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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Muaddib : Studi Kependidikan dan Keislaman AL-USWAH: Jurnal Riset dan Kajian Pendidikan Agama Islam Jurnal SOLMA IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan TARBAWI: Journal on Islamic Education Jurnal Perspektif Community Development Journal: Jurnal Pengabdian Masyarakat Al-Ikhtibar : Jurnal Ilmu Pendidikan Jurnal Scientia Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Tamaddun : Jurnal Pendidikan dan Pemikiran Keagamaan International Journal of Community Service Society: Jurnal Pengabdian Masyarakat Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran PAIDA: Jurnal Pendidikan Agama Islam UNIMUDA Jurnal Multidisiplin Sahombu AL MISYKAT: Journal of Islamic Psychology PEDAMAS (Pengabdian Kepada Masyarakat) RESLAJ: Religion Education Social Laa Roiba Journal Journal of Research in Education and Pedagogy Journal of Research in Mathematics, Science, and Technology Education Journal of Education for Sustainable Development Studies Jurnal Pendidikan Agama Islam Journal of Islamic Education
Devid Dwi Erwahyudin
Universitas Muhammadiyah Ponorogo
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Integrated School Leadership Strategies Based on Local Programs for Teacher Competency Development Herlina Nuraini Adinengtias Nita Ekasari; Afiful Ikhwan; Devid Dwi Erwahyudin
JIE (Journal of Islamic Education) Vol. 11 No. 1 (2026): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i1.731

Abstract

This study aims to analyse the implementation and effectiveness of the principal's leadership strategy in developing teacher competency at SDN Gupolo Ponorogo. The study used a qualitative approach with a case study design to gain an in-depth understanding of the leadership strategies applied in the elementary school context. Data collection was conducted through participant observation, semi-structured interviews, and documentation. Research informants consisted of the principal, class teachers, and Islamic Religious Education (PAI) teachers who were purposively selected based on their involvement in school programs. The researchers analysed the data using the interactive model through the stages of data reduction, data presentation, and conclusion drawing. They also tested data validity through source and technique triangulation. The results showed that the principal implemented leadership strategies in a planned, systematic, and sustainable manner through motivation, academic supervision, internal and external training, and integration of local wisdom-based school programs. To implement these strategies, the principal integrated the school's vision and mission into various educational programs, such as religious activities, reog performances, and routine sports involving teachers. The implementation of these leadership strategies proved effective in improving teachers' pedagogical, professional, and social competencies. These improvements are evident in teachers' ability to manage learning more systematically, increased participation in professional development, and the development of communication and collaboration skills through involvement in school activities. Furthermore, the integration of local wisdom-based programs provides a more contextual and meaningful learning experience for both teachers and students. Local culture-based activities not only serve as a means of cultural preservation but also serve as a medium for holistic teacher competency development. Research findings indicate that leadership strategies integrated with school culture and local programs can create a professional learning environment that supports continuous improvement in educational quality. Therefore, principal leadership strategies based on local programs can be a relevant approach to developing teacher competency in elementary schools.
Implementasi Metode Muhadatsah dalam Meningkatkan Keterampilan Berbicara Bahasa Arab di Pondok Modern Darussalam Gontor Putra 2 Ponorogo Fatana Bira Suli; Nuraini Nuraini; Devid Dwi Erwahyudin
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 6 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i6.12001

Abstract

This study aims to analyze the implementation of the muhadatsah method in improving the Arabic speaking skills of students at Pondok Modern Darussalam Gontor Putra 2 in Ponorogo. This study employs a qualitative method in which data were collected through field research. The research subjects consisted of Arabic language teachers at Pondok Modern Darussalam Gontor Putra 2. Data were collected through direct observation, in-depth interviews, and documentation related to the learning process. Data analysis was conducted comprehensively to understand the interaction process between teachers and students as well as the method’s influence on the theoretical understanding and practice of the Arabic language. The research results indicate that the muhadatsah method at Pondok Modern Darussalam Gontor Putra 2 is implemented systematically through language activities, including: determining the muhadatsah theme, vocabulary (mufrodat) instruction, constructing sentences in Arabic, direct conversation practice, and intensive supervision by the Language Advisory Council (LAC). This program helps improve students’ speaking skills through the talaqqi or ilqo’iyyah method, daily communication practice, natural vocabulary enrichment, and the development of a positive mindset and self-confidence in Arabic. Furthermore, this program plays a crucial role in fostering a disciplined language environment through a strict monitoring system, the imposition of consequences, and the exemplary conduct of dormitory staff and teachers. Thus, the implementation of the muhadatsah method plays a significant role in improving speaking skills and establishing a strong Arabic communication culture at Pondok Modern Darussalam Gontor Putra 2.
Implementasi Model Problem Based Learning (PBL) dalam Pembelajaran Pendidikan Agama Islam Bagi Santri Inklusif Irmas Devi Seviana; Afiful Ikhwan; Devid Dwi Erwahyudin
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 6 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i6.12157

