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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Al-Tadzkiyyah Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan IJoASER (International Journal on Advanced Science, Education, and Religion) Cakrawala Pedagogik SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme JPGMI (Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Multazam) Attractive : Innovative Education Journal At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam JURNAL APARATUR Bulletin of Science Education Jurnal Al-Qiyam Jurnal Tana Mana Edu Sociata : Jurnal Pendidikan Sosiologi
Murtafiah, Nurul Hidayati
Unknown Affiliation
Religion Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Authentic Leadership of Madrasah Heads in Realizing a Culture of Religious Moderation Latifah, Ami; Patimah, Siti; Murtafiah, Nurul Hidayati
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 1 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i1.9705

Abstract

Islamic education has an important role in forming religious, tolerant, and inclusive students in the midst of the challenges of radicalism and social diversity. This study aims to analyze the leadership strategy of the head of Madrasah Aliyah Hidayatul Mubtadiin Jati Agung in internalizing the values of religious moderation, including the understanding of madrasah heads towards moderation in the local context, implementation strategies in the curriculum, school culture, and religious habits, parties involved as well as supporting and inhibiting factors, as well as the influence of strategies on the formation of a tolerant and inclusive madrasah culture. This study uses a qualitative method with a case study approach. Primary data was obtained from madrasah heads, teachers, education staff, and students, while secondary data was obtained from institutional documents, madrasah programs, disciplines, and activity documentation. The research was carried out at MA Hidayatul Mubtadiin Jati Agung, South Lampung. Data were collected through observation, in-depth interviews, and documentation, then analyzed using Miles et al.'s interactive model through data reduction, data presentation, and conclusion/verification. The results of the study show that madrasah heads understand religious moderation as a religious attitude that is balanced, tolerant, anti-violent, and relevant to local social diversity. The internalization strategy is carried out through the integration of moderation values in learning, strengthening school culture, religious habituation, teacher capacity development, and collaboration with religious leaders, KUA, FKUB, and the community. Supporting factors include the commitment of the madrasah head, teacher involvement, community support, and the religious culture of the madrasah, while the inhibiting factors include differences in student understanding, limited literacy moderation, and the influence of the external environment. This strategy has an impact on the formation of a madrasah culture that is more dialogical, tolerant, inclusive, and responsive to the prevention of radicalism.
Instructional Supervision and Teacher Performance Improvement: A Multiple-Case Study of Islamic Secondary Schools Kasiman, Kasiman; Patimah, Siti; Murtafiah, Nurul Hidayati
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.30495

Abstract

Academic supervision is a central component of instructional leadership, yet empirical understanding of how supervision is operationalized as a developmental and value-based practice in Islamic secondary schools remains limited. This study examines how madrasah principals plan, implement, evaluate, and follow up academic supervision to improve teacher performance in Madrasah Tsanawiyah in Metro City, Indonesia. Using a qualitative multiple-case study design, data were collected from three madrasahs through semi-structured interviews, non-participant observations, and document analysis. Informants were selected purposively based on their direct involvement in supervision practices, while data were analyzed thematically through within-case and cross-case comparisons. The findings reveal that effective supervision operates as a cyclical process consisting of systematic planning, classroom observation, formative feedback, evaluation, mentoring, and continuous professional development. These practices supported improvements in teachers’ lesson planning, classroom management, instructional delivery, assessment practices, and reflective professionalism. The study also found that principal commitment, teacher openness, collaborative culture, and the availability of supervision instruments strengthened supervisory effectiveness, whereas limited time, administrative workload, scheduling conflicts, and insufficient technical training constrained its implementation. This study contributes a process-oriented and culturally grounded model of instructional supervision that integrates instructional leadership, clinical supervision, school improvement, and Islamic ethical values. The findings imply that madrasahs should institutionalize structured supervision systems, strengthen principals’ instructional leadership capacity, and embed follow-up coaching into continuous teacher professional development.
An ADDIE-Based Digital Learning Content Framework for Islamic Religious Education: Designing Interactive, Accessible, and Values-Integrated Learning in Indonesian Secondary Schools Udin; Patimah, Siti; Murtafiah, Nurul Hidayati
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 2 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i2.27959

Abstract

This design and development study develops an ADDIE-based framework for digital learning content in Islamic Religious Education (IRE). The study responds to a persistent gap in which digital resources are often added as technical supplements rather than designed as coherent environments that connect Islamic values, learner activity, accessibility, and formative feedback. A document-informed design audit of the original development problem and contemporary research was used to define learning requirements, develop a content architecture, and specify an implementation and evaluation protocol. The resulting framework integrates six design components: contextual learner analysis, explicit outcomes, multimodal source-based learning, interactive application tasks, guided reflection, and evidence-rich formative feedback. The framework also embeds accessibility provisions, including low-bandwidth alternatives, mobile-first delivery, readable visual hierarchy, and flexible participation routes. Results are presented as design outputs rather than causal claims because the original project record did not contain participant-level validation or outcome data. The study contributes a values-integrated digital pedagogy model for Indonesian secondary education, including Islamic vocational secondary schools and Islamic boarding schools (pesantren) where locally appropriate. Its principal implication is that digital IRE content should be developed as an iterative pedagogical system, not as a collection of media files.
Contextually Differentiated Quality Management for Advanced-Track Learning: A Multi-Site Study in Indonesian State Islamic Senior Secondary Schools Misini; Patimah, Siti; Murtafiah, Nurul Hidayati; Refliyanto
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 2 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i2.28500

