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All Journal JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Online Learning in Educational Research Proceeding Of International Conference On Education, Society And Humanity El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah
Zamroni Zamroni
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PENINGKATAN KUALITAS PEMBELAJARAN DI MADRASAH TSANAWIYAH: PENGARUH MANAJEMEN SEKOLAH DAN BUDAYA MUTU Airohaniah Airohaniah; Zamroni Zamroni; Mohammad Salehudin
PENDIDIKAN SAINS DAN TEKNOLOGI Vol 10 No 3 (2023)
Publisher : STKIP PGRI Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/edusaintek.v10i3.917

Abstract

The purpose of this study was to determine the effect of school management and quality culture on improving the quality of learning in the Madrasah Tsanawiyah City of Balikpapan, the instruments were compiled theoretically with clear indicators and had been tested for validity and reliability, totaling 64 instruments, while the number of respondents was 62 people who gave answers and returned them. , while the collection of answers through WAG and Google Forms were distributed to all Madrasah Tsanawiyah teachers in Balikpapan City. The results of the study found that there were significant results and the acceptance of the research hypotheses X1 and X2 on Y, meaning that the management variables of education and quality culture on the quality of learning were accepted as significant, and had an effect of 85.0%. These two variables
PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN MOTIVASI KERJA GURU TERHADAP PELAKSANAAN PROGRAM SEKOLAH PENGGERAK Muhammad Ramdani; Zurqoni Zurqoni; Zamroni Zamroni
PENDIDIKAN SAINS DAN TEKNOLOGI Vol 10 No 3 (2023)
Publisher : STKIP PGRI Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/edusaintek.v10i3.938

Abstract

Latar belakang penelitian ini adalah berawal dari keputusan Kemendikbud Ristek Nomor 162/M/2021 terkait program sekolah penggerak. Saat pandemi, pemerintah merancang program pendidikan untuk menyesuaikan kondisi dan perkembangan zaman. Mutu pendidikan sangat penting dalam mencerdaskan kehidupan bangsa dan menjadi ujung tombak untuk memajukan Negara khususnya Indonesia. Dalam hal ini, untuk meningkatkan mutu pendidikan maka diadakanlah program sekolah penggerak yang dimana sekolah ini merupakan sekolah terpilih khususnya di Kecamatan Samarinda Seberang yaitu SD Muhammadiyah 3 dan SD Islam Ar Rajwaa. Kepala sekolah dan guru merupakan ujung tombak dalam pelaksanaanya. Oleh karena itu, kepemimpinan kepala sekolah yang baik dan motivasi kerja guru yang tinggi sangat dibutuhkan dalam melaksanakan program sekolah penggerak ini agar bisa terlaksana dengan baik. Penelitian ini bertujuan untuk melihat pengaruh kepemimpinan kepala sekolah dan motivasi kerja terhadap pelaksanaan program sekolah penggerak di SD Islam Se-Kecamatan Samarinda Seberang. Jenis penelitian ini adalah kuantitatif dengan teknik pengumpulan data berupa angket (kuisoner) dan dokumentasi. Uji keabsahan data yang digunakan yaitu uji validitas dan reliabilitas. Teknik analisis data yang digunakan oleh peneliti uji regresi linear berganda dan uji f. Populasi dalam penelitian ini yaitu seluruh guru di SD Islam Ar-Rajwaa dan SD Muhammadiyah 3 Samarinda yang berjumlah 49 orang. Dalam penelitian ini yang menjadi sampel adalah seluruh populasi yang berjumlah 49 orang dengan menggunakan teknik sampling jenuh. Hasil penelitian menunjukan bahwa nilai nilai Fhitung > Ftabel yaitu 67,291 > 3,19 yang artinya Ha diterima yang menyatakan bahwa variabel X1 (kepemimpinan kepala sekolah) dan X2 (motivasi kerja guru) berpengaruh terhadap variabel Y (pelaksanaan program sekolah penggerak). Nilai rx1x2y yaitu 0,745 termasuk dalam interpretasi pada skala 0,700-0,900 artinya terdapat pengaruh yang “kuat”, sebesar 74,4%.
ANALYSIS OF SOCIO-CULTURAL CHANGE: THE CHALLENGES OF MULTICULTURAL AND RADICALISM IN ISLAMIC EDUCATION Agus Sukamto; Nanik Nurvayanti; Zamroni Zamroni
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 3, No 1 (2025): Three International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Abstract

