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All Journal Indonesian Journal of Educational Science (IJES) Imtiyaz : Jurnal Ilmu Keislaman Didaktik : Jurnal Ilmiah PGSD STKIP Subang International Journal of Health, Economics, and Social Sciences (IJHESS) Tafkir: Interdisciplinary Journal of Islamic Education DIKSI: Jurnal Kajian Pendidikan dan Sosial Sulawesi Tenggara Educational Journal Arus Jurnal Psikologi dan Pendidikan Journal of Education and Learning Sciences Indonesian Journal of Interdisciplinary Research in Science and Technology (MARCOPOLO) TOFEDU: The Future of Education Journal PEDAGOGIC: Indonesian Journal of Science Education and Technology Journal of Innovative and Creativity PRIMER: Jurnal Ilmiah Multidisiplin Journal of Humanities, Social Sciences, and Education JURNAL KAJIAN PENDIDIKAN DAN CAKRAWALA PEMBELAJARAN Edumaspul: Jurnal Pendidikan
Rosmiati Ramli
Fakultas Agama Islam, Universitas Muhammadiyah Parepare
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Strengthening Teacher Performance through Professional Ethics: Evidence from Islamic Religious Education Teachers in Indonesia Sutriana Sutriana; Rosmiati Ramli; Sumadin Sumadin; Dadang Sumarna; Raya Mangsi
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.329

Abstract

Professional ethics has become an increasingly important issue in educational improvement, particularly in the context of Islamic Religious Education (IRE), where teachers are expected to serve not only as instructors but also as moral role models. Despite extensive discussions on teacher professionalism, limited research has explored how professional ethics contributes to teacher performance within Islamic educational settings. This study investigates the implementation of professional ethics among Islamic Religious Education teachers and its contribution to teacher performance at SMP Negeri 1 Baraka, Enrekang Regency, Indonesia. Employing a qualitative case study design, data were collected through in-depth interviews, participant observations, and document analysis involving certified IRE teachers, school leaders, and relevant educational stakeholders. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation, prolonged engagement, and member checking. The findings reveal that professional ethics are consistently implemented across personal, social, pedagogical, and professional dimensions. Teachers demonstrate strong moral integrity, professional responsibility, collaborative behavior, and commitment to continuous professional development through participation in teacher professional forums. Furthermore, ethical practices significantly influence instructional planning, classroom management, assessment implementation, and overall teaching effectiveness. The study concludes that professional ethics function not only as a moral framework but also as a strategic mechanism for enhancing teacher performance and educational quality. These findings provide practical implications for teacher development programs and contribute to the broader discourse on ethics-based educational professionalism in Islamic education.
Spiritual Habituation and Character Development in Elementary Education: A Qualitative Study from Indonesia Jumsir Jumsir; Dadang Sumarna; Rosmiati Ramli; Sumadin Sumadin; Muhammad Nur Maallah
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.333

Abstract

The growing concern over moral decline and weakening spiritual values among young learners has highlighted the need for effective approaches to character and spiritual development in schools. Although previous studies have emphasized the importance of character education, limited research has explored how habituation-based spiritual education contributes to students’ spiritual character formation in elementary school settings. This study investigates the implementation of spiritual education through habituation practices and examines its impact on students’ spiritual attitudes and behaviors at SD Negeri Kecil Banua, Indonesia. A qualitative descriptive design was employed using theological, pedagogical, and psychological perspectives. Data were collected through observations, semi-structured interviews, and documentation involving the principal, Islamic Religious Education teachers, and students. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation techniques. The findings reveal that spiritual education is effectively implemented through structured habituation activities, including daily prayers, congregational Dhuha prayer, Qur’anic recitation, greetings, and the cultivation of honesty, discipline, and respect. These practices have contributed significantly to the development of students’ spiritual awareness, worship discipline, moral responsibility, and positive social behavior. The study also identifies teacher role-modeling, supportive school policies, and a conducive religious environment as key supporting factors, whereas limited instructional time and inconsistent reinforcement outside school remain major challenges. The findings suggest that habituation-based spiritual education serves as an effective strategy for strengthening students’ spiritual character and fostering holistic development in elementary education. The study contributes to the growing literature on spiritual pedagogy and character education in primary school contexts.
Integrating Local Wisdom in Strengthening the Pancasila Student Profile Maswati; Rosmiati Ramli; Sumiati Sumiati; Imam Pribadi; Faiq Athillah; Hadi Pajarianto
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 1 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i1.2314

