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All Journal Tadbir: Jurnal Manajemen Pendidikan Islam Ta´dib Tadrib: Jurnal Pendidikan Agama Islam Al Ishlah Jurnal Pendidikan JURNAL TARBIYAH Jurnal Pendidikan dan Konseling At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Jurnal Inovasi Pendidikan dan Sains Didaktika: Jurnal Kependidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Inovasi Kurikulum Jurnal Konseling Pendidikan Islam Society
Muhammad Sirozi
Universitas Islam Negeri Raden Fatah Palembang
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Other

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Dampak Ekonomi Neoliberal terhadap Sistem dan Tata Kelola Pendidikan di Indonesia Muhammad Farhan Ferdino; Muhammad Sirozi
Jurnal Inovasi Pendidikan dan Sains Vol 6 No 1 (2025): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v6i1.2457

Abstract

Neoliberalisme, yang menekankan pasar bebas, privatisasi, dan efisiensi, telah memengaruhi berbagai aspek pendidikan, mulai dari kebijakan hingga praktik kelembagaan. Penerapan ekonomi neoliberal telah menyebabkan marketisasi pendidikan, pengurangan pendanaan publik, komodifikasi pengetahuan, dan meningkatnya ketimpangan akses terhadap pendidikan. Artikel ini membahas dampak ideologi neoliberal terhadap sistem dan tata kelola pendidikan di Indonesia, dimulai dari konsep dasarnya, penerapannya, hingga implikasi positif dan negatif, termasuk dampak jangka panjangnya. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka, dan hasilnya dianalisis secara deskriptif untuk menggambarkan temuan utama. Studi ini menunjukkan bahwa neoliberalisme telah menggeser pendidikan dari hak publik menjadi komoditas ekonomi, memperlebar kesenjangan sosial, serta melemahkan peran negara dalam menjamin akses pendidikan yang adil dan merata, sehingga terjadinya tekanan biaya dan persaingan yang dihasilkan dari sistem ini tentunya berdampak pada kondisi psikologis siswa dan keluarga. Namun, globalisasi dan sistem pemerintahan yang demokratis juga membawa peluang positif, seperti meningkatnya transparansi, pengembangan kurikulum yang adaptif, dan modernisasi infrastruktur pendidikan. Oleh karena itu, pendidikan harus tetap menjadi alat pemberdayaan dan mobilitas sosial, bukan sarana pelanggeng ketimpangan. Hal ini penting untuk mereposisi kebijakan pendidikan nasional agar lebih inklusif, berpihak pada kelompok rentan, dan berfokus pada pembangunan manusia yang berkelanjutan
Religious Education and Local Policy: Lessons from the Al-Qur’an Literacy Program in Prabumulih Akhmad Muftizar; Muhammad Sirozi; Karoma Karoma
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8593

Abstract

Local religious education policies in Indonesia are increasingly shaped by the intersection of community aspirations, governance, and political interests. Prabumulih Mayor Regulation No. 42 of 2016, mandating Al-Qur’an reading and writing (BTQ), represents a key case of how religious education is institutionalized within local public policy. This study employed a qualitative case study approach involving in-depth interviews, observations, and document analysis. A total of 24 informants were selected, including government officials, religious leaders, educators, and parents. Data were analyzed using the Miles and Huberman interactive model and validated through source triangulation. Findings indicate that the BTQ policy implementation involves multi-actor governance, including the Education Office, Ministry of Religious Affairs, schools, religious organizations, and the media. The policy is integrated into the school curriculum and functions as both an educational mandate and a political tool. Structural constraints such as teacher shortages, weak parental involvement, and unequal access to learning resources hinder optimal implementation. The BTQ program reflects a convergence of educational, religious, and political agendas. While it enhances Al-Qur’an literacy and student character development, it also serves as a vehicle for political legitimacy in a religiously driven society. The study highlights the importance of collaborative governance and contextual responsiveness in religious education policy.
KEPEMIMPINAN TRANSFORMASIONAL DALAM MENGEMBANGKAN LINGKUNGAN BELAJAR YANG POSITIF DI SD NEGERI 7 TALANG UBI Ria Adien; Edi Zalharis; Muhammad Sirozi
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 13 No 3 (2025): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v13i3.6991

Abstract

This research is motivated by the essential role of the school principal as a transformational leader in creating a conducive, collaborative, and character-oriented learning environment. The purpose of this study is to analyze how the principal’s transformational leadership contributes to developing a positive learning environment at SD Negeri 7 Talang Ubi, Penukal Abab Lematang Ilir Regency. This research employs a qualitative approach with a case study method. Data were collected through observation, in-depth interviews, and documentation involving the principal, teachers, and school staff. The findings reveal that transformational leadership is implemented through four key dimensions: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The principal successfully fosters a culture of mutual respect, encourages teacher innovation, and nurtures a collective spirit in learning. The impact of this leadership is evident in increased discipline, motivation, and a more positive school climate. These findings are expected to contribute theoretically to educational leadership development and serve as a practical reference for principals to create a harmonious and productive learning environment. Keywords: Transformational leadership; Learning environment; Teacher motivation.
KARAKTER KEPEMIMPINAN DEMOKRATIS DENGAN KONSEP-KONSEP ISLAM DILEMBAGA PENDIDIKAN, BESERTA PELUANG DAN TANTANGANNYA Ega Rismasita; Parasih; Muhammad Sirozi
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 13 No 3 (2025): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v13i3.7003

