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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Ilmiah Pendidikan Dasar SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Indonesian Journal of Islamic Educational Management Jurnal Kependidikan International Journal of Emerging Issues in Islamic Studies Cendikia Pendidikan Al Ibtida: Jurnal Pendidikan Guru MI
Encep Syarifudin
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Komparasi Kepemimpinan Kepala Sekolah Dan Kepemimpinan Kiai Di Pesantren Dalam Meningkatkan Mutu Pendidikan Islam Encep Syarifudin; Deri Priyadi
Indonesian Journal of Islamic Educational Management Vol 6, No 1 (2023): IJIEM
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijiem.v6i1.22169

Abstract

Tulisan ini bertujuan untuk menemukan komparasi konsep dan peran kepemimpinan kepala sekolah dan kepemimpinan kiai pesantren dalam meningkatkan mutu pendidikan, dengan menggunakan pendekatan kualitatif melalui metode studi kepustakaan yakni mengkaji beberapa artikel, buku, dan dokumentasi lainya yang berkaitan dengan peran kepemimpinan pendidikan dalam meningkatkan mutu pendidikan, sehingga menemukan teori baru terkait perbandingan peran kepemiminan kepala sekolah dan kiai pesantren serta  perbedaan dan persamaan peran kepemimpinan pendidikan antara kepala sekolah dengan kiai pesantren dalam meningkatn mutu pendidikan. . Legitimasi kepemimpinan seorang kiai secara langsung diperoleh dari masyarakat yang menilai tidak saja dari segi keahlian ilmu-ilmu agama seorang kiai melainkan dinilai pula dari kewibawaan (kharisma) yang bersumber dari ilmu, kesaktian, sifat pribadi dan seringkali keturunan. Hal ini tentunya sangat berbeda dengan kepala sekolah yang legitimasi kepemimpinannya diperoleh dari pengangkatan pemerintah berdasarkan pemenuhan kompetensi  yang dimiliki kepala sekolah dan bukan dari masyarakat. Peran kepemimpinan kepala sekolah dalam meningkatkan mutu pendidikan yaitu; sebagai edukator, manajer, administrator, supervisor, leader, inovator, dan motivator. Sedangkan peran kepeimpinan kepala sekolah dalam meningkatkan mutu pendidikan yaitu; pengasuh, motivator, pendidik, Manajer, pengambil keputusan, pencapai tujuan organsisi, teladan, supervisor.Kata Kunci : Kepemimpinan, Kepala Sekolah, Kiai Pesantren, Mutu Pendidikan
Exploring the relationship between teacher job satisfaction and professional development in urban schools during a pandemic Juhji Juhji; Encep Syarifudin; Supardi Supardi; Paiman Paiman; Dina Indriana; Sutanto Sutanto; Irma Yunita Ruhiawati; Ima Rahmawati
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.24510

Abstract

Job satisfaction and professional development are the talks of teachers in facing the challenges of 21st-century learning, where they must be able to adapt to the progress and development of information and communication in technology. Therefore, this article aims to analyze teacher job satisfaction, professional development, and the interaction between the two during the pandemic. A total of 232 public and private school teachers in urban areas were used as research samples. The sampling technique used a random technique. The research used an instrument developed and validated, then distributed through the principal and school supervisor, and the data were analyzed using the correlation technique. During the pandemic, the results revealed a high level of job satisfaction for state Islamic school teachers and a low level of job satisfaction for private Islamic school teachers, as well as a high level of professional development in both public and private Islamic schools and a moderate positive correlation between teacher job satisfaction and professional development in urban schools. Therefore, teachers should develop and carry out professional development in facing the challenges of 21st-century learning.
PENGEMBANGAN SUMBER DAYA MANUSIA DALAM PENDIDIKAN DAN PELATIHAN Rezka Suci Ramadhanti; Encep Syarifudin; Anis Zohriah; Agus Gunawan
Sindoro: Cendikia Pendidikan Vol. 1 No. 1 (2023): Sindoro: Cendikia Pendidikan
Publisher : CV SWA Anugrah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/scp.v1i1.308

