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The Management of Tahfidz Al-Qur'an Learning at Homeschooling Public Learning Center Raudhah Saragih; Mesiono Mesiono; Inom Nasution
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol 6 No 3 (2021): Islamic Education Management
Publisher : Program Studi Manajemen Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndh.v6i3.1704

This article aims to determine and analyze the Tahfidz Al-Qur'an Learning Management at Homeschooling Public Learning Center of Abi And Ummi Junior High School Level of Islamic Education Foundation Jannati Medan Helvetia, which includes planning, organizing, implementing, and evaluating. Researchers are interested in knowing more about the management of tahfidz Al-Qur'an learning in this school because in its application this school is homeschool-based with the target of tahsin reading the Qur'an in conjunction and using STIFIn as a learning aid. This article uses a case study approach and uses three sources of evidence to be the focus of data collection in this study, namely: direct observation, interviews, and documentation. Data analysis in this study is in the form of making a detailed description of the case. In data analysis, the researcher reduces the data by summarizing, choosing the main things, focusing on the important things, looking for themes and patterns, and removing unnecessary ones, so that the reduced data provides a clearer picture. Then the researcher displays the data (presents the data) to make it easier to understand what is happening. Furthermore, the researcher carried out a conclusion drawing (concluding drawing/verification). The result of this article indicates that the planning of tahfidz Al-Qur'an learning is in the form of recruitment of supervising teachers, standards in new student admissions, preparation of learning programs, and setting memorization targets as a form of optimizing the homeschooling base where schools are expected to be able to create a comfortable and enjoyable learning and tahfidz atmosphere. so that it can give birth to Hafizh Al-Qur'an with the quality of reading Quran well. Organizing tahfidz Al-Qur'an learning using STIFIn as a tool to identify student intelligence machines to direct students to recognize appropriate memorization methods and teachers can take a personal approach to students so that students feel comfortable while memorizing the Qur'an and grow a love of Al-Qur'an -Qur'an. The implementation of tahfidz Al-Qur'an learning is in the form of face-to-face small groups where one supervising teacher is responsible for 8-10 students. The schedule for implementing the tahfidz Al-Qur'an learning is prepared by the tahfidz coaches, school principals and supervising teachers. There are 6 hours in a daily special time provided for tahfizh learning which is divided into 3 meetings, the first 1 hour to increase memorization, the second 3 hours to repeat memorization and the third 2 hours to increase memorization. Evaluation of tahfidz Al-Qur'an learning that is applied in the form of evaluations per day, month, and semester.

Implementation of Academic Cultural Values in Student Campus Life: A Study Nurmalina Nurmalina; Mesiono Mesiono; Hasan Asari
Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i4.3183

This study examines the implementation of academic cultural values in student campus life at the State Islamic Institute (IAIN) Takengon, Aceh Tengah, Indonesia. Academic culture plays an important role in shaping students’ attitudes, behaviors, and intellectual development within higher education institutions. This research aims to analyze how academic norms, academic activities, and academic works are implemented among students in order to create a productive academic environment. The study employed a qualitative research design with a phenomenological approach. Data were collected through in-depth interviews, non-participant observations, and document analysis involving university leaders, faculty members, and students. The data were analyzed using the interactive model of Miles and Huberman, which includes data condensation, data display, and conclusion drawing. The findings reveal that the implementation of academic culture at IAIN Takengon is carried out through several strategies, including the socialization of academic regulations through student orientation programs, the role modeling of academic behavior by lecturers and university leaders, and the integration of academic norms in daily learning activities. In addition, the development of academic literacy, the ethical use of digital technology and social media, and the promotion of academic activities such as seminars, workshops, research collaboration, and student organizational involvement contribute to strengthening academic culture among students. Institutional support, adequate academic facilities, and active participation of lecturers and students were identified as key factors supporting the development of academic culture, although challenges related to student motivation and engagement remain.

