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Blended Supervision System In Madrasah In Era 4.0 Ahmad Nasihi; Basuki Wibawa; Popi Puadah
INTERNATIONAL JOURNAL OF ECONOMICS, MANAGEMENT, BUSINESS, AND SOCIAL SCIENCE (IJEMBIS) Vol. 2 No. 3 (2022): September 2022
Publisher : CV ODIS

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This research is motivated by the contextual phenomenon that virtual learning is not only a way to ensure the continuity of learning during the Covid-19 pandemic but also accelerates the adaptation of Indonesian education to global demands in Era 4.0 where the Internet of Things is the main feature and key in the development of a multidimensional life, including in education. Online distance learning has become a new educational paradigm in Indonesia. However, new problems have also emerged, especially in terms of the supervision of Madrasah/schools. So far, the process of implementing madrasa supervision by supervisors is still mostly done conventionally with manual devices, while the learning process and madrasa activities take place digitally so that supervisory tasks such as monitoring, coaching, mentoring and training professional teachers and their assessment are less effective. Therefore, it is necessary to develop a digital-based madrasa supervision model to facilitate the process of monitoring the implementation of digital-based madrasa education. However, if the supervision is only carried out online, it will not be sufficient because specifically in the process of professional coaching and training, face-to-face meetings are needed between the supervisor and the teacher, and the head of the madrasah. Therefore, a mix of online and offline supervision is needed or a combination of both, is then called blended supervision. Because the scope of blended supervision is very broad and consists of various elements, it is called a supervision system. This refers to the opinion of Abdul Kadir (2014:61) that "The system is a set of interrelated or integrated elements intended to achieve a goal". The online supervision model will emphasize the use of the website as a media source of information, communication between stakeholders in madrasa supervision, and storage of digital supervision applications so that all users can access everything through the website. The offline supervision model will be designed in such a way as to make it easier for supervisors to motivate and transfer knowledge and values ??to principals and teachers in their fostered madrasas either through coaching, mentoring, and professional training. This study uses the Research and Development (R&D) method using the ADDIE model which consists of five research steps, namely analysis, design or model design, product development, implementation, and evaluation. From the results of this study, it is hoped that a new product of a blended supervision system will be born for Madrasahs in Era 4.0. Blended supervision allows the achievement of madrasa supervision from both academic and managerial aspects with online and offline access and a combination of both.

Case-Based Learning on Islamic Religious Education Subjects at SMA Negeri 40 Jakarta Marno; Basuki Wibawa; Popi Puadah
INTERNATIONAL JOURNAL OF ECONOMICS, MANAGEMENT, BUSINESS, AND SOCIAL SCIENCE (IJEMBIS) Vol. 2 No. 3 (2022): September 2022
Publisher : CV ODIS

