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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Achmad Syakur
MI NU Maslakul Falah Glagahwaru Undaan Kudus, Indonesia
Religion Humanities Library & Information Science Social Sciences

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Improvement of Madrasah Teachers' Competence in Developing Teaching Modules through a Workshop at MI Al-Islam Balesari Achmad Syakur; Asyrofi Aziz; Sigit Tri Utomo; Yoyok Amirudin
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 2 No. 3 Agustus 2023: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v2i3.213

Abstract

Educators at MI Al-Islam Balesari must possess the ability to plan creatively inspiring and motivating learning experiences for students. Initial observations at the school have indicated that the implementation of the Self-Curriculum Teaching Module does not meet the expectations of many stakeholders. Therefore, MI Al-Islam Balesari, both in the context of online and offline learning, has decided to conduct research in 2023, between July and August. In this study, 14 teachers from MI Al-Islam Balesari are participating. This research takes the form of a school action research, a form of self-reflection commonly carried out by educational practitioners within the educational environment to improve the quality of education, gain a deeper understanding of teaching practices, and seek improvements in educational implementation. Data are collected through interviews, observations, and documentation. Based on the results of this research, it can be concluded that the training provided by the workshop facilitators has the potential to enhance teachers' ability to design Self-Curriculum Teaching Modules. One of the success indicators measurable in this school action research is that 90% of the teachers have successfully created Self-Curriculum Teaching Modules with a high level of creativity and innovation
Improving madrasah teachers' competence in managing learning modules through workshops at MI Arrasyidin and MI Al-Islam Magelang Achmad Syakur
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 3 No. 1 Februari 2024: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v3i1.262

Abstract

Educators at  MI Arrosyidin dan MI Al Islam Magelang must possess the ability to plan creatively inspiring and motivating learning experiences for students. Initial observations at the school have indicated that the implementation of the Self-Curriculum Teaching Module does not meet the expectations of many stakeholders. Therefore,  MI Arrosyidin dan MI Al Islam Magelang, both in the context of online and offline learning, has decided to conduct research in 2024, between July and August. In this study, 16 teachers from MI Arrosyidin dan MI Al Islam Magelang are participating. This research takes the form of a school action research, a form of self-reflection commonly carried out by educational practitioners within the educational environment to improve the quality of education, gain a deeper understanding of teaching practices, and seek improvements in educational implementation. Data are collected through interviews, observations, and documentation. Based on the results of this research, it can be concluded that the training provided by the workshop facilitators has the potential to enhance teachers' ability to design Self-Curriculum Teaching Modules. One of the success indicators measurable in this school action research is that 95% of the teachers have successfully created Self-Curriculum Teaching Modules with a high level of creativity and innovation.
The leadership of madrasah principals as change agents in the educational management reform of the merdeka curriculum Achmad Syakur
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 1 Februari 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i1.447

Abstract

The leadership of madrasah principals plays a strategic role as change agents in implementing educational management reforms, particularly in the context of the Merdeka Curriculum. This study aims to analyze how madrasah principals initiate, direct, and oversee managerial transformations to ground the principles of the Merdeka Curriculum within the madrasah environment. Using a qualitative-descriptive approach, data was collected through in-depth interviews, participatory observations, and documentation studies in several madrasahs that served as research samples. The results indicate that the transformative leadership of madrasah principals, which is adaptive, collaborative, and visionary, is key in building a free and participatory learning culture. The madrasah principal acts as a facilitator of change, a driver of learning innovation, and a strengthening force in madrasah governance based on the values of moderation and progress. These findings recommend the importance of strengthening the leadership capacity of madrasah principals through continuous training and policy mentoring to effectively and sustainably manage curriculum change dynamics. This article uses a library research method with a descriptive-qualitative approach and thematic analysis to explore the strategic role of madrasah principals as change agents in the implementation of the Merdeka Curriculum. The study is conducted by reviewing relevant literature to identify patterns, concepts, and challenges in transformative leadership and managerial strategies within the context of educational reform in madrasahs. The study results show that madrasah principals play a central role as change agents in the educational management reform based on the Merdeka Curriculum. The transformative and participatory leadership applied includes strengthening planning, developing contextual curricula, managing human resources, and integrating technology. Despite facing structural and cultural challenges, madrasah principals are able to overcome obstacles through effective communication, empowering teachers, and creating an adaptive learning ecosystem to ensure relevant and sustainable educational quality.
Co-Authors Asyrofi Aziz Sigit Tri Utomo Yoyok Amirudin