The Mediating Role of Organizational Culture in the Relationship between Work Motivation, Professional Responsibility, and Teacher Performance Nurdiana Nurdiana; Mesiono Mesiono; Muhammad Fadhli
Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i4.3240

This study examines the mediating role of organizational culture in the relationship between work motivation, professional responsibility, and teacher performance among 165 public junior high school teachers in Kota Kisaran, Indonesia. Using path analysis, the research tested direct and indirect effects within a structural model based on organizational behavior theory. Results revealed that organizational culture significantly mediates the influence of both work motivation and professional responsibility on teacher performance, transmitting 42.4% of each variable's total effect. While all three predictors demonstrated significant direct effects on performance, organizational culture emerged as the strongest predictor (β = 0.561, p < 0.001), explaining 47.4% of performance variance. The simultaneous model achieved robust explanatory power (R² = 0.484, F = 50.295, p < 0.001) with perfect model fit (Q = 1.00). These findings demonstrate that teacher performance results from synergistic interactions between individual characteristics and organizational contexts rather than isolated factors. The study contributes to educational management literature by empirically validating culture as a critical transmission mechanism linking motivation and accountability to professional outcomes. Implications suggest that school leaders should prioritize integrated interventions addressing motivation, responsibility, and culture simultaneously rather than fragmented approaches to enhance teaching quality effectively.

Implementation of Academic Cultural Values in Student Campus Life: A Study Nurmalina; Mesiono Mesiono; Hasan Asari
Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci
Publisher : Newinera Publisher

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

This study examines the implementation of academic cultural values in student campus life at the State Islamic Institute (IAIN) Takengon, Aceh Tengah, Indonesia. Academic culture plays an important role in shaping students’ attitudes, behaviors, and intellectual development within higher education institutions. This research aims to analyze how academic norms, academic activities, and academic works are implemented among students in order to create a productive academic environment. The study employed a qualitative research design with a phenomenological approach. Data were collected through in-depth interviews, non-participant observations, and document analysis involving university leaders, faculty members, and students. The data were analyzed using the interactive model of Miles and Huberman, which includes data condensation, data display, and conclusion drawing. The findings reveal that the implementation of academic culture at IAIN Takengon is carried out through several strategies, including the socialization of academic regulations through student orientation programs, the role modeling of academic behavior by lecturers and university leaders, and the integration of academic norms in daily learning activities. In addition, the development of academic literacy, the ethical use of digital technology and social media, and the promotion of academic activities such as seminars, workshops, research collaboration, and student organizational involvement contribute to strengthening academic culture among students. Institutional support, adequate academic facilities, and active participation of lecturers and students were identified as key factors supporting the development of academic culture, although challenges related to student motivation and engagement remain.

The Mediating Role of Organizational Culture in the Relationship between Work Motivation, Professional Responsibility, and Teacher Performance Nurdiana Nurdiana; Mesiono Mesiono; Muhammad Fadhli
Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci
Publisher : Newinera Publisher

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

This study examines the mediating role of organizational culture in the relationship between work motivation, professional responsibility, and teacher performance among 165 public junior high school teachers in Kota Kisaran, Indonesia. Using path analysis, the research tested direct and indirect effects within a structural model based on organizational behavior theory. Results revealed that organizational culture significantly mediates the influence of both work motivation and professional responsibility on teacher performance, transmitting 42.4% of each variable's total effect. While all three predictors demonstrated significant direct effects on performance, organizational culture emerged as the strongest predictor (β = 0.561, p < 0.001), explaining 47.4% of performance variance. The simultaneous model achieved robust explanatory power (R² = 0.484, F = 50.295, p < 0.001) with perfect model fit (Q = 1.00). These findings demonstrate that teacher performance results from synergistic interactions between individual characteristics and organizational contexts rather than isolated factors. The study contributes to educational management literature by empirically validating culture as a critical transmission mechanism linking motivation and accountability to professional outcomes. Implications suggest that school leaders should prioritize integrated interventions addressing motivation, responsibility, and culture simultaneously rather than fragmented approaches to enhance teaching quality effectively.

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