Abstract

Pengembangan Sumber Dayaa Manusiaa dilakukann melaluii pendidikann dann pelatihan,, baik secaraa formal maupun informall yangg dilaksanakann secara berkelanjutan. Terdapatt limaa hal SDMMdianggap penting dalam pengembanganSsSDM dalam bidang pendidikan. Kelima hal tersebut yaitu: profesionalitas,dddayakkkompetitif, kompetensiiiffffungsional, keunggulna partisipatiff dann kerjaa samaa namunn demikiann perngemabangan terhadap_lima hal tersebut Sumber daya manusia diperlukann total quality qontrol (TQC) dann programm diklatt terpadu agarr tercapaii efektivitasnya.a Pengmbangann SDMm pendidikan adalahh prosess penggunaann sumberr dayaa manusiaa yang kompetenn muali darii rekrutmenn seleksi,, pengangkatan,, pengembangan,, sampaii dengan penghargaann sertaa kegiatan-kegiatana terkaitt lainnyaa untukk mencapaii tujuann llembaga pendidikan. Tujuan dari sumberr dayaa tersebutt adalahh untuk meningkatkan ppengetahuan, keterampilan,, dan komitmenn tenagaa kerjaa (pendidikk dann tenagaa kependidikan), sehingga visii dann misii lembagaa pendidikan dapatt tercapai dengan efektif dan efisien.n
Teacher Intervention for Coping with Students’ Learning Difficulties of Madrasah Ibtidaiyah in the Covid-19 Social Restrictions Enung Nugraha; Encep Syarifudin
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.9769

Abstract

AbstractDue to the Covid-19 pandemic, the government implemented a large-scale social restriction policy that impacted online learning. There are obstacles where not all students have supporting learning facilities and have learning difficulties requiring teacher intervention in the learning process. The study aimed to determine teacher intervention in the learning process for students with learning difficulties. The research method used descriptive qualitative at Madrasah Ibtidaiyah (Islamic Elementary School) Ats-Tsauroh Serang City, Banten Province. Data collection was limited to interviews with eight informants, including teachers, madrasa heads, and deputy madrasa heads, during the social restrictions period in February-April 2021. The results showed that teacher intervention in overcoming student learning difficulties was carried out directly, namely by understanding student conditions, understanding the typology of student learning difficulties, communicating with students' parents, observing students' family environmental conditions, conducting study visits to students' homes, and assessing student motivation. Teacher creativity is essential in making decisions for the benefit of student learning so that teachers provide the best service under challenging conditions. The implication of this research is that teacher intervention is effective in overcoming students' learning difficulties in the Covid-19 social restrictions.Keywords: teacher intervention, learning difficulty, home visits. AbstrakAkibat pandemi Covid-19, pemerintah menerapkan kebijakan pembatasan sosial berskala besar yang berdampak pada pembelajaran daring. Terdapat kendala di mana tidak semua siswa memiliki fasilitas belajar yang mendukung dan mengalami kesulitan belajar yang memerlukan campur tangan guru dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui intervensi guru dalam proses pembelajaran bagi siswa yang mengalami kesulitan belajar. Metode penelitian yang digunakan adalah deskriptif kualitatif di Madrasah Ibtidaiyah Ats-Tsauroh Kota Serang, Provinsi Banten. Pengumpulan data terbatas pada wawancara dengan delapan informan, termasuk guru, kepala madrasah, dan wakil kepala madrasah selama masa pembatasan sosial pada Februari-April 2021. Hasil penelitian menunjukkan bahwa intervensi guru dalam mengatasi kesulitan belajar siswa dilakukan secara langsung, yakni dengan memahami kondisi siswa, memahami tipologi kesulitan belajar siswa, berkomunikasi dengan orang tua siswa, mengamati kondisi lingkungan keluarga siswa, melakukan kunjungan belajar ke rumah siswa, dan menilai motivasi siswa. Kreativitas guru sangat penting dalam mengambil keputusan untuk kepentingan belajar siswa sehingga guru memberikan pelayanan terbaik dalam kondisi yang penuh tantangan. Implikasi dari penelitian ini adalah intervensi yang dilakukan guru efektif dalam mengatasi kesulitan belajar siswa di masa pembatasan sosial Covid-19.Kata kunci: intervensi guru, kesulitan belajar, kunjungan rumah.
Dua Wajah Kepemimpinan Pendidikan Indonesia: Komparasi Arketipe Kepala Sekolah Birokratis dan Kiai Karismatis di Persimpangan Tradisi dan Modernitas Zaky Dhiaulhaq Rahman; Mochammad Fikri Fauzan; Encep Syarifudin; Rifyal Ahmad Lugowi
Jurnal Kependidikan Vol. 13 No. 3 (2025)
Publisher : Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/jk.v13i3.14752

Abstract

Penelitian ini bertujuan untuk menganalisis secara komparatif dua arketipe kepemimpinan dominan dalam lanskap pendidikan Indonesia: kepala sekolah yang birokratis dan kiai pesantren yang karismatis. Tujuan utamanya adalah untuk membongkar sumber legitimasi, paradigma kepemimpinan, dan kerentanan struktural yang inheren pada masing-masing model. Penelitian ini menggunakan metode kualitatif dengan pendekatan analisis komparatif kritis berbasis studi literatur sistematis. Kriteria inklusi mencakup artikel jurnal dan laporan penelitian yang dipublikasikan antara 2018-2024 dan secara eksplisit membahas kepemimpinan, manajemen, atau kebijakan di sekolah formal dan pesantren. Analisis data dilakukan menggunakan teknik analisis tematik untuk mengidentifikasi, mengkodekan, dan menyintesis tema-tema kunci yang relevan dengan kerangka penelitian. Temuan menunjukkan bahwa legitimasi kepala sekolah yang bersumber dari negara melahirkan ketergantungan pada birokrasi dan kerentanan terhadap patronase politik, yang menghambat inovasi. Sebaliknya, legitimasi kiai yang berbasis kharisma personal dan komunitas menciptakan otonomi namun rentan terhadap krisis suksesi yang mengancam keberlanjutan institusional. Kepemimpinan Nyai teridentifikasi sebagai pilar penopang stabilitas dan agen pemberdayaan gender. Perlunya de-birokratisasi dan de-politisasi rekrutmen kepala sekolah serta fasilitasi pemerintah untuk mendorong perencanaan suksesi yang sehat di pesantren. Secara praktis, pemimpin di kedua sistem didorong untuk mengadopsi model kepemimpinan hibrida. Keterbatasan utama penelitian ini adalah ketergantungannya pada data sekunder (literatur), sehingga tidak menangkap dinamika spesifik dari konteks lapangan yang tidak terdokumentasi.
Rational Choice and Benchmarking of Madrasah Aliyah Accreditation Quality in the Serang Urban Area Nurhalim Nurhalim; Encep Syarifudin; Muhajir Muhajir
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 11 No 2 (2025): August 2025
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/sosio.v11i2.19448

Abstract

Urban communities tend to reason about the choice of quality education. The research aims to analyse the community's rational choices regarding the quality of madrasas and determine the perception of benchmarking of madrasah accreditation in Serang City. The research uses a qualitative method with a case study approach at Madrasah Aliyah, Serang City. Data collection was done through interviews with informants from madrasah managers, parents of students, and madrasah supervisors, and data analysis was done using descriptive and triangulation techniques. The study results found that the rational choice of urban communities for the quality of madrassas in Serang City was influenced by academic, social, and cultural factors. The sensible choice lies in the superiority of religious education, but it offers quality public education as a holistic option, encompassing academic, moral, and spiritual dimensions. Public perception is influenced by the ability of madrasas to meet the criteria of the National Accreditation Board, which describes the strengths and weaknesses in improving the quality of education. The benchmarking process has a positive influence on enhancing the accreditation and quality of madrasas. The perception of the Head of the Madrasah regarding managerial changes and educational quality standards is an essential indicator for parents and supervisors to improve the quality of continuous education. The research implies that the more rational the choice of the quality of madrasah accreditation, the more it will increase the perception of benchmarking of Islamic educational institutions. This research is limited to Madrasah Aliyah Negeri in Serang City.
Teacher professionalism development model as a pillar of elementary education quality Ahmad Rifaudin; Bayu Pramono; Euis Asyiah; Encep Syarifudin; Eneng Muslihah
Jurnal Ilmiah Pendidikan Dasar Vol 12, No 2 (2025): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.12.2.358-374

Abstract

Teacher professionalism is a key factor in ensuring the quality of elementary education, particularly amid technological disruption and evolving global learning paradigms. This study explores an effective model for developing teacher professionalism to enhance basic education in Indonesia. Using a qualitative library research method, the study analyzes academic literature, policy documents, and recent research through data reduction, coding, comparison, and synthesis. Five existing models of teacher professional development were identified: conventional training-based, mentoring-based, practitioner community-based, digital technology-based, and integrated holistic models. Based on these, the study proposes the Continuous Integrative Teacher Professionalism Development Model (MPGIB), which integrates five essential components: development of pedagogical content knowledge (PCK) through practitioner communities, tiered mentoring, digital platforms, collaborative action research, and portfolio-based recognition. MPGIB offers a transformative approach, positioning teachers as reflective professionals with the autonomy for contextual self-development. Its implementation has implications for reforming teacher working groups (KKG/MGMP), optimizing professional development funds, strengthening evidence-based quality assurance, and redefining teachers as agents of educational change—ultimately contributing to improved teaching practices and the quality of basic education in Indonesia.
Evaluation of Holistic Learning and Independent Curriculum: Enhancing Education Quality Through Religious Moderation Enung Nugraha; Encep Syarifudin
International Journal of Emerging Issues in Islamic Studies Vol. 6 No. 1 (2026): July 2026
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijeiis.v6i1.4133

Abstract

Issues in implementing the Independent Curriculum or Kurikulum Merdeka, and in integrating religious moderation, often hinder holistic evaluation of learning, thereby affecting educational quality in Islamic higher education. This study examines the influence of holistic learning evaluation on the implementation of the Kurikulum Merdeka and its impact on educational quality, with a focus on religious moderation at UIN SMH Banten. Using a quantitative explanatory approach, data were collected from 174 PGMI students via validated questionnaires (CFA loadings >= 0.60, CR >= 0.70, AVE >= 0.50; Cronbach's alpha > 0.80). Holistic learning evaluation is a comprehensive assessment of cognitive, affective, and psychomotor domains. At the same time, religious moderation refers to balanced, tolerant, and inclusive Islamic values measured by indicators of fairness, respect, and anti-extremism. Data were analysed using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) with AMOS. The results show that learning evaluation significantly affects educational quality (beta = 0.482, p < 0.001) and the Kurikulum Merdeka (beta = 0.396, p < 0.01), while the Kurikulum Merdeka also significantly improves educational quality (beta = 0.531, p < 0.001). Religious moderation has no significant direct effect on educational quality (beta = 0.082, p > 0.05) and does not moderate the effect of the Kurikulum Merdeka (p > 0.05). Model fit is acceptable (CFI = 0.907, RMSEA = 0.050, CMIN/DF = 1.434). The findings imply that PTKIN should strengthen learning evaluation and curriculum implementation systems to enhance educational quality, while religious moderation should be integrated through curriculum design and academic culture rather than as a direct influencing factor.
Co-Authors Agus Gunawan Ahmad Rifaudin Anis Zohriah Bayu Pramono Deri Priyadi Dina Indriana Eneng Muslihah Enung Nugraha Enung Nugraha Euis Asyiah Ima Rahmawati Juhji, Juhji Mochammad Fikri Fauzan Muhajir Muhajir Nurhalim Nurhalim Paiman Paiman Rezka Suci Ramadhanti Rifyal Ahmad Lugowi Ruhiawati, Irma Yunita Supardi, Supardi Sutanto Sutanto Zaky Dhiaulhaq Rahman