Abstract

This study aims to describe the implementation of the Problem-Based Learning (PBL) model in Islamic Religious Education (IRE) instruction for inclusive students in a pesantren educational setting. The background of this study is based on the need for adaptive and responsive learning that accommodates the diversity of students’ abilities, including those with special needs, who require a more participatory and contextual learning approach. The research method used is a qualitative approach with data collection techniques through observation, interviews, and documentation of the PBL-based PAI learning process. The results indicate that the application of the PBL model enhances students’ active engagement in the learning process, fosters critical thinking skills, and deepens their understanding of religious concepts. Additionally, this model provides space for students with special needs to learn according to their individual abilities and learning styles through group work and the resolution of real-world problems relevant to daily life. Challenges identified include limited learning resources and the need for intensive support for certain students. Nevertheless, overall, the implementation of PBL in Islamic Religious Education (IRE) has proven effective in creating inclusive, interactive, and meaningful learning. Thus, the Problem-Based Learning model can serve as a relevant alternative learning strategy to support inclusive Islamic religious education within the pesantren environment.
Strategi Pengembangan Kompetensi Pedagogik Guru Pendidikan Agama Islam dalam Meningkatkan Efektivitas Pembelajaran Anae Layla Rahmania; Afiful Ikhwan; Devid Dwi Erwahyudin
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 6 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i6.12312

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in the formation of students' religious character at SDIT Nurul Iman Purwantoro. The research method used a qualitative approach with in-depth interviews with PAI teachers and the principal. The results showed that PAI teachers have very adequate pedagogical competence, characterized by the ability to understand the uniqueness of student learning styles, design differentiated learning, and integrate PAI with other subjects. The principal applies a collaborative-humanist leadership style that empowers teachers and builds a religious school culture. Supporting factors for the formation of religious character include teacher role models, a conducive school environment, structured religious programs, adequate facilities, and synergy with parents. Meanwhile, inhibiting factors include a lack of consistency in the application of values, external environmental influences, and limited internal awareness of students. This study concludes that the pedagogical competence of PAI teachers and the collaborative leadership of the principal contribute significantly to the quality of PAI learning and the formation of students' religious character.
Co-Authors Adib Khusnul Rois Adib Khusnul Rois Adib Khusnul Rois Adib Khusnul Adib Khusnul Rois, Adib Khusnul Afiful Ikhwan Afitria Rizkiana Aisya, Riska Nur Alip Sugianto Anae Layla Rahmania Anggita, Evi Dina Anip Dwi Saputro, Anip Dwi Antoon Bahrudin Amri Ardiansyah Mustofa Latief Arif, M. Zainal Ariyanto, Ayok Ariyanto, Ayok Aufa Khairunnisa, Salsabila Ayok Ariyanto Azam Muttaqin, Muhammad Basri, Mokmin Deppy Aulia Pratiwi Dwi Estiningsih Dwi Laksana, Sigit Eftiana Dwi Zhahrani Eftiana Dwi Zhahrani Erlina Wardani Fatana Bira Suli Fatricia Sayshi Hayva Shaden Ferdiana, Luluk Rizki Hamdani Abdi, Yusuf Happy Susanto Happy Susanto Happy Susanto Herlina Nuraini Adinengtias Nita Ekasari Irmas Devi Seviana Katni Katni KATNI KATNI, KATNI Lasmi, Lasmi Latief, Ardiansyah Mustofa M. Zainal Arif Masitoh Mellynda Fibiani Mohd Mohan, Navin Ruditiyawan Bin Muh. Tajab, Muh. Muhammad Umar Al Maghtani Muslich, Ahmad Muzakki, Muhammad Nabila Azzahwa NANI WAHYUNI Nichita Arzeti Mahardika Nur Amalina, Afifah Ismahani Nuraini Nuraini Nurisma Salsabila Zahra Nurul Iman, Nurul Raudhah Intan Riska Nur Aisya Rohmadona, Novia Rusmi Shelia Gian Wardhana SIGIT DWI LAKSANA Sigit Dwi Laksana, Sigit Dwi Siti Marpuah, Siti Sri Susanti Sudarmadi sudarmadi sudarmadi Syah, Muhammad Dzikky Firman Syamsul Arifin Syamsul Arifin Toha Mamudi Ulfah Hanifah Yani Yani Yusuf Hamdani Abdi