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Balanced Scorecard dalam Manajemen Mutu Pendidikan di MAN 1 Muara Enim Ana Mawaddah; Hendra Harmi; Sumarto Sumarto
Journal Of Administration and Educational Management (ALIGNMENT) Vol. 6 No. 2 (2023): Journal Of Administration and Educational Management (ALIGNMENT)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/alignment.v6i2.6494

The balanced scorecard is a strategy that can be used by educational institutions to improve the quality of education. In its implementation, there are four perspectives; financial, customer, internal processes, and learning and growth perspectives. The purpose of this research is to understand how the implementation of the balanced scorecard in educational institutions. This type of qualitative research with a case study approach. The research is located at MAN 1 Muara Enim. Sources of data were obtained from field observations, interviews with school principals, quality assurance deputy heads, curriculum assistant heads, student affairs assistant heads, deputy public relations heads, and heads of administration, documentation, and there were questionnaires as supporting data distributed to students. The data analysis technique used is data reduction, data display, and conclusion. The results of this study present the balanced scorecard in education quality management at MAN 1 Muara Enim, namely from a financial perspective there is planning, organizing, implementing and supervising the RKAM (Madrasah Work Plan and Budget); service satisfaction perspective, in preparing satisfaction of course requires planning, organizing, implementing and supervising, in the service satisfaction of students towards madrasas it reaches 90.96% with a gap of 9.04% where students are already satisfied with madrasah services even though there are still students who feel dissatisfied; the perspective of the learning process includes planning, organizing, implementing and supervising the learning process in the form of making learning tools up to paying attention to the material and methods to be delivered as well as supervision which aims to improve the learning process of each educator; From the perspective of educators and education staff, there is planning in the form of recruiting educators and students, organizing by sharing among educators and staff, implementation by instilling a work culture, coaching and motivation, as well as supervision carried out by the Assessment Team to assess the performance of educators. Keywords: Balanced Scorecard, Management, Quality of Education

Implementasi Manajemen Konflik dalam Pendidikan Agama Zulkarnain Zulkarnain; Irfan Qowwiyul Aziz Alhajj; Sisvi Kartika; Hendra Harmi
Journal Of Administration and Educational Management (ALIGNMENT) Vol. 7 No. 1 (2024): ALIGNMENT : Journal of Administration and Educational Management
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/alignment.v7i1.10391

Penelitian ini bertujuan untuk menganalisis implementasi manajemen konflik dalam pendidikan agama di MAN 2 Lebong. Metode yang digunakan adalah pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara. Hasil penelitian menunjukkan bahwa MAN 2 Lebong menerapkan program pendidikan karakter, mediasi dan transparansi sebagai tindakan manajemen konfliknya. Simpulan, implementasi manajemen konflik di MAN 2 Lebong tergolong sudah tepat dalam menyikapi segala permasalahan sesuai dengan nilai-nilai Agama Islam. Kata Kunci: Agama, Implementasi, Manajemen Konflik, Pendidikan

Integrated Teaching Factory Management Model For Character Development in Vocational High Schools: A Study in Rejang Lebong Regency Sukarsih Sukarsih; Hendra Harmi; Jumira Warlizasusi
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2209

Purpose of the study: The implementation of the Teaching Factory (TeFa) learning model in Vocational high school has developed as a key strategy to enhance the quality of industry-based vocational education. This study aims to analyze the planning, organizing, implementation, and supervision of the Teaching Factory in fostering students’ character development in vocational schools in Rejang Lebong Regency. Methodology: This research employed a descriptive qualitative approach with a case study strategy conducted in vocational high schools. Data were collected through interviews, observations, and documentation. The data were analyzed using the interactive model proposed by Miles and Huberman, which includes data collection, reduction, presentation, and conclusion drawing. Main Findings: The findings revealed that TEFA planning begins with the development of human resource planning, financial planning, production planning, and marketing planning. The organizing process involves the active participation of teachers, students, and industrial partners to create a realistic work system while instilling positive character values such as discipline, responsibility, and teamwork. A tangible form of this organizing process is the establishment of the TeFa organizational structure. Novelty/Originality of this study: The TEFA model has proven effective in cultivating work-ready character traits and supporting students’ preparedness to enter the professional and entrepreneurial sectors. These findings provide a significant contribution to the advancement of holistic, character-based vocational education in Indonesia.

