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All Journal Mimbar Sekolah Dasar Tafaqquh: Jurnal Penelitian Dan Kajian Keislaman PARAMUROBI Jurnal Basicedu LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab Syntax Idea Didaktik : Jurnal Ilmiah PGSD STKIP Subang International Journal of Social Science and Religion (IJSSR) CENDEKIA : Jurnal Ilmu Pengetahuan Al-Mutsla: Jurnal Ilmu-Ilmu Keislaman dan Kemasyarakatan Merdeka Indonesia Jurnal International Al-Hijr: Journal of Adulearn World INSANIA : Jurnal Pemikiran Alternatif Kependidikan Jurnal Penelitian Agama Jurnal Kependidikan Tarling : Journal of Language Education Jurnal Basicedu Jurnal Pendidikan West Science Jurnal Kajian Islam dan Sosial Keagamaan RESLAJ: Religion Education Social Laa Roiba Journal Journal Educational Research and Development Jurnal Ilmu Manajemen Dan Pendidikan Edukasia Islamika: Jurnal Pendidikan Islam Lisanul Arab: Journal of Arabic Learning and Teaching Jurnal Pendidikan Islam Al Ikhlas International Journal of Teaching and Learning (INJOTEL) Indonesian Journal of Education (INJOE) AL-USTHURAH
Ali Muhdi
UIN Prof. K.H. Saifuddin Zuhri Purwokerto
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Other

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Sistem Informasi Manajemen Pendidikan Islam bagi Staf Administrasi Madrasah Siti Juariah; Muntako Muntako; Ali Muhdi
Jurnal Ilmu Manajemen dan Pendidikan | E-ISSN : 3062-7788 Vol. 3 No. 1 (2026): April - Juni
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62379/jimp.v3i1.2152

Abstract

The rapid development of information and communication technology has driven Islamic educational institutions, including madrasah, to adopt management information systems (MIS) to support administrative governance. This article examines the concept of MIS in Islamic education, its effectiveness in improving the performance of administrative staff, the factors that determine the success or failure of MIS implementation, and the strategic role of madrasah administrative staff as the primary operators of integrated data systems such as EMIS, SIMPATIKA, and DAPODIK. This study employs a qualitative descriptive method through a literature review (library research), analyzing books, journal articles, and government regulations relevant to MIS in Islamic education. The findings show that MIS implementation significantly improves work efficiency, data accuracy, information accessibility, service quality, and managerial decision-making, while its success depends on adequate human resources, technological infrastructure, leadership commitment, continuous training, and system integration. Conversely, implementation failure is commonly caused by limited resources, resistance to change, low technological literacy, technical problems, and weak monitoring mechanisms. Empirical evidence from several madrasah-based studies confirms that the readiness and competence of administrative staff, rather than technological sophistication alone, are the key determinants of MIS success at the operational level. These findings reinforce the urgency of positioning administrative staff as the central unit of analysis in future research on Islamic education management information systems.
Implementasi Sistem Informasi Manajemen Pendidikan (SIMP) Di Pondok Pesantren Tahfidzul Qur’an Ad Diin Fatwai Nasikhah; Ali Muhdi
Jurnal Ilmu Manajemen dan Pendidikan | E-ISSN : 3062-7788 Vol. 3 No. 1 (2026): April - Juni
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62379/jimp.v3i1.2183