Abstract

The Pancasila Student Profile represents a concrete manifestation of the national education goals and serves as a fundamental reference in formulating educational policies, including religious literacy. This study aims to identify the noble values of local wisdom in South Sulawesi that contribute to the strengthening of the Pancasila Student Profile (P5), and explore the patterns of integrating local wisdom values into the implementation of P5. This research employs a qualitative descriptive approach. Data sources were selected using purposive sampling techniques. Data collection methods included observation, in-depth interviews, and documentation, with the researcher acting as the primary research instrument. The research findings confirm that local wisdom values have been incorporated into the learning process to strengthen the P5 program in schools. Each dimension of P5 includes elements of local wisdom: D1 incorporates the values of mallise ale and mabbokong; D2 integrates sipakatau, sipakainge, and sipakalebbi; D3 reflects asunpololo; D4 includes agettengeng; D5 emphasizes amaccang; and D6 upholds the value of reso. These values are embedded through intracurricular, cocurricular, and extracurricular activities. The intracurricular approach can also be implemented through project-based or problem-based learning models, encouraging students to think critically about local issues as a means of reinforcing national integration.
MANAJEMEN MUTU BERBASIS SEKOLAH: KONSEP DAN IMPLEMENTASINYA DALAM PENINGKATAN MUTU PENDIDIKAN Rosmiati ramli; Muthmainnah Al-Uswan Sumule; Darnita; Syahwal
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.17255

Abstract

School-Based Quality Management is one of the education management approaches that gives authority to schools to manage resources independently to improve the quality of education. This research aims to analyze the concept of School-Based Quality Management and examine its implementation in an effort to improve the quality of education. The research uses a qualitative approach with the type of library research. Data was obtained through documentation studies of various literature sources in the form of books, journal articles, research results, and relevant scientific documents. Data analysis is carried out using content analysis techniques through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that School-Based Quality Management is an education management model based on the principles of independence, participation, transparency, accountability, and sustainability. The implementation of School-Based Quality Management is carried out through the process of planning, implementing, supervising, and evaluating educational programs by involving all school residents and the community. The successful implementation of School-Based Quality Management is influenced by the leadership of the principal, the professionalism of teachers, community participation, and effective and accountable school management. Although still facing various obstacles, such as limited human resources and infrastructure, School-Based Quality Management has proven to make a positive contribution to improving the quality of education. Therefore, School-Based Quality Management can be an effective strategy in realizing quality, competitive, and sustainable education.
Implementasi Total Quality Management (TQM) Dalam Pendidikan Islam: Strategi Mewujudkan Lembaga Pendidikan Yang Berkualitas Dan Berdaya Saing Rosmiati Ramli; Nur Aisyah; Yenni Yenni; Muh Iqbal Muhidin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 4 (2026): Edisi Juni 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i4.816

Abstract

Total Quality Management (TQM) is a management approach oriented toward continuous improvement to achieve customer satisfaction through the involvement of all organizational components. In Islamic education, the implementation of TQM is an important strategy for improving the quality of educational services, strengthening institutional management effectiveness, and enhancing competitiveness in the era of globalization and educational transformation. This article aims to analyze and synthesize the implementation of TQM in Islamic education and its strategic development for building high-quality and competitive educational institutions. This study uses a library research method by reviewing various scientific sources, including journals, books, proceedings, and relevant documents. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings show that the implementation of TQM in Islamic education is carried out through five main strategies: (1) orientation toward educational customer satisfaction, (2) quality-oriented leadership, (3) continuous improvement, (4) involvement of all school members in quality management, and (5) strengthening a quality culture based on Islamic values. These strategies not only enhance educational service quality but also strengthen teacher professionalism, learning effectiveness, and the development of students’ Islamic character. Therefore, TQM serves as an effective managerial approach to develop Islamic educational institutions that are excellent, adaptive, and sustainable in responding to modern educational challenges.
The Implementation Of A Humanistic Islamic Education Curriculum In Developing Students’ Social Intelligence Rosmiati Ramli; Syawal Syawal; Muhammad Naim
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 2 No. 3 (2026)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v2i3.825