Abstract

Democratic leadership in Islamic educational institutions is a crucial concept rooted in Islamic principles of deliberation, justice, and trustworthiness, aiming to foster inclusive, participatory environments and develop critical, responsible individuals. This study aims to analyze the foundational concepts, implementation mechanisms, opportunities, and challenges of Islamic-based democratic leadership in educational institutions. The research employs a qualitative descriptive method using a literature review approach, analyzing data from relevant academic sources. Findings indicate that democratic leadership is implemented through the active involvement of teachers and staff in deliberation processes, granting freedom of opinion, and upholding justice, which subsequently enhances teacher professionalism and establishes a healthy, harmonious organizational culture. Nevertheless, key challenges persist, including dominant authoritarian cultural aspects, rigid policies, and limitations in funding for staff training and necessary facilities. Comprehensive and sustainable strategies are essential to optimize these democratic Islamic values to achieve high-quality and competitive Islamic education. Keywords: Democratic Leadership, Islamic Education, Deliberation, Challenges.
Kesiapan Guru Pendidikan Agama Islam dalam Mengembangkan Keterampilan Abad 21 Rahmad Mahadi; Jossiselfiah Jossiselfiah; Muhammad Sirozi
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.4161

Abstract

Penelitian ini bertujuan untuk menganalisis kesiapan guru PAI dalam mengembangkan keterampilan abad 21 serta mengidentifikasi pola peningkatan profesionalisme guru yang efektif. Metode penelitian yang digunakan kualitatif jenis studi kepustakaan (library research) dengan sumber data 21 literatur ilmiah terindeks (2021–2025). Data dianalisis menggunakan teknik content analysis melalui tahapan reduksi, kategorisasi, dan sintesis konseptual. Temuan penelitian menunjukkan bahwa kesiapan guru PAI ditentukan oleh penguasaan kompetensi pedagogik, profesional, sosial, kepribadian, literasi digital, serta kompetensi reflektif. Pola peningkatan kompetensi yang efektif meliputi pelatihan berkelanjutan, mentoring, dan komunitas belajar profesional. Integrasi keterampilan abad 21 dalam PAI memerlukan transformasi paradigma menuju pembelajaran yang berpusat pada siswa (learner-centered) dan berbasis teknologi. Simpulannya, guru PAI berperan strategis sebagai agen transformasi yang harus menyeimbangkan nilai keislaman dengan keterampilan kontemporer melalui peningkatan kompetensi yang sistematis dan berkelanjutan demi mewujudkan pembelajaran yang adaptif.
Kearifan Lingkungan yang Diungkapkan dalam Uluan Pantun dari Perspektif Interaksionisme Simbolik Yenrizal Yenrizal; Muhammad Sirozi; Ahmad Muhaimin
Society Vol 12 No 1 (2024): Society
Publisher : Laboratorium Rekayasa Sosial, Jurusan Sosiologi, FISIP Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/society.v12i1.622

Abstract

Traditional oral literature has long served to preserve and pass down cultural values and wisdom. In the Uluan society of South Sumatra, pantun, a traditional Malay poetic form, plays a central role in communicating messages related to societal norms and environmental stewardship. This study explores the environmental wisdom embedded in Uluan pantun, using a symbolic interactionism perspective to examine how these oral traditions convey ecological messages. The research employs a qualitative methodology with an ethnographic communication approach. Data were collected through documentation of ancient pantun texts, in-depth interviews with cultural practitioners and local community members, participatory observation in key Uluan regions, and focus group discussions (FGD) to provide a comprehensive view of how pantun is actualized in contemporary environmental conservation efforts. The results show that pantun is an important medium for conveying explicit and implicit messages about the natural environment, reflecting the community’s deep connection with nature. However, modern challenges such as deforestation and land degradation have threatened the sustainability of these traditions. The novelty of this research lies in its examination of pantun as an instrument for ecological communication, an area that has received little attention in previous studies. The findings imply that revitalizing the ecological messages within pantun could significantly promote environmental awareness and community-driven conservation in Uluan society today.
RECONCEPTUALIZING TEACHING SKILLS FOR 21ST-CENTURY LEARNING: INTEGRATING 4C COMPETENCIES AND TECHNOLOGY-ENHANCED PEDAGOGY Uswatun Hasanah; Era Afriza; M. Sirozi
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1701