Rapid social and cultural changes, particularly as a result of advances in information and communication technology, present various challenges for Islamic education. Islamic education must be able to adapt to multicultural dynamics without sacrificing the fundamental values of religious teachings. This study examines the challenges arising from the implementation of multicultural education in an Islamic context and the threat of radicalism that can disrupt social harmony. The research was conducted through a literature review that synthesized various current literature on multiculturalism, radicalism, and Islamic education. The results indicate that Islamic education plays a strategic role in instilling values of tolerance, moderation, and respect for cultural, religious, and ethnic diversity in pluralistic Indonesia. Furthermore, Islamic education serves as a primary bulwark in preventing radicalism through curriculum strengthening, teacher training, and family and community involvement. An inclusive and adaptive approach to the curriculum, along with cross-cultural and interfaith dialogue, are key to building a harmonious, peaceful, and just society. Deradicalization efforts through Islamic education need to be systematically and sustainably designed to foster a moderate and open generation.
Membangun Toleransi di Sekolah Dasar Multireligi: Integrasi Kepemimpinan Kontinjensi Fiedler dan Komunikasi Lintas Iman Laura Paramita; Ariyadi F; Yustika Caprilin Costantina Paramita; Hasniah Hasniah; Junedi Junedi; Zamroni Zamroni
El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah Vol. 2 No. 04 (2026): Jurnal El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah
Publisher : El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah

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Abstract

  Religious diversity in elementary schools can generate social friction when it is not managed through appropriate leadership. This qualitative case study examines the application of Fiedler's contingency leadership and interfaith communication in preventing friction at SDN 011 Sangatta Utara, East Kutai Regency, a school with 95.2% Muslim and 4.8% non-Muslim students. Data were collected through document study (the school's curriculum document and national basic education data) and interviews with the principal and four religious education teachers (Islam, Catholic, Protestant, and Hindu). Findings show that the principal applies a leadership style that shifts according to the situation: democratic-participatory for general programs and firm-responsive for sensitive religious issues, supported by fair authority distribution and equal religious scheduling policies. Interfaith communication occurs through coordination forums among religious teachers, involvement in school planning meetings, joint cross-religious activities, and solution-oriented closed-door mediation. Tolerance values are actively instilled through four complementary religious pathways. However, the study reveals an important gap: the absence of scheduled alternative activities for non-Muslim students during majority-oriented daily habituation, and interfaith communication that remains more reactive to incidents than institutionally preventive. The practical implication is that principals need to institutionalize scheduled interfaith communication forums and design equitable alternative activities for minority groups, while the theoretical implication enriches Islamic education management studies with empirical evidence of contingency leadership applied to religious diversity in elementary schools.
Sustaining the Digital Shift: The Role of LMS Standardisation and Interactive Pedagogy in Islamic Higher Education Muhammad Munif; Titi Kadi; Zamroni Zamroni; Hasan Baharun; Dinda Febrianti Putri
Online Learning In Educational Research (OLER) Vol. 6 No. 3 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i3.1429

Abstract

The growing reliance on digital learning in higher education has exposed a critical challenge: expanding technology use does not necessarily translate into meaningful learner engagement, inclusive participation, or sustainable learning practices. Accordingly, this study examines how digital pedagogy, inclusive digital access, and institutional support interact to shape technology-enabled learning in Islamic higher education. A qualitative instrumental case study involved nineteen institutional leaders, lecturers, and students. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and institutional document analysis, and analysed using open, axial, and selective coding. The findings reveal three interconnected dimensions. First, interactive digital pedagogy enhanced learner engagement through collaborative learning, reflective questioning, and continuous feedback. Second, equitable digital access supported inclusive participation through stable internet connectivity, digital literacy, and accessible learning platforms, reducing barriers to discussion, collaboration, and assignment completion. Third, institutional support strengthened digital learning sustainability through standardised Learning Management System (LMS) procedures for course management, learning documentation, assessment, and academic continuity. Overall, meaningful digital transformation depends on the interaction of pedagogical practices, equitable digital access, and institutional governance, not technology adoption alone. The study provides empirical evidence and practical implications for strengthening digital pedagogy, improving accessibility, and developing institutional policies for sustainable digital learning
Co-Authors Agus Sukamto Airohaniah Airohaniah Ariyadi F Baharun, Hasan Dinda Febrianti Putri Hasniah Hasniah Junedi Junedi Laura Paramita Mohammad Salehudin Muhammad Ramdani Munif, Muhammad Nanik Nurvayanti Titi Kadi Yustika Caprilin Costantina Paramita Zurqoni