Analisis Kesesuaian Silabus Pendidikan Agama Islam dengan Kurikulum Nasional Devi Purnama Sari HS; Hendra Harmi; Deri Wanto; Ifnaldi Nurmal
Indonesian Journal of Innovation Multidisipliner Research Vol. 2 No. 2 (2024): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v2i2.121

Kesesuaian silabus PAI dengan Kurikulum Nasional sangat krusial mengingat pentingnya sinkronisasi antara materi yang diajarkan di sekolah dengan tujuan pendidikan nasional yang diharapkan. Ketidakcocokan antara silabus dan kurikulum dapat berdampak pada efektivitas proses pembelajaran dan pencapaian hasil belajar siswa. Metode penelitian yang digunakan adalah penelitian kepustakaan atau library research, dengan fokus pada penelaahan kritis terhadap karya-karya Ibnu Khaldun dan literatur terkait lainnya. Data utama diperoleh dari sumber-sumber primer, seperti buku-buku Silabus, Pendidikan Agama Islam, dan Pendidikan Nasional dan data sekunder dari karya-karya terkait lainnya yang relevan dengan topik. Hasil penelitian ini menunjukan bahwa pertama silabus PAI sudah banyak menyesuaikan dengan standar kompetensi dan kompetensi dasar dalam Kurikulum Nasional, masih terdapat area yang memerlukan peningkatan untuk memastikan pencapaian kompetensi secara menyeluruh. Kedua kendala utama meliputi perbedaan tujuan antara PAI yang berfokus pada pengembangan spiritual dan moral, dan Kurikulum Nasional yang lebih mengedepankan kompetensi untuk dunia kerja dan kehidupan sosial. Selain itu, terdapat tantangan diantaranya kekurangan sumber daya manusia yang kompeten dan fasilitas yang memadai untuk mendukung integrasi ini, serta pelatihan dan pengembangan profesional bagi guru PAI yang masih kurang memadai.. Ketiga integrasi silabus PAI dengan Kurikulum Nasional memerlukan pendekatan yang komprehensif dan kolaboratif. Dengan melibatkan berbagai pemangku kepentingan dan mengimplementasikan strategi-strategi yang telah disebutkan, diharapkan kesesuaian dan efektivitas kurikulum terpadu dapat ditingkatkan, sehingga dapat memberikan pendidikan yang lebih holistik dan bermakna bagi peserta didik.

Curriculum Reform in Practice: Implementation of Kurikulum Merdeka in Islamic Religious Education at Sekolah Penggerak Ummul Khair; Hendra Harmi; Dewi Purnama Sari
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.7681

The Merdeka Curriculum is an Indonesian curriculum reform intended to increase school and teacher autonomy and to strengthen competency- and character-based learning. However, evidence on how this curriculum is enacted in Islamic Religious Education (Pendidikan Agama Islam/PAI) at the elementary level remains limited. This study examined the implementation of PAI under the Merdeka Curriculum in a Sekolah Penggerak (Driving School) context at SD Negeri 02 Rejang Lebong. Using a qualitative descriptive case study design, data were collected from July to December 2024 through classroom observations, semi-structured interviews with four PAI teachers, the school principal, and selected students, and analysis of instructional documents (modules and lesson plans). Data were analyzed thematically following Braun and Clarke, supported by triangulation and member checking to enhance credibility. Findings indicate that teachers used increased curricular flexibility to prioritize essential and contextual PAI content based on initial diagnostic assessment and clearly stated learning objectives. Instruction commonly incorporated discussion, interactive explanation, reflective questioning, role play, Qur’anic reading practice, and value-based projects (e.g., charity and community service) to connect religious concepts with students’ lived experiences. Assessment emphasized continuous formative feedback through quizzes, portfolios, performance tasks, and observation of value enactment in daily behavior; remedial and enrichment activities were applied according to student needs. A recurring challenge concerned uneven parental support for reinforcing religious values at home. Overall, Merdeka Curriculum enactment in PAI fostered a student-centered and value-oriented learning environment that supported both understanding of Islamic teachings and character development, while highlighting the need for stronger school–family collaboration.

Model pembelajaran pendidikan agama islam berbasis moderasi beragama Hendra Harmi
JRTI (Jurnal Riset Tindakan Indonesia) Vol. 7 No. 2 (2022): JRTI (Jurnal Riset Tindakan Indonesia)
Publisher : IICET (Indonesian Institute for Counseling, Education and Therapy)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/30031757000

Penelitian ini bertujuan untuk mengkaji model pembelajaran PAI dalam menanamkan gagasan moderasi beragama pada siswa melalui kegiatan belajar mengajar di kelas. Tujuannya adalah untuk memantau segala sesuatu tentang pembelajaran PAI, mulai dari perencanaan, pelaksanaan hingga penilaian, menggunakan moderasi beragama sebagai panduan. Dalam penelitian ini digunakan teknik penelitian kualitatif. Dalam penelitian kualitatif, akurasi dan fase metodologi sangat penting. Dengan menggunakan pendekatan kualitatif, peneliti ingin lebih fleksibel dalam pengetahuan, observasi, dan penelitian tentang Perencanaan, Pelaksanaan, dan Evaluasi Pembelajaran Pendidikan Agama Islam Berbasis Moderasi Keagamaan pada Guru PAI dan Madrasah. 73 guru PAI dan madrasah dari berbagai sekolah di Indonesia berpartisipasi dalam penelitian ini. Menelaah tiga tahapan pembelajaran yaitu perencanaan, pelaksanaan, dan evaluasi, diketahui bahwa model pembelajaran pendidikan Islam berbasis moderasi Islam yang diterapkan oleh guru di beberapa sekolah dan madrasah di Indonesia cukup baik dan efektif dalam meningkatkan pemahaman siswa tentang nilai-nilai moderasi beragama.

