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Agus Zaenul Fitri

Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Author-ID : 266774

Religion Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Pendekatan Integratif dalam Filsafat Ilmu Penelitian Pendidikan Ndanda Ambarawadi; Agus Zaenul Fitri
EDU SOCIATA ( JURNAL PENDIDIKAN SOSIOLOGI ) Vol 9 No 1 (2026): Edu Sociata : Jurnal Pendidikan Sosiologi
Publisher : EDU SOCIATA ( JURNAL PENDIDIKAN SOSIOLOGI )

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/es.v9i1.4193

A study of the philosophy of educational research shows a shift in paradigm from a single approach to an integrative approach that tries to combine scientific rationality, reflective meaning-making, and ethical values. This research aims to examine the conceptual development, paradigm foundations, and implications of applying an integrative approach in the philosophy of educational research during the period 2010–2025. The method used is a Systematic Literature Review (SLR) by analyzing 15 articles from reputable national and international journals. The review process includes stages of identification, screening, quality assessment, and thematic synthesis based on three main research questions. The results show that the integrative approach has developed from paradigm pluralism toward an epistemological synthesis that combines empirical, interpretive, critical, and spiritual elements. In a broad sense, this approach is based on a pluralistic ontology, a synthetic epistemology, and a humanistic–spiritual axiology that values meaning and significance as part of the construction of knowledge. You can see its practical implications in the emergence of reflective research designs like transformative mixed methods and Islamic integrative frameworks, which aim to balance scientific knowledge with human values. So, this integrative approach plays an important role in developing an educational research philosophy that’s more inclusive, reflective, and relevant to today’s social–spiritual context. Keyword : Philosophy of Science, Integrative Approach, Research Paradigm

Implementasi Manajemen Mutu Di PTKIN dalam Menghadapi Tantangan dan Menawarkan Solusi Kebijakan Desi Dwi Anissa; Agus Zaenul Fitri; As'aril Muhajir
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 4 (2025): Volume 8 No 4 Desember 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: State Islamic Religious Colleges (PTKIN) face major challenges in improving the quality of education amidst the dynamics of regulations, technological developments, and the demands of globalization. This study aims to analyze the implementation of quality management at PTKIN, identify the challenges faced, and formulate relevant and applicable policy solutions. The method used is a systematic literature review (SLR) by examining selected scientific articles and documents for the 2020– 2025 period that discuss quality management, challenges, and policies at PTKIN. The results of the study show that the implementation of quality management at PTKIN is influenced by internal factors such as limited human resources, infrastructure, and quality culture, as well as external factors in the form of policy changes and global competition. The discussion found that effective solutions that can be adopted include strengthening human resource training, optimizing the use of information technology, internalizing a quality culture, and strategic collaboration with various parties to support the sustainability of education quality. In conclusion, the success of the implementation of quality management at PTKIN is highly dependent on the synergy between strengthening internal policies, developing human resources, and adapting to external changes in order to improve the competitiveness and quality of graduates. Keywords: Quality Management, PTKIN, Challenges, Policy Solutions, Systematic Literature Review Abstrak: Perguruan Tinggi Keagamaan Islam Negeri (PTKIN) menghadapi tantangan besar dalam meningkatkan mutu pendidikan di tengah dinamika regulasi, perkembangan teknologi, dan tuntutan globalisasi. Penelitian ini bertujuan untuk menganalisis implementasi manajemen mutu di PTKIN, mengidentifikasi tantangan yang dihadapi, serta merumuskan solusi kebijakan yang relevan dan aplikatif. Metode yang digunakan adalah systematic literature review (SLR) dengan menelaah artikel dan dokumen ilmiah terpilih periode 2020–2025 yang membahas manajemen mutu, tantangan, dan kebijakan di PTKIN. Hasil kajian menunjukkan bahwa implementasi manajemen mutu di PTKIN dipengaruhi oleh faktor internal seperti keterbatasan SDM, infrastruktur, dan budaya mutu, serta faktor eksternal berupa perubahan kebijakan dan persaingan global. Pembahasan menemukan bahwa solusi efektif yang dapat diadopsi meliputi penguatan pelatihan SDM, optimalisasi pemanfaatan teknologi informasi, internalisasi budaya mutu, serta kolaborasi strategis dengan berbagai pihak untuk mendukung keberlanjutan mutu pendidikan. Kesimpulannya, keberhasilan implementasi manajemen mutu di PTKIN sangat bergantung pada sinergi antara penguatan kebijakan internal, pengembangan SDM, dan adaptasi terhadap perubahan eksternal guna meningkatkan daya saing dan kualitas lulusan. Kata kunci: Manajemen Mutu, PTKIN, Tantangan, Solusi Kebijakan, Systematic Literature Review

Faith Inspired Leadership and Teacher Professionalism in Madrasah Principals in Indonesia Adiyono Adiyono; Agus Zaenul Fitri; Refika Refika; Ali Said Al Matari; Silvia Arianti; Hendra Ani Iswiyanto; Ashimatul Alai
Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Vol. 5 No. 2 (2026): Integrative Islamic Education Management
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/kharisma.v5i2.90

