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Pengaruh Manajemen Madrasah Terhadap Kinerja Guru Untuk Mewujudkan Capaian Hasil Belajar (Penelitian di MTs Ar-Rohmah Cibanteng dan MTs Al-Huda Pamegatan Kabupaten Tasikmalaya) Nova Nurhakim; Gugun Geusan Akbar; Masripah Masripah
Khazanah Akademia Vol. 6 No. 02 (2022): Khazanah Akademia
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jurnalkhazanahakademia.v6i02.107

Capaian hasil belajar siswa hakikatnya suatu perubahan kelakuan yang terjadi pada siswa dari perspektif yang lebih luas meliputi bidang pengetahuan, sikap, dan keterampilan. Salah satu yang mempengaruhi capaian hasil belajar siswa yaitu manajemen madrasah dan kinerja guru. Oleh karena itu dilakukan pendalaman untuk mengetahui besarnya pengaruh variabel-variabel tersebut terhadap capaian hasil belajar siswa. Peneliti berencana menganalisis seberapa besar pengaruh pentingnya manajemen madrasah terhadap kinerja guru untuk mewujudkan capaian hasil belajar siswa. metode survey dengan dan tingkat eksplanasi deskriptif merupakan metode yang digunakan. Kemudian populasinya sebanyak 50 orang dengan menggunakan teknik sampling sensus. Teknik pengumpulan data melalui studi dokumentasi serta studi lapangan, yang terdiri dari observasi, angket dan wawancara. Analisis data menggunakan model analisis jalur (path analysis). Responden penelitian ini yaitu tenaga pendidik di Madrasah Tsanawiyah Ar-Rohmah Cibanteng dan Madrasah Tsanawiyah Al-Huda Pamegatan kabupaten Tasikmalaya. Berdasarkan hasil pengujian hipotesis utama hasil analisis menunjukan bahwa terdapat pengaruh manajemen madrasah terhadap kinerja guru untuk mewujudkan capaian hasil belajar siswa. Hal ini ditunjukan dari nilai Thitung > Ttabel, dimana Thitung = 9,4043 > Ttabel = 2,0129. Maka dapat disumpulkan bahwa H0 ditolak, sehingga variabel manajemen madrasah (X) berpengaruh positif terhadap kinerja guru (Y) untuk capaian hasil belajar siswa (Z).

Manajemen Berbasis Madrasah sebagai Bentuk Desentralisasi Pendidikan Nurhakim, Nova
Al-Idaroh: Jurnal Studi Manajemen Pendidikan Islam Vol. 8 No. 2 (2024): September
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian (LP3M) STIT al Urwatul Wutsqo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/alidaroh.v8i2.1760

Madrasah-based management is one of the efforts made so that madrasas can grow and develop independently. This writing aims to describe the application of madrasa-based management as a form of educational decentralization. This research method uses descriptive research using a literature study approach. The results of this research are: 1) Madrasah-based management is the result of decentralization; 2) One of the implementations of madrasa-based management is realized in the realm of madrasa financing; 3) Ciputat Development Madrasah is one of the institutions that implement madrasa-based management in the realm of good financing, one indicator is that they have 5 sources of financing (contributions from accepted students, tuition fees, BOS funds, new school year money, and sponsors). 4) Development madrasah invest some of the BOS funds they receive in accordance with the dimensions of restructuring the old pattern into a new pattern of madrasa-based management.

The Role of Kiai in Building the Character of Students in Islamic Boarding Schools Nurhakim, Nova
JUPE : Jurnal Pendidikan Mandala Vol 10, No 3 (2025): JUPE : Jurnal Pendidikan Mandala (September)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i3.9490

The issue of character education has become increasingly prominent, especially amidst the current moral crisis. Islamic boarding schools (pesantren) are expected to serve as alternative institutions that can be studied and exemplified in implementing moral and character education. Beyond being a transmitter of knowledge, skills, and values, the kiai (Islamic religious leader) also plays a vital role as a role model for the students (santri). This research employed a descriptive qualitative method, using data collected through interviews, field observations, and document studies. The findings indicate that the kiai plays a significant role in shaping students’ character. The roles and resulting character development include: (1) the kiai as a role model (uswah hasanah), which fosters values such as honesty, responsibility, discipline, humility (tawadhu’), patience, and sincerity; (2) as a moral and spiritual educator through sermons, classical Islamic book studies (kitab kuning), and daily interactions; (3) as a guide and caretaker who provides personal attention, encouraging openness and receptiveness among students; (4) as a preserver of Islamic traditions, promoting peaceful, open-minded, and tolerant personalities; (5) as a motivator and inspirator, helping shape strong and resilient character; (6) as a disciplinarian and builder of independence, forming firm, courageous, and self-reliant individuals; and (7) as a cultivator of future leaders—faithful, knowledgeable, noble in character, and ready to contribute to the community and nation.

