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All Journal Jurnal Muadalah JURNAL EVALUASI PENDIDIKAN Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) JURNAL CITRA KEPERAWATAN Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman Khazanah: Jurnal Studi Islam dan Humaniora Madrosatuna: Journal of Islamic Elementary School Riayah: Jurnal Sosial dan Keagamaan Jurnal Pendidikan dan Kewirausahaan Al-Mudarris : Jurnal Ilmiah Pendidikan Islam Al-Ulum: Jurnal Pendidikan Islam INVENTION: Journal Research and Education Studies Al-Ulum: Jurnal Pendidikan Islam Tadbiruna: Jurnal Manajemen Pendidikan Islam Fikruna : Jurnal Ilmiah Kependidikan dan Kemasyarakatan Journal of Digital Learning and Distance Education SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) The International Journal of Education Management and Sociology Journal on Research and Review of Educational Innovation Jurnal Internasional Al Manba ISLAMIC PEDAGOGY: Journal of Islamic Education Jurnal Penelitian Pendidikan Islam Jurnal Riset Multidisiplin Edukasi Ulil Albab Journal of Elementary Education Research and Practice Interdisciplinary Explorations in Research Journal (IERJ)
Dina Hermina
Universitas Islam Negeri Antasari Banjarmasin
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Social Sciences Other

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PENERAPAN EVALUASI DALAM PENDIDIKAN ISLAM (STUDI KASUS PONDOK PESANTREN SALAFIYAH DARUSSANA KINTAP) Sugiharto, Muhammad Samuel; Huda, Nuril; Hermina, Dina
FIKRUNA: Jurnal Ilmiah Kependidikan dan Kemasyarakatan Vol 7 No 2 (2025): FIKRUNA : JURNAL ILMIAH KEPENDIDIKAN DAN KEMASYARAKATAN
Publisher : STIT Ibnu Rusyd Tanah Grogot

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56489/fik.v7i2.305

Abstract

The evaluation in Islamic education at Islamic boarding schools (pondok pesantren) plays a crucial role in assessing the progress of students (santri), both in academic aspects and character development. Through comprehensive evaluation, pondok pesantren can produce students who are knowledgeable, possess good morals, and are ready to contribute to society. This research aims to explore in depth the application of learning evaluation for students in Pondok Pesantren. This is a descriptive study with a qualitative approach conducted at an Islamic educational institution, namely Pondok Pesantren Darussana Kintap. The data collection techniques include observation, interviews, and document studies, which are then analyzed to determine the planning, implementation, evaluation, and outcomes of Islamic learning at Pondok Pesantren Darussana. The research results show that the systematic application of evaluation is able to shape and improve the quality of both academic learning and the morals of male and female students.
KEPEMIMPINAN DALAM PENGELOLAAN LEMBAGA PENDIDIKAN ISLAM Alfiannur, Muhammad; Mof, Yahya; Hermina, Dina
TADBIRUNA: Jurnal Manajemen Pendidikan Islam Vol 4 No 2 (2025): TADBIRUNA
Publisher : Program Studi Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/jurnalmanajemenpendidikanislam.v4i2.1429

Abstract

Leadership in the management of Islamic educational institutions plays a very important role in creating an educational system that is effective, high quality and oriented towards Islamic values. This article aims to examine the concept of leadership in the context of Islamic educational institutions, including relevant leadership models, the challenges faced, and their impact on educational management. Using a qualitative approach and literature study, this research found that leadership based on Islamic principles such as trust, justice, and deliberation can strengthen the governance of educational institutions, improve the quality of learning, and create a conducive environment for the development of student character. However, challenges such as limited human resources, funds and social change are the main obstacles that require adaptive and visionary leadership. This research concludes that good leadership in the management of Islamic educational institutions can produce quality education that is relevant to the needs of the times
Integrating Role Play in Islamic Education for Character Value and Cognitive Achievement in Preschool Learners Irlina, Andi; huda, nuril; hermina, dina; Ahmad, Ahmad
Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Vol 15, No 1 (2025): 2025
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jm.v15i1.24734