This study explores the role of the madrasah principal in enhancing teacher professionalism, highlighting leadership practices, the factors that support and inhibit it, and strategic solutions in the Indonesian Islamic education context. A qualitative case study approach was employed at MA Al Ihsan Tanah Grogot in the 2023/2024 academic year. Data were collected through in-depth interviews with principals and teachers, direct observations, and document analysis. Thematic analysis was conducted to identify leadership patterns and professional development strategies. The findings reveal three key insights: (1) the principal plays multi-dimensional roles as an educator, manager, supervisor, and motivator in strengthening teacher professionalism; (2) supporting factors include strong collegiality, religious motivation, and accreditation-driven improvement, while inhibiting factors include limited resources, teacher workload, and inconsistent discipline; (3) effective solutions are found in motivational leadership, structured professional development, and a faith-based approach to teacher guidance. This research contributes to the literature on educational leadership in Islamic schools by presenting a context-specific model of principal leadership that integrates pedagogical, managerial, and spiritual dimensions. The study highlights how faith-informed leadership fosters sustainable teacher professionalism, offering implications for similar institutions in developing countries.

Supervisory-Driven Madrasah Development: Strengthening the Implementation of the Merdeka Curriculum in Indonesian Madrasah Aliyah Evy Ramadina; Agus Zaenul Fitri; Sulistiyorini Sulistiyorini
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026)
Publisher : Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v12i02.12503

Educational supervision is commonly regarded as a major source of instructional improvement and institutional performance. However, it is largely administrative in many educational institutions and restricts its contribution to sustainable school development. The challenge is particularly acute in implementing Indonesia’s Merdeka Curriculum, which demands adaptable leadership, collaborative professional learning, and continual organizational improvement. The purpose of this research is to examine the role of educational supervision as a strategic tool for sustainable madrasa development in the context of curriculum reform. We used a qualitative phenomenological approach to understand the lived experiences of educational stakeholders at MA Al Fattahiyyah. Data collection was conducted through in-depth interviews, participant observation, and document analysis with madrasa principals, vice principals, teachers, and educational professionals. The data were analyzed using an interactive model by Miles et al. The findings show that educational supervision occurs through three interconnected dimensions: collaborative professional supervision, reflective conversation, and internal quality assurance. All these elements contribute to enhancing teachers' professional competence, organizational learning, curricula implementation, and institutional quality. Based on these findings, this study proposes the Strategic Collaborative Educational Supervision (SCES) framework, which conceptualizes educational supervision as an integrated governance system that connects instructional leadership, collaborative professional learning, organizational learning, and adaptive curriculum governance. The study contributes to the literature of educational leadership and Islamic educational management by extending the traditional supervision from administrative evaluation to a strategic competence for sustainable institutional development. The proposed framework provides practical guidance for madrasa leaders, educational supervisors, and policymakers to improve the quality of education and facilitate the effective implementation of the Merdeka Curriculum.

Co-Authors A Wathon Abd. Aziz Abdul Aziz Adiyono Adiyono Adiyono Adiyono Adiyono Agus Eko Sujianto Ahmad Tanzeh Aini Mahfudhoh Aini Akhyak Akhyak Al Matari, Ali Said Alehirish, Mustafa Hamed Mohamed Ali Said Al Matari Alisatus Sina Asshobri As'aril Muhajir As'aril Muhajir As'aril Muhajir Ashimatul Alai As’aril Muhajir As’aril Muhajir Aziz, Abd. Binti Maunah Choir, Jihan Alhanin Desi Dwi Anissa Edi Yulianto Evy Ramadina Fathul Mujib Fitrianingsih, Rizka Ayu Hendra Ani Iswiyanto herawati, ninik ria Hosaini Hosaini Hosaini Hosaini, Hosaini Imam Fuadi Imro’atus Solikah JABBAR, MOCH. RIKZA ALKHUBRA ABDUL Jaswadi JASWADI, Jaswadi Jihan Alhanin Choir Kojin Kuni Muntafiah Jamilah Luluk Indarti M. Faridus Sholihin M. Hanif Satria Budi Meylinda Saputri Tini Hakim Moh Khoirul Anam Moh. Vito Miftahul Munif Mokh. Fakhruddin Siswopranoto Muhajir, As’aril Mujamil Qomar Munfarida, Atik Muntahibun Nafis Muntahibun Nafis Musalam Muyassaroh, Muyassaroh Nadir Nadir, Nadir Nasikhah, Khafidhotun Ndanda Ambarawadi Ngainun Naim ninik ria herawati Nita Agustina Nurlaila Eka Erfiana Prasetya, Aziz Rafiq, Muhammad Ainur Refika Refika Reni Marvianasari Rizka Ayu Fitrianingsih Sahri Sahri Sanam, Anna Isabela Silvia Arianti Sugeng Listyo Prabowo Sugiarto, Danu SULISTIO, ANDI Sulistiyorini Sulistiyorini Sulistyorini Sulistyorini Sulistyorini Sulistyorini Sulistyorini, Sulistyorini Sunda, Yauma Trin Sutiyono Suyoko Wati, Desy Sri Setyo Yanuar Wicaksono Yauma Trin Sunda Yuanita, Tria

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