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All Journal Jurnal Pendidikan Sosiologi dan Humaniora Jurnal Sejarah dan Budaya QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Syntax Literate: Jurnal Ilmiah Indonesia Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Islamic Management: Jurnal Manajemen Pendidikan Islam Martabe : Jurnal Pengabdian Kepada Masyarakat JURNAL PENDIDIKAN TAMBUSAI Journal of Educational Research and Evaluation Academy of Education Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Gema Wiralodra Jurnal Educatio FKIP UNMA Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Wahana Pendidikan International Journal Of Science, Technology & Management (IJSTM) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran International Journal of Educational Research and Social Sciences (IJERSC) Journal of Science and Education (JSE) Munaddhomah: Jurnal Manajemen Pendidikan Islam Jurnal Pengabdian Kepada Masyarakat Journal of Educational Management and Instruction (JEMIn) Journal of Education Research JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Jurnal Iman dan Spiritualitas International Journal of Social Science, Education, Communication and Economics Jurnal Kesehatan Terapan Audi Et AP : Jurnal Penelitian Hukum Abdimas Indonesian Journal Jurnal Karya Abdi Masyarakat International Journal of Community Service (IJCS) International Journal of Education and Digital Learning (IJEDL) SEUNEUBOK LADA: Jurnal ilmu-ilmu Sejarah, Sosial, Budaya dan Kependidikan Jurnal Pro Justitia (JPJ) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Sosialita: Jurnal Kajian Sosial dan Pendidikan Jurnal Sipil Sains Terapan
Hanafiah Hanafiah, Hanafiah
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MANAJEMEN SERTIFIKASI GURU AL-QUR’AN METODE UMMI DALAM MENINGKATKAN KOMPETENSI PEDAGOGIK (Studi Kasus di TPA Al-Ba’lawi Cikarang) Kurniasih, Suci Dwi; Hanafiah, Hanafiah; Fatkhullah, Faiz Karim
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2679

Abstract

The Ummi Method Quran Teacher Certification is a strategic tool for ensuring the quality of Quran education; however, its implementation in the field has not yet been fully optimized in terms of developing teachers’ pedagogical competencies. This study aims to analyze the management of the Ummi Method Quran Teacher Certification and its contribution to improving teachers’ pedagogical competencies at the Al-Ba’lawi Quran Learning Center in Cikarang. The study employs a qualitative approach with an intrinsic case study design, collecting data through observation, in-depth interviews, and document analysis, which were analyzed using the Miles and Huberman interactive model. The findings indicate that certification management remains largely administrative and focused on technical aspects (tahsin), while post-certification mentoring and evaluation of pedagogical impact have not been optimally implemented. This has hindered the full development of teachers’ pedagogical competencies, particularly in contextual lesson planning, the implementation of active learning strategies, and the conduct of authentic assessment. Therefore, a paradigm shift in certification is needed—moving beyond mere testing toward continuous learning through strengthened mentoring, the development of communities of practice, and the integration of the values of the Ummi Method into the certification management cycle. ABSTRAKSertifikasi Guru Al-Qur’an Metode Ummi merupakan instrumen strategis dalam penjaminan mutu pendidikan Al-Qur’an, namun implementasinya di lapangan belum sepenuhnya optimal dalam mengembangkan kompetensi pedagogik guru. Penelitian ini bertujuan untuk menganalisis manajemen sertifikasi guru Al-Qur’an Metode Ummi serta kontribusinya terhadap peningkatan kompetensi pedagogik guru di TPA Al-Ba’lawi Cikarang. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus intrinsik, dengan pengumpulan data melalui observasi, wawancara mendalam, dan studi dokumentasi yang dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa manajemen sertifikasi masih cenderung bersifat administratif dan berfokus pada aspek teknis (tahsin), sementara pendampingan pasca-sertifikasi serta evaluasi dampak pedagogik belum berjalan optimal. Hal ini berdampak pada belum berkembangnya kompetensi pedagogik guru secara maksimal, terutama dalam perencanaan pembelajaran kontekstual, penerapan strategi pembelajaran aktif, dan pelaksanaan penilaian autentik. Oleh karena itu, diperlukan transformasi paradigma sertifikasi dari sekadar pengujian menuju pembelajaran berkelanjutan melalui penguatan pendampingan, pengembangan komunitas praktik, serta integrasi nilai-nilai Metode Ummi dalam siklus manajemen sertifikasi. 
Pemanfaatan Teknologi Digital dalam Peningkatan Mutu Pembelajaran Pendidikan Agama Islam di Sekolah Menengah KejuruanYPIB Tanjungsari Sumedang (Kompetensi Keahlian Farmasi dan Keperawatan) Rohman, Saepul; Hanafiah, Hanafiah; Fatkhullah, Faiz Karim
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2683

