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Theory and Practice in Implementing the Project for Strengthening the Profile of Pancasila Students in Madrasas as a Learning Recovery Effort Andarusni Alfansyur; Saipul Annur; Yuniar
Didaktika: Jurnal Kependidikan Vol. 13 No. 1 Februari (2024): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.633

This research is entitled Theory and Practice in Implementing the Project for Strengthening the Profile of Pancasila Students (P5) in Madrasas as a Learning Recovery Effort. This research aims to determine how implementing the Project for Strengthening the Profile of Pancasila Students relates to the learning recovery strategy and the supporting and inhibiting factors in implementing the project to strengthen the profile of Pancasila students regarding the learning recovery strategy. The theory used in this research is the theory put forward by George C. Edward III that four variables influence the successful implementation of a policy: 1. Communication; 2. Resources; 3. Disposition; and 4. Bureaucratic structure. With the case study method used, the results were obtained that: 1. Implementation of the Project for Strengthening the Pancasila Student Profile can be considered as a learning recovery effort.

Peran Kepemimpinan Kepala Madrasah dalam Mengembangkan Budaya Membaca Al-Quran Nurul Arifin; Saipul Annur; Yuniar; Muhamad Fauzi; Junaidah
Didaktika: Jurnal Kependidikan Vol. 13 No. 4 Nopember (2024): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1087

Leadership is a crucial element in running an institution, but it is now difficult to find leaders as people tend to prioritize themselves and care less about the interests of others and the environment. This study aims to analyze the role of the Head of Madrasah in developing a culture of reading the Qur'an. This is a field study with a qualitative descriptive approach, using observation, interviews, and documentation for data collection. The data analysis involves collection, transcription, coding, categorization, theme identification, and interpretation to generate deep and meaningful insights. The study shows that the Head of Madrasah at MTs Nurul Ma’rifah OKI successfully developed a culture of reading the Qur'an through seven leadership roles (EMASLIM) according to the Minister of National Education Regulation No. 13 of 2007. The roles of the Head of Madrasah as Educator, Manager, Administrator, Supervisor, Leader, Innovator, and Motivator have been well implemented, making the culture of reading the Qur'an an excellent program. The main supporting factor is the appointment of several teachers as supervisors, which facilitates the program's implementation. However, the main obstacle is the lack of educational support from home, where the role of parents is very important.

Inovasi Pembelajaran Muhadatsah di Pesantren Nurul Huda : Penerapan Metode Practice Rehearsal Pair dengan Dukungan Media Canva Syifa Nurhaliza; Yuniar; Rendi Sabana
JPG: Jurnal Pendidikan Guru Vol. 7 No. 1 (2026): JPG: Jurnal Pendidikan Guru
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/jpg.v7i1.22642

Muhadatsah learning in Islamic boarding schools requires innovation that can improve fluency, confidence, and participation of students in speaking Arabic. The dominant teaching practice of lectures often makes students less active, so a more effective innovative approach is needed. This study aims to examine innovations in muhadatsah learning through the application of the Practice Rehearsal Pair method supported by Canva media at the Nurul Huda Sukawinatan Islamic boarding school. This study uses a mixed methods approach, combining qualitative data from observations, interviews, and documentation, as well as quantitative data from a Likert scale questionnaire to measure the students' responses and improvement in their abilities. The results show that this combination of methods and media significantly improves the students' activity, confidence, and mastery of dialogue based on qualitative and quantitative analysis. Canva helps present attractive visual material, while the Practice Rehearsal Pair method reinforces intensive paired practice. Quantitative analysis using a paired t-test showed a 2-tailed p value < 0.0001, which is less than the significance level of 0.05, so Ho was rejected and H₁ was accepted, indicating an increase in speaking skills after the treatment. In conclusion, this mixed methods-based learning innovation is effective in improving the quality of muhadatsah learning and is feasible to be applied as an instructional strategy.

ABRAHAM MASLOW’S HUMANISTIC THEORY IN ISLAMIC RELIGIOUS EDUCATION LEARNING IN SCHOOLS Fitri Sania; Indah Wigati; Yuniar; Amilda; Mardeli; Fitri Oviyati
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7587

This study aims to analyze the implementation of Abraham Maslow’s humanistic theory in Islamic Religious Education (PAI) learning and its implications for the self-actualization of eleventh grade students at SMA Negeri 1 Madang Suku II OKU Timur. The background of this research is based on the predominance of cognitively oriented and teacher-centered PAI learning, which tends to overlook students’ psychological and humanistic needs. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of PAI teachers and eleventh grade students. Data were collected through observation, in-depth interviews, and documentation. The data analysis technique used the interactive model of Miles and Huberman, which includes three stages: data reduction, data display, and conclusion drawing/verification. The data validity technique referred to the concept proposed by Moleong, including credibility testing through source triangulation and technique triangulation, as well as prolonged engagement and reference adequacy. The results indicate that Abraham Maslow’s humanistic theory was implemented contextually through the fulfillment of students’ physiological needs, safety needs, love and belongingness needs, esteem needs, and self-actualization needs within the PAI learning process. The teacher acted as a facilitator who created a safe, comfortable, democratic, and respectful learning environment. The implementation of this theory contributed to increased learning motivation, self-confidence, courage to express opinions, and the development of students’ potential and self-actualization. This study confirms that Abraham Maslow’s humanistic theory is relevant and effective in supporting humanistic, participatory, and meaningful Islamic Religious Education learning.

Internationalization of Education: Quality Improvement or Commercialization? Tajuddin Hamzah; Fajri Ismail; Indah Wigati; Yuniar
Edumaspul: Jurnal Pendidikan Vol. 10 No. 1 (2026): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/ejp.v10i1.53

Internasionalisasi pendidikan tinggi telah menjadi fenomena global yang signifikan dalam dua dekade terakhir. Namun, konsep ini menimbulkan dualisme persepsi di kalangan akademisi dan pembuat kebijakan. Di satu sisi, internasionalisasi dipandang sebagai strategi peningkatan mutu pendidikan melalui pertukaran pengetahuan, kolaborasi penelitian internasional, dan pengembangan kompetensi global mahasiswa. Di sisi lain, fenomena ini dikritik sebagai bentuk komersialisasi pendidikan yang mengutamakan keuntungan ekonomi daripada tujuan pendidikan substantif. Penelitian ini menggunakan metode tinjauan literatur konseptual dan analisis kebijakan untuk mengkaji secara kritis dinamika internasionalisasi pendidikan tinggi. Data dikumpulkan dari jurnal akademik, buku ilmiah, dan dokumen kebijakan internasional yang diterbitkan antara tahun 2020 hingga 2026. Hasil penelitian menunjukkan bahwa internasionalisasi pendidikan memberikan dampak positif berupa peningkatan standar akademik, pengembangan kurikulum berbasis global, peningkatan kompetensi lintas budaya, dan penguatan kualitas penelitian melalui kolaborasi internasional. Namun, implementasinya juga menimbulkan tantangan serius termasuk komersialisasi pendidikan, ketimpangan akses bagi mahasiswa dari latar belakang ekonomi kurang mampu, fenomena brain drain, dominasi kurikulum Barat, dan ketergantungan institusional terhadap negara maju. Negara berkembang seperti Indonesia menghadapi kendala struktural berupa keterbatasan sumber daya, kemampuan bahasa asing yang rendah, dan kesenjangan kualitas antarperguruan tinggi. Penelitian ini menyimpulkan bahwa internasionalisasi pendidikan harus dikelola melalui kerangka kebijakan yang seimbang yang memprioritaskan peningkatan mutu akademik, keadilan akses, pelestarian nilai lokal, dan kemandirian institusional, bukan semata-mata orientasi keuntungan ekonomi.

Dynamics of International Standard Schools in Indonesia: Between Improving Quality and Access Inequality Fiksi Juita; Fajri Ismail; Indah Wigati; Yuniar
Edumaspul: Jurnal Pendidikan Vol. 10 No. 1 (2026): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/ejp.v10i1.54

This article critically examines the policy dynamics and implementation of International Standard Schools (SBI) and their subsequent transformation into Partnership Education Units (SPK) in Indonesia, with a specific focus on the tension between educational quality enhancement and access inequality. Employing a qualitative research design, this study utilizes comprehensive policy document analysis alongside a systematic literature review of peer-reviewed academic publications from 2020 to 2026. The findings reveal that integrating international curricula, advancing pedagogical teacher competencies, and adopting English as a medium of instruction significantly improve instructional quality and students’ global readiness. Conversely, the implementation faces substantial criticism due to prohibitively high operational costs, urban-centric institutional distribution, and selective admission mechanisms, which collectively risk exacerbating socioeconomic stratification within the national education system. The analysis indicates that the regulatory transition from SBI to SPK reflects a deliberate governmental recalibration aimed at balancing global educational benchmarks with constitutional mandates for equity. This study concludes that optimizing international standard education necessitates inclusive policy interventions, including means-tested financial assistance, targeted infrastructure and teacher development in underserved regions, and rigorous financial transparency mechanisms. Ultimately, implementing these strategic measures can position international standards as effective catalysts for a more inclusive, high-quality, and sustainable national education transformation.

Evaluation Of Faculty Teaching Performance in UndergraduateIslamic Education Management Programs Al Haqqi; Fitri Oviyanti; Yuniar; Ahmad Zainuri
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 3 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i3.5623

Higher education institutions are required to continuously improve learning quality, in which lecturers play a central role in designing, implementing, and evaluating instruction. This study aims to evaluate the teaching performance of lecturers in the Bachelor’s Program in Islamic Education Management at UIN Raden Fatah Palembang using the CIPP (Context, Input, Process, Product) evaluation model. A mixed-methods approach was employed by integrating quantitative and qualitative data. Quantitative data were collected through student questionnaires to measure satisfaction with teaching performance, while qualitative data were obtained from interviews, observations, and document analysis involving program leaders, lecturers, and students. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that lecturers’ teaching performance is generally in the “good” category. Instructional objectives are clearly defined and aligned with the Outcome-Based Education curriculum and institutional vision; inputs are supported by qualified lecturers, sufficient experience, adequate facilities, and relevant academic policies; the learning process is effectively implemented through varied teaching methods, positive interactions, and transparent assessment; and learning outcomes show that students demonstrate understanding, active participation, and achievement of course objectives. This study concludes that teaching performance at UIN Raden Fatah Palembang is satisfactory but requires continuous improvement, particularly in strengthening digital competence, optimizing educational technology, standardizing learning objective communication, and enhancing innovative teaching practices to improve educational quality and graduate competitiveness.

Penerapan Model Contextual Teaching And Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Ilmi Desi Yunika Aprianti; Yuniar; Nyimas Yunierti Prihatin
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2025): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/wbb89t73

This study aims to explore the application of the Contextual Teaching and Learning (CTL) model in Islamic Religious Education (PAI) to improve critical thinking skills of grade VII students at SMP Negeri 10 Palembang. CTL allows students to connect learning materials with real life experiences, allowing them to analyze religious concepts more deeply and apply them in everyday life through a critical and reflective approach. Using a control group design method with pretest-posttest results and quasi-experimental methodology, involving two groups of students who received different treatments: a control group that received traditional techniques and an experimental group that received CTL-based training. Data were collected through critical thinking skills tests, observations, and interviews, then analyzed using t-tests and correlation analysis to assess how well students' critical thinking skills were improved by the CTL paradigm. The findings of the study showed that students who received CTL-based learning in IRE showed significant improvements in aspects of conceptual analysis, argument evaluation, in contrast to the control group, and reflection on religious ideals. It has been proven that the use of CTL effectively increases student engagement and enhances their understanding of religious principles in a more relevant and contextual way. Abstrak Penelitian ini bertujuan untuk mengeksplorasi penerapan model Contextual Teaching and Learning (CTL) dalam Pendidikan Agama Islam (PAI) untuk meningkatkan keterampilan berpikir kritis siswa kelas VII di SMP Negeri 10 Palembang. CTL memungkinkan siswa untuk menghubungkan materi pembelajaran dengan pengalaman hidup nyata, sehingga memungkinkan mereka untuk menganalisis konsep-konsep agama lebih dalam dan menerapkannya dalam kehidupan sehari-hari melalui pendekatan kritis dan reflektif. Menggunakan metode desain kelompok kontrol dengan hasil pretest-posttest dan metodologi quasi-eksperimental, yang melibatkan dua kelompok siswa yang menerima perlakuan yang berbeda: kelompok kontrol yang menerima teknik tradisional dan kelompok eksperimen yang menerima pelatihan berbasis CTL. Data dikumpulkan melalui tes keterampilan berpikir kritis, observasi, dan wawancara, kemudian dianalisis menggunakan uji-t dan analisis korelasi untuk menilai seberapa baik keterampilan berpikir kritis siswa ditingkatkan oleh paradigma CTL. Temuan penelitian menunjukkan bahwa siswa yang menerima pembelajaran berbasis CTL dalam IRE menunjukkan peningkatan yang signifikan dalam aspek analisis konseptual, evaluasi argumen, berbeda dengan kelompok kontrol, dan perenungan cita-cita keagamaan. Telah terbukti bahwa penggunaan CTL secara efektif meningkatkan keterlibatan siswa dan meningkatkan pemahaman mereka tentang prinsip-prinsip keagamaan dengan cara yang lebih relevan dan kontekstual

Curriculum Transformation and Islamic Intellectual Identity in the Era of Globalization: Evidence from Indonesia Firiyanto; Fajri Ismail; Indah Wigati; Yuniar
Sustainable Vol. 9 No. 1 (2026): January - June 2026
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/8zrxmd47

Globalization has brought significant changes to education systems worldwide. Islamic education faces the challenge of adapting to developments in science, technology, and global social dynamics while maintaining its intellectual identity. This study aims to analyze the challenges faced by Islamic education in the era of globalization, examine institutional responses, and identify curriculum transformation strategies in Indonesia. This research employs a qualitative approach using a literature review method, examining academic sources published between 2020 and 2025. Data were analyzed using descriptive and thematic analysis. This study contributes by proposing an integrative framework that balances curriculum transformation, digital literacy, institutional governance, and Islamic intellectual identity preservation. The findings indicate that globalization encourages curriculum transformation through the integration of religious and general sciences, digital literacy strengthening, and adaptive learning models. However, challenges include the potential knowledge dichotomy, limited digital infrastructure, and the risk of weakening Islamic intellectual identity. Theoretical implications suggest that Islamic education requires strong epistemological foundations rooted in Islamic values to avoid marginalization of traditional scholarship. Practical implications indicate that educational institutions need comprehensive strategies integrating technological innovation with value preservation. Limitations: This study is limited to literature published between 2020 and 2025 within the Indonesian context. Future research should conduct empirical studies across diverse institutional contexts. An integrative approach balancing innovation, technology, and Islamic values is necessary to ensure Islamic education remains relevant and competitive globally.

Negotiating Malay Islamic Identity in the Era of Globalization: A Literature Review of Islamic Educational Institutions Hafizul Husni; Fajri Ismail; Indah Wigati; Yuniar
Sustainable Vol. 9 No. 1 (2026): January - June 2026
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/q2a7b296

Globalization has significantly influenced cultural interactions and educational systems, creating both challenges and opportunities for the preservation of local cultural identities. In Southeast Asia, Malay Islamic identity represents a unique synthesis between Islamic religious values and Malay cultural traditions that has developed through historical processes of cultural interaction. The rapid expansion of globalization, including technological advancement, cultural exchange, and educational modernization, has raised important questions about the sustainability of this identity in contemporary society. This study aims to analyze how Islamic educational institutions respond to the integration of Malay Islamic identity in the era of globalization. This research employs a qualitative literature review method by examining academic publications published between 2020 and 2025. Data were collected through Google Scholar using keywords related to Islamic education, globalization, and Malay Islamic identity. The selected literature was analyzed using thematic analysis to identify major patterns, conceptual frameworks, and scholarly debates related to the role of Islamic educational institutions in preserving cultural identity. The findings indicate that Islamic educational institutions play a significant role in maintaining Malay Islamic identity through several strategies, including the integration of local wisdom in educational curricula, the adaptation of traditional learning systems to modern educational approaches, and the reinforcement of religious and cultural values within institutional practices. Furthermore, the study shows that globalization does not necessarily lead to the erosion of local identity but may encourage cultural adaptation and identity negotiation that allow Malay Islamic traditions to remain relevant in the global era.

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