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All Journal Nasir: Jurnal Pendidikan Islam Jurnal Pustaka Cendekia Pendidikan Journal of Cultural Relativism (JCR) GAJIE; Global Journal of Islamic Education
Rahmat Hariyadi
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Religion Education Mathematics Social Sciences Other

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Pendekatan Religius dalam Supervisi Pembelajaran bagi Peningkatan Komitmen Dan Kinerja Guru di MTs Ma’arif NU 01 Salatiga Muhammad Miftah; Rahmat Hariyadi
Nasir: Jurnal Pendidikan Islam Vol. 2 No. 2 (2024)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/nasir.v2i2.389

Abstract

Penelitian ini menganalisis penerapan pendekatan religius dalam supervisi pembelajaran di MTs Ma’arif NU 01 Salatiga untuk meningkatkan komitmen dan kinerja guru. Pendekatan religius mengintegrasikan nilai-nilai agama, seperti keikhlasan, amanah, dan tanggung jawab, dalam proses pembinaan dan evaluasi guru. Penelitian ini bertujuan untuk menganalisis penerapan pendekatan religius dalam supervisi pembelajaran di MTs Ma’arif NU 01 Salatiga serta dampaknya terhadap peningkatan komitmen dan kinerja guru. Penelitian ini menggunakan metode kualitatif dengan desain studi kasus. Data diperoleh melalui wawancara, observasi, dan dokumentasi, melibatkan kepala madrasah, pengurus yayasan, dan guru PAI sebagai subjek penelitian. Hasil penelitian menunjukkan bahwa pendekatan religius dalam supervisi berdampak positif pada peningkatan komitmen guru, yang ditandai dengan dedikasi yang lebih besar dalam pembelajaran. Selain itu, supervisi berbasis religius membantu memperkuat kinerja guru dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran. Faktor keberhasilan meliputi dukungan kepemimpinan, budaya kerja kolektif, dan internalisasi nilai-nilai keagamaan. Temuan ini menegaskan pentingnya pendekatan religius sebagai strategi untuk meningkatkan kualitas pendidikan berbasis Islam, yang tidak hanya fokus pada aspek teknis tetapi juga pembentukan karakter dan spiritualitas guru. Penelitian ini merekomendasikan penerapan supervisi religius secara konsisten untuk menciptakan lingkungan pembelajaran yang lebih bermakna dan harmonis.
Pengembangan Desain Pembelajaran dan Implementasinya: Antara Idealita dan Realita pada Guru PAI SMP di Kabupaten Semarang Ayu Rizkia Silviana; Asri Nurdiana; Rahmat Hariyadi
Journal of Cultural Relativism (JCR) Vol. 2 No. 1 (2025): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

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Abstract

This study aims to analyze the implementation of learning design applied by Islamic Religious Education (PAI) teachers at the Junior High School (SMP) level. The focus of this study is to determine (1) How is the process of preparing learning design by PAI teachers in Semarang Regency, (2) How is the implementation of learning design in the learning process in the classroom, (3) Is there a gap between the design and implementation of learning, (4) the factors causing the gap, and (5) the impacts arising from the gap on the quality of PAI learning. The research method uses a mix of methods through qualitative and survey instruments. Data were collected by distributing closed questionnaires to 34 PAI teachers in several randomly selected areas. The results of the data analysis showed that the implementation of learning design by PAI teachers was in the "quite good" category, with an average score of 73.5%. The planning aspect obtained the highest score, while the learning evaluation aspect showed the lowest score. These findings indicate the need for improvements in learning evaluation and strengthening professional training to support the effectiveness of PAI learning design in junior high schools.
Peningkatan Kompetensi Profesional Guru melalui Supervisi Klinis di MI Candirejo Sohif Maftahal Luthfi; Rahmat Hariyadi
Jurnal Pustaka Cendekia Pendidikan Vol. 2 No. 3 (2025): Jurnal Pustaka Cendekia Pendidikan, Volume 2 Nomor 3, Januari - April 2025
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v2i3.112