Abstract

This study examines the implementation of Education Management Information Systems (EMIS) at Pondok Pesantren Tahfidzul Qur'an (PPTQ) Ad Diin, Kuwarasan, Kebumen, focusing on five platforms mandated by the Indonesian Ministry of Religious Affairs: EMIS LPQ, SIPDAR PQ, SIMBA, SIKAP, and APKITA. The core issues addressed include the varying levels of platform adoption, the benefits gained, and the obstacles encountered during implementation. This research aims to describe the implementation process comprehensively, analyze its benefits for institutional management, and identify the challenges faced. A qualitative case study approach was employed, with data collected through participatory observation over approximately eight weeks, semi-structured in-depth interviews with the pesantren's director, senior teachers, and system operators, and documentation. Data were analyzed using Miles, Huberman, and Saldana's interactive model and validated through source and technique triangulation. The findings reveal that all five platforms are actively utilized, with EMIS LPQ and SIPDAR PQ being the most intensively used. Key benefits include improved institutional data accuracy, streamlined aid applications via SIMBA, facilitated teacher incentive submissions through SIKAP, and digitalized student financial management via APKITA. However, significant challenges persist, namely an overreliance on one to two operators, unstable internet infrastructure, low data-entry awareness among staff, and the absence of continuous operator training.
Analisis Teknik Supervisi Pendidikan Yuli Eka Firsanti; Muhammad Hanif; Ali Muhdi
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (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.v8i8.12539

Abstract

Educational supervision is one of the strategic management functions in efforts to improve the quality of learning in educational units. This article aims to comprehensively analyze various supervision techniques used by educational supervisors, including direct supervision and indirect supervision techniques. The study was conducted through a systematic literature review approach by analyzing various relevant primary and secondary sources. The results of the analysis show that the effectiveness of supervision is highly dependent on the accuracy of technique selection based on context, teacher characteristics, and the goals to be achieved. The main techniques discussed include: classroom observation, individual interviews, inter-class visits, group meetings, workshops, teaching demonstrations, and clinical supervision. The findings of this study affirm that effective supervisors need to master a diverse repertoire of techniques and apply them adaptively. Practical and theoretical implications are discussed in the context of developing supervisor competencies and continuously improving educational quality.
Implementasi Supervisi Akademik Berbasis Pengelolaan Kinerja dalam Penguatan Manajemen Kelas di SMP Negeri 1 Kemangkon Sa'diyah Handayani; Muh. Hanif; Umi Kharisoh; Ali Muhdi; Sri Winarsih
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (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.v8i8.12682

Abstract

This study aims to analyze the implementation of academic supervision based on Performance Management in strengthening classroom management at SMP Negeri 1 Kemangkon. The study employs a qualitative approach using a case study design. Data were collected through interviews, observations, and documentation involving the principal, supervisors, and supervised teachers. Data analysis was conducted using the Miles, Huberman, and Saldana interactive model through data condensation, data presentation, and drawing conclusions. The results of the study indicate that academic supervision is conducted on a scheduled basis once every semester, involving 10 supervisors and 37 teachers. The implementation of supervision is supported by the Performance Management feature on the guru.kemendikdasmen.go.id platform, which facilitates observation planning, observation implementation, reflection, and follow-up. All teachers chose to focus their performance practices on the instructional aspect of learning. Reflection results indicate the need to strengthen the clarity of instructions, manage learning time, increase student participation, and develop more contextual learning strategies. Follow-up is carried out through the development of self-directed competencies, peer collaboration, and improvements in teaching practices. The implementation of academic supervision based on Performance Management fosters a culture of teacher reflection that contributes to strengthening classroom management and the quality of learning. This is supported by the results of the Academic Ability Test (TKA) at SMP Negeri 1 Kemangkon, which ranked 10th out of 77 schools in Purbalingga Regency. This study concludes that performance management-based academic supervision is an effective means of professional development for teachers in fostering continuous reflection and strengthening classroom management to support the quality of learning.
Implementasi Manajemen Supervisi Klinis Kolaboratif Berbasis Pengelolaan Kinerja Guru dalam Meningkatkan Kompetensi Pedagogik Guru di SD Negeri 1 Sindang Wahyu Septiani; Muh. Hanif; Ali Muhdi; Sa’diyah Handayani; Sri Winarsih
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (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.v8i8.12889