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This research aims to describe and prove the feasibility of the results and effectiveness of the development of Case-based Learning (CBL) Models in Islamic Religious Education subjects at SMA Negeri 40 Jakarta. Conceptually, CBL through Islamic education can be described as follows: 1). Development of the PAI learning model, 2). PAI learning model, 3). Analysis of learning variables in the CBL PAI model: a) Analysis of PAI learning objectives, b) Characteristics of PA and subject matter according to the CBL model, c) Analysis of learning constraints, d) Analysis of teacher competence in the CBL model, e) Analysis of student characteristics, f) Analysis of facilities and infrastructure, g) Determining learning objectives and learning content using the CBL model, h) Establishing strategies for organizing learning content, i) Determining strategies for delivering learning content, j) Establishing learning management strategies, k) Developing learning assessment procedures. Furthermore, the procedural development of the CBL model through Islamic education is carried out in the following stages: 1). Identify learning objectives, 2). Learning analysis, 3). Analyzing students and context, 4). Write performance goals, 5). Developing assessment instruments, 6). Developing learning strategies, 7). Develop and select teaching materials, 8). Designing and conducting a formative evaluation of learning, 9). Identify learning objectives, 10). Design and conduct a summative evaluation. The method used is research and development (R&D) with a case study approach. The research and development stage of the CBL model through Islamic religious education refers to the incorporation of Dick and Carey’s version of the R&D model (Gall, and Borg, 2007) with Timothy Kirk Nelson's version of the CBL model with the following stages: 1). Identification and data collection, 2). Analyzing Learning, 3). Analyzing Student Initial Behavior, 4). Developing Test Points, 5). Formulating Performance Goals, 6). Developing Learning Strategies, 7). Developing and Selecting Learning Materials, 8). Designing and Implementing Formative Evaluations, 9). Revising the Learning Program, 10). Designing and Developing Summative Evaluations. The population in this study was 76 respondents. Data sources are taken from lecturers, principals, teachers, and also students. The data collection methods used are interviews, observations, questionnaires, documentation, expert validation, and tests. The data analysis methods used are qualitative and quantitative with the SPSS 26 statistical analysis program. The results showed that there was an improvement in the learning outcomes of students who had used PAI modules with "very feasible" criteria that had been validated through questionnaires by validators with an average of 84.28 and students of 93.40. The case-based learning model proved effective in PAI learning based on the t-test with a significance value (2-tailed) of 0.039 < 0.05 so it can be concluded that the case-based learning model on PAI subjects is very effectively applied in SMA 40 Jakarta.

Hakikat Pengembangan Kurikulum Pendidikan Agama Islam: Prinsip, Landasan, dan Implikasi di Era Digital Rulaila Rulaila; Karyanto Karyanto; Hermi Pardalena; Suharyati Suharyati; Popi Puadah; Madian M. Muchlis
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 5 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i5.2462

Perkembangan era digital dan arus globalisasi menuntut kurikulum Pendidikan Agama Islam (PAI) untuk senantiasa adaptif, tanpa kehilangan ruh nilai-nilai Al-Qur’an dan Sunnah. Penelitian ini bertujuan menganalisis hakikat, prinsip, landasan, serta implikasi pengembangan kurikulum PAI dalam pembelajaran modern. Pendekatan penelitian bersifat kualitatif dengan metode studi kepustakaan yang melibatkan telaah mendalam terhadap buku, jurnal, dan sumber ilmiah lainnya. Pengumpulan data dilakukan melalui dokumentasi dan teknik analisis isi. Berdasarkan hasil penelitian, kurikulum PAI dinilai bukan hanya sebagai perangkat teknis, melainkan instrumen normatif yang menanamkan nilai spiritual, intelektual, sosial, dan moral. Kurikulum berfungsi sebagai pedoman yang menghubungkan tujuan pendidikan dengan pengalaman belajar nyata, sekaligus sebagai sarana adaptasi terhadap perubahan zaman. Kurikulum PAI diharapkan mampu mengadopsi perkembangan teknologi secara selektif tanpa mengabaikan prinsip-prinsip Al-Qur’an dan Sunnah. Implementasi menekankan peran guru sebagai teladan, fasilitator, dan motivator, serta pemanfaatan media digital untuk memperkaya proses pembelajaran. Evaluasi autentik meliputi aspek kognitif, afektif, dan psikomotorik menjadi instrumen penting untuk menilai keberhasilan secara holistik. Kesimpulannya, pengembangan kurikulum PAI berperan strategis dalam menyiapkan generasi muslim yang memiliki landasan islami serta kemampuan berpikir kritis, kreativitas dalam pemecahan masalah, dan memiliki kompetensi professional untuk menjawab tantangan zaman, dengan keseimbangan antara ilmu, iman, dan amal.

