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Utilization of Educational Technology in Islamic education Sumarna, Asep; Siti Fatimah, Elva; Supiana; Yuliati Zaqiah, Qiqi
EDUTEC : Journal of Education And Technology Vol 7 No 3 (2024): March 2024
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v7i3.677

ABSTRACT The integration of information and communication technology in education is driving the acceleration of computer literacy in Indonesian society. This research uses a qualitative approach with a descriptive study method. The focus of this research relates to the application of technology in PAI learning at Alfa Centauri Elementary School, Bandung. To obtain the data used is by interview, observation, and documentation. Furthermore, the data were analyzed using data reduction, data presentation, and drawing conclusions. The validity of the data is obtained through data triangulation technical tests. The results of research on technological advances have led to many changes, including in the field of education which gave birth to the concept of e-learning. With e-learning, learning becomes more effective and efficient. The integration of information and communication technology in primary school education improves the quality of education in these institutions. Keywords: Technology; Education; Islam.

Vocational Boarding School Curriculum Policy Sumarna, Asep; Kusmayadi, Andri; Dafik Sahal, Yosep Farhan; Yuliati Zaqiah, Qiqi
EDUTEC : Journal of Education And Technology Vol 7 No 4 (2024): June 2024
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v7i4.819

This study investigates curriculum policies in boarding schools operated by Vocational High Schools (SMK) within the context of Islamic education. The primary aim is to explore how Islamic principles and occupational competencies are integrated into the curriculum. The research employed analysis of policy documents, interviews with stakeholders, and surveys of curriculum implementation across various vocational boarding schools. Findings indicate that the curriculum strategy in SMK boarding schools is established through a comprehensive approach that combines strong Islamic religious instruction with technical and vocational knowledge. The program aims to foster students' spiritual growth while preparing them for the workforce. Islamic religious issues are not only taught theoretically but are also woven into vocational practices, such as business ethics in vocational case studies. Moreover, the study found that flexible curriculum adaptation is essential to meet the demands and local contexts of each vocational boarding school. Active participation from all stakeholders, including teachers, students, parents, and local communities, is crucial for the development and implementation of effective curricula. The study concludes that curricular policies in vocational boarding schools should maintain a balanced approach between religious and vocational education, emphasizing character development. Community involvement, continuous curriculum evaluation, and revision are critical recommendations for enhancing the quality of education in SMK boarding schools.

MANAJEMEN PEMBIAYAAN MADRASAH REGULER DAN BOARDING SCHOOL DI MI KEBON CINTA CIREBON Fikri Rafsanjani, Mohammad; Mukti, Saepul; Haprilwanti, Nenden; Badrudin, Badrudin; Yuliati Zaqiah, Qiqi
Islamic Management: Jurnal Manajemen Pendidikan Islam Vol. 8 No. 02 (2025): Islamic Management: Jurnal Manajemen Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/im.v8i02.8656

Madrasah Ibtidaiyah (MI) memegang peranan strategis dalam pembentukan karakter, spiritualitas, dan kompetensi dasar anak-anak Muslim sejak dini. Keunikan MI terletak pada integrasi antara fungsi akademik dan keagamaan dalam satu sistem pendidikan. Namun, penyelenggaraan layanan pendidikan yang berkualitas, khususnya dalam dua model yaitu reguler dan boarding school, menghadirkan tantangan besar dalam hal manajemen pembiayaan. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis manajemen pembiayaan pada dua sistem pendidikan yang diterapkan di MI Kebon Cinta Cirebon, yaitu sistem reguler dan boarding school. Fokus kajian meliputi perencanaan, pengorganisasian, pelaksanaan, dan pengawasan pembiayaan pada masing-masing sistem. Pendekatan penelitian yang digunakan adalah kualitatif dengan metode studi kasus. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, yang kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa MI Kebon Cinta menerapkan strategi pembiayaan yang berbeda pada masing-masing sistem untuk menyesuaikan kebutuhan operasional, fasilitas, serta pelayanan pendidikan. Pada sistem reguler, pembiayaan lebih sederhana dengan sumber utama dari dana BOS dan yayasan, sedangkan pada sistem boarding school, pembiayaan mencakup kebutuhan asrama, konsumsi, dan kegiatan pembinaan karakter yang bersumber dari iuran bulanan santri serta subsidi yayasan. Meskipun menghadapi tantangan dalam pengelolaan keuangan, pihak madrasah mampu menjaga efisiensi dan transparansi melalui sistem pencatatan dan pengawasan yang cukup baik. Temuan ini memberikan kontribusi terhadap pengembangan model manajemen pembiayaan yang adaptif dan kontekstual pada madrasah dengan sistem ganda.

