIK PADA PENILAIAN KETERAMPILAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH DASAR (STUDI DI SD MUHAMMADIYAH BLAWONG 1 YOGYAKARTA) Yolanda, Selvia; Suwadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52249

Abstract

Skills assessment in Islamic Religious Education (PAI) at the elementary school level plays an important role in evaluating students’ competencies holistically, particularly in learning materials that require religious practices. This descriptive qualitative study, involving elementary school PAI teachers through in-depth interviews, revealed that skills assessment is implemented selectively and contextually in learning activities such as Qur’an recitation, ablution (wudhu), and prayer (shalat) by integrating psychomotor, cognitive, and affective dimensions in accordance with the principles of authentic assessment. The findings also indicate several challenges, including limited instructional time, large class sizes, diverse student abilities, and the suboptimal use of technology in the assessment process. To address these challenges, teachers employ various adaptive strategies, such as flexible time management, group-based assessment, remedial activities, parental involvement, and continuous feedback. These findings imply the need to strengthen a more standardized, integrated, and technology-based skills assessment system as a reference for teachers, schools, and policymakers in improving the quality of PAI assessment in the digital era.
EVALUATING AN ARABIC–ENGLISH BILINGUAL PROGRAM IN AN ISLAMIC BOARDING SCHOOL THROUGH THE CIPP MODEL: STRENGTHENING STUDENTS’ LANGUAGE COMPETENCE Nadya Fitri; Syaiful Kiram; Suwadi; Wulan Priyanggani; Cici Laras Jabil
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52692

Abstract

Arabic–English bilingual programs in Islamic boarding schools play a strategic role in strengthening Islamic competence, global communication skills, and graduate competitiveness. However, comprehensive evaluative studies examining the relevance, readiness, implementation, and outcomes of bilingual programs in Islamic boarding school contexts remain limited. This study aims to evaluate the Arabic–English bilingual program at Pesantren Darul Amin, Aceh Tenggara, using the Context, Input, Process, Product (CIPP) model. A qualitative approach with an evaluative case study design was employed. Data were collected through interviews, observations, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing. The findings show that the context aspect of the program is aligned with the pesantren’s vision of developing students with strong Islamic competence and global communication skills. The input aspect is supported by teachers and language mentors with experience in bilingual pesantren cultures, although facilities, competency standards, and initial language proficiency mapping require further strengthening. The process aspect indicates that the program is implemented through language habituation, daily vocabulary activities, conversation practice, muhadharah, and dormitory-based supervision, although students’ language use outside formal situations remains inconsistent. The product aspect reveals improvements in vocabulary mastery, speaking confidence, basic communication skills, language-related achievements, and opportunities for further study. This study contributes to Islamic education program evaluation by highlighting the importance of gradual competency standards, periodic assessment, mentor training, and a more communicative bilingual culture. Future studies are recommended to employ mixed methods designs and language proficiency tests to measure program outcomes more objectively.
IMPLEMENTASI KEBIJAKAN PENANGANAN ANAK TIDAK SEKOLAH (ATS) DI DAERAH ISTIMEWA YOGYAKARTA: ANALISIS TANTANGAN DAN STRATEGI PENGUATAN AKSES PENDIDIKAN Wahyu Insani; Suwadi; Frida Nurcahyani; Missa Serriawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55934

Abstract

Out-of-School Children (OTS) remains a challenge in efforts to achieve equal access to education in Indonesia. Although the government has stipulated Presidential Regulation of the Republic of Indonesia Number 3 of 2026 concerning the National Strategy for Handling Out-of-School Children, policy implementation at the regional level still faces various obstacles. This study aims to analyze the implementation of the policy for handling out-of-school children in the Special Region of Yogyakarta (DIY), identify the challenges faced, and examine strategies for strengthening access to education carried out by stakeholders. The study used a qualitative approach with a case study design. Data were obtained through a documentation study of transcripts of the coordination forum for handling out-of-school children in DIY involving the Education Office, Social Services Office, district/city governments, Family Hope Program (PKH) facilitators, and related stakeholders. Data were analyzed using thematic analysis with reference to George C. Edward III's policy implementation model, which includes dimensions of communication, resources, disposition, and bureaucratic structure. The results show that the implementation of the out-of-school children policy in DIY has been carried out through data collection, outreach, returning children to educational services, and mentoring mechanisms. However, implementation still faces challenges such as limited family finances, limited access to information, psychosocial factors, limited resources for facilitators, and issues with data integration and synchronization between agencies. Strategies to strengthen access to education are implemented through the development of People's Schools, optimization of the Family Hope Program, strengthening community education, providing non-formal education services, and strengthening cross-sector coordination. This study concludes that effective ATS management requires strengthening an integrated data system, increasing the capacity of facilitators, and strengthening communication and collaboration between stakeholders.
DISCREPANCY EVALUATION MODEL DALAM EVALUASI PROGRAM SATUAN PENDIDIKAN AMAN BENCANA (SPAB) BPMP DAERAH ISTIMEWA YOGYAKARTA: ANALISIS KESENJANGAN DESAIN PROGRAM DAN KETERCAPAIAN IMPLEMENTASI DI SEKOLAH DAERAH RAWAN BENCANA Nurul Istiqomah; Mustari; Suwadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55948