Abstract

Advanced-track programmes in Indonesian Islamic senior secondary schools are often assessed through enrolment selectivity or visible achievement, while the quality-management processes that make learning meaningful remain underexamined. This multi-site qualitative study analyzes how three State Islamic Senior Secondary Schools in Lampung Province manage quality and learning innovation in advanced-track programmes. Data from the original field study were generated over approximately one academic year through participant observation, in-depth interviews with programme stakeholders, and document analysis. The analysis identifies a shared Plan–Do–Check–Act logic but three contextual profiles: integrative–comprehensive at State Islamic Senior Secondary School 1 Bandar Lampung, academically competitive at State Islamic Senior Secondary School 1 Metro, and academically–spiritually integrated at State Islamic Senior Secondary School 1 Central Lampung. Across cases, quality was enacted through capability mapping, differentiated curriculum pathways, inquiry- and project-oriented learning, digital and laboratory resources, enrichment time, and iterative monitoring. The study proposes the Contextually Integrated Advanced-Track Quality Management model, which adds an equity guardrail to prevent advanced-track provision from becoming a mechanism of fixed student hierarchy. The model contributes to Islamic educational management by linking pedagogical innovation, local institutional identity, inclusive quality education, and continuous improvement.
Islamic Educational Leadership and Teacher Performance in Indonesian State Islamic Primary Schools Putri, Anita; Patimah, Siti; Murtafiah, Nurul Hidayati; Abg. Abu Nawas, Abg. Ashmirul; Ahad, Ijaz
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 3 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i3.30070

Abstract

Leadership quality in Islamic primary education is central to teacher professionalism, yet empirical evidence from Indonesian state madrasahs remains limited. This qualitative multi-site case study examines how Islamic school principals manage leadership practices and how these practices relate to teacher performance in three State Islamic Primary Schools (Madrasah Ibtidaiyah Negeri/MIN) in Lampung, Indonesia. Data were derived from observations, semi-structured interviews with principals and teachers, and institutional documents during May-June 2024; analysis followed data reduction, display, and verification with source, technique, and time triangulation. Findings show that leadership management operated through four connected functions: participatory planning, role-based organizing, motivational implementation, and continuous supervision. Teacher performance was reflected in lesson planning, curriculum enactment, classroom management, innovative pedagogy, assessment, individual feedback, character formation, and professional learning. Cross-site patterns indicate a participative-relational model in MIN 2 Pesawaran, an innovation-performance model in MIN 2 Bandar Lampung, and an exemplary-spiritual model in MIN 3 Lampung Selatan. Supportive factors included collaborative climate, parental/committee support, and teacher commitment; constraints included limited funding, administrative workload, unequal ICT access, and teacher rotation. The study contributes a context-sensitive model of Islamic educational leadership for teacher performance and inclusive quality education.
Co-Authors A. Gani, A. Abda Abda Abg. Abu Nawas, Abg. Ashmirul Ahad, Ijaz Andi Warisno ANDIKA SAPUTRA Anita Anita Anita Putri, Anita Anum, Adelina Arabiah, Arabiah Aslamiyah, Nurul Darmi, Darmi Dyah, Aspita Hananto, Sigit Harahap, Nasrudin Ibrohim, Iim Izzah, Azqiya Akidatul Kasiman, Kasiman Khairul Saleh Kuseini, Ahmad Latifah, Ami Masdiana Masdiana Misini Muhammad Idris Mursalim Mursalim Mustaqim Hasan Nasor, Nasor Nasrun Nasrun Ningsih, Sri Rahayu Nur Hidayah Nurhakim Nurhakim Prasinta, Dian Jani Pujiarman, Pujiarman Refliyanto Ritonga, Hotman Sugeng Rohman, Jumadi Rohmatulloh Rohmatulloh Sahlani, Lalan Samsul Hidayat Saputra, M. Indra Sari, Intan Maya Saruji, Saruji Selvia, Noor Liyana Sidiq, Sultan Muhamad Sigit Apriyanto Simbolon, Maruli Siradjuddin, Nursalam Siti Patimah Sunarko Sunarko Supriyanto, Aris Udin Yayu Tsamrotul Fuadah, Yayu Tsamrotul Zuhri, M. Tajudin