Integrated Teaching Factory Management Model For Character Development in Vocational High Schools: A Study in Rejang Lebong Regency Sukarsih Sukarsih; Hendra Harmi; Jumira Warlizasusi
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2209

Purpose of the study: The implementation of the Teaching Factory (TeFa) learning model in Vocational high school has developed as a key strategy to enhance the quality of industry-based vocational education. This study aims to analyze the planning, organizing, implementation, and supervision of the Teaching Factory in fostering students’ character development in vocational schools in Rejang Lebong Regency. Methodology: This research employed a descriptive qualitative approach with a case study strategy conducted in vocational high schools. Data were collected through interviews, observations, and documentation. The data were analyzed using the interactive model proposed by Miles and Huberman, which includes data collection, reduction, presentation, and conclusion drawing. Main Findings: The findings revealed that TEFA planning begins with the development of human resource planning, financial planning, production planning, and marketing planning. The organizing process involves the active participation of teachers, students, and industrial partners to create a realistic work system while instilling positive character values such as discipline, responsibility, and teamwork. A tangible form of this organizing process is the establishment of the TeFa organizational structure. Novelty/Originality of this study: The TEFA model has proven effective in cultivating work-ready character traits and supporting students’ preparedness to enter the professional and entrepreneurial sectors. These findings provide a significant contribution to the advancement of holistic, character-based vocational education in Indonesia.

Implementasi Teori Humanistik Carl Rogers dalam Meningkatkan Kemampuan Berpikir Kritis Siswa MTsN 1 Lebong Meza Tiara; Asri Hajar Dewanti; Debi Irama; Hendra Harmi; Mirzon Daheri
Al-Bahtsu: Jurnal Penelitian Pendidikan Islam Vol 10, No 1 (2025): Islamic Education Research
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/btu.v10i1.6536

The application of humanistic theory in learning has proven effective in increasing students' self-confidence and involvement. This theory emphasizes understanding, empathy and respect for students' individual needs, thereby creating a comfortable learning atmosphere and encouraging students' courage to express opinions and participate actively. In addition, this approach has a positive impact on students' critical thinking abilities, which can be seen from improving analytical skills, decision making and problem solving abilities. This research uses a qualitative approach with descriptive and experimental methods. Data was obtained through interviews, class observations, and documentation. The research subjects were class VIII students at MTs N 1 Lebong, using purposive and random sampling techniques to determine the sample. Data analysis was carried out thematically to evaluate the application of Carl Rogers' humanistic theory and its impact on students' critical thinking. The research results show that despite challenges, such as time constraints and differences in student abilities, the humanistic approach provides significant benefits. Teachers are advised to be more creative in adapting this method to students' needs so that optimal results can be achieved.

Implementasi Nilai-Nilai Manajemen Pendidikan Islam Pada Pengelolaan Akun Media Sosial di Pondok Pesantren Modern Darussalam Kepahiang Tika Dwi Aprilia; Hendra Harmi; Syaiful Bahri
JURNAL MAPPESONA Vol. 9 No. 2 (2026): Islamic Education Management
Publisher : Institusi Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/mappesona.v9i2.6215

The development of information technology has encouraged Islamic educational institutions, including Islamic boarding schools (pesantren), to undergo a transformation in information management through digital media. The problem addressed in this study is how the implementation of Islamic education management values is executed in the management of information systems at Darussalam Modern Islamic Boarding School Kepahiang, particularly regarding management mechanisms, the application of Islamic values, supervision, and their impact on communication and institutional image. This study aims to analyze the implementation of Islamic education management values in information system management as an effort to enhance the effectiveness of delivering Islamic-valued information, transparency, and the strengthening of the school’s image in the community. This study employs a qualitative approach with a descriptive research type. Data collection techniques were carried out through observation, interviews, and documentation. Research informants consisted of school leaders, information system managers, and parties involved in managing the school's digital publications. Data were analyzed through the stages of data reduction, data display, and conclusion drawing, with data validity tested using triangulation techniques. The results show that information system management at Darussalam Modern Islamic Boarding School Kepahiang is carried out through the stages of planning, execution, monitoring, and evaluation. The implementation of Islamic education management values is reflected in the application of values such as trustworthiness (amanah), deliberation (musyawarah), responsibility, discipline, professionalism, and Islamic communication ethics in managing digital information. The information system functions not only as a publication medium for school activities but also as a vehicle for digital da'wah (proselytizing), community communication, and establishing a positive institutional image. The novelty of this research lies in the development of an information system management model for Islamic boarding schools that integrates modern management functions with Islamic values, ensuring that digital media management is oriented not only toward information effectiveness but also toward moral, ethical, and Islamic responsibility aspects.

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