Abstract

The Special Region of Yogyakarta (DIY) is a multi-hazard-prone area that requires strengthening the disaster preparedness of educational institutions through the Disaster-Resilient Educational Institutions Program (SPAB). This study aims to evaluate the implementation of the SPAB program, managed by the DIY BPMP, in schools located in disaster-prone areas using the Discrepancy Evaluation Model (DEM) to identify gaps between program standards (das sollen) and actual implementation (das sein). The study employs an evaluative approach to analyze 2026 SPAB mentoring data from 150 educational institutions, examining the program’s design, operation, interim products, and terminal products. The results indicate that SPAB implementation has enhanced schools’ disaster preparedness capacity; however, gaps remain in meeting program standards, particularly regarding safe facilities, disaster management, and educational continuity. These gaps are influenced by factors such as leadership, human resource capacity, regulations, funding, and monitoring and evaluation. Overall, the implementation of SPAB is still in the capacity-building phase and has not yet fully achieved institutionalized disaster preparedness.
DILEMA IMPLEMENTASI ASESMEN AUTENTIK PADA PENILAIAN KETERAMPILAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH DASAR (STUDI DI SD MUHAMMADIYAH BLAWONG 1 YOGYAKARTA) Selvia Yolanda; Suwadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.65604

Abstract

Skills assessment in Islamic Religious Education (PAI) at the elementary school level plays an important role in evaluating students’ competencies holistically, particularly in learning materials that require religious practices. This descriptive qualitative study, involving elementary school PAI teachers through in-depth interviews, revealed that skills assessment is implemented selectively and contextually in learning activities such as Qur’an recitation, ablution (wudhu), and prayer (shalat) by integrating psychomotor, cognitive, and affective dimensions in accordance with the principles of authentic assessment. The findings also indicate several challenges, including limited instructional time, large class sizes, diverse student abilities, and the suboptimal use of technology in the assessment process. To address these challenges, teachers employ various adaptive strategies, such as flexible time management, group-based assessment, remedial activities, parental involvement, and continuous feedback. These findings imply the need to strengthen a more standardized, integrated, and technology-based skills assessment system as a reference for teachers, schools, and policymakers in improving the quality of PAI assessment in the digital era.
Kompetensi Manajerial dan Kompetensi Supervisi Kepala Sekolah Terhadap Self Supervision Guru MI Ma’arif Bego Sleman Arif Yuswanto; Suwadi
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 5 No. 1 (2020)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2020.51-05

Abstract

This research starts from a phenomenon that occurs in the world of education, especially related to the competencies of school principals and teaching staff and education staff. While on the other hand, in carrying out their duties still depend on the pattern of organization, leadership, and supervision of the school principal. This has made it unable to provide an assessment of itself based on its capabilities. The study aims to determine the effect of principals 'managerial competencies and principals' competencies as supervisors on teacher self supervision at MI Ma'arif Sambego. Research uses a quantitative approach. Data collection through questionnaires, interviews and documentation. The study population was all teachers in MI Ma'arif Sambego numbering 25 people. The results showed that (1) the School Principal had good managerial competence and was able to organize, plan, and provide direction to the teaching and educational staff. (2) Principal's managerial competence affects the teacher's self supervision in MI Ma'arif Sambego, the results of the study which show the value of p = 0.012 <0.05. (3) The competency of the principal as a supervisor has a high influence on the teacher's self supervision at MI Ma'arif Sambego. the results of the study showed the value of p = 0.010 <0.05. (4) Principal's managerial competence and the principal's competency as a supervisor together (simultaneously) affect the teacher's self supervision in MI Ma'arif Sambego Keywords : Competence, Principal, Self Supervision
Co-Authors Afifah, Andi Rifkah Ahmad Syawal Akbar, Rahmadani Amaliavanti, Zhafirah Andi Rifkah Afifah Anjelina Arif Yuswanto Azizah, Yulia Luthfiyani Badriyah Wulandari Benhart Nainggolan BIMAGFIRANDA, SYIRAZ ROZAKY Cici Laras Jabil Dwinanda Suluh Phangesti Fajar Mustika Violeta Fatimah, Zulfida Aulia Frida Nurcahyani Fuadi, Muh Nur Ilmiyatur Rosidah Iqbal Maulana Irdina Nuraini Firdaus Kencono, Kharisma Putri Sulas Nur Lusiana Wahyu Nawangsari M. Fatih Khoiron Mifta, Miftahul Janah Missa Serriawati Mitha Shaskila Sinaga Mochamad Bayu Firmansyah Muhamad Iqbal Wibisono Muhammad Fikri Noor Fadjri Musdalifa MUSTARI Nadilla Aleyda Maqhfira Agustin Nadya Fitri Nazikhah, Ridha Khusnun Nur Rahmadhani Sholehah SN NURUL ISTIQOMAH Nurulita, Aprilia Putri Winarsih Rahmadi Bagus Wijaya Reza Yunita Saputra, Aziz Sarif Hidayatulloh Selvia Yolanda Shofia Maulida Sofiana, Arina Nur Sugianti Sutrisno SUTRISNO Syaiful Kiram Tika Indah Purwanti Titis Wahyu Muji Lestari Tristan Rokhmawan Wafiq, Ainun Wahyu Insani Wulan Priyanggani Yenni Arfah Yolanda, Selvia Yusuf Hidayat Zahra, Raihana