Computer-Based National Assessment Policy (ANBK) at SD IT Qordova Bandung as An Alternative to The National Examination Junaedi, Dedi; Sa’diah, Titin; Zumailah, Elly; Yuliati Zaqiah, Qiqi; Qomaruzzaman, Bambang
TA'DIB: JURNAL PENDIDIKAN ISLAM Vol 13, No 2 (2024): Ta'dib: Jurnal Pendidikan Islam
Publisher : Pusat Penerbitan Universitas (P2U) Unisba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/tjpi.v13i2.13320

The government issued a maximum competency assessment policy, abbreviated to (AKM), as a replacement for the National Examination which was deemed to have failed in improving the quality of education. AKM is a fundamental assessment for students in the development of abilities which is an evaluation of the extent to which education has been successful. So the government provides policies so that they can be implemented in educational institutions to encourage teachers and school principals to improve the quality of learning and evaluation. Maximum National Assessment (AKM) Next known as Computer-Based National Assessment (ANBK) which is carried out at the middle school level, namely in class 5 for SD/MI, class 8 for SMP/MTS, and class 11 for SMA/MA/SMK. This policy is not easy to realize, in fact it has become a tangled thread in the world of education, so the aim of this research is to analyze the AKM policy rolled out by the Ministry of Culture and Education in socializing it, especially at SDIT Qordova Rancaekek Bandung. The method used is a qualitative method with a descriptive approach through analysis by studying manuscripts and documentationliberia riserct through data analysis. A summary of the research results shows that the government has succeeded in implementing the maximum competency assessment (AKM), known as ANBK, to all educational institutions throughout Indonesia. Even though there are still many shortcomings in applying it to educational institutions, this policy has been implemented. The conclusion of the national assessment is a new breakthrough in policy to improve the quality of education through maximum competency assessment (AKM). SD IT Qordova has implemented ANBK well and smoothly even though there are still many shortcomings and needs improvement, one of which is a lack of resources and laboratory space as a place to carry out ANBK.

Promoting Islamic Character Education in Inclusive Schools: Lessons Learned from the Supporting and Inhibiting Factors Meliani, Fitri; Hambali, Adang; Yuliati Zaqiah, Qiqi; Sulhan, Mohammad
International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 3 (2024): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v2i3.112

Initiatives to advance fairness and inclusion in educational systems should be founded on an examination of specific settings. This article presents a framework that is founded on research and may be applied to such contextual studies. This piece is a qualitative approach and is presented descriptively. The school principal, teachers, and students in inclusive schools served as the study's primary sources. Students cited supportive relationships, positive teacher beliefs, positive school leader attitudes, supportive teaching practices, and accessibility as five aspects that encourage inclusive education. The findings reveal a variety of barriers and challenges in educational settings, including a lack of teacher preparation that is necessary to meet the needs of all students, the recognition that student diversity is a challenge, physical barriers, underutilization of available resources, and an educational response devoid of organizational and didactic strategies that do not assume responsibility for a fair and inclusive curriculum for all students. It is clear that Islamic character education requires constant habituation and intervention, refuted and carried out consciously by each component. The need for continued professional development and opportunities to improve pre-service teacher education programs are explored.

Promoting Islamic Character Education in Inclusive Schools: Lessons Learned from the Supporting and Inhibiting Factors Meliani, Fitri; Hambali, Adang; Yuliati Zaqiah, Qiqi; Sulhan, Mohammad
International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 3 (2024): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v2i3.112

Initiatives to advance fairness and inclusion in educational systems should be founded on an examination of specific settings. This article presents a framework that is founded on research and may be applied to such contextual studies. This piece is a qualitative approach and is presented descriptively. The school principal, teachers, and students in inclusive schools served as the study's primary sources. Students cited supportive relationships, positive teacher beliefs, positive school leader attitudes, supportive teaching practices, and accessibility as five aspects that encourage inclusive education. The findings reveal a variety of barriers and challenges in educational settings, including a lack of teacher preparation that is necessary to meet the needs of all students, the recognition that student diversity is a challenge, physical barriers, underutilization of available resources, and an educational response devoid of organizational and didactic strategies that do not assume responsibility for a fair and inclusive curriculum for all students. It is clear that Islamic character education requires constant habituation and intervention, refuted and carried out consciously by each component. The need for continued professional development and opportunities to improve pre-service teacher education programs are explored.

