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All Journal Indonesian Journal of Islamic Education Studies (IJIES) Alifbata: Jurnal Pendidikan Dasar Journal of Educational Management Research Branding: Jurnal Manajemen & Bisnis Indonesian Journal of Islamic Education Studies (IJIES)
Achadi Budi Santosa
Universitas Ahmad Dahlan Yogyakarta
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Managing Tahsin and Tahfiz Learning in Public Schools Achadi Budi Santosa
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 5 No. 2 (2022): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v5i2.2940

Abstract

The existence of reading the Quran learning in school is one of the Muslim student's parent's wishes. However, the existing phenomenon shows that many schools cannot allocate sufficient time for this learning. This study seeks to reveal the management of learning tahsin and tahfizul Quran in public schools. This study used a qualitative method, in-depth interview techniques, field observations, and document reviews. Participants consisted of school principals, deputy principals, ustaz, tahfiz, and tahsin program coordinators, and 11 students. Results of the study showed that the management of tahsin and tahfiz learning was carried out by optimizing management functions that were supported by the leadership of competent principals and ustaz so that most Muslim students are finally able to read the Quran well. Some of them are even able to memorize the thirtieth juz. The results of this study indicate the importance of consistent management in tahsin learning, the lack of seriousness in management results in low learning effectiveness.
Managing Tahsin and Tahfiz Learning in Public Schools Achadi Budi Santosa
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 5 No. 2 (2022): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v5i2.2940

Abstract

The existence of reading the Quran learning in school is one of the Muslim student's parent's wishes. However, the existing phenomenon shows that many schools cannot allocate sufficient time for this learning. This study seeks to reveal the management of learning tahsin and tahfizul Quran in public schools. This study used a qualitative method, in-depth interview techniques, field observations, and document reviews. Participants consisted of school principals, deputy principals, ustaz, tahfiz, and tahsin program coordinators, and 11 students. Results of the study showed that the management of tahsin and tahfiz learning was carried out by optimizing management functions that were supported by the leadership of competent principals and ustaz so that most Muslim students are finally able to read the Quran well. Some of them are even able to memorize the thirtieth juz. The results of this study indicate the importance of consistent management in tahsin learning, the lack of seriousness in management results in low learning effectiveness.
Digital Pedagogical Practices of Generation Z Teachers in Primary Education: A Qualitative Study Arga Pradana; Achadi Budi Santosa; Dian Hidayati
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.1826

Abstract

This study aims to analyze the digital pedagogical practices of Generation Z teachers in primary education, focusing on how they design, implement, and adapt digital-based learning, as well as the challenges they encounter. A qualitative case study approach was employed, involving five Generation Z teachers. Data were collected through semi-structured interviews, field notes, and documentation, and analyzed using thematic analysis to identify key patterns in instructional design, technology integration, and professional attitudes. The findings reveal that Generation Z teachers actively utilize digital platforms for learning management, assessment, and instructional media, demonstrating creative, flexible, and student-centered approaches. However, challenges remain, including limited infrastructure, unequal access to professional training, and time management constraints. The study implies that effective digital pedagogy among Generation Z teachers is shaped by the integration of pedagogical competence, digital literacy, and adaptive professional attitudes, highlighting the need for continuous support in infrastructure and professional development.
Artificial Intelligence in Inclusive Education: A Systematic Review of Teacher Competencies Ade Putra; Achadi Budi Santosa; Enung Hasanah
Alifbata : Jurnal Pendidikan Dasar Vol 6 No 1 (2026): Alifbata
Publisher : STAI Darul Kamal Darul Kamal NW Kembang Kerang

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

Abstract

This study aims to systematically review the competencies required of teachers to implement AI in the context of inclusive education. A systematic review approach was used, referring to the PRISMA 2020 guidelines. Data sources were obtained from the Scopus and Google Scholar databases, covering publications from 2017 to 2025. Of the total 714 articles identified, eight articles met the inclusion criteria and were analyzed thematically. The results of the study show that the application of AI in inclusive education requires mastery of three main dimensions of teacher competence, namely technical foundations, ethical awareness, and inclusive pedagogy. AI has the potential to strengthen personalized learning, foster equitable access, and improve the psychological well-being of students. However, teacher readiness, training limitations, and weak policy support remain major obstacles to its implementation. This study emphasizes the need to strengthen teachers' AI literacy through targeted professional training, education policies that support inclusivity, and ethical governance that is adaptive to technological dynamics. The results of this review are expected to form the basis for the development of policies and programs to improve teacher competence in the era of artificial intelligence.
THE ROLE OF TRANSFORMATIONAL LEADERSHIP OF MADRASAH PRINCIPALS IN STRENGTHENING TEACHERS’ PEDAGOGICAL COMPETENCE: A LITERATURE REVIEW Abid Sholihin; Achadi Budi Santosa; Sukirman
Branding: Jurnal Manajemen dan Bisnis Vol 5 No 1 (2026): BRANDING: Jurnal Manajemen dan Bisnis
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jb.v5i1.55809

Abstract

Teachers’ pedagogical competence serves as a fundamental pillar in enhancing educational quality, especially in madrasah institutions that integrate academic instruction with Islamic values. Amid contemporary educational dynamics, the transformational leadership of madrasah principals is regarded as a strategic approach to advancing teacher professionalism, particularly in planning, implementing, and evaluating instruction. This study aims to systematically examine the relationship between transformational leadership and the reinforcement of teachers’ pedagogical competence through a narrative literature review approach. Data were collected from 18 relevant national and international journal articles published within the last five years, then analyzed using thematic content synthesis. The findings indicate that key dimensions of transformational leadership idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration play a significant role in fostering pedagogical innovation, critical reflection, and professional collaboration among madrasah teachers. Moreover, the integration of Islamic values into leadership practices enhances the contextual effectiveness of this model. This article contributes conceptually by broadening the understanding of value-based educational leadership and serves as a reference for the development of leadership training programs for madrasah principals and policies aimed at improving teacher quality. The study also recommends future empirical investigations using quantitative or mixed-methods approaches to validate the findings in broader educational settings.
Co-Authors Abid Sholihin Ade Putra Arga Pradana Enung Hasanah Hidayati, Dian Sukirman