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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN re-JIEM (Research Journal of Islamic Education Management) Education Management: Jurnal Manajemen Pendidikan Islam (Edium)
Tsuraya, Febia Ghina
Unknown Affiliation
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Manajemen Strategi dalam Meningkatkan Pendidikan Yang Kuat Tsuraya, Febia Ghina; Sabina Tri Rizkiani; Hesti Kusumaningrum
Education Management: Jurnal Manajemen Pendidikan Islam Vol. 2 No. 1 (2024): Education Management: Jurnal Manajemen Pendidikan Islam
Publisher : IAIN Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/edium.v2i1.9170

Abstract

This study analyses the application of strategic management in improving the quality of education. The method employed was a literature review, involving the collection of data from various sources including journals, books and articles. The findings indicate that effective strategic management encompasses various key elements such as creating a sense of urgency, the use of new curricula and programmes, the setting of ambitious goals, and a more selective student admission process. Furthermore, appropriate learning strategies and additional support for students experiencing difficulties have also been shown to improve academic achievement. Strategic management in education requires environmental analysis, strategy formulation, proper implementation, as well as continuous evaluation and control.
Tinjauan terhadap Penerapan Kurikulum Merdeka Belajar di Sekolah Menengah Atas Maharani, Sekar Puan; Nirwana, Annisa; Azahra, Salsabila; Tsuraya, Febia Ghina; Azzahra, Nurul; Faizin, Afif
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 7, No 4 (2025): Agustus
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v7i4.8435

Abstract

Kurikulum Merdeka Belajar merupakan upaya pembaruan dalam sistem pendidikan Indonesia, namun implementasinya di sekolah masih menghadapi berbagai tantangan. Penelitian ini bertujuan untuk mengkaji secara mendalam penerapan Kurikulum Merdeka di SMA Negeri 4 Tangerang Selatan, termasuk hambatan yang dihadapi serta strategi yang digunakan untuk mengatasinya. Dengan menggunakan pendekatan deskriptif kualitatif dan berlandaskan teori konstruktivisme Jean Piaget, penelitian ini menelusuri pengalaman nyata di lapangan. Hasil penelitian menunjukkan bahwa implementasi di tingkat sekolah belum sepenuhnya optimal. Meskipun materi telah disiapkan serta pelatihan dan sosialisasi telah dilaksanakan, peran guru penggerak masih terbatas, dan pimpinan sekolah belum terlibat secara aktif dalam inisiatif tersebut. Di tingkat kelas, guru menghadapi keterbatasan pengalaman, sementara pemahaman siswa terhadap kurikulum masih rendah. Kendati demikian, proses pembelajaran tetap berjalan secara dinamis berkat dukungan motivasi belajar siswa, ketersediaan fasilitas, serta kolaborasi antara guru dan orang tua. Penelitian ini menyimpulkan bahwa keberhasilan implementasi Kurikulum Merdeka sangat bergantung pada keterlibatan aktif seluruh unsur sekolah serta penguatan kapasitas mereka dalam menghadapi perubahan
Ethical Challenges of Using Artificial Intelligence in Global Education Based on Spirituality and Religious Moderation Puan Maharani, Sekar; Tsuraya, Febia Ghina; Azzahra, Nurul; Maftuhah; Faizin, Afif
re-JIEM (Research Journal of Islamic Education Management) SPECIAL ISSUE OF 1-ST INCOME (INTERNATIONAL CONFERENCE ON MANAGEMENT AND EDUCATION)
Publisher : Islamic Education Management Study Program, Tarbiyah and Teacher Training Faculty, State Islamic University of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/re-jiem.vi.24262

Abstract

The digital transformation of the globalization era has accelerated the integration of Artificial Intelligence (AI) into education as a tool for adaptive, efficient, and data-driven learning innovation. AI enables personalized learning, faster evaluation, and broader access to education, but its integration raises ethical challenges such as algorithmic bias, data privacy risks, technology dependency, and the potential dehumanization of learning relationships. This study aims to analyze the ethical challenges of using AI in global education and formulate an ethical framework grounded in spirituality and religious moderation. This study uses a qualitative desk research approach through content analysis of scientific literature and policy documents from the past decade. The findings indicate that while AI increases efficiency and inclusivity, its implementation requires strengthening moral responsibility, justice, and respect for human dignity. Spirituality and religious moderation serve as guiding principles for developing an inclusive and humanistic AI-based education model.
Co-Authors Afif Faizin Azahra, Salsabila Azzahra, Nurul Fadli, Muhamad Aldi Khoiriyah, Umi Kusumaningrum, Hesti MAFTUHAH Maharani, Sekar Puan Nirwana, Annisa Puan Maharani, Sekar Rachman, Jihan Zalika Sabina Tri Rizkiani Zidani, Rizqi Fauzia