Abstract

Academic supervision in elementary schools is still often focused on fulfilling administrative requirements related to teaching and learning, and thus does not yet fully support the continuous improvement of teachers’ pedagogical competencies. This study aims to describe the implementation of collaborative clinical supervision management based on Teacher Performance Management in enhancing teachers’ pedagogical competencies at SD Negeri 1 Sindang. The study employed a qualitative approach using a case study design. The research subjects consisted of the principal and six teachers. Data were collected through interviews, observations, and document analysis, which included Teacher Performance Management documents, clinical supervision results, teacher reflections, and follow-up plans. Data validity was ensured through triangulation of sources and techniques, while data analysis utilized the interactive model by Miles, Huberman, and Saldaña, which includes data condensation, data presentation, and the drawing and verification of conclusions. The results of the study indicate that the implementation of clinical supervision is carried out through the stages of Teacher Performance Management analysis, an initial meeting (pre-conference), classroom observation, reflection (post-conference), and follow-up. Using Teacher Performance Management data as the basis for supervision enables school principals to objectively identify teachers’ professional development needs, design more targeted professional development programs, and provide guidance tailored to each teacher’s specific needs.  This implementation has led to an increase in teachers’ ability to design learner-centered instruction, implement differentiated instruction, utilize formative assessment, engage in instructional reflection, and develop ongoing follow-up strategies. This study produced a model for implementing collaborative clinical supervision management based on Teacher Performance Management, which integrates teacher performance data into all stages of supervision as a strategy for improving teachers’ pedagogical competencies and the quality of learning in schools.
Evaluasi Program Supervisi Akademik Berbasis Refleksi dalam Meningkatkan Efektivitas Manajemen Kelas Guru SMP Negeri 1 Kemangkon Anang Kurnia Wahab; Muh. Hanif; Ali Muhdi; Sri Winarsih
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (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.v8i8.12896

Abstract

This study aimed to evaluate the implementation of a reflective academic supervision program in improving teachers' classroom management effectiveness at SMP Negeri 1 Kemangkon. A qualitative evaluative approach employing the Context, Input, Process, Product (CIPP) evaluation model was adopted to assess program relevance, resource readiness, implementation quality, and program outcomes. Data were collected through in-depth interviews, classroom observations, and document analysis involving the principal, vice principal, teachers, and students selected using purposive sampling. Data were analyzed using the Miles and Huberman interactive model, while credibility was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that, in the context dimension, reflective academic supervision corresponded closely with teachers' needs in addressing classroom management challenges. In the input dimension, the school demonstrated adequate readiness through structured supervision programs, competent school leadership, appropriate supervision instruments, and strong institutional support. Regarding the process dimension, evidence-based classroom observation, reflective dialogue, constructive feedback, and teacher reflection formed an integrated cycle of professional learning that promoted instructional improvement. In the product dimension, the program enhanced teachers' classroom management skills, increased student engagement, created a more conducive classroom climate, and strengthened teachers' professional confidence. This study proposes the Reflective Classroom Improvement Model (RCIM), which conceptualizes teacher reflection as the mediating mechanism linking academic supervision to classroom management effectiveness. The model extends the application of the CIPP framework beyond program evaluation by explaining the mechanism through which reflective supervision fosters sustainable professional growth and instructional improvement.
تقوية القدرة التركيبية اللغة العربية من خلال تعليم كتاب النحو الواضح في المدرسة الثانوية الإسلامية المحمدية بورووكرتو Barotut Takiyah; Ali Muhdi
Al-Usthurah Vol. 2 No. 01 (2026): Juli
Publisher : Study Program of Arabic Language Education (PBA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37459/alusthurah.v2i01.501