Integrasi Analitik Pendidikan dan Q-Methodology dalam Pengembangan Model Evaluasi Kurikulum Multidimensi Nurhayati, Fitriani; Khotimah, Imas; A.H. Eviyani; Abdurahman, Ihsan; Erihadiana, Moh.; Yuliati Zaqiah, Qiqi
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar

The study addresses a critical limitation of conventional evaluation models such as Tyler, CIPP, and Kirkpatrick, which tend to emphasize linear outcomes while inadequately capturing learning processes, stakeholder subjectivity, and the growing role of digital technologies in education. Using the PRISMA protocol, this review analyzes peer-reviewed Scopus-indexed articles published between 2013 and 2025. The search process yielded 250 articles, which were systematically screened and refined to eight core studies that explicitly examined technology-integrated evaluation, data analytics, or Q-Methodological approaches. Bibliometric mapping using VOSviewer and trend analysis with R Studio were employed to identify conceptual patterns, methodological tendencies, and research gaps. The findings are synthesized at a conceptual level and reveal three core insights. First, curriculum evaluation research is increasingly data-driven, with learning analytics and machine learning used to predict performance, engagement, and learning trajectories, yet these approaches remain largely reductionist when detached from contextual meaning. Second, Q-Methodology consistently emerges as a robust method for capturing structured subjectivity, enabling the identification of distinct stakeholder perspectives that are otherwise overlooked in metric-based evaluation models. Third, the reviewed studies demonstrate that neither analytics nor Q-Methodology alone can adequately support holistic evaluation; rather, their integration enables a multidimensional assessment encompassing cognitive, affective, behavioral, and social domains of learning. This study contributes theoretically to educational management by conceptualizing curriculum evaluation as an adaptive, formative, and socio-technical process rather than a static measurement activity. The proposed hybrid framework positions evaluation as a strategic tool for decision-making, organizational learning, and curriculum governance. Practically, the findings are particularly relevant for developing education systems such as Indonesia’s Kurikulum Merdeka, where contextual diversity, digital transition, and stakeholder participation demand more inclusive and responsive evaluation models. By articulating a conceptual synthesis rather than a procedural template, this article advances curriculum evaluation scholarship toward a holistic and future-oriented paradigm.

KEBIJAKAN PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM (Studi Histori dan Regulasi di Indonesia) Selamet; Supiana; Yuliati Zaqiah, Qiqi
TADBIRUNA: Jurnal Manajemen Pendidikan Islam Vol 2 No 2 (2023): TADBIRUNA
Publisher : Program Studi Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/tadbiruna.v2i2.395

Curriculum is the most important component in education. Curriculum development in Islamic education is a necessity, because changes must occur following the times. So the purpose of this writing is to examine policies related to Islamic education curriculum development, especially in Indonesia with due regard to history and applicable regulations. This paper uses the library research method with a content analysis approach. The results of the study show that the Islamic education curriculum in historical review from the time of independence to the reform era continues to change according to conditions and needs. The development of the Islamic education curriculum is divided into 3 periods; namely first, during the old order, there were 3 changes, namely the 1947, 1952, and 1964 curricula; secondly, during the New Order era, there were 4 changes, namely the 1968, 1975, 1984, and 1994 curricula; third, the reformation period, there were 3 changes, namely the 2004 curriculum (KBK), 2006 curriculum (KTSP), the 2013 curriculum which has been used until now. Whereas in the review of Islamic education curriculum regulations there are 4 categories namely: first, madrasah curriculum regulations follow Law number 20 of 2003 concerning the national education system; second, the pesantren curriculum regulations follow Law number 18 of 2019 concerning Islamic Boarding Schools; third, the curriculum regulations for Islamic religious tertiary institutions are based on Law number 12 of 2012 concerning higher education; and fourth, regulation of the Islamic religious education curriculum for public schools/campuses based on Law number 20 of 2003

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