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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Review Pendidikan dan Pengajaran (JRPP) JURNAL EDUKASI NONFORMAL JURNAL ILMIAH SIMANTEK Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Hibrul Ulama Jurnal Manajemen Pendidikan Islam Jurnal Pendidikan Indonesia (Ju-Pendi)
YULIANA, AZMI
Universitas Alwashliyah Medan
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Implementasi Manajemen Kinerja Berbasis Islam dalam Meningkatkan Mutu Pendidikan di MIS Cendikia Insani Al Washliyah Afrida Yani; Ahmad Ridwan; Azmi Yuliana
HIBRUL ULAMA Vol. 7 No. 2 (2025): Jurnal Hibrul’ulama
Publisher : Fakultas Agama Islam Universitas Al Washliyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/hibrululama.v7i2.1234

Abstract

The quality of education, particularly in Islamic educational institutions in Indonesia, still faces challenges such as inefficient management and suboptimal integration of religious values. This study aims to analyze the implementation of Islamic-based performance management at MIS Cendekia Insani Al Washliyah, identifying its supporting and hindering factors. Employing a qualitative descriptive approach with a case study method, the research was conducted over six months. Data collection involved participant observation, semi-structured interviews, and documentation with the principal, teachers, and educational staff. Data analysis followed the interactive model by Miles and Huberman. The findings reveal that the implementation of Islamic-based performance management has integrated values such as amanah (trustworthiness), ihsan (excellence), and tawakkal (reliance on God) into the daily work culture, driven by exemplary leadership, a religious organizational culture, and routine spiritual development programs. This contributes to improved educational quality, teacher discipline, and a conducive religious atmosphere. However, challenges include a lack of collective consistency in value internalization, a high administrative workload that can shift focus from quality, and the absence of explicit integration of spiritual values in formal evaluation and reward systems. The study suggests developing performance indicators based on Islamic values and a holistic reward system for optimal implementation.
Improving Students’ Argumentative Writing Skills through Constructivist-Based Project-Based Learning in Indonesian Language Education Azmi Yuliana; Halimatun Syakdiah
Jurnal Pendidikan Indonesia Vol. 4 No. 01 (2026): Jurnal Pendidikan Indonesia (Ju-Pendi), June 2026
Publisher : Sean Institute

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Abstract

This study investigated the effectiveness of constructivist-based Project-Based Learning in improving students’ argumentative writing skills in Indonesian language education. The study employed a quantitative approach with a quasi-experimental pretest-posttest design involving 32 students. The intervention was implemented through structured learning stages, including issue orientation, project planning, inquiry and evidence collection, argument construction, drafting and feedback, revision, and final presentation. Data were collected using an argumentative writing test assessed through five components: thesis or claim clarity, argument development, evidence and reasoning, counterargument and refutation, and organization and language use. The results showed that students’ mean score increased from 61.84 in the pretest to 82.19 in the posttest, with a mean difference of 20.35 points. The normality test indicated that the data were normally distributed, and the paired-sample t-test confirmed a significant improvement in students’ argumentative writing skills, t(31) = 17.84, p < 0.001. The normalized gain score was 0.53, which was categorized as moderate. These findings indicate that constructivist-based Project-Based Learning is effective in supporting students’ ability to formulate claims, develop arguments, use evidence, address counterarguments, and organize argumentative texts coherently.
Co-Authors Afrida Yani Ahmad Ridwan Dalimunthe, Saima Sakilah Fitri Yulia Fitri Yulia Friska Anggraini Barus hafizatul akmaliah zainuddin Halimatun Syakdiah Khairuddin Lubis Mardiah Mardiah Mardiah Mardiah Semiana Hasibuan Siahaan, Hasnah Supriono Supriono Trikusuma, Sultoni Umayyah, Rahma Wardah, Yulia Yulia Warda