Abstract

Teaching skills constitute a fundamental component in supporting the development of 21st-century skills encompassing critical thinking, creativity, communication, and collaboration (4C). This study aims to examine how teachers' teaching skills can be optimized to develop 21st-century skills among students. Employing a qualitative descriptive method with a literature review approach, this research analyzes various academic sources related to learning strategies, teacher roles, and 4C skills implementation in classrooms. The findings demonstrate that teachers must transform from knowledge transmitters to learning facilitators capable of creating active, innovative, and student-centered learning environments. Effective teaching skills include instructional design, classroom management, methodological variation, reinforcement, and constructive feedback. Technology integration and process-based learning approaches prove capable of enhancing engagement and higher-order thinking abilities. However, the development of adaptive teaching skills faces systemic, individual, and contextual challenges that mutually reinforce one another. The conclusion emphasizes that mastery of adaptive and innovative teaching skills serves as the key foundation in preparing competent generations ready to navigate the challenges of the 21st century.
THE STUDENT-CENTERED LEARNING APPROACH AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS Yelna Septiana; Hafizh Maulana Nugraha; Muhammad Sirozi
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1702

Abstract

This study aims to analyze the urgency of appropriate learning approaches, the relevance of the Student-Centered Learning (SCL) approach, and its advantages in developing 21st-century skills. The transformation of 21st-century education requires a shift from teacher-centered learning to student-centered learning, emphasizing the 4C skills (critical thinking, creativity, collaboration, and communication). This research employs a qualitative approach using a literature review method by examining 23 relevant scientific sources, including national journals, books, and proceedings. Data analysis was conducted through content analysis involving data reduction, categorization, synthesis, and conclusion drawing. The findings indicate that appropriate learning approaches play a fundamental role in improving the quality of learning processes and outcomes. The SCL approach demonstrates strong theoretical and practical alignment with the 21st-century skills framework by promoting active engagement, independence, and critical and collaborative thinking. Furthermore, SCL offers advantages in creating meaningful, contextual, and flexible learning while supporting authentic assessment practices. Therefore, SCL is an effective approach for developing adaptive competencies aligned with global demands.
STUDENTS' READINESS TO MASTER 21ST-CENTURY SKILLS Siska Wulandari; Anna Damayanti; Muhammad Sirozi
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1705

Abstract

The development of information technology, globalization, and the industrial revolution 4.0 requires the education system to prepare students with relevant 21st century skills. These skills are in line with the four pillars of UNESCO education, namely learning to know, learning to do, learning to be, and learning to live together, which includes critical thinking skills, problem solving, creativity, communication, collaboration, information literacy, and metacognition. This article aims to examine the readiness of students to master 21st century skills and the factors that influence them. The method used is a literature study by analyzing various relevant scientific sources. The results of the study show that students' readiness is influenced by four main factors: relevant curriculum, innovative learning strategies, integration of technology in the teaching and learning process, and a conducive learning environment. The achievement of 21st century skills can be realized through project- or problem-based learning, personalization of learning, strengthening collaboration and communication, empowerment of metacognition, and design of learning activities that are contextual and relevant to the real world. The main principle of 21st century learning emphasizes that learning must be student-centered, collaborative, contextual, and integrated with people's lives. These various skills need to be taught explicitly and planned. The role of teachers is crucial in implementing learning that is able to facilitate the development of these skills. In conclusion, educational institutions need to develop adaptive and innovative learning models so that students are able to face global challenges in the future and become competent, creative, and highly competitive individuals.
OPTIMIZING RESOURCES THROUGH NOTEBOOKLM TRAINING: TRANSFORMING ISLAMIC RELIGIOUS EDUCATION AT MTSN 1 PALEMBANG Rahmawati Syamsoeri; Farah Hasanah Noor; Muhammad Sirozi
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.1713

Abstract

Digital transformation in education requires teachers to adapt to technological advancements. However, in practice, some Islamic Education (PAI) teachers still rely on lecture-based methods that are less interactive, despite the availability of digital facilities. This study aims to analyze training in the use of NotebookLM as a strategy to optimize resources in the management and development of educational institutions. This research employed a qualitative approach with a case study design using observation, interviews, and documentation. The findings indicate that the training enhances teachers’ digital competencies, optimizes the utilization of human, technological, physical, and organizational resources, and promotes more interactive learning. However, the transformation remains at the level of improving instructional practices and has not yet fully achieved deep learning transformation.
Co-Authors Ahmad Muhaimin Akhmad Muftizar Anna Damayanti Aziza, Nur Boyke Azwar Deny Priansyah Edi Zalharis Ega Rismasita Era Afriza Farah Hasanah Noor Hafizh Maulana Nugraha Jossiselfiah Jossiselfiah Karoma Karoma Mirna Kartika Muhammad Farhan Ferdino Muhammad Isnaini Muhammad Qomari Romadhon Muhammad Yusuf Nanda Rahayu Agustia Nurul Qomariyah Parasih Rahmad Mahadi Rahmawati Syamsoeri Ria Adien Rizki Tsaniah Saipul Anwar Anwar Sholihah Titin Sumanti Sholihah Titin Sumarti Siska Wulandari Sukirman Sukirman Surya Bakti Uswatun Hasanah Wiyanda Vera Nurfajriani Yelna Septiana Yenrizal Yenrizal Yeny Nasril