Abstract

This research investigates the integration of role play in teaching Hadith to strengthen the character development of preschool learners. The study examines how role-playing activities can enhance the understanding of Islamic principles and the application of Hadith in real-life situations among preschool learners. Employing a quantitative experimental design, the study assesses the impact of incorporating role play into Islamic Studies on the character development of preschool learners at Paud IT Al Mansyur in Kotabaru Regency, South Kalimantan. The experiment involved two groups of preschool learners, each consisting of 10 participants. The experimental group engaged in role-playing scenarios designed to teach Hadith and key Islamic values such as self-esteem, empathy, honesty, love, affection, and social responsibility. The control group followed traditional teaching methods. Pre- and post-intervention assessments measured improvements in character traits. The results indicated that the experimental group showed significant improvement in character development compared to the control group. These findings suggest that integrating role play into Islamic Studies, particularly in teaching Hadith to preschoolers, is an effective pedagogical strategy for fostering holistic development, blending moral education with cognitive achievement in a synergistic manner.
Integrating Role Play in Islamic Education for Character Value and Cognitive Achievement in Preschool Learners Irlina, Andi; huda, nuril; hermina, dina; Ahmad, Ahmad
Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Vol 15 No 1 (2025): 2025
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jm.v15i1.24734

Abstract

This research investigates the integration of role play in teaching Hadith to strengthen the character development of preschool learners. The study examines how role-playing activities can enhance the understanding of Islamic principles and the application of Hadith in real-life situations among preschool learners. Employing a quantitative experimental design, the study assesses the impact of incorporating role play into Islamic Studies on the character development of preschool learners at Paud IT Al Mansyur in Kotabaru Regency, South Kalimantan. The experiment involved two groups of preschool learners, each consisting of 10 participants. The experimental group engaged in role-playing scenarios designed to teach Hadith and key Islamic values such as self-esteem, empathy, honesty, love, affection, and social responsibility. The control group followed traditional teaching methods. Pre- and post-intervention assessments measured improvements in character traits. The results indicated that the experimental group showed significant improvement in character development compared to the control group. These findings suggest that integrating role play into Islamic Studies, particularly in teaching Hadith to preschoolers, is an effective pedagogical strategy for fostering holistic development, blending moral education with cognitive achievement in a synergistic manner.
Manajemen Kerjasama dengan Dunia Usaha dan Dunia Industri Pada Sekolah Unggul SMK Negeri 1 Martapura dan SMK Negeri 1 Banjarbaru Saidah, Siti; Hermina, Dina
NABAWI: Jurnal Penelitian Pendidikan Islam Vol. 3 No. 3 (2025): Nabawi: Jurnal Penelitian Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Syamsul Ma'arif Bontang

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

Abstract

This study aims to identify and analyze the management of cooperation between leading vocational high schools (SMK) and the business and industrial world (DUDI) at SMK Negeri 1 Martapura and SMK Negeri 1 Banjarbaru. The research method used is qualitative descriptive with a case study approach. Data were collected through in-depth interviews, observations, and documentation. The results of the study indicate that both schools have implemented various cooperation strategies with DUDI, including student internships, joint curriculum development, and the provision of training facilities that meet industry standards. The success of this cooperation management is supported by factors such as effective communication, mutual commitment between schools and industry partners, and support from the local government. This study concludes that good cooperation between vocational schools and DUDI is crucial in enhancing students' competencies and job readiness after graduation. Recommendations are provided to strengthen the synergy between education and industry through improved training programs for teachers and the refinement of cooperation evaluation mechanisms.
GROUNDED THEORY: FLEKSIBILITAS, TANTANGAN, DAN IMPLIKASI DALAM PENELITIAN EDUKASI Mustafa, Desyana; Hermina, Dina
Jurnal Riset Multidisiplin Edukasi Vol. 2 No. 6 (2025): Jurnal Riset Multidisiplin Edukasi (Edisi Juni 2025)
Publisher : PT. Hasba Edukasi Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71282/jurmie.v2i6.591

