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All Journal JAKP (Jurnal Administrasi dan Kebijakan Publik) JIMPI: Jurnal Inovatif Manajemen Pendidikan Islam
Jaja Jahari
Universitas Islam Negeri Sunan Gunung Djati Bandung
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Social Sciences Other

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PERSEPSI GURU TENTANG SUPERVISI AKADEMIK KEPALA MADRASAH HUBUNGANNYA DENGAN KINERJA GURU Jaja Jahari; Ambar Sri Lestari; Deden Kiki
Jurnal Inovatif Manajemen Pendidikan Islam Vol. 1 No. 1 (2022): JIMPI (Jurnal Inovatif Manajemen Pendidikan Islam)
Publisher : Institut Agama Islam Darullughah Waddawah Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (408.428 KB)

Abstract

This research is motivated by the author's interest in teachers' perceptions about the academic supervision of madrasah principals because in general these perceptions have not been conveyed equally. With teachers' insensitivity to the academic supervision of madrasah principals, teachers are still felt indifferent to the quality of their performance. The task and responsibility of the teacher is to provide learning in accordance with predetermined learning objectives. However, the word appropriate is not enough, teachers are required to improve the quality of their performance with all existing abilities. With teachers' perceptions of evenly distributed academic supervision, it will increase the potential and quality of teacher performance in learning. This study is based on a theory about teachers' perceptions of academic supervision carried out by madrasah principals and teacher performance in learning. This theory will directly influence teacher behavior in helping student learning to achieve organizational goals in the sense of improving teacher performance in learning. This research uses a quantitative approach with descriptive correlational methods. Data obtained by distributing questionnaires (questionnaires), observation and documentation. In data analysis techniques, researchers used test instruments, namely validity test (variable X 27 is valid and variable Y 30 is valid) and reliability (variables X and Y are all reliable), partial analysis of indicators (variable X value is 3.95 high category and variable value Y 4.30 high category), data normality test (variable X 0.2 is normally distributed and variable Y 0.185 is normally distributed), data linearity test (0.064> 0.05 both linear variables) and correlation analysis (0.590 both variables are moderately correlated). It can be concluded that the two variables are one-way, thus it can be interpreted that the increase in teacher perceptions about the academic supervision of madrasah principals will increase the performance of teachers in learning. .
Scholarly Knowledge Investigation in Graduate Competency Standards Policy: Analysis of Kma 347 in 2022 Hikmah Maulani; Jaja Jahari; Supiana
Jurnal Administrasi dan Kebijakan Publik Vol. 11 No. 1 (2026): April
Publisher : Laboratorium Administrasi Publik FISIP Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/jakp.11.1.36-45.2026

Abstract

This study aims to examine the representation of scholarly knowledge in the madrasah Graduate Competency Standards (SKL) policy as stated in the Decree of the Minister of Religion (KMA) Number 347 of 2022. Scholarly knowledge is understood as knowledge that comes from the integration of revelation (naqli) and reason (‘aqli), and is developed through a scientific, reflective, and contextual approach. This study uses a qualitative approach with a document analysis method. The main data source is the official document KMA 347 of 2022 and its attachments, supported by theoretical literature on Islamic epistemology, contemporary learning theory, and religious moderation. Data analysis was carried out using content and thematic analysis techniques to identify the scientific structure contained in the madrasah SKL. The results of the study show that the madrasah SKL contains three main dimensions of scholarly knowledge: (1) the scientific-academic dimension, which includes the ability to think critically in understanding interpretation, hadith, and fiqh; (2) the socio-affective dimension, which emphasizes religious moderation, tolerance, and social ethics as a form of Islamic sociological literacy; and (3) the religious-practice dimension, which integrates a deep understanding of worship and spiritual values. SKL is also designed based on modern learning theories such as Bloom's taxonomy, constructivism, and the scientific approach. The emphasis on contextual interpretation theory, the history of moderate Islamic thought, and the cross-school fiqh approach shows that religious moderation in SKL is not only a moral value, but also an academic domain that can be transformed in learning. This study recommends strengthening the epistemological dimension in the development of future madrasah curricula.
Co-Authors Ambar Sri Lestari1 Deden Kiki Hikmah Maulani Supiana