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All Journal Tadris: Jurnal Pendidikan Islam Afkarina : Jurnal Pendidikan Agama Islam Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan dan Hukum Islam
Dyah Nawangsari
Jurusan Arsitektur FTSP ITS
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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INTENSIFIKASI ADMINISTRATIF DALAM PENGEMBANGAN PROFESIONALISME GURU: DINAMIKA KEBIJAKAN DI INDONESIA DENGAN RUJUKAN SINGAPURA Hasanah, Siti Nur; Mashudi; Ubaidillah; Nawangsari, Dyah
Ar-Risalah Media Keislaman Pendidikan dan Hukum Islam Vol. 24 No. 01 (2026): (April 2026)
Publisher : LPPM Universitas Islam Ibrahimy Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/511saa71

Abstract

This study examines how teacher professional development policies shape administrative intensification, with a particular focus on Islamic Religious Education (PAI) teachers in Indonesia, using Singapore as a comparative policy reference. It aims to analyze how policy architecture configures administrative workload and professional learning. This study employs a qualitative approach using document analysis combined with comparative policy analysis. Data were collected from official national policy documents, including regulations on teacher workload, professional allowances, performance appraisal systems, and career development frameworks. Data analysis was conducted through systematic coding and thematic analysis based on administrative burden theory and policy enactment perspectives. The validity of the analysis was ensured through iterative reading, coding consistency, and triangulation with relevant empirical literature. The findings reveal that in Indonesia, credit-based professional development requirements, layered verification mechanisms, and decentralized governance generate cumulative administrative obligations that extend beyond instructional improvement. For PAI teachers, this condition creates tensions between administrative compliance and value-based pedagogical practices that are not easily captured through standardized documentation. In contrast, Singapore’s integrated governance model embeds professional growth within a coherent system that aligns appraisal, mentoring, and career progression, thereby minimizing fragmented reporting. This study argues that administrative intensification is a structural outcome of policy design rather than merely an implementation issue. By reframing teacher workload as a governance effect, this research contributes a comparative perspective on how accountability systems can be designed to support professional competence development, particularly in value-oriented educational contexts.
URGENSI PENDIDIKAN SEKS DALAM ISLAM Nawangsari, Dyah
TADRIS: Jurnal Pendidikan Islam Vol 10 No 1 (2015)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (287.484 KB) | DOI: 10.19105/tjpi.v10i1.639

Abstract

Seks merupakan kebutuhan asasi yang eksistensinya tidakterpisahkan dari kehidupan manusia. Agar tidak terjadipenyimpangan, dibutuhkan aturan dan norma yang jelas. Islamsebagai agama, sangat peduli dalam pengaturan hal seksual ini.Tulisan ini berusaha mendeskpripsikan konsep pendidikan seksdalam Islam, yaitu keterkaitan antara pendidikan seks denganpendidikan akidah, akhlak, dan ibadah. Keterlepasan pendidikan seksdari ketiga unsur lainnya akan menimbulkan kesesatan danpenyimpangan kehidupan. Dinyatakan pendidikan seks dalampelaksanaannya berlangsung mulai dari masa kanak-kanak denganpola sangat sederhana sampai dengan fase dewasa, dalam manasasaran sudah memasuki fase kematangan untuk memasuki jenjangpernikahan.
Systemic PAI Curriculum Integration Model: Synchronizing Educational Pathways Within a Deep Learning Framework Based on Graduate Profiles Nafisah, Durrotun; Mashudi, Mashudi; Nawangsari, Dyah; Ubaidillah, Ubaidillah
AFKARINA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2025): JUNI
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v10i1.9483

Abstract

Minister of Primary and Secondary Education Regulation Number 13 of 2025 directs the national curriculum toward a deep learning approach with a primary focus on the intracurricular path. However, the regulation does not yet technically govern the integration mechanism between intracurricular, co-curricular, and extracurricular paths. This condition results in a policy gap and policy vacuum that leads to the fragmentation of students' learning experiences in the field. This qualitative research, utilizing literature study and policy analysis, aims to examine this policy gap and formulate a systemic curricular integration model. The findings indicate that the absence of integration regulations results in the repetition of learning materials, which hinders the achievement of deep learning and creates administrative excesses for teachers in the form of duplicated planning and assessment documents. As a solution, this study proposes the Systemic Curriculum Integration Model, which consists of three main components: integrated planning (One-Door system), a material bridging matrix across paths to ensure a spiral curriculum, and comprehensive assessment. This model is expected to create curricular synchronization that alleviates the administrative burden on teachers while optimizing the holistic formation of the eight dimensions of graduate profiles. The study recommends the issuance of supplementary policies by the Ministry of Primary and Secondary Education and the Ministry of Religious Affairs to address the technical regulatory void regarding this integration.
Co-Authors Durrotun Nafisah Mashudi Mashudi Mashudi Siti Nur Hasanah, Siti Nur Ubaidillah Ubaidillah Ubaidillah