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All Journal Journal Education and Government Wiyata Asian Journal of Social and Humanities MUMTAZ: Jurnal Pendidikan Agama Islam
Amirah Mawardi
Universitas Muhammadiyah Makassar, Indonesia
Religion Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Implementation of Academic Supervision of Madrasah Supervisors in Improving the Quality of Islamic Education Learning in Gowa Regency Azis Masang; Rusli Malli; Amirah Mawardi
Asian Journal of Social and Humanities Vol. 2 No. 6 (2024): Asian Journal of Social and Humanities
Publisher : Pelopor Publikasi Akademika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59888/ajosh.v2i6.259

Abstract

This study aims to explore the implementation of Academic Supervision by Madrasah Supervisors in Gowa Regency in improving the quality of Islamic Religious Education (PAI) learning. Academic supervision is considered a solution to improve teacher competence, but its implementation is still considered low. This research method is field research involving interviews, observation, and documentation studies. The results showed that academic supervision planning is the primary responsibility of madrasah supervisors, with the Academic Supervision Plan (RPA) as a critical instrument. Despite facing limitations such as busyness, supervisors try to be efficient by using the Bimlat. The active participation of PAI teachers in supervision planning is recognized as a crucial factor in improving the quality of PAI learning. The initial year meeting involved PAI teachers in preparing an academic supervision work plan, creating a collaborative spirit. Evaluation and analysis of supervision results and follow-up are still a challenge. Time constraints are a bottleneck, and immediate feedback is given after supervision, but comprehensive follow-up has not yet been fully implemented. This research implies that academic supervision needs to be carried out through planned, systematic, and local culture-based stages, "able sitting." Values such as deliberation, mutual respect, mutual reminding, mutual glorification, and cooperation are expected to enrich the implementation of academic supervision and improve the quality of PAI learning in madrasas.
PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) DALAM MENINGKATKAN MOTIVASI BELAJAR SEJARAH KEBUDAYAAN ISLAM (SKI) SISWA KELAS X MAN 1 MAKASSAR Fiza Firnanda; Amirah Mawardi; Elli Oschar
Journal Education and Government Wiyata Vol 3 No 4 (2025): November 2025
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v3i4.382

Abstract

Penelitian ini bertujuan untuk (1) Bagaimana penerapan model pembelajaran project based learning (PjBL) dalam meningkatkan motivasi belajar sejarah kebudayaan Islam (SKI) siswa kelas X MAN 1 Makassar, (2) Mengetahui penerapan model pembelajaran Project Based Learning (PjBL) dalam meningkatkan motivasi belajar sejarah kebudayaan islam siswa kelas X MAN 1 Makassar. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Kemmis and McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 32 siswa kelas X MAN 1 Makassar. Instrumen yang digunakan meliputi lembar observasi aktivitas siswa dan angket motivasi belajar. Analisis data menggunakan teknik analisis kuantitatif deskriptif dengan menghitung persentase rata-rata motivasi belajar pada setiap siklus. Hasil penelitian menunjukkan adanya peningkatan motivasi belajar siswa dari pra-siklus hingga siklus II. Pada pra-siklus, persentase rata-rata motivasi belajar siswa adalah 43,43% (kategori rendah). Setelah penerapan Project Based Learning pada siklus I, motivasi belajar meningkat menjadi 63,33% (kategori sedang). Pada siklus II, motivasi belajar mencapai 86,87% (kategori tinggi). Peningkatan juga terjadi pada aktivitas peserta didik berdasarkan lembar observasi, yaitu dari 56,64% pada siklus I (kategori renda) menjadi 88,82% pada siklus II (kategori sangat aktif). Peningkatan motivasi belajar dan aktivitas siswa ini terjadi pada seluruh indikator, meliputi, minat, keaktifan, kreativitas, kemandirian, Tanggungjawab, kerja sama dan keterampilan presentasi. Dengan demikian, Penerapan Model Project Based Learning (PjBL) terbukti efektif dalam meningkatkan motivasi belajar dan aktivitas siswa pada Sejarah kebudayaan Islam (SKI) siswa kelas X MAN 1 Makassar. Model ini dapat menjadi alternatif strategi pembelajaran yang berpusat pada peserta didik dan mampu memadukan motivasi intrinsik serta ekstrinsik.
Orientasi Revitalisasi Pembelajaran PAI Kontekstual untuk Penguatan Karakter Islami Siswa SMK Jasriani Jasriani; Amirah Mawardi; Ferdinan Ferdinan; Jumiati Jumiati; Rima Hardiyanti
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 1 (2025): June 2025
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i1.3939

Abstract

This study examines the orientation and developmental needs of contextual Islamic Religious Education (IRE) revitalisation for strengthening Islamic character among vocational high-school students. An interpretive qualitative case-study design was employed at UPTD SMKN 1 Rangas, Mamuju Regency. Verifiable empirical data were drawn from four brief educator interview transcripts collected in April 2025, involving one principal, two teachers, and one IRE teacher. The data were analysed thematically through meaning-unit identification, coding, categorisation, cross-informant comparison, and theme development. Four findings emerged: Islamic character was understood multidimensionally; the school and teachers were positioned as a character-forming ecosystem; everyday environments and experiences were viewed as the main context for value internalisation; and discipline, responsibility, honesty, and religiosity were considered relevant to vocational students’ needs. However, the available data did not demonstrate a systematic contextual-learning design across objectives, content, activities, and assessment. The study therefore proposes an initial revitalisation framework linking Islamic values, students’ experiences, school culture, vocational identity, and authentic assessment. The findings are limited to educator perspectives and require triangulation through observation, instructional documents, and student accounts.
Co-Authors Azis Masang Elli Oschar Ferdinan Ferdinan Fiza Firnanda Jasriani Jasriani Jumiati Jumiati Rima Hardiyanti Rusli Malli