Abstract

Arabic language instruction in Islamic schools plays a vital role in helping students understand Islamic teachings derived from Arabic texts. One of the fundamental competencies that students need to master is syntactic ability (nahw), as it is directly related to understanding sentence structure and meaning. In classroom practice, however, nahw is often perceived as difficult and less meaningful, which affects students’ motivation and self-confidence. This study aims to describe how learning through the book Nahwu Al-Wadih strengthens students’ Arabic syntactic ability at MA Muhammadiyah Purwokerto. The research employed a qualitative descriptive approach with a field research design. Data were collected through classroom observations, interviews with teachers and students, and analysis of instructional documents. The findings indicate that the learning of Nahwu Al-Wadih was implemented systematically through the stages of planning, implementation, and evaluation. The inductive approach applied in the learning process helped students understand syntactic rules through concrete examples that were closely related to their learning experiences. The results show that this learning contributed positively to improving students’ ability to identify sentence elements, determine grammatical functions, and understand syntactic relationships in Arabic sentences. Overall, the learning of Nahwu Al-Wadih offered a more meaningful and humanistic approach to teaching nahw, despite challenges related to limited instructional time and differences in students’ abilities.Keywords: syntactic ability; nahw instruction; Nahwu Al-Wadih; Arabic language.
Approaches to Islamic Educational Supervision: A Theoretical Study and Adaptive Implementation in Improving Learning Quality: PENDEKATAN SUPERVISI PENDIDIKAN ISLAM: KAJIAN TEORITIS DAN IMPLEMENTASI ADAPTIF DALAM PENINGKATAN MUTU PEMBELAJARAN Anta Ibnu Marzuq Arum; Ali Muhdi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13808

Abstract

This study aims to analyze Islamic education supervision approaches, namely directive, non-directive, collaborative, and scientific approaches, theoretically and their adaptive implementation in improving learning quality in Indonesian educational institutions. Using a Systematic Literature Review (SLR) method, this study systematically collected and analyzed 30 relevant sources from national and international academic databases, covering the period 2019–2026. The inclusion criteria encompassed peer-reviewed articles, books, theses, and government regulations related to educational supervision in the Indonesian context. Data analysis was conducted through thematic synthesis by identifying key themes from selected literature. The findings show that each approach has distinct strengths and limitations: the directive approach is effective for beginning teachers with low competency; the non-directive approach promotes professional autonomy for experienced teachers; the collaborative approach builds a professional learning community, while the scientific approach strengthens the objectivity and accountability of supervision through data utilization. In the post-pandemic context facing learning loss and the Merdeka Belajar policy, no single approach is universally superior. This study recommends an Integrative Adaptive Supervision model that combines all four approaches flexibly based on teacher developmental levels, integrating Islamic values—shura, amanah, adl, and ihsan—as ethical filters throughout the supervision process. This model is considered most suitable for the plural Indonesian educational context, especially Islamic educational institutions such as madrasah and Islamic boarding schools. Keywords:
Co-Authors Abd. Azis, Abd. Anang Kurnia Wahab Anggi Nuril Handayani Anta Ibnu Marzuq Arum Antoni Antoni Ariani, Atun Athika Rani, Sita Barotut Takiyah Chamidin Daelami, Muhammad Syadid Eko Rubiyantoro Endang Saeful Anwar ENJANG BURHANUDIN YUSUF, ENJANG BURHANUDIN Fachrizal Halim Fatwai Nasikhah Fauziah1, Delinda Fini Widya Fransiska Fitria Meisarah Ilham Fadhilah Ilham Fadhilah Iqbal, Ali Jesica Novitriani Judijanto, Loso Kamaruddin, Ilham Khafifatul Fian Labibah Zulfa, Hasna Latifah, Umu Lily Hidayani Mardiah Mardiah Mardiah Mardiah Marfiyah Marfiyah Masbuang Mudzakir Mudzakir Mudzakir Muflihah Muflihah Muflihah Muh. Hanif Muhamamd Syadid Daelami Muntako Muntako Musyarrafah Sulaiman Kurdi Ngarifillaili, Nurul Nimatul Khoeriyah Nugroho, Ischak Suryo Nur Faiz Habibah Nur Faiz Habibah Nur, Sofia Purnama, Yulian rahman afandi Rashif Mujahid Fillah Sa'diyah Handayani SATRIYAS ILYAS Sa’diyah Handayani SETIANINGSIH, EMY Siti Juariah Siti Rohmah Sri Winarsih Sri Winarsih Suadi Sa’ad Sudiro Sudiro Sulaiman Kurdi, Musyarrafah Susanti Sangidah Suwito Suwito Umi Kharisoh Uswatun Khasanah Wahyu Septiani Yuli Eka Firsanti Yuslam, Yuslam Zahro, Siti Fatimatuz