Abstract

This article focuses on the purpose and implementation of supervision carried out at MI Candirejo to see the improvement of teacher professionalism through clinical supervision with an educational background in accordance with the teaching profession. The research in this article uses descriptive qualitative research with a Library Research approach, namely by reading, examining and reviewing journals and writing sources that are closely related to the issues discussed. The results of this study indicate that there are findings of 2 teachers with educational backgrounds who graduated from MI to become teachers at MI Candirejo, this will affect the professionalism of teachers in educating and teaching. Related to the four professional competencies of the teacher. The school's efforts to improve teachers' professional performance include requiring teachers who attend training to socialise with other teachers at school on Saturdays and sending them to attend training outside of general and service-based training. The centre fosters the school's efforts to improve the four competencies. The results of initial observations and school profile data of MI Candirejo, Using the term ‘bottom up’ is more for teachers who ask questions, especially for new teachers who are not familiar with the culture and character of the school. On average, only small problems are solved by asking the right person to fix it so that the teacher can fix the problem. In MI Candirejo, clinical supervision to improve teacher professionalism is very adaptive, starting from planning which is only communicated to teachers in weekly routine meetings by the principal. It can be concluded that clinical supervision will create teacher professionalism through coaching conducted by the principal and follow-up conducted by the supervisor as well as the participation of senior teachers and also the vice curriculum at school.
Islamic Education Institutions and Sustainable Inclusive Education: Challenges and Prospects Wardatul Karomah; Rahmat Hariyadi
GAJIE: Global Journal of Islamic Education Vol. 1 No. 03 (2025): GAJIE: Global Journal of Islamic Education
Publisher : FTIK Program Magister PAI Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i03.3880

Abstract

This study aimed to analyze the future of Islamic Religious Education (PAI) institutions in realizing sustainable, inclusive, and Islamic value-based education. The focus was directed to how PAI institutions responded to global dynamics, social challenges, and the need for curriculum and educational management transformation in the modern era. Specifically, the study explored the strategic role of PAI in twenty-first-century education, while also identifying institutional obstacles, opportunities, and directions for reform. The method employed was library research with a descriptive qualitative approach, using scientific literature, reputable journals, academic books, and educational policy documents, which were analyzed through content analysis. The findings indicated that the future of PAI institutions largely depended on their ability to integrate principles of sustainable education, Islamic inclusivity, and adaptive governance. The novelty of this research lay in formulating an integrative and contextual conceptual framework for PAI institutions, making it relevant to twenty-first-century challenges. The results emphasized the urgency of institutional reform so that PAI could support equitable, participatory education rooted in the values of rahmatan lil ‘alamin.
Quality Assurance in Integrated Islamic Schools: Synergy Between National Accreditation and Internal Licensing System Nur Azizah; Rahmat Hariyadi
GAJIE: Global Journal of Islamic Education Vol. 1 No. 03 (2025): GAJIE: Global Journal of Islamic Education
Publisher : FTIK Program Magister PAI Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i03.3883

Abstract

Improving the quality of Integrated Islamic Schools (SIT) has become a pressing issue amid the dynamics of national education policy. To date, national accreditation managed by BAN-PDM functions as an external quality standard, while the Integrated Islamic School Network (JSIT) implements an internal licensing system as an additional instrument. This situation raises an academic question: what role does JSIT licensing play in complementing national accreditation as a strategy for enhancing SIT quality? This study seeks to address this question by examining the position and relevance of JSIT licensing within the broader context of educational accreditation. The research employs a literature review method with content analysis of books, national and international scholarly articles, as well as official documents issued by BAN-PDM and JSIT, particularly publications from 2019 to 2024 that are pertinent to the quality of Islamic education. The findings reveal that national accreditation emphasizes eight general standards, whereas JSIT licensing introduces eleven standards with a particular focus on the integration of Islamic values, leadership, and student development. The integration of both systems creates a significant synergy between external legitimacy and internal consistency. This study contributes to strengthening the quality of Islamic education by underscoring that the dual framework of accreditation and licensing is complementary rather than duplicative.
Co-Authors Asri Nurdiana Ayu Rizkia Silviana Muhammad Miftah Nur Azizah Sohif Maftahal Luthfi Wardatul Karomah