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All Journal IJGIE (International Journal of Graduate of Islamic Education) Jurnal Ilmu Pendidikan dan Sosial Managere: Indonesian Journal of Educational Management
Wahab
Institut Agama Islam Negeri Pontianak, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Developing Critical And Creative Thinking-Based Islamic Religious Education Learning Designs Using Discovery Learning Strategies Through Saintificate Approaches Zumzianah; Wahab
IJGIE (International Journal of Graduate of Islamic Education) Vol. 4 No. 1 (2023): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v4i1.1855

Abstract

This research aims to describe and analyze the development of Islamic Religious Education learning design based on critical and creative thinking with a scientific approach to discovery learning strategies. This research method uses qualitative research with descriptive research types. The primary data sources in the study were Islamic Religious Education teachers, students, and school principals. Secondary data sources are in the form of books, research journals, and documentation. Data collection techniques using observation, interviews, and documentation. Data analysis techniques use data reduction, analysis, interpretation, and triangulation. The results of this study state that the learning process of jurisprudence still uses a lot of methods that are less interesting because it is too monotonous to only use one method, namely the lecture method, without being balanced with other methods, so the learning atmosphere is less attractive, looks pretty dull, without the support of exciting media and facilities. as did MTsN teachers, and State MA teachers.
Behind Quality Learning: The Strategic Role of Educator–Staff Synergy Erni Suherni; Wahab
Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i3.1021

Abstract

This study aims to analyze the quality of work interaction between educators and education staff and their contribution to improving the quality of learning at SD Negeri 10 Delta Pawan Ketapang. With a qualitative approach to field studies, data is collected through in-depth interviews, non-participatory observations, and documentation studies, then analyzed using thematic techniques. The results of the study show that open communication, participatory leadership of school principals, and a good understanding of each other's roles are the main factors in creating positive synergy. Education personnel not only carry out administrative functions, but also contribute directly to supporting the learning process technically and logistically. This synergy can be seen in various forms of work interaction, ranging from managing academic administration, scheduling lessons, to extracurricular activities, and handling emergencies. However, challenges such as miscommunication between units and differences in role perceptions are still obstacles that need to be managed systematically. This research suggests the need for regular cross-functional communication forums and collaborative training to strengthen synergistic roles in school governance. The practical and theoretical implications of this study confirm the importance of building mutually respectful and clarity-based working relationships to create a conducive school climate and sustainably improve the quality of learning.
The Implementation of Total Quality Management (TQM) to Improve Learning Quality in Schools Faza Andary; Wahab; Sugeng Listyo Prabowo
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.1136

Abstract

This study aims to describe and analyse the implementation of Total Quality Management (TQM) in improving learning quality. Using a qualitative, descriptive case study design, the research explored how TQM principles were integrated into school management and instructional practices. Data were collected through interviews, observations, and documentation involving the principal, six teachers, one administrative staff member, and two parents. The findings reveal that TQM is implemented through participatory Leadership, teacher empowerment, effective management of learning facilities, and continuous evaluation based on the Plan–Do–Check–Act (PDCA) cycle. Leadership plays a crucial role in coordinating teacher collaboration and sustaining school improvement. Teacher empowerment is fostered through training, mentoring, and reflective discussions. The management of learning facilities and infrastructure demonstrates adaptive use of limited resources supported by community involvement. Evaluation is conducted systematically to ensure continuous feedback and improvement. The study concludes that implementing TQM has created a culture of collaboration, accountability, and innovation. The research implies that TQM principles can be effectively adapted in resource-limited schools through participatory management, reflective evaluation, and community partnerships to strengthen sustainable quality assurance in education.
Pembiasaan Menuju Budaya Mutu: Tilawah 15 Menit sebagai Praktik Mutu Mikro dalam Penjaminan Mutu Pendidikan Islam di Pondok Tahfidz Millenial Ashqaf Cheng Ho Pontianak Anton Sulistio; Wahab
Jurnal Ilmu Pendidikan dan Sosial Vol. 5 No. 2 (2026): Juli
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v5i2.2226

Abstract

Penjaminan mutu pendidikan sering dipahami melalui sistem formal, standardisasi, evaluasi, dan perangkat administratif, sementara praktik sederhana dalam keseharian peserta didik belum banyak ditempatkan sebagai bagian dari proses pembentukan budaya mutu. Penelitian ini bertujuan menganalisis pembiasaan tilawah 15 menit setelah shalat fardhu dan kontribusinya terhadap pembentukan budaya mutu di Pondok Tahfidz Millenial Ashqaf Cheng Ho Pontianak. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi pada 27 Maret 2026. Informan terdiri atas satu pengasuh, satu ustadz, dan tiga santri yang dipilih secara purposif. Data dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña melalui kondensasi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Temuan menunjukkan bahwa tilawah 15 menit berkembang dari respons terhadap ketidakteraturan transisi pascashalat menuju praktik Qur'ani yang dilakukan secara konsisten setelah lima waktu shalat fardhu. Repetisi praktik, lingkungan kolektif, dan pendampingan ustadz mendorong perubahan dari tindakan yang membutuhkan instruksi menuju disposisi santri yang semakin spontan. Habits dan mutaba'ah berfungsi sebagai mekanisme monitoring, sedangkan kewajiban mengganti bacaan yang tertinggal menjadi tindakan korektif terhadap ketidakterlaksanaan praktik. Penelitian menemukan indikasi internalisasi nilai melalui berkurangnya kebutuhan terhadap instruksi, munculnya perasaan kehilangan ketika tilawah tidak dilakukan, dan keberlanjutan praktik di luar lingkungan pondok. Berdasarkan pola empiris tersebut, penelitian ini menawarkan konsep praktik mutu mikro atau micro quality practice yang dibentuk oleh lima unsur, yaitu persoalan proses, praktik konsisten, monitoring, tindakan korektif, dan internalisasi nilai, dengan budaya mutu sebagai outcome konseptual. Penelitian menyimpulkan bahwa penjaminan mutu pendidikan pesantren dapat bekerja melalui praktik Qur'ani sederhana yang dijaga secara konsisten dan hidup dalam keseharian santri.
Culture-Based Social Education Through The Sambas Malay Arak Pengantin Tradition: An Ethnographic Study Marjan; Nursahid; Enny Kurniaty; Ma’ruf; Wahab; Sumin
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i2.5673

Abstract

Local cultural traditions can function as informal learning environments, yet limited attention has been given to how participation in living traditions becomes a process of social education, particularly in the Sambas Malay context. This study examines how the Arak Pengantin tradition provides opportunities for social education and how Islamic, Malay, and social values are transmitted, understood, and enacted through participation. Using a qualitative ethnographic design, the study involved 20 purposively selected informants in Sambas, West Kalimantan, with data collected through participant observation, in-depth interviews, and documentation during six months of field engagement from January to June 2026. Data were analyzed thematically through iterative coding, cross-source comparison, and ethnographic interpretation, supported by triangulation and member checking. The findings reveal four interconnected processes: participation, interaction, and deliberation as initial spaces of social learning; gotong royong as experiential learning through collective work; exemplary conduct and direct participation as intergenerational learning; and repeated participation associated with relationship-building and cultural continuity. Participants particularly described learning adab, respect, ukhuwah, silaturahmi, mutual assistance, and collective responsibility. The study contributes an ethnographic analytical synthesis showing how a living cultural tradition can function as a context for culture-based social education without claiming a universal or causal model.
Co-Authors Anton Sulistio Enny Kurniaty Erni Suherni Faza Andary Marjan Ma’ruf Nursahid Sugeng Listyo Prabowo Sumin Zumzianah