Reorientation of School-Based Curriculum Management to Support the Deep Learning Ecosystem in Elementary Schools Avisina Anadri; Hendardi Rizaldi; Irvan Trisno Trisno Susandi; Rusmal Kahvi; Popi Puadah; Madian Muhammad Muchlis
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i2.13404

Curriculum transformation toward deep learning is often hampered by school management that remains administratively linear. This study aims to analyze strategies for reorienting curriculum management in elementary schools to support a deep learning ecosystem that focuses on essential material and character (6C). The method used was a systematic literature review of policy documents and reputable scientific articles for the 2021-2026 period. Data were analyzed using thematic techniques to identify patterns of management paradigm shifts. The results indicate that schedule flexibility, strengthening professional learning communities, and optimizing technology are key pillars of successful transformation. These findings emphasize the need for a management paradigm shift from "content completion" to "competency mastery" to improve student literacy and numeracy. The implications of this research emphasize that managerial autonomy at the educational unit level is an absolute prerequisite for successful curriculum implementation in elementary schools.

Transformation of Islamic Education Curriculum Evaluation Management in the Digital Era Choirul Astrian Saputra; Syauqi Musfirah Musfirah Daud Pisba; Putri Nadina Shafira Islamy; Fatimah Azzahra; Popi Puadah; Madian Muhammad Muchlis
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i2.13302

The transformation of the evaluation management of the Islamic Religious Education (PAI) curriculum in the digital era is an important effort to improve the quality of learning that is adaptive to technological developments. This study aims to analyze the form of transformation of the PAI curriculum evaluation, identify challenges, and examine their implications on the quality of learning. The method used is a qualitative approach with the type of library research through the review of relevant scientific literature. Data analysis is carried out using content and thematic analysis techniques. The results of the study show that the transformation of the evaluation of the PAI curriculum is characterized by a shift from conventional methods to digital-based systems, such as Learning Management System (LMS), Computer-Based Test (CBT), and data-based evaluation. This transformation increases efficiency, objectivity, and allows for continuous evaluation. However, challenges still arise, such as limited infrastructure, low digital literacy, and readiness of human resources. Overall, this transformation has a positive impact on realizing innovative, adaptive, and student-centered learning.

Reorientation of School-Based Curriculum Management to Support the Deep Learning Ecosystem in Elementary Schools Avisina Anadri; Hendardi Rizaldi; Irvan Trisno Trisno Susandi; Rusmal Kahvi; Popi Puadah; Madian Muhammad Muchlis
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i2.13404

Curriculum transformation toward deep learning is often hampered by school management that remains administratively linear. This study aims to analyze strategies for reorienting curriculum management in elementary schools to support a deep learning ecosystem that focuses on essential material and character (6C). The method used was a systematic literature review of policy documents and reputable scientific articles for the 2021-2026 period. Data were analyzed using thematic techniques to identify patterns of management paradigm shifts. The results indicate that schedule flexibility, strengthening professional learning communities, and optimizing technology are key pillars of successful transformation. These findings emphasize the need for a management paradigm shift from "content completion" to "competency mastery" to improve student literacy and numeracy. The implications of this research emphasize that managerial autonomy at the educational unit level is an absolute prerequisite for successful curriculum implementation in elementary schools.

Transformation of Islamic Education Curriculum Evaluation Management in the Digital Era Choirul Astrian Saputra; Syauqi Musfirah Musfirah Daud Pisba; Putri Nadina Shafira Islamy; Fatimah Azzahra; Popi Puadah; Madian Muhammad Muchlis
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i2.13302

The transformation of the evaluation management of the Islamic Religious Education (PAI) curriculum in the digital era is an important effort to improve the quality of learning that is adaptive to technological developments. This study aims to analyze the form of transformation of the PAI curriculum evaluation, identify challenges, and examine their implications on the quality of learning. The method used is a qualitative approach with the type of library research through the review of relevant scientific literature. Data analysis is carried out using content and thematic analysis techniques. The results of the study show that the transformation of the evaluation of the PAI curriculum is characterized by a shift from conventional methods to digital-based systems, such as Learning Management System (LMS), Computer-Based Test (CBT), and data-based evaluation. This transformation increases efficiency, objectivity, and allows for continuous evaluation. However, challenges still arise, such as limited infrastructure, low digital literacy, and readiness of human resources. Overall, this transformation has a positive impact on realizing innovative, adaptive, and student-centered learning.

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