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All Journal JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Journal of Educational Management Research Educazione: Journal of Education and Learning Jurnal Pendidikan Nusantara
Muchammad Eka Mahmud
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Indonesia
Religion Humanities Computer Science & IT Education Mathematics Social Sciences Other

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PENGUATAN SOFT SKILL PADA SISWA STUDI FENOMENOLOGI DI SMK NEGERI 2 SANGATTA UTARA Muslihati Muslihati; Muchammad Eka Mahmud; 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.v10i3.937

Abstract

Tujuan penelitian ini untuk menganalisis penguatan soft skill pada siswa; studi fenomenologi di SMK Negeri 2 Sangatta Utara, penelitian ini pendekatan kualitataif dengan metode studi fenomenologi. Pengumpulan data menggunaan observasi dan wawancara, informan adalah kepala sekolah, guru dan siswa. Analisa data menggunakan model Miles and Hubermen dan Saldana dengan Langkah-langkahnya. Hasil penelitian menemukan bahwa penguatan soft Skill pada SMK Negeri 2 Sangatta Utara yang dilakukan dengan meningkatkan beberapa keterampilan yang dianggap penting untuk terus dikembangkan dan ditingkatkan pada peserta didiknya yaitu; keterampilan berfikir dan menyelesaikan masalah, keterampilan bekerjasama, keterampilan berkomunikasi, belajar sepanjang hayat dan mengelola informasi dan keterampilan kepemimpinan.
Modernization of Pesantren Education in the Reform of Indonesia's Islamic Education System: A Systematic Literature Review Rita Sriayu; Siti Kamilah; Muchammad Eka Mahmud; Muljono Damopolii; Fitrah Elnurianda
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.2477

Abstract

As the oldest Islamic educational institutions in Indonesia, pesantren face transformative pressures from globalization, digitalization, and national education reform, yet existing scholarship on their modernization remains fragmented across separate dimensions. This study aims to identify the concept and typology of pesantren modernization, to analyze the forms of transformation within the pesantren education system, and to describe the implications of that modernization for the development of Islamic education in Indonesia. It employs a Systematic Literature Review guided by the PRISMA 2020 framework, searching six databases, namely Google Scholar, SINTA, Scopus, ScienceDirect, ERIC, and DOAJ, from which 24 of 263 identified articles met the inclusion criteria. The synthesis reveals that modernization proceeds across four interdependent dimensions, namely integrative curriculum, active-participatory learning methods, professional institutional management, and digital technology adoption, and that pesantren respond through three typologies: progressive adaptive, selective adaptive, and resistive. These findings imply improved graduate competencies, a strengthened social function, and the emergence of a hybrid model that holds tradition and modernity together. The study recommends a transformative-integrative model of pesantren education responsive to twenty-first-century needs.
Educational Supervision in an Integrated Islamic Boarding School: Practices, Structural Barriers, and Pathways Toward Teacher Professional Development Husna Hurin Asma’ Amaniina; Muchammad Eka Mahmud
Jurnal Pendidikan Nusantara Vol. 5 No. 1 (2026): Jurnal Pendidikan Nusantara (January-April)
Publisher : Tahta Media Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55080/jpn.v5i1.220

Abstract

Educational supervision at Ar-Rohmah aims to guarantee and ensure the quality of teacher performance and the implementation of academic, memorization, and extracurricular programs in accordance with established standards. Supervision is conducted through structured procedures, including classroom observations, interviews, unannounced classroom visits, completion of supervision assessment instruments, and evaluation of results documented in the form of videos, photos, and written reports. Supervision also provides opportunities for teachers to consult regarding challenges and difficulties in learning as well as other supporting facilities and resources. The approach used is qualitative, involving interviews, classroom observations, and document analysis using thematic analysis techniques. Findings from the study indicate that the implementation of supervision is not yet optimal because there are no expert supervisors who specialize in the specific fields of the teachers being supervised; consequently, the objectivity of the assessment remains suboptimal, and technical feedback is not sufficiently specific. As a result, improvements in the quality of learning have been less than optimal, and some teachers are still teaching outside their areas of expertise. Nevertheless, supervision continues to be carried out and helps teachers identify shortcomings in their teaching, improve their teaching methods, and enhance innovation in the classroom. Subsequent professional development programs, including regular teacher training, mentoring, and oral and written evaluations, serve as supporting measures implemented by the school. This study emphasises the need to increase the number of supervisors who are experts in their fields, improve the competence of supervisors, and strengthen evaluation mechanisms so that supervision can be conducted objectively and effectively in improving the quality of teachers and learning.
Institutional Transformation Beyond Nomenclature: Policy Implementation, Governance, and Academic Integration in Islamic Higher Education Hendry Putra; Muchammad Eka Mahmud; Ahmad Fauzi; Ishmatul Maula
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3204

Abstract

The conversion of Islamic institutes into universities has become a major pathway for expanding institutional mandates and public legitimacy in Indonesian Islamic higher education. However, limited attention has been given to how this transformation unfolds in newly established universities beyond Java, particularly regarding institutional autonomy and the integration of religious and general sciences. This study examines institutional transformation through the lens of institutional isomorphism, focusing on regulatory pressures, organizational development, and substantive change. A qualitative single-case study design was employed, using institutional regulations, statutes, strategic plans, and quality-assurance documents, complemented by semi-structured interviews with university leaders, lecturers, and administrative staff. The data were analysed thematically to identify patterns of institutional change. The findings indicate that status transitions were shaped by national regulations and accompanied by organizational expansion to four faculties, a postgraduate school, and 33 study programmes. Nevertheless, financial autonomy and the integration of religious and general sciences remain ongoing challenges. These findings suggest that formal status changes do not automatically produce substantive institutional transformation. Policymakers should align status conversion with phased autonomy and adequate resource allocation, while university leaders should embed knowledge integration in curricula, research priorities, and academic culture to improve educational quality.
Co-Authors Ahmad Fauzi Fitrah Elnurianda Hendry Putra Husna Hurin Asma’ Amaniina Ishmatul Maula Mohammad Salehudin Muljono Damopolii Muslihati Muslihati Rita Sriayu Siti Kamilah