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All Journal Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Innovative: Journal Of Social Science Research
Moh Bisri
Manajemen Pendidikan Islam, Universitas Islam Negeri (UIN) Raden Mas Said Surakarta
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Other

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Pembelajaran Berdiferensiasi Berdasarkan Keragaman dan Keunikan Siswa Sekolah Dasar Fitriyah Fitriyah; Moh Bisri
Innovative: Journal Of Social Science Research Vol. 3 No. 2 (2023): Innovative: Journal Of Social Science Research (Special Issue)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v3i2.1568

Abstract

ujuan dari artikel ini adalah memberikan pemahaman yang lebih mendalam tentang pembelajaran berdiferensiasi dan bagaimana penerapannya di kelas. Penelitian ini menggunakan studi literatur atau library research. Hasil penelitian konseptual mengungkapkan bahwa terdapat tujuan pembelajaran berdiferensiasi, yaitu untuk mengkordinasikan pembelajaran dengan memperhatikan minat belajar, kesiapan belajar dan preferensi belajar, membantu semua siswa dalam belajar agar tujuan pembelajaran dapat dicapai oleh semua siswa; meningkatkan motivasi dan hasil belajar siswa; menjalin hubungan harmonis antara guru dan siswa agar siswa dapat lebih semangat dalam belajar, membantu siswa menjadi pelajar yang mandiri agar menjadi individu yang terbiasa dan juga memiliki sikap menghargai terhadap keberagaman, meningkatkan kepuasan guru karena ada rasa tertantang untuk mau mengembangkan kemampuan mengajarnya sehingga guru akan menjadi lebih kreatif. Dapat disimpulkan bahwa pembelajaran berdiferensiasi memberikan kesempatan bagi siswa agar mampu belajar secara natural dan efiisien dengan guru yang mampu mengolaborasikan metode dan pendekatan yang dibutuhkan.
Akreditasi sebagai Instrumen Manajemen Mutu dan Produktivitas Lembaga Pendidikan: Tinjauan Konseptual Berbasis Total Quality Management Mellyana Vita Apriliyani; Moh. Bisri
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2709

Abstract

This study aims to analyze the role of the accreditation system in improving the productivity of educational institutions from a strategic management perspective. Accreditation is positioned not only as an external quality assurance mechanism based on compliance with the National Education Standards (SNP), but also as a strategic instrument that drives continuous institutional performance improvement. Within the framework of strategic management, accreditation functions as a performance-based evaluation tool that systematically integrates planning, implementation, control, and quality improvement. This study uses a descriptive qualitative approach with a library research method through analysis of books, scientific articles, and education accreditation policy documents. The results of the study indicate that accreditation significantly contributes to increasing the productivity of educational institutions, reflected in the efficiency of resource management, improvement in learning quality, strengthening of institutional governance, and increased public trust. Conceptually, accreditation forms a strategic cycle that connects quality standards with institutional productivity through mechanisms of self-evaluation, external validation, and continuous improvement follow-up. These findings affirm that accreditation is not merely a tool for measuring administrative quality, but an integral part of institutional development strategy to build competitive excellence and the sustainability of educational organizations. Therefore, the effectiveness of accreditation is highly determined by its integration with the institution's strategic management, the strengthening of a quality culture, as well as the consistency of post-accreditation guidance to realize productive, adaptive, and competitive educational institutions.
Pembelajaran Aqidah Akhlaq Berbasis Word Square: Strategi Game-Based Learning dalam Penguatan Minat dan Capaian Belajar Siswa Miftahrudin; Moh. Bisri
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2715

Abstract

This study aims to analyze the effectiveness of the Word Square method in improving learning outcomes and student engagement in Islamic Religious Education (PAI) learning. The Word Square method is understood as a game-based learning strategy that positions students as active subjects in the learning process (student-centered learning), while also promoting the strengthening of concept comprehension, concentration, and learning motivation. This study uses a descriptive qualitative approach through literature review and conceptual analysis of various scientific sources relevant to PAI learning and innovative active learning methods. The study results indicate that the Word Square method has significant pedagogical potential in creating PAI learning that is interactive, enjoyable, and meaningful. From a managerial-pedagogical perspective, this method supports the development of students' cognitive, affective, and social skills through game-based concept search activities, collaboration, and reflection on Islamic values. The novelty of this study lies in emphasizing the position of Word Square not only as an evaluative technique but also as an educational game-based PAI learning model that aligns with the 21st-century learning paradigm. The conceptual implications of this study affirm that integrating the Word Square method in PAI learning can strengthen student-centered and game-based learning approaches to improve the quality of the learning process and outcomes. Therefore, PAI teachers need to develop adaptive and creative learning designs by utilizing game-based methods as part of pedagogical innovation focused on active engagement and character building of students.
Management of Information and Communication Technology (ICT) Extracurricular Activities for Strengthening Digital Literacy among Students at an Islamic Elementary School Amalia Fazrin; Moh. Bisri
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i2.3296

Abstract

The management of technology-based extracurricular activities has become an increasingly important strategy for cultivating students' digital competencies in twenty-first-century education. This study examined the management of an Information and Communication Technology (ICT) extracurricular program at SDTQ Al Mujahidin Surakarta, an Islamic elementary school that combines Qur'anic-memorization (tahfidz) education with technology-based learning, during the 2025/2026 academic year. Specifically, the study analyzed (1) how the program was planned, organized, implemented, and evaluated; (2) the factors that supported and inhibited its implementation; and (3) the strategies used by the school to address these constraints. A qualitative case study design was employed. Data were obtained from the school principal, the curriculum vice-principal, the ICT extracurricular teacher, students, and parents through semi-structured interviews, non-participant observation, and documentation, and were validated through source and technique triangulation. Data were analyzed using the interactive model of Miles, Huberman, and Saldáña. The findings show that the program was managed through four interrelated functions, planning, organizing, implementation, and evaluation, structured around a weekly, practice-based curriculum covering basic computer operation, application use, simple graphic design, safe internet use, and introductory coding. Teacher and student accounts indicate that this practice-based approach was associated with improved confidence and basic computer competence, although the school's evaluation remained largely observational (attendance, enthusiasm, and informal assessment of practical tasks) rather than based on a validated digital literacy instrument. Implementation was supported by the principal's commitment, teacher competence, student enthusiasm, and laboratory facilities, but constrained by a limited number of computers, restricted instructional time under a full-day school schedule, heterogeneous student skill levels, and unstable internet connectivity. The school addressed these constraints through ability-based student grouping, rotational laboratory scheduling, and adaptive teaching strategies. These findings suggest that structured, function-based management, combined with deliberate attention to Islamic values, can support the cultivation of digital literacy in faith-based elementary education, while also indicating a need for more systematic, indicator-based evaluation tools in future practice.
Co-Authors Amalia Fazrin Fitriyah Fitriyah Mellyana Vita Apriliyani Miftahrudin