MANAJEMEN PEMBELAJARAN BERBASIS PROYEK PADA MATA KULIAH MANAJEMEN PERPUSTAKAAN Sopwandin, Iwan; Nurhakim, Nova
JMPA (Jurnal Manajemen Pendidikan Al-Multazam) Vol 5, No 3 (2023): JMPA (Jurnal Manajemen Pendidikan Al-Multazam)
Publisher : STIT AL MULTAZAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54892/jmpa.v5i3.260

Project-based learning is one approach that can be used to achieve students understanding of library management courses comprehensively, not only theoretically but also practically. This research describes the project-based learning management process in the library management course of the Islamic Education Management study program at the Tarbiyah Az Zahra Tasikmalaya College of Science. This research uses qualitative methods with data collection techniques consisting of observation, interviews and documentation studies. While data analysis techniques include data condensation, data presentation, and drawing conclusions. The results of the research show the project-based learning implementation is carried out with the following steps: 1) determining the project, activities in this stage include delivering the syllabus and identifying the form of the project according to student needs; 2) planning for project completion, in this stage a table is prepared, library processing practices are carried out, and student groups are divided; 3) project implementation is carried out after the lecture completes 8 class meetings; 4) monitoring project completion, this activity is carried out when students practice directly in the library and monitor the library management practice table; 5) assessment of project results, assessment is based on several things, including: a) student persistence in attending lectures (theoretical discussions) in class, b) filling in the logbook table, c) filling in the library management progress table; and d) the role or status of student activity; 6) evaluation and reflection on project results, each group creates and collects videos and slides about ongoing management practices and then presents them, after which it continues with reflection guided by the lecturer who teaches the library management course.

Manajemen Berbasis Madrasah sebagai Bentuk Desentralisasi Pendidikan Nurhakim, Nova
Al-Idaroh: Jurnal Studi Manajemen Pendidikan Islam Vol. 8 No. 2 (2024): September
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian (LP3M) STIT al Urwatul Wutsqo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/alidaroh.v8i2.1760

Madrasah-based management is one of the efforts made so that madrasas can grow and develop independently. This writing aims to describe the application of madrasa-based management as a form of educational decentralization. This research method uses descriptive research using a literature study approach. The results of this research are: 1) Madrasah-based management is the result of decentralization; 2) One of the implementations of madrasa-based management is realized in the realm of madrasa financing; 3) Ciputat Development Madrasah is one of the institutions that implement madrasa-based management in the realm of good financing, one indicator is that they have 5 sources of financing (contributions from accepted students, tuition fees, BOS funds, new school year money, and sponsors). 4) Development madrasah invest some of the BOS funds they receive in accordance with the dimensions of restructuring the old pattern into a new pattern of madrasa-based management.

Teacher Obstacles in Thematic Learning Implementation Based on the 2013 Curriculum Faishol, Riza; Wong-A-Foe, Daphne; Abdullah, Abdullah; Nurhakim, Nova; Habibi, Riki; Hajar, Siti; Nasrodin, Nasrodin; Fauzi, Anis; Sofa, Ainur Rofiq
INCARE, International Journal of Educational Resources Vol. 6 No. 2 (2025): August 2025
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v6i2.1206

This study aims to analyze the obstacles faced by teachers in the implementation of thematic learning based on the 2013 curriculum at MI Al-Aziz. The research focuses on three key areas: (1) the implementation of thematic learning, (2) the challenges encountered by teachers, and (3) solutions to overcome these obstacles. The study employs a qualitative descriptive approach, using observation, interviews, and questionnaires as primary data collection methods. The results indicate that the thematic learning implementation has not been fully optimal due to a lack of teacher preparedness in lesson planning, limited resources, and inadequate training. Teachers also face difficulties in integrating various subjects into a coherent thematic approach. The study suggests that improving teacher training and providing better resources can enhance the implementation of the curriculum and resolve existing challenges.

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