Abstract

This study aims to analyze the use of digital technology to improve the quality of Islamic Religious Education (PAI) learning at a Vocational High School (SMK YPIB Tanjungsari Sumedang). The study used a mixed methods approach with a sequential explanatory design. Quantitative data were obtained through a questionnaire of 30 students at SMK YPIB Tanjungsari Sumedang and analyzed using descriptive statistics. Qualitative data were collected through interviews, observations, and documentation, then analyzed thematically. The results indicate that the use of digital technology is in the good category and contributes positively to increasing student motivation, engagement, and understanding in PAI learning. The integration of digital technology, pedagogically and contextually designed, has been proven to improve the quality of PAI learning at SMK YPIB Tanjungsari Sumedang. This study provides practical implications for PAI teachers in developing digital-based learning that is relevant to the characteristics of vocational students. ABSTRAKPenelitian ini bertujuan menganalisis pemanfaatan teknologi digital dalam peningkatan mutu pembelajaran Pendidikan Agama Islam (PAI) di Sekolah Menengah Kejuruan (SMK) YPIB Tanjungsari Sumedang. Penelitian menggunakan pendekatan mixed methods dengan desain sequential explanatory. Data kuantitatif diperoleh melalui angket terhadap 30 peserta didik SMK YPIB Tanjungsari Sumedang dan dianalisis menggunakan statistik deskriptif. Data kualitatif dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis secara tematik. Hasil penelitian menunjukkan bahwa pemanfaatan teknologi digital berada pada kategori baik dan berkontribusi positif terhadap peningkatan motivasi, keterlibatan, dan pemahaman peserta didik dalam pembelajaran PAI. Integrasi teknologi digital yang dirancang secara pedagogis dan kontekstual terbukti mampu meningkatkan mutu pembelajaran PAI di SMK YPIB Tanjungsari Sumedang. Penelitian ini memberikan implikasi praktis bagi guru PAI dalam mengembangkan pembelajaran berbasis digital yang relevan dengan karakteristik peserta didik vokasional. 
Strengthening Elementary School Teachers’ Digital Competence through AI-Based Instructional Design Training in Indonesia’s 3T Regions Hanafiah, Hanafiah; Sudrajat, Didi; Shaumiwaty, Shaumiwaty; Shaulita, Rizkia; Pradana, Pascalian Hadi
International Journal of Community Service (IJCS) Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v5i1.1852

Abstract

This quantitative study investigates the effectiveness of an artificial intelligence (AI)-based instructional design training program in strengthening the digital competence of elementary school teachers in Indonesia’s frontier, outermost, and underdeveloped (3T) regions. Education quality and access in 3T regions remain constrained by geographical isolation, limited infrastructure, and uneven professional development opportunities for teachers. Building on the European Digital Competence Framework for Educators (DigCompEdu) and its six areas of educator digital competence, the study designed a structured training program that introduced teachers to generative AI tools for lesson planning, resource development, and assessment. A one-group pretest–posttest design was implemented with 120 elementary school teachers from several 3T districts. Data were collected using a Likert-scale digital competence questionnaire adapted from DigCompEdu and analyzed with descriptive statistics and paired-sample t-tests. Findings show statistically significant improvements in teachers’ overall digital competence scores across all six DigCompEdu areas, with the largest gains in “Teaching and learning” and “Facilitating learners’ digital competence.” The results indicate that contextually grounded AI-based instructional design training can be an effective strategy to narrow digital competence gaps between teachers in peripheral and non-peripheral regions. Implications for policy, teacher professional development, and further research on AI-supported pedagogy in disadvantaged contexts are discussed.
School–Parent Partnership Strategies to Support Students’ Transition to Junior High School (A Case Study at SDN Tegallega 1 and SDN Murnisari, Cianjur Regency) Mirawati, Mirawati; Hanafiah, Hanafiah
Journal of Science and Education (JSE) Vol. 6 No. 2.1 (2026): Special Collection Islamic Education
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.1.703