Abstract

This study aims to analyze the implementation of a humanistic-based Islamic Religious Education (IRE) curriculum in developing students’ social intelligence through a literature review approach. Social intelligence has become an essential competency in the twenty-first century due to increasingly complex social interactions influenced by globalization, technological advancement, and cultural diversity. However, IRE learning practices often remain focused on cognitive achievement and religious content mastery, while the development of social competencies receives less attention. This study employed a library research method by reviewing relevant journal articles, books, conference proceedings, and other scholarly publications. Data were analyzed using content analysis, including literature identification, thematic classification, evaluation, and synthesis. The findings reveal five major themes. First, a humanistic-based IRE curriculum shifts learning orientation from knowledge transmission toward the development of social competencies. Second, the internalization of Islamic humanistic values, such as compassion, tolerance, brotherhood, mutual assistance, and social justice, provides a foundation for social intelligence. Third, participatory learning strategies enhance empathy, communication skills, and collaboration. Fourth, authentic social experiences through service-learning and community-based activities strengthen students’ ability to apply Islamic values in real-life contexts. Fifth, the transformation of teachers’ roles from information providers to facilitators, mentors, and role models supports students’ social development. This study contributes conceptually by highlighting the relevance of humanistic educational principles in Islamic Religious Education and their role in fostering social intelligence. The findings suggest that a humanistic-based IRE curriculum can serve as a strategic framework for developing socially responsible, tolerant, empathetic, and religiously committed learners.
Implikasi Integrasi Teknologi Digital dalam Pembelajaran Pendidikan Agama Islam di SMP Negeri 3 Parepare Asta, Amran; Rahman, Abdul; Djollong, Andi Fitriani; Ramli, Rosmiati
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 4 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i4.7314

Abstract

This study aims to analyze the integration of digital technology in Islamic Religious Education (PAI) instruction, the supporting and inhibiting factors, and the implications for the learning process at SMP Negeri 3 Parepare. The study employs a qualitative approach with a descriptive design. Research informants included the school principal, PAI teachers, and students. Data were collected through interviews, observations, and documentation, and subsequently analyzed using data reduction, data presentation, and conclusion drawing. Data validity was verified through source, technique, and time triangulation. The results reveal three main findings. First, digital technology integration is implemented through the use of laptops, LCD projectors, instructional videos, interactive presentations, the internet, and learning applications to support the delivery of PAI material. Second, this integration is supported by the availability of facilities and infrastructure, internet access, teachers' digital competence, and school policies, yet it still faces challenges regarding network connectivity, device limitations, and disparities in digital literacy between teachers and students. Third, the integration of digital technology leads to increased student motivation and participation, easier access to learning resources, and enhanced teacher creativity in lesson design
Co-Authors Abdul Rahman Abdul Rahman, Nur Amalina Adyana, Nurul Ilmi Ahmad , Muhammad Ikhwan Ahmad, Muhammad Ikhwan Aliahh, Nur Amir Patintingan Andi Fitriani Djollong Asmawati, Lilik Assam, Abdul Asta, Amran Dadang Sumarna Darnita Djamaluddin Djamaluddin Djamaluddin Djamaluddin Evi Febrianti Faiq Athillah G, Hardiman Hamran, Hamran Hasriani Hasriani, Hasriani Imam Pribadi Imran, Muhammad Afit Irma Irma Jumawati, Jumawati Jumsir Jumsir Jupri Jupri Kalbi Jafar Lestari, Usnul Letari, Usnul Maallah, Muhammad Nur Makki Makki, Makki Mardiati M Maswati Maswati Maswati, Maswati Muh Iqbal Muhidin Muh. Iqbal Muhidin Muhammad Naim Muhammad Nur Maallah Muhammad Nur Maallah Muhammad Zaid Mulias, Ismail Muminayah, Muminayah Muthmainnah Al-uswan Sumule Nafsia Marasabessy Na’iem, Muharrir Nur Aisyah Nurhidaya Da’te Pajarianto, Hadi Raden Muliana Rahmaniah Rahmaniah Raya Mangsi Rekha, Jeny Risda Risda RISDA, RISDA Rosiana Syahbaniar Rudi Hartono Ruslan Ruslan Saleh, Abd. Rahman Siti Rondhiyah Sri Bulan St. Warda Hanafie Das Subriani, Dewi Sudirman Herman Sudirmanto Suherni Suherni, Suherni Sukriati, Sukriati Sumadin Sumadin Sumadin Sumadin, Sumadin Sumiati AS Sumiati Sumiati Sutriana Sutriana Syahwal Syamsuriah, Syamsuriah Syawal, Syawal T, Dewi Tajuddin Tajuddin, Tajuddin Taufik Ustar, Nur Aisyah Wisriani Yenni . Yenni Yenni Zamri, Zamri Zulbina, Zulbina