Abstract

This article examines Grounded Theory (GT), a qualitative methodological approach that aims to develop theory based on data obtained directly from the field. Introduced by Glaser and Strauss in 1967, GT emphasizes an inductive process that allows theory to develop naturally from data. The research process in GT involves simultaneous data collection and analysis through open, action, and selective coding stages that generate core categories. One of the distinctive features of GT is theoretical sampling, in which informants are selectively chosen to develop categories that emerge from the data. Although offering flexibility and contextualization, the use of GT faces challenges in terms of time, resources, and the need for analytical skills to manage bias. In a multidisciplinary context, particularly in the field of education, Grounded Theory has proven to be a powerful tool for exploring complex learning phenomena and interactions, as well as developing theory relevant to educational practice. The purpose of this article is to further explore the basic concepts, stages, and application of Grounded Theory, as well as to discuss the benefits and challenges associated with the process of developing field-based data theory. Artikel ini mengkaji Grounded Theory (GT), pendekatan metodologi kualitatif yang bertujuan mengembangkan teori berdasarkan data yang diperoleh langsung dari lapangan. Diperkenalkan oleh Glaser dan Strauss pada tahun 1967, GT menekankan pada proses induktif yang memungkinkan teori berkembang secara alami dari data. Proses penelitian dalam GT mencakup pengumpulan dan analisis data secara simultan dengan tahapan pengkodean terbuka, aksional, dan selektif yang menghasilkan kategori-kategori inti. Salah satu fitur khas GT adalah sampling teori, di mana informan dipilih secara selektif untuk mengembangkan kategori yang muncul dari data. Meskipun menawarkan fleksibilitas dan kontekstualisasi, penggunaan GT menghadapi tantangan dalam hal waktu, sumber daya, dan kebutuhan keterampilan analitis untuk mengelola bias. Dalam konteks multidisiplin, khususnya di bidang edukasi, Grounded Theory telah terbukti menjadi alat yang ampuh untuk menggali fenomena pembelajaran dan interaksi yang kompleks, serta mengembangkan teori yang relevan dengan praktik pendidikan. Tujuan dari artikel ini adalah untuk mengeksplorasi lebih jauh mengenai konsep dasar, tahapan, serta penerapan Grounded Theory, serta membahas manfaat dan tantangan yang terkait dalam proses pengembangan teori berbasis data lapangan.
Teacher Performance Evaluation: A Study of Discipline, Creativity, and Cooperation in the Learning Process Assya'bani, Ridhatullah; Huda, Nurul; Hermina, Dina
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 19, No. 4 : Al Qalam (Juli 2025)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v19i4.4615

Abstract

This study aims to evaluate the performance of teachers at Tahfidz Nurul Musthofa Junior High School through a study of discipline, creativity, and cooperation in the learning process. The evaluation model used is CIPP (Context, Input, Process, Product), which allows a comprehensive analysis of the four main components in teacher performance evaluation. This study adopts a qualitative approach with a case study method, where data is collected through interviews, observations, and documentation. The results of the study show that from the aspect of discipline, most teachers have shown a high commitment in maintaining discipline both in time management and classroom management. However, there are some challenges in ensuring consistent discipline among students. In terms of creativity, teachers at this school have made efforts to implement varied and innovative learning methods, although there is still a need for improvement in the use of educational technology. The cooperative aspect is also a strength in this school, with teachers actively collaborating in designing learning materials and supporting student development. Through the evaluation of CIPP, this study provides recommendations to improve professional training for teachers, as well as further development in the use of technology in learning. This research is expected to contribute to improving teacher performance and improving the quality of learning at Tahfidz Nurul Mustofa Junior High School.
CIPP, Stake Model, Goal Free Model, Formative-Sumative Model (Apllications in Education) Noor, Ahmad SUGIAN; Hermina, Dina; Mof, Yahya
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 3 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i3.539

Abstract

Program evaluation is a crucial component in efforts to improve educational quality. This article examines four primary evaluation frameworks CIPP (Context–Input–Process–Product), the Stake Model (Antecedents, Transactions, Outcomes), Goal Free Evaluation, and the Formative–Summative Model and illustrates their practical applications in the field. The CIPP model provides a comprehensive evaluation guide from needs analysis through outcome measurement, supporting ongoing decision‑making. The Stake Model emphasizes both descriptive and judgmental activities across initial conditions, instructional processes, and final outcomes, offering a complete picture of program effectiveness. Goal Free Evaluation adopts a fresh perspective by observing all real impacts including unanticipated effects without being bound by formal goal statements, thereby uncovering opportunities for innovative improvements. In contrast, the Formative–Summative Model divides evaluation into formative feedback during the process and summative assessment at the end, enabling timely interventions and comprehensive outcome measurement. By understanding the characteristics and advantages of each model, educators can select or combine the most appropriate frameworks to create adaptive, responsive, and sustainable learning.
Empowering Islamic Education Teachers as Special Assistants to Support Inclusive Elementary Schools Hermina, Dina; Sabirin, Muhamad; Afifah, Apriana; Tuah, Dilah bin
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11397

Abstract

The importance of inclusive Islamic education is increasingly recognized in ensuring educational quality for students with special needs. This study sought to answer how training for Islamic Education teachers as special assistants is planned, implemented, evaluated, and followed up in inclusive elementary schools in Tapin Regency, Indonesia. Methods: This qualitative exploratory study was conducted in four elementary schools (Mandurian Public Elementary School, Pematang Karangan Hulu Public Elementary School, Rantau Kanan 2 Public Elementary School, Pebaungan Hulu Public Elementary School) involving eight Islamic Education teachers as special assistants. Data were collected through in-depth interviews, focus group discussions, and observations, and analyzed using data reduction, presentation, and conclusion. Results: The training played a significant role in improving teachers' competencies and fostering collaborative practices, involving systematic planning through meetings with principals and work teams, workshops, training sessions, ongoing supervision, comprehensive performance evaluation. Follow-up activities included reflection, continuous training, and collaboration between assistant and regular teachers to optimize inclusive education, though hampered by resource constraints. Conclusion: Systematic and comprehensive training of Islamic Education teachers as special assistants plays a significant role in supporting the success of inclusive education for students with special needs and provides valuable insights for developing effective inclusive Islamic education programs.
Empowering Islamic Education Teachers as Special Assistants to Support Inclusive Elementary Schools Hermina, Dina; Sabirin, Muhamad; Afifah, Apriana; Tuah, Dilah bin
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11397

Abstract

The importance of inclusive Islamic education is increasingly recognized in ensuring educational quality for students with special needs. This study sought to answer how training for Islamic Education teachers as special assistants is planned, implemented, evaluated, and followed up in inclusive elementary schools in Tapin Regency, Indonesia. Methods: This qualitative exploratory study was conducted in four elementary schools (Mandurian Public Elementary School, Pematang Karangan Hulu Public Elementary School, Rantau Kanan 2 Public Elementary School, Pebaungan Hulu Public Elementary School) involving eight Islamic Education teachers as special assistants. Data were collected through in-depth interviews, focus group discussions, and observations, and analyzed using data reduction, presentation, and conclusion. Results: The training played a significant role in improving teachers' competencies and fostering collaborative practices, involving systematic planning through meetings with principals and work teams, workshops, training sessions, ongoing supervision, comprehensive performance evaluation. Follow-up activities included reflection, continuous training, and collaboration between assistant and regular teachers to optimize inclusive education, though hampered by resource constraints. Conclusion: Systematic and comprehensive training of Islamic Education teachers as special assistants plays a significant role in supporting the success of inclusive education for students with special needs and provides valuable insights for developing effective inclusive Islamic education programs.
Co-Authors Afifah, Apriana Ahmad Ahmad Ahmad Salabi Ahmad, Ahmad Aida, Aida Alfiannur, Muhammad Ali Akbar Assya'bani, Ridhatullah Assya’bani, Ridhatullah Fadli Rahman, Fadli Hamli, Haji Imraan, Mohd Irlina, Andi Jamal Syarif M, Nurhidaya M. Miftah Arief Mahyuddin Barni, Mahyuddin Mariani Mariani Muhamad Sabirin Mukaddam, Muhammad Faqih Mulyadi, Rida Mustafa, Desyana Noor, Ahmad Sugian Norlaila Norlaila Norsiva, Norsiva Nugroho Widi Susanto Nur Habibah Nuril Huda Nuril Huda Nuril Huda Nuril Huda Nurul Huda Nurul Husna Qamaruzzaman, Muhammad Rabbi, Mim Fadhli Rahmah Rahmah Rasyidi Rasyidi Rony, Zahara Tussoleha Sa'idah, Siti Salsabila, Rofiqa Zulfa Sholeh, Makherus Siti Saidah Sugiharto, Muhammad Samuel Sumiati Sumiati Syarniah, Syarniah Tahdianoor, Muhammad Tuah, Dilah bin Yahya Mof ZA, Ali Muammar