Abstract

This study examines school–parent partnership strategies in supporting students’ transition from primary school to junior high school in two contrasting settings: SDN Tegallega 1 (urban) and SDN Murnisari (rural) in Cianjur Regency, Indonesia. Although national policies mandate family engagement and 12-year compulsory education, partnership practices at the school level are often still incidental, one-way, and not explicitly directed at preparing parents—academically, financially, and psychologically—to accompany their children to the next level. Using a qualitative multiple case study design, data were collected through in-depth interviews, participant observation, and document analysis. The findings show that both schools implemented partnership strategies consisting of joint program planning, parenting activities, learning assistance, and intensive communication through school committees. However, contextual differences shaped the emphasis: the urban school prioritized academic preparation and PPDB literacy, while the rural school emphasized motivation, moral support, and access facilitation. The study concludes that school–parent partnerships that are planned, participatory, and sustained can increase students’ readiness to continue to junior high school and strengthen positive relations among schools, parents, and students. The study recommends formalizing partnership programs in school work plans and developing two-way communication mechanisms tailored to local socio-economic conditions.
Co-Authors A. Rahman Abu Khaer, Abu Akbar, Yuhaiyatul Andri Setiawan Anggara, Veron Bella aprilia, rapita Ardyanti, Yefi Arifudin, Opan Artadinan, Dan Aulia Rahman Badrul Munir, Badrul Badrussalam, Deden Baijuri, Ade Barlian, Ujang Cepi Basir, Tatang Abdul Basri, Teuku Hasan Berliana Berliana Daniel Happy Putra Dede Khaeriah, N Dewi, Intan Purnama Dian Kusumawati Dodi Sukmayadi ekawati, mutmainna Ena, Zet Endra Gunawan Fakthulah, Faiz Karim Farhan Farhan Fatdrizal, Rahmadan Fatkhullah, Faiz Karim Fatkhullah, Fariz Karim Fatmawati Sabur Fauziyah, Annisa Shivia Fikri, Ahmad Ma'mun Firdaus, Asep Deny Fishal, Fishal Gaffar, Muhammad Andriana Gusrizal Gusrizal H, Moh. Ramdan Nurul Ikhsan Hadian, Muhamad Heri Hafiz, Asnal Hakim, Moch Lukman Harefa, Anugerah Tatema Haryati Haryati Herayati, Herayati Hina, Hermyn Benny Husin, Omar Davis Ida Bagus Made Wisnu Parta IdaTejawiani Idham Idham Iim Wasliman Indri Hapsari Intan, Syarifah Keumala Jamil, Riad Januri, Januri jenita jenita, jenita Karlina, Titin Komara, Budi Komarudin, Ahmad Najib Koswara, Nandang Kurniasih, Suci Dwi Lubis, Tsuwaibatul Aslamiyah MADUNINGTIAS, LUCIA Margono Margono Mariana Safitri, Mariana Martadihardja, Anwar Meggy Merlin Mokay Merakati, Indah Mirawati Mirawati Mudrikah, Achmad Mufti Riyani Muhajir Muhajir, Muhajir MUHAMMAD RIZAL Munawar, Supian Musa Hefer Smas NETTI KARIANI MENDOFA Nisak, Sayida Khoiratun Noviyani , Selvi Nurdin, Dudung Ali Nurlatifah Nurlatifah, Nurlatifah Nurparid, Cucu Nursafitri, Tuti Nursyam, Aisyah Nurwijayanti Nuwrun Thasimmim, Said Pascalian Hadi Pradana Pebriani, Ela PRATAMA, ANDRIAN Ramazan, Ramazan Ratna Puspitasari, Ratna Rendy Renaldy Ria Setiawati Rika Santina Rita Sulastini Riyani, Mufti Rosidawani, Rosidawani Rostini, Dety Ruhviyanti, Novi Rukiyanto Rukiyanto, Rukiyanto Saadah, Endah Saepul Rohman Saepulloh, Saepulloh Sahala Martua Solin Sakarina, Sari Saputri, Dwi Yuniasih Sartinayanti, Sartinayanti Sauri, R Supyan Setiadi, Asep Shaulita, Rizkia Shaumiwaty, Shaumiwaty Siti Aisyah Nurjannah, Siti Aisyah Sofyan Sauri, Sofyan Sri Haryanto Sudrajat, Didi Sudrajat, Yogi Suhendraya Muchtar, Hendi Suparman Suparman Supriatna Supriatna Sutaryat Trisnamansyah Suwandi Suwandi Syaifuddin Syaifuddin Tambrin, Muhammad TEGUH ARIFIANTO, TEGUH Tentrem Mawati, Arin Teti Ratnawulan Ulfah Ulfah Ulfiah, Ulfiah Waslliman, Iim Wedadjati, Ratna Sesotya Yosal Iriantara Yulia Indriani Yuniar, Dianti Yuswara, Iyus Zahra Zahra Zahra